Department of Education, Employment and Training Annual Report 1999Ð2000 Annual Report DEPARTMENT OF EDUCATION, EMPLOYMENT AND TRAINING 2 Treasury Place East Melbourne Victoria 3002 GPO Box 4367 Melbourne Victoria 3001 Telephone (03) 9637 2000 Facsimile (03) 9637 3100 Website www.deet.vic.gov.au
Annual Report
Department of Education, Employment and Training The Hon. Mary Delahunty, MP Minister for Education
The Hon. Lynne Kosky, MP Department of Education, Minister for Post Compulsory Education, Training and Employment Employment and Training The Hon. Justin Madden, MLC Minister for Youth Affairs Annual Report Dear Ministers I have pleasure in submitting the annual report of the Department of Education, Employment and Training for the year 1999–2000 1999–2000 in accordance with the Education Act 1958 and the Financial Management Act 1994.
Yours sincerely
Peter Allen Secretary
Department of Education, Employment and Training 2 Treasury Place East Melbourne Victoria 3002 GPO Box 4367 Melbourne Victoria 3001 Telephone (03) 9637 2000 Facsimile (03) 9637 3100 Website www.deet.vic.gov.au Department of Education, O verview Employment and Training Annual Report 1999–2000 Education and training are the first priorities of the Victorian Government. CONTENTS Mission Overview 1 To ensure that all Victorians have the knowledge and skills to Focus on people 17 participate as responsible, informed and productive citizens in our society. School education 29 Tertiary education, employment and training 59 Principles 83 Youth The Department’s mission can be best realised by:
Policy, strategy and information services 91 • excellence and equity – all providers striving to provide world-class education and training within an equitable Corporate services 101 statewide framework
Statutory authorities 107 • valuing stakeholder involvement – working closely with external groups and stakeholders, particularly those Summary of financial results 115 concerned with advancing youth participation in education, Financial Statements 117 training and the labour market • encouraging partnerships – liaising with the community and Appendices 151 private corporate sector in ensuring policy objectives of Summary of contents 184 government are understood and, where appropriate, lead to joint initiatives
• teamwork and professionalism – establishing working relationships within the Department to maximise cooperation, mutual trust and professional commitment and to foster integrity, honesty and ethical behaviour
• diversity and innovation – valuing diversity in the workplace and adopting innovative and integrated processes across the Department to assist service delivery
• cooperation – working closely with central agencies and other departments to ensure whole-of-government approaches to achieve social and economic objectives benefiting all Victorians.
ABOUT THIS REPORT This report sets out the Department’s activities and achievements from 1 July 1999 to 30 June 2000 against the goals and priorities for the period. The report is available on the Department’s website (www.deet.vic.gov.au). A bout the Department
History Responsibilities
Education became compulsory for all Victorian children aged The principal responsibilities of the Department are to: six to fifteen when the Education Act 1872 was passed. The • provide and ensure access to high-quality primary and Act set out a course of free, compulsory and secular secondary education for all Victorian children, including instruction, covering subjects such as reading, writing, support for non-government schools arithmetic, grammar, geography, drill and needlework. The • ensure that all Victorians have access to the high-quality Education Department was established on 1 January 1873. training and further education services necessary for the In 1910 a further education act authorised the social and economic development of the State establishment of higher elementary schools and district high schools, continuation classes and preparatory trade classes, • create additional employment opportunities, particularly for trade schools and technical schools. The secondary system young people and disadvantaged communities was founded. • link training and further education to employment, The training and further education (TAFE) system evolved especially in high-skill industries and areas of skill shortage in the 1970s from the system of technical schools and senior technical colleges. The adult community education (ACE) • ensure that government policies and service delivery reflect sector is an outcome of developments in community-owned and meet the needs of all young Victorians. and managed adult education since 1960, formalised in In addition, the Department provides support and partnership arrangements with the Victorian Government in advisory services to the Minister for Education, the Minister 1991. for Post Compulsory Education, Training and Employment The University of Melbourne has a history dating back to and the Minister for Youth Affairs, and is responsible for the 1853, but higher education, which is largely Commonwealth effective management and administration of their respective funded, underwent significant growth in the post-war period, portfolios. as did the other parts of the education sector. The Department of Education, Employment and Training was established in October 1999 by the Labor Government, replacing the Department of Education formed by the Coalition Government in 1996. The Department assumed new responsibilities for employment services (from the Department of State and Regional Development) and youth affairs (from the Department of Human Services).
2 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Stakeholders
Who Service provided Section of Annual Report Pages
Students • High-quality teaching and learning programs • School education 29–58 • Tertiary education, employment 59–82 and training
Young people • A proactive and comprehensive approach to the policy, • Youth 83–90 planning and delivery of services to young people
Parents • Supporting the major contribution parents make to • School education 29–58 their children’s education
Industry • Meeting the needs of business and industry, consistent • School education 29–58 with improving students’ employment opportunities • Tertiary education, employment 59–82 and training • State Training Board 114
General community • Working in partnership with the Victorian community • School education 29–58 • Responding to local aspirations • Tertiary education, employment 59–82 and training • Youth 83–90 • Public information and promotion 98–100 • Statutory authorities 107–14
Overseas education • Promoting Victoria as an international provider of • International education 96–8 and training high-quality educational and training services by • Higher education 79–82 communities marketing the Department’s products and services
Teachers and • Acknowledging their pivotal role in the provision of • Focus on people 17–28 trainers quality education and training by providing professional • School education 29–58 development and training programs • Tertiary education, employment 59–82 and training • Ministerial Advisory Committee for 113–14 the Victorian Institute of Teaching • Merit Protection Boards 108–11
Ministers • Providing services required for the implementation of • Policy, strategy and executive 92–5 government education, employment and training, and services youth policies • Youth 83–90 • Statutory authorities 107–14
• Improving access to quality school education and training Policy context and further education services for all Victorians, including people in regional and rural Victoria and disadvantaged The Labor Government was elected on a policy program built communities. on four pillars – responsible financial management, promoting growth across the State, delivering improved • Linking training and further education to employment to services and restoring democracy. These four pillars have facilitate, in particular, the development of new industries, guided Department activities during the year. increased employment opportunities, the elimination of skill shortages and the promotion of regional development. Responsible financial management • Establishing Learning Towns and providing increased support for adult education organisations. • Meeting government budgetary requirements and exercising prudential financial management, while directing funding to the Government’s priority policy initiatives. Delivering improved services • Establishing a fair and equitable public education framework.
Promoting growth across the State • Supporting the Government’s commitment to a high-quality, • Facilitating the Government’s commitment to a high-quality, universally accessible public education system. universally accessible public education system.
Overview 3 • Improving the learning outcomes of students, especially by raising literacy and numeracy standards, delivering a K ey service delivery comprehensive, in-depth curriculum and increasing retention rates. areas
• Ensuring that every student and teacher has proper access In 1999–2000 the Department’s services were grouped into to computers and learning technologies. four key service delivery areas: school education; tertiary • Revitalising effort towards the welfare needs of students education, employment and training; youth; and policy, and providing additional support and services to meet strategy and information services. specialised needs.
• Creating higher standards and status for the teaching School education profession. Services were provided through school structures that included: • Modernising and upgrading school and TAFE institute facilities and significantly reducing maintenance backlogs. • primary schools for P–6
• Achieving a network of reinvigorated TAFE institutes that is • secondary colleges in Years 7–12, Years 7–10, Years 11–12 sustainable in the longer term as the key component of a and Years 9–12 configurations vigorous public and private training system. • primary–secondary schools in P–8, P–10 and P–12 • Ensuring that training and further education is of high configurations quality, through processes that include strengthened • special schools for students with disabilities and training audit regimes. impairments
• Implementing new employment initiatives linked to post • English language schools and alternative settings for compulsory education, training, and youth unemployment. students with specific educational needs Restoring democracy • the Distance Education Centre of Victoria. • Improving openness and teacher and community participation in policy development and program Tertiary education, employment and implementation through wider communication and training community input to policy reviews. Services were provided by organisations that included: • Building partnerships with school communities to ensure • TAFE institutes, including TAFE divisions within universities, that schools are more responsive to the needs of their local and the TAFE Virtual Campus (TAFE VC) communities, parents and students. • private providers of training and further education • Lifting the restrictions on principals and teachers participating in public debate on education in Victoria. • ACE organisations, including neighbourhood houses and community-based organisations owned and managed by • Committing to work with young Victorians to give them a local communities real voice in government. • Adult Multicultural Education Services (AMES) and the Council of Adult Education (CAE)
• universities and private providers of higher education
• the Department in the case of employment services and programs.
Youth Proactive and whole-of-government approaches to policy, planning and delivery of services to young people in Victoria were provided, including:
• delivery and coordination of policy advice to the Minister for Youth Affairs and Government
4 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 • provision of a focus for young people in Victoria to contribute to government policy and program development Accountability
• program design and coordination, including FReeZA and the The Department is accountable to government through the Victorian Youth Development Program (VYDP) portfolio Ministers, who are assisted by the following statutory authorities: • provision of a research base on youth needs and issues of importance to young people in rural and regional Victoria Portfolio Minister Statutory authority and metropolitan Melbourne. Minister for Education Board of Studies Registered Schools Board Standards Council of the Policy, strategy and information Teaching Profession services (membership terms expired on 31 December 1999) Services were provided to Ministers, the Corporate Board and Merit Protection Boards local and international communities through: Minister for Post State Training Board • the offices within the Department, including specialist areas Compulsory Education, Adult, Community and Further such as public information and promotion and international Training and Employment Education Board education Council of Adult Education • regional councils and offices associated with the various education and training sectors
• statutory authorities Budget
• private providers on behalf of the Department. The Department’s 1999–2000 budget reflected its three key service delivery areas. A comparison with the 1998–99 budget revealed a total increase of 6.8 per cent.
Table 1 Department’s budget across the three key service delivery areas
Service delivery area 1999–2000 revised budget 1998–99 revised budget Variation ($ million) ($ million)
School education 4409.6 4110.0 +7.3%
Tertiary education, employment and training 893.3 853.7 +4.6%
Policy, strategy and information services (including youth affairs) 25.9 27.6 -6.2%
Total 5328.8 4991.3 +6.8%
Source: Department of Treasury and Finance, Budget Estimates
Overview 5 T he year in review School education
Incoming government initiatives for school education Expanded responsibilities for employment and youth affairs, totalled $50 million for the 2000 school year, with a further injection of significant additional services funding by the new $258 million committed over the next four years to Government, and policy and program reviews with widespread implement improved standards of literacy and numeracy, stakeholder consultation were highlights in a year of improved retention rates and better quality schools. extensive and significant change. Immediate benefits were reduced average class sizes in the critical early years of schooling, employment of an additional Ministerial reviews 450 primary teachers, extra student welfare positions in secondary colleges and an expanded school maintenance By year-end, recommendations were before the Government program. to increase the proportion of young Victorians completing The goal of school initiatives was improved standards for post compulsory education and training, to improve the student learning, which included reduced class sizes, action quality of trainee and apprenticeship training, and to research to improve learning in the middle years and a strengthen public education. A Ministerial advisory committee broader range of subject choices and pathways in the post was also developing plans to raise the standards and compulsory years. Within the Victorian Certificate of professionalism of Victoria’s teachers. Education (VCE) Vocational Education and Training (VET) in Schools program, choices expanded and VET enrolments in The reviews highlighted the strengths and challenges government schools grew by 28 per cent. Students facing Victoria’s education and training services. They participating in part-time apprenticeships and traineeships in include: schools more than doubled in number. Publication of the • the importance of a robust well-resourced public education revised Curriculum and Standards Framework (CSF II) in and training system linked to social and economic February 2000 provided schools with a comprehensive development goals curriculum framework, and standards for student learning benchmarked against best international practice. • the importance of local planning and local capacity to Funding for students with disabilities and impairments develop more flexible and responsive services, particularly was also a high priority with a 10 per cent increase in for young people not well served by existing providers program funding. This allowed approximately 3 per cent of • the importance of professional development for teachers the student population to receive supplementary funding to ensure they were well supported to maximise learning. • the role of standards, quality and accountability for Assessment and reporting of student learning was performance against agreed targets enhanced with the introduction of the Achievement • the comparative strength of Victoria’s education and training Improvement Monitor (AIM). Building on teachers’ classroom system. assessment, the AIM includes statewide testing in Years 3, 5 and 7, comprehensive reporting to parents, investment in learning improvement, and homework guidelines. Five million Demand growth dollars a year will be available to schools to improve student literacy and numeracy through the Learning Improvement During the year demand for services continued to grow. program. Apprenticeship and traineeship commencements grew Comparative performance of students against national particularly strongly with a 45.8 per cent lift in 1999. Overall, benchmarks for reading at Year 3 level was reported for the enrolments for training and further education grew by first time. Victorian students performed around the national 12.6 per cent. average with 86.2 per cent of students performing at or Alongside this growth an additional $177.4 million was above the national standard in reading. In future years, committed to training and further education over the next student performance will be reported across a wider range of four years. In accord with the priorities of the Government, measures, which are being developed by the Ministerial an additional $158.2 million was allocated to 2003–04 for Council on Education, Employment, Training and Youth employment initiatives targeting young people, long-term Affairs (MCEETYA). unemployed, older workers and rural and regional communities with high unemployment.
6 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Post compulsory education Corporate infrastructure and training Investment in information and communication technology continued to be a priority in support of improved teaching During the year, the Government provided an immediate and learning and new employment opportunities. The increase in funding for training, with substantial additional Department is now Australia’s leading information technology injections over the next four years, completed a user. Initiatives such as the TAFE VC, Learning Networks, the comprehensive review of apprenticeship and traineeship Education Channel and the Global Classroom project will quality and commenced an analysis of conditions under which continue to identify and exploit the opportunities technology competition can enhance performance in the training market. provides to enhance learning opportunities and outcomes. Many changes to post compulsory education and training Linked in part to the system challenges of Y2K, the recommended by the Ministerial Review of Post Compulsory Department’s human resource management and finance Education and Training Pathways in Victoria (Kirby Review) systems were upgraded during the year, with the objective of were drawn from developments in the ACE sector. Curriculum more efficient delivery of ‘back-office’ services, and initiatives such as the new Diploma of Further Education significantly upgraded management information. provide alternative pathways into tertiary education. Establishment of fifty-five ACE Clusters strengthened the local cooperation and infrastructure that is a centrepiece of the Department staff Kirby Review recommendations. Retirements, resignations and restructure in the Department’s Corporate Board resulted in a smaller group. After thirty-eight Rural and regional Victoria years of outstanding service to Victorian education, John Pascoe retired as Director of Schools. RoseAnne MacLeod Improving access to quality education and training in rural resigned from her position as Chief Finance Officer in and regional Victoria, in accord with government priorities, July 2000. was a major Departmental focus. Targeted funding was Michael White, Director of Schools, and Karen Cleave, provided to regional TAFE institutes, small rural schools were Director of Departmental Services, joined the Department and allocated additional funding to employ specialist teachers, the Corporate Board, bringing fresh perspectives and public nine Learning Towns were funded in country Victoria, and sector experience. employment programs were targeted to rural and regional Through a year characterised by change and challenge, communities with high unemployment. the expertise and commitment of staff ensured the Government and Victorian community were well served. Young people These same staff qualities mean the Department is well placed to meet the challenges ahead. The new Office for Youth gives Victoria’s young people a strong voice and an opportunity for input into Government policy and program development. The Office plays a strategic leadership role in youth affairs, with a view to developing a coherent and consistent State Government response to the contemporary situations of Victorian young people. The programs managed by the Office, including FReeZA (drug Peter Allen and alcohol-free entertainment) and the Victorian Youth Secretary Development Program, emphasise participation, leadership and development opportunities for young people across Victoria.
Overveiw 7 M onthly highlights 1999–2000 July
• About 2000 teachers attended the Early Years conference on the October teaching of children’s literacy and numeracy (refer page 35). • The Labor Government assumed power and the former Department of Education was renamed the August Department of Education, Employment and Training, with new • The August 1999 school census responsibilities for employment indicated that the participation rate services and youth (refer page 2). of 17-year-olds and the apparent retention rate Years 7–12 in Victorian government schools – November 74.6 per cent and 69.8 per cent respectively – were considerably • Increased funding for TAFE higher than the Australian average institutes was made available to – 61.8 per cent and 66.4 per cent overcome the financial plight of a respectively – but the Victorian number of institutes (refer page 64). apparent retention rate had • The Government lifted the ‘gag’ on decreased from a peak of principals and teachers, enabling 77.9 per cent in 1992 (refer them to participate in public debate page 168). on education (refer pages 3–4). • The August 1999 school census indicated that primary and secondary teacher–student ratios December in Victorian government schools – • The revamped Community 1:17.2 and 1:12.6 respectively – Business Employment program were slightly higher than the was launched, bringing Australian government school employment opportunities to ratios – 1:17.0 and 1:12.5 10,000 unemployed Victorians for respectively (refer page 169). 2000 (refer page 77).
• A total of 43,694 government and September non-government school students received their VCE (42,692 in • More than 3000 students 1998), achieving a pass rate of participated in Joining the Chorus’s 94.1 per cent (93.5 per cent in production of Dreamscape at 1998) (refer page 45). Melbourne Park (refer page 99). • Student contact hours of training • A female helicopter maintenance and further education delivered in engineer, a Koorie theatre lighting 1999 were 91.7 million compared technician, a female real estate with 86.7 million in 1998, a trainee from Gippsland, and a 5.8 per cent increase (refer Numurkah engineer took out top page 170). honours at the Victorian Training Awards (refer page 72).
8 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 January April
• The Ministerial Review of Post • Youth Expo 2000 was held at Compulsory Education, Training the Royal Exhibition Buildings and Employment Pathways in April 4–7, with a focus on training Victoria (Kirby Review) was and expert employment advice announced (refer pages 61–2). (refer pages 89–90). • The Office for Youth was established within the Department May (refer pages 84–5).
• The Ministerial Advisory Committee February for the Victoria Institute of Teaching was established (refer pages 113–14).
• Government school enrolments • Community learning was boosted by reached 531,934.9 equivalent establishment of nine Learning full-time students, an increase of Towns networks in regional Victoria 2862.9 (0.5 per cent) from February (refer pages 66–7). 1999 (refer page 167). • The February 2000 school census June indicated that the average P–2 class size in 2000 was 23.3 • The drug education kit Get Wise: compared with 24.3 in 1999 A–Z of Illicit Drugs was launched (refer page 168). (refer pages 49–50).
• The findings of the Schofield March Review were released (refer page 70). • A Ministerial Review of the Quality of Training in Victoria’s Apprenticeship and Traineeship System (Schofield Review) discussion paper highlighted major concerns with Victoria’s training system (refer page 70).
• The Ministerial Review – Public Education: The Next Generation (Connors Review) – was launched (refer pages 30–1).
• The Growing Victoria Together Summit was held (refer page 64).
Overview 9 A t a glance: Key strategies, performance measures, targets and results
School education
Key strategies in 1999–2000:
• Reduce class sizes in P–2 • Improve retention of students in Years 7–12
• Continue implementation of the Early Years Literacy and • Improve retention of students in Years 10–12 Numeracy strategy • Increase the participation rate of the post compulsory-aged • Improve primary and secondary teacher–student ratios population
• Improve the morale of primary and secondary teachers • Improve welfare support in secondary schools
• Improve the quality of primary and secondary schools • Improve services for students with disabilities and impairments • Increase parent satisfaction with primary and secondary schooling
Performance measure 1999 target 1999 result 2000 target
Average P–2 class size New measure 24.3 23.3
Student attainment at Text Level 5 (reading) at end of Year 1 100% 96.5% 100%
Year 3 students achieving national benchmarks in reading New measure 86.2% 87%
Year 3 indigenous students reaching national benchmarks in reading New measure 68% 70%
Primary teacher–student ratio 1:17.2 1:17.2 1:16.8
Morale of primary teachers 72% 74% 75%
Primary schools performing at or above the expected levels – triennial reviews New measure New measure 93%
Parent satisfaction with primary schooling 89% 83% 85%
Secondary teacher–student ratio 1:12.7 1:12.6 1:12.5
Apparent retention rates Years 7–12 69.1% 69.8% 70%
Apparent retention rates Years 10–12 73.7% 73.5% 74%
Participation rate of 17-year-olds New measure 74.6% 75%
Morale of secondary teachers 64% 57% 58%
Secondary schools performing at or above the expected levels – triennial reviews New measure 89% 90%
Parent satisfaction with secondary schooling 82% 75% 83%
Increase the number of student welfare coordinators in secondary schools New measure New measure 309
Number of students with disabilities and impairments in special settings 5415 5506 5680
Number of students with disabilities and impairments in mainstream schools 7958 8262 10,130
Mainstream schools with students with disabilities and impairments 1345 1382 1390
10 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Tertiary education, employment and training
Key strategies in 1999–2000:
• Provide high-quality training and further education programs • Retain Community Business Employment program participants in employment • Improve access to training and further education programs • Work in partnership with business, unions and the community • Increase the number of students successfully completing to increase employment opportunities training • Offer scholarships to attract high-achieving graduates to • Provide high-quality ACE programs teaching • Improve access to ACE programs
Performance measure 1999 target 1999 result 2000 target
Government-funded student contact hours of training and further education provided 68.88m 76.9m 70.56m
Persons aged 15–64 participating in TAFE programs as a percentage of the population 12.5% 13.5% 13.1%
Successful training completions (module load completion rate) 80% 76.2% 80%
Persons aged 15 and over participating in ACE as a percentage of the population 4% 4.8% 5%
Student satisfaction with ACE courses meeting their overall needs 70% 70% 75%
Community Business Employment program retention rate – participants retained in employment for 13 weeks (financial year) 80% 85% 80%
Teacher scholarships taken up in 2001 New measure New measure 250
Youth
Key strategies in 1999–2000:
• Provide a focus for young people to contribute to Government policy and program development
• Provide a breadth of opportunities for young people to develop leadership and team-building skills
Performance measure 1999 target 1999 result 2000 target
Regional Youth Advisory Committees (financial year) New measure New measure 15
Students participating in the Victorian Youth Development Program (VYDP) New measure 3100 4700
Policy, strategy and information services
Key strategies in 1999–2000:
• Improve the quality of the full fee-paying program for overseas students
• Improve the quality of community information services
Performance measure 1999 target 1999 result 2000 target
Students satisfaction on exit from the full fee-paying program for overseas students New measure New measure 80%
Customer satisfaction with the quality of the telephone information service 70% 95% 75%
Overview 11 P ortfolio structure
The Hon. Mary Delahunty, MP The Hon. Lynne Kosky, MP The Hon. Justin Madden, MLC
Minister for Education Minister for Post Compulsory Minister for Youth Affairs Education, Training and Employment
The Hon. Mary Delahunty is the The Hon. Lynne Kosky has been the The Hon. Justin Madden entered Member for Northcote (Legislative Member for Altona (Legislative Parliament in 1999 as the Member for Assembly). Before her election to Assembly) since 1996 and the Doutta Galla Province (Legislative Parliament, Ms Delahunty was one Minister for Finance since May 2000. Council). of the nation’s most experienced Ms Kosky is a member of the Mr Madden taught primary school journalists. She established a career Cabinet Expenditure Review and junior high school for five years, in television news, current affairs and Committee and Chair of the Future teaching mainly art, English and the arts and reported nationally and Jobs and Skills Cabinet physical education. He then internationally for the ABC and Subcommittee. She was Joint completed a Bachelor of Architecture commercial television stations, Ministerial Coordinator of the at RMIT and worked as an architect producing numerous documentaries Growing Victoria Together Summit for seven years. and anchoring live broadcasts. held in March 2000 and is Deputy Mr Madden was an Australian Ms Delahunty has a commitment Chair of the Information and Football League footballer for and a strong record of participation Communication Technologies Skills nineteen years. He played 332 senior in education, the arts, politics and Taskforce. She has also held shadow games, won two Best and Fairest women’s and civic affairs. She is a portfolios in Employment, Tertiary awards and played in four AFL Grand foundation member of Emily’s List, Education and Training, Youth Affairs Finals. He was President of the AFL an organisation that aims to increase and Housing. Players’ Association from 1990 to representation of women in Before entering Parliament, 1997. During this period membership Parliament; a member of the Law Ms Kosky held a number of public of the Association increased to Reform Committee; a member of the sector positions in education and 99 per cent and new agreements Child Family Care Network Task Force; youth affairs, was a ministerial were reached on the employment Victorian convenor and foundation adviser in the community services rights of players. member of the Australian Republican portfolio, a lecturer in public Mr Madden is a member of the Movement and elected delegate to the administration at RMIT, executive following Cabinet subcommittees: People’s Convention on the Republic; officer to the Westgate Community Rural and Regional; Future Jobs and a governor of the Droomkeen Initiatives Group, and a member of Skills; Drug Policy, Crime Prevention Children’s Literature Collection; and the Coode Review Panel and the and Corrections; Community Support patron of PALS (partnership and Immigration Review Tribunal. Fund; Aboriginal Affairs; Social linking for the seriously mentally ill). Ms Kosky has also had extensive Development; and Major Events. Before entering politics, involvement in the Footscray Mr Madden is also the Minister for Ms Delahunty was managing director community as a councillor between Sport and Recreation and the Minister of her own media consultancy 1986 and 1990, including a period as Assisting the Minister for Planning. company. mayor in 1988–89. Ms Delahunty is also the Minister Ms Kosky has a Bachelor of for Arts and the Minister for the Social Work from the Universty of Centenary of Federation. She has a Melbourne. She is also a member of Bachelor of Arts (Honours) degree in Emily’s List. political science.
12 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 C orporate Board
The Hon. Theo Theophanous, The Department’s corporate governance practices aim to devolve authority and MLC accountability throughout the organisation. The practices ensure that the Department is able to act responsibly and proactively in all its activities and that Parliamentary Secretary for Department staff are able to provide high-quality education, training and Education, Employment and Training employment programs in a cost-effective and efficient way. The Corporate Board provides strategic advice on the development and implementation of Departmental policy and operational issues to support the Secretary in his role as Chief Executive Officer. Weekly meetings ensure Department-wide input to major issues, with specific attention to human resource, asset management and information technology strategies, budget and finance management, communications, quality assurance, and performance monitoring and reporting. Changes to the Department’s organisational structure following machinery-of- government decisions of the incoming Government led to changes in membership of the Corporate Board.
The Hon. Theo Theophanous has been the Member for Jika Jika Province (Legislative Council) since Peter Allen Michael White 1988. He is an honours graduate from La Trobe University and has a Secretary Director, Office of Schools public service and academic BA, DipJour BA, DipEd, MEd background, having tutored in politics and sociology at La Trobe University. During the period 1991–92 he held the portfolios of Consumer Affairs and Small Business and was Minister Assisting the Minister for Manufacturing and Industry Development. Between 1994 and February 1999 Mr Theophanous was Leader of the Victorian Opposition in the Legislative Council and Shadow Minister for Industry, Employment and WorkCover. Mr Peter Allen was appointed Mr Michael White was appointed He was the chairman of the Public Secretary to the former Department Director of Schools in Victoria in Accounts and Estimates Committee of Education in January 1999. He is May 2000. Mr White’s former between 1989 and 1991 and has been responsible to the portfolio Ministers position was Executive Director of a continuous member since 1993. for overall management of the Education and Training for the Mr Theophanous was born in Department. Between 1996 Department of Education and Cyprus. His academic and political and 1999 Mr Allen was Director of Community Services in the Australian interests include social justice, Schools. Prior to this he held senior Capital Territory. Mr White has led sustainable economic development, posts in the Victorian Public Service, and managed community services, multiculturalism and humanitarianism. including Deputy Secretary, including child protection and youth Department of Human Services from justice in the Australian Capital 1992 to 1996. Before joining the Territory and Tasmania, and has also public service Mr Allen worked for the had responsibility for community Brotherhood of St Laurence, the health services in Tasmania. Mr White Victorian Council of Social Services, also lectured in teacher education and the Australian Social Welfare human development for fifteen years. Commission, Comalco Limited and He commenced his career as a Further information on the portfolio the Herald and Weekly Times. secondary teacher in a Victorian structure can be found in Appendix 8 Mr Allen is also a member of the government school. Mr White is a on pages 179–81. Board of Studies. registered psychologist.
Overview 13 Meredith Sussex Karen Cleave RoseAnne MacLeod
Director, Office of Post Compulsory Director, Office of Departmental Chief Finance Officer Education, Training and Employment Services BCom, MBA, CA BA (Hons) BEc
Ms Meredith Sussex was appointed Ms Karen Cleave has had extensive Ms RoseAnne MacLeod was as Deputy Secretary and Director of experience in public sector appointed Chief Finance Officer in the Office of Training and Further administration in Commonwealth 1997. In addition to managing the Education (now the Office of Post and State government departments Department’s finances and operating Compulsory Education, Training and ranging from central agencies, natural a wide range of financial and Employment) in July 1998. From resource management, employment, administrative services, Ms MacLeod 1994 to 1998 she was Head of the community services, health and was responsible for implementing the Cabinet Office in the Department of education. Her areas of expertise national taxation reforms across the Premier and Cabinet. Prior to this, include program and service system State education sector in Victoria. Ms Sussex worked in leadership, redevelopment, reform of work She also implemented a range of management and policy roles in practices in service delivery, management initiatives as part of the local government and across a development of alternative funding Government’s management reform variety of State government agencies. models, financial management and program. She had previously held Ms Sussex is responsible for accountability. She has also worked senior management positions training and further education, with agencies to redefine and internationally in the public and adult community education, and streamline their client base, referral private sectors. Ms MacLeod employment services, and is chief paths and cross-sectoral cooperation. resigned from the Department in executive of the State Training Board. Ms Cleave is a member of the July 2000. Victorian Government Purchasing Board.
14 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Organisation chart
Institute of Teaching Project Director: Andrew Ius
Merit Protection Boards Adult, Community and Further Education Board Chairperson: Ian Adams Chairperson: Shirley Martin
Secretary Council of Adult Education Victorian Board of Studies Chairperson: Paul Hoy Peter Allen Chairperson: Professor Kwong Lee Dow Chief Executive Officer: Chris Kotur (acting)
State Training Board Chairperson: Ross Oakley Registered Schools Board Chairperson: Sue Tait
Office of Post Compulsory Office of Departmental Services Office of Schools Office of the Secretary Education, Training and Director: Karen Cleave Director: Michael White Employment Director: Meredith Sussex General Manager Chief Finance Officer General Manager Corporate Relations Financial Services School Programs and Student Michael Kane General Manager RoseAnne MacLeod Welfare Resources Don Tyrer Darrell Cain General Manager General Manager Information Technology General Manager Corporate and Strategic Planning General Manager Paul Doherty Accountability and Development Ian Hind Quality Assurance Bill Griffiths Patricia Neden General Manager General Manager Human Resources General Manager Audit and Review General Manager Graham Marshall School and Regional Operations Colin Twisse Program Development Steve Marshall (acting) Sue Christophers General Manager Project Director Human Resource Management Regional Director Special Projects General Manager System Western Metropolitan Howard Kelly Policy and Planning Lawrie Bradly Greg Gibbs (acting) John Sullivan
Regional Director Director General Manager Northern Metropolitan General Manager Facilities Victoria Triggs (acting) Higher Education Employment Ben Ciullo Ian Allen Arden Joseph Regional Director Eastern Metropolitan General Manager Bob Neal (acting) Director General Manager International Education Office for Youth Adult, Community and Further Heather Allen Lesley Foster (acting) Education Regional Director Jenny Samms Southern Metropolitan Jan Lake Manager Communications Director Sue Ure Regional Director Adult Multicultural Education Barwon South Western Services Trevor Fletcher Moira Schulze Regional Director Central Highlands Wimmera Malcolm Millar
Regional Director Loddon Campaspe Mallee Vin Virtue (acting)
Regional Director Goulburn North Eastern Adele Pottenger (acting)
Regional Director Gippsland Sue Tait Corporate Board members
Overview 15 A udit Committee
The Audit Committee considers any matters relating to the financial affairs of the offices, divisions and agencies within Membership its jurisdiction. These are: • Peter Allen, Secretary (Chair) • Office of Schools (including all Victorian government • Michael White, Director, Office of Schools schools) • Meredith Sussex, Director, Office of Post Compulsory • Office of Post Compulsory Education, Training and Education, Training and Employment Employment (excluding the State Training Board, the ACFE Board and AMES, which have their own audit committees • Karen Cleave, Director, Office of Departmental Services and internal audit arrangements) • Michael Kane, General Manager, Corporate Relations • Office of Departmental Services • Don Pasquariello, Partner, KPMG • Office of the Secretary (including the Office for Youth, but • Professor Barry Cooper, Director, Membership Services, excluding the Victorian Board of Studies and all higher Australian Society of Certified Practising Accountants education institutions) • Colin Twisse, General Manager, Audit and Review • the former Standards Council of the Teaching Profession (Executive Officer) • Merit Protection Boards The Audit Committee meets five times per year. • Registered Schools Board.
The responsibilities of the Audit Committee include reviewing financial statements, monitoring risk assessment and internal controls, ensuring the establishment of an appropriate internal control framework, approving internal audit programs (including school audit programs), reviewing internal and external audit reports, and ensuring appropriate action is taken to correct any procedural breakdowns and control weaknesses within the Department.
16 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Focus on people
Improving student learning through the development of a highly motivated, competent and professional workforce.
Highlights • Development commenced of a strategic recruitment framework that will include a teaching scholarship scheme to attract high-quality graduates. • A new set of leadership capabilities was prepared to be used in selecting and accrediting school leaders. • Consultation procedures were developed with all education sector unions to support implementation of the Government’s commitment to progressive and cooperative industrial relations. • Improvements to personnel and payroll service delivery were made, including processes for electronic leave application and recording for head office and regional staff, and training and support for systems administrators. W orkforce profile W orkforce planning
Table 2 Equivalent full-time staff on pay as at The Department continues to develop strategies in areas 30 June such as improved workforce planning and management of recruitment to ensure that the required numbers of high-
Location 2000 1999 1998 1997 quality staff are employed to deliver strategic directions and priorities. School Teaching 36,883.8 35,966.4 34,901.8 35,061.8 Teacher supply and demand Non-teaching 8,006.5 7,267.0 6,576.4 6,021.8 One of the Department’s priorities is to address the issue of Subtotal 44,890.3 43,233.4 41,478.2 41,083.6 potential staffing shortfalls in specific subject and geo- Head office graphic areas and to maximise recruitment of high-quality and regions* 1,421.1 1,538.4 1,429.9 1,445.5 teachers, including new graduates. AMES During 1999–2000 the Department examined teacher Teaching 110.1 114.1 122.2 159.0 supply and demand in Victorian government schools. Non-teaching 238.7 145.4 127.3 141.7 Analysis of staffing projections revealed potential shortfalls in specific subject areas and in particular locations around Subtotal 348.7 259.5 249.5 300.6 the State. Total 46,660.2 45,031.3 43,157.6 42,829.7 The Department commenced development of a strategic *Includes staff in the four statutory authorities and extension services recruitment framework, including a teaching scholarship such as the National Gallery of Victoria, the Museum of Victoria and scheme to be made available from 2001, to attract high- Sovereign Hill. quality teacher graduates to Victorian government schools. Note: TAFE institutes are not paid directly by the Department and are therefore not included in the above staff numbers. TAFE institutes have Consultation with representatives from the principal autonomy in determining their own staffing arrangements. organisations, the Australian Education Union and the Further workforce data can be found in Appendix 2: Workforce statistics.
Of the 46,660.2 equivalent full-time staff on pay with the Department in June 2000, 96 per cent of staff were located in schools. Head office and regional staff, 3 per cent of the total, were engaged in providing policy, curriculum support and administrative services for schools, the tertiary education and training and employment sectors, and for youth. A total of 348.7 equivalent full-time staff were also employed providing English language programs with AMES.
Graduate CV: Graduate teacher, Prue Parker, thoroughly enjoyed her teaching course, loves children and has already gathered a small legion of fans at St Albans East Primary School
18 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Deans of Education is a feature of its development, primarily Two appointments to positions without advertisement through a newly established teacher supply and demand were approved and published in the Victorian Public reference group. Service Notices, Part VII (exemption from notification Strategies implemented in 1999–2000 to encourage of vacancy) during 1999–2000. The reasons for exemp- high-quality graduates to enter teacher education programs tion were consistent with the requirements of the or otherwise consider careers in teaching, included: Commissioner for Public Employment. There were no exemptions submitted relating to specific ‘disadvantaged • information on teaching in special education areas as groups’. part of teacher recruitment • enhancement of the Department’s teacher recruitment Internet site (www.sofweb.vic.edu.au/hrm/recruit), which P erformance excellence was visited up to 1500 times each month • preparation of Teaching Suitability reports, in cooperation with the former Standards Council of the Teaching Profession, to assist in selection of suitable applicants for pre-service teacher education courses in 2000 • conduct of a forum, attended by approximately 700 prospective teachers in September 1999, which outlined how job vacancies are advertised and how to apply for positions. As a result of these strategies and other factors, applications for undergraduate teacher education courses increased by a further 4 per cent in 2000 in addition to the 10 per cent increase in the previous year. Head office and regions The Department’s organisational structures were modified late in 1999 to incorporate Employment Services, transferred from the Department of State and Regional Development, and Youth Affairs, transferred from the Online success: Former Bendigo Senior Secondary College students, Dale Thorpe and Department of Human Services. The Office of Departmental Emily Faulkner, with Lindsay Thompson Services was also established and the first stage of Fellowship winner, Peter Lasscock realignment of the Department’s organisational arrange- ments was undertaken to reflect government priorities and policy directions. Workforce planning for staff in head office and regions For outstanding performance as a government school is designed to achieve strategic priorities within the context teacher, Peter Lasscock was awarded the 2000 Lindsay Thompson Fellowship travelling scholarship. The $50,000 of organisational reviews and annual budget allocations. prize will allow Peter to travel to Singapore, Malaysia, the In 1999–2000 the Department identified areas for improve- United Kingdom, Thailand and the United States to ment and potential savings and achieved required workforce investigate the use of learning technologies in schools. numbers. Peter has been instrumental in developing Bendigo As in schools, new staffing arrangements were put in Senior Secondary College’s learning technologies place to maximise ongoing employment opportunities program, resulting in the development of web-based for staff. learning packages and curriculum resources for teachers. His efforts have not only been beneficial in the classroom. They have also provided job opportunities for former students Dale Thorpe and Emily Faulkner, who now work at the school developing online learning programs.
Focus on people 19 Public Service Medal winner, Ken Rowe, with students Matt, Nicole and Kylie
• motivating and helping employees to sustain employee performance at a level that meets or exceeds expectations Frankston High School Principal, Ken Rowe, was awarded a Public Service Medal in the 2000 Queen’s Birthday • enhancing job or career-related skills, knowledge and Honours for outstanding public service to education. He experience. accepted the award, on behalf of schools, as recognition of Principal Class officers and Leading Teachers attended teachers and the public education system. one-day accreditation centres to develop their leadership, Ken is known for his innovation in sporting and management and teaching competencies as a continuing education circles. He decided to become a teacher while component of their performance management structures. playing with the Melbourne Football Club, and after Participants received feedback on their performance and an committing to the profession, he soon progressed to Principal of Frankston High School. accreditation certificate. During his thirteen years at Frankston High School he During 1999–2000: has introduced innovative programs in sport and physical • 125 Principal Class officers were accredited with leader- education, notebook computer programs, overseas teacher ship and management competencies, resulting in a total and student exchanges, and an aviation course in which of 3451 accreditations since 1995 students build their own two-seater planes before gaining pilots’ licences. • 248 Leading Teachers were accredited as having Ken sees his position as a chance to make a difference leadership and teaching competencies, resulting in a for youth. total of 4936 accreditations since 1996. Improvements in the Victorian Public Service performance management program included: • introduction of one performance management model for Performance improvement and all Victorian Public Service staff to maintain consistency accreditation in the application of documentation, policies and guidelines across the Department Staff performance is regularly monitored, evaluated and • attendance of 100 managers at training sessions recognised so that managers and employees have the emphasising individual coaching and performance opportunity to improve their performance and contribute to improvement strategies. the effectiveness of the Department by: • developing links between the Department’s mission and goals and work unit priorities • promoting a climate of continuous learning and pro- fessional growth
20 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Managing Diversity recognition
Schools were for the first time recognised for their demonstrated commitment to diversity performance and excellence, winning three of the Commissioner for Public Employment Managing Diversity 2000 Awards. Princess Elizabeth Junior School for Deaf Children received an award for providing equal access to communication for hearing and non-hearing staff. This initiative aimed to improve communication between hearing and deaf staff. The school developed a bilingual (English and Auslan) and bicultural (hearing culture and Participants at the Managing Diversity deaf culture) program for all signing students. The Quarterly Forum held in June 2000 program teamed trained teachers of the deaf with deaf language aides, providing professional development for the deaf aide and Auslan development for the hearing Managing and valuing diversity teacher. Ballan Primary School received an award for managing The Public Sector Management and Employment Act 1998 diversity in a team culture. The school’s program focuses merit principles and Managing Diversity directions continue on challenges facing staff as a result of individual to be implemented across the Department. These include: differences, recognising and appreciating these personal • continued training and support for principals to ensure differences and using and fostering diversity as part of all staff are aware of their rights and responsibilities in school culture. Staff members work in teams to develop relation to workplace discrimination and harassment strategies to help people work together more effectively and achieve work–life balance. • consultation on an updated policy on eliminating work- Commercial Road Primary School, Morwell received place sexual harassment an award for providing work and family balance and • incorporation of information about the handling of leadership options. This program supports the return to complaints in principal induction and professional work of teachers and part-time staff, enabling employees development programs with families to participate in their chosen careers, maintain current skills, and continue to be involved in • use of the Managing Diversity Quarterly Forum where leadership initiatives. senior regional and school personnel meet to coordinate ‘People who work part-time or job share have the implementation and promotion of diversity and equity opportunity to recharge their batteries. Teaching and policy in schools. working in a school is rewarding but can be very demanding. You can’t ask twenty-five children to come back later or to come back when you aren’t so busy. Teachers and support staff who work part-time or job share have usually requested this flexible arrangement and have a high level of ownership, so they work hard to make sure it works’ (Nerissa Albon, Principal, Commercial Road Primary School).
Winners of the Public Sector Managing Diversity Awards: Anti-clockwise from back left, Michael Metherell (Principal), Anna Pavia and Jan Walsh, all from Princess Elizabeth Junior School for Deaf Children; Debbie Edwards (Assistant Principal) and Nerissa Albon (Principal) from Commercial Road Primary School, Morwell
Focus on people 21 Standards of conduct School professional The Department has maintained its ethical conduct policy development and practices in line with its values of respect for the The Department provides schools with professional individual, professionalism and positive work environments. development program options that support and foster For schools, measures included: excellence in teaching, administration, leadership and • implementation of procedures to enable reporting and management, improving student welfare and educational investigation of alleged unethical behaviour outcomes for students. • continued training for principals and school staff in School staff have demonstrated significant commitment appropriate workplace behaviours to professional development. In 1999, 162,333 attendances • the review of professional standards for teachers in the were recorded at more than 1100 professional development areas of professional responsibilities, content of teaching activities or events provided by the Department and its and learning, teaching practice, assessment and regions, resulting in the equivalent of 230,422 professional reporting of student learning, and interaction with the development contact days. school and the broader community The following table and figure summarise participation • parent-opinion surveys to measure parent satisfaction in professional development programs made available by with their child’s school. This information is provided to the Department during 1999. head office through school annual reports. The latest collated information is from 1998 when 83 per cent of Table 3 Participation in Departmental professional primary school and 75 per cent of secondary school development by staff group, 1999 parents were satisfied with their child’s school. In head office and regions, other measures included: School staff Attendance in Professional • executive officers being required to complete an annual all programs development declaration of private interests contact days • all new staff being provided with a copy of the Code of Teachers 113,413 179,084 Conduct issued by the Commissioner for Public Employ- School leadership 19,814 24,292 ment as part of their induction process. School Services Officers 29,106 27,046
Total 162,333 230,422 P rofessional development
Professional and leadership development is a strategy Figure 1 Participation in Departmental professional development by priority area, 1999 for ensuring effective leadership and management for all staff engaged in Victorian education. The Department has 6 4 5 invested in and developed programs that build the performance of the organisation and individuals and support 3 excellence and professionalism in delivering services. 1 Expanding the leadership experience and the development 1 Teaching and learning (51.1%) of talented women in all categories of employment is a 2 Student welfare (20.5%) 2 particular focus. 3 School administration (18.5%) 4 Career and leadership development (4.0%) Information about professional development activities in 5 Human resources management (3.2%) the TAFE sector appears on page 71 of this report. 6 Accountability (2.7%)
22 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Staff welfare and morale is enhanced through teamwork to encourage ownership of change management processes
Teaching and learning represents the vast majority of professional development undertaken in the Department. Priority areas for Department-provided professional development included: • teaching and learning – CSF II, literacy and numeracy, VCE, learning technologies, early and middle years of schooling, assessment and reporting, Key Learning Areas and multicultural education
• career and leadership development – women in In addition to school-level contributions towards teacher educational leadership, leading teacher development, professional development from School Global Budgets, principal development and aspirant development more than $9 million was granted directly to schools in • human resources management – equal opportunity, 1999–2000, which enabled schools and teachers to focus occupational health and safety, merit protection and on upgrading the professional knowledge and skills required managing diversity to meet the educational needs of local communities. • student welfare – health, drug education, students Department support for these activities was as follows. at educational risk, students with disabilities and • PD Search, a searchable online database of professional impairments, counselling skills and student welfare development activities, was developed to provide coordination teachers, principals and professional development • accountability – triennial review training, Goods and coordinators with a central, convenient point for locating Services Tax (GST) briefings, assessment and reporting, high-quality professional development suiting individual school charter writing and workforce planning needs. • school administration – induction for school council- lors and presidents, computer-based management sys- tems, physical resources management and financial management. The breadth of provision and level of participation in professional development activities across the State indicate strong commitment on the part of schools to the continuing development of skills, knowledge and professionalism in the education community.
Teacher professional development Teacher quality is a key factor in providing students with the highest standard of educational opportunities and www.sofweb.vic.edu.au/pd/index.htm outcomes. Schools take responsibility for the professional growth and renewal of teachers by planning professional development programs linked to school charter priorities. • The Professional Development Guide 2000 was compiled, Schools are increasingly using mentoring, coaching, published and distributed to schools. It lists the range of in-house training and self-paced learning as models of professional development activities related to the CSF II, professional development. Teachers are also engaging in in particular literacy, numeracy and science. collegiate activities ranging from professional learning • Online professional development programs continued teams to regional networks. to be developed and piloted in the areas of the middle School leadership teams, including professional years of schooling, multimedia, Science, Arts and VCE development and curriculum coordinators, manage and subjects. The pilots have indicated that an online delivery coordinate programs of professional development within mode has great potential for professional development. schools with the support of networks and conferences In particular, it appeals to country participants, who are provided by the Department. very enthusiastic about the Middle Years program for its access and flexibility.
Focus on people 23 • A program of conferences was conducted. It included School leadership development the second Connected Learning Conference, which was The Department provided $1.8 million in 1999–2000 for attended by 1000 teachers. Other conferences covered school leadership development. the early and middle years of schooling, gifted education and the CSF II. There were high levels of attendance and The major programs were: a continuing strong demand for major statewide • Induction – a coordinated approach to the induction of conferences of this kind. more than 500 new principals and assistant principals • Twelve conferences were staged for professional develop- during 1999–2000 in partnership with the Australian ment and curriculum coordinators. They attracted 2422 Principals Centre, regions and central staff through participants, representing 94 per cent of Victorian activities that include a statewide and a regional government schools. orientation program • Kits of support materials relating to the changes in the • Leadership Teams – promotion of the concept of shared CSF in Mathematics and English were developed and leadership, with more than 465 staff from 112 schools distributed to all schools for Key Learning Area taking part in the program to enhance their team building coordinators. skills • Two forums covering online professional development • human resource management – conduct of the Planning and successful models of teacher professional for People program to provide regional facilitators with development were conducted on behalf of a cross- up-to-date information about human resource planning sectoral network of professional development stake- and to encourage schools to share their experience and holders. Responses to these forums indicate a keenness to benefit from best practice examples pursue cutting-edge professional development issues in • succession planning – implementation of programs to the education community. help schools prepare pathways of succession for new • The Framework for Accredited Teacher Professional leaders and to minimise disruption caused by vacancies Development for gaining tertiary credit for professional in key positions development continued to be supported. The first • future directions – preparation of a new set of leadership Graduate Certificate of Education (PD) was awarded. capabilities for school leaders to increase the under- • The Learning Technologies Teacher Capabilities CD and standing of behaviours that contribute to outstanding booklet was redeveloped and distributed. It provides leadership in schools. enhanced functionality and allows schools to track the progression of their teachers’ learning technologies skills and capabilities from year to year. Details of professional development programs in specific priority areas can be found in the School Education section of this Annual Report. Leadership development Effective leadership is essential in determining the success of organisational outcomes. The Department has put leader- ship and management development programs in place to achieve this.
The Department has high-level development opportunities available for potential leaders, supported by a range of programs to build individual and organisation performance
24 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Participants in the statewide Eleanor Davis School Leadership program (from left) Sue Lyons (1998 mentoree), Dr Robyn Stickland (2000 mentor) and Angelique den Brinker (1999 mentoree)
Corporate leadership and management development The Department is committed to improving the quality of services it provides by developing the capabilities, skills and leadership qualities of staff and management in head office and regional locations. Staff are provided with career and leadership develop- ment opportunities and skills development. Executives and managers are given opportunities to access the latest thinking ‘The road to developing myself as a confident, effective in quality management principles and contemporary leader- and respected leader has been a long and winding journey, ship and management. full of ups and downs and not always clear ahead’ Achievements for 1999–2000 included: (Sue Lyons, 1999). • extension of succession planning through career and The opportunity to be welcomed into another school leadership development programs to all staff, with more and principal’s office as a trusted colleague was seen as a rare privilege for Sue Lyons and Angelique den Brinker, than 220 staff participating in programs in general mentorees in the statewide Eleanor Davis School management, strategic leadership, public sector directions Leadership program. and issues across government Since participating in the program Sue and Angelique • introduction of skills development programs, enabling have obtained school leadership positions – Sue as staff to enhance and measure the increase in their Assistant Principal at Hastings Primary School and capabilities. Angelique as Campus Principal at Merrilands College. Sue and Angelique agree that their experience in the program contributed to their confidence and success in Focus on Women applying for more senior positions as they confirmed that While the number of women in formal leadership roles they had the ‘potential, desire and commitment’ to be a continues to grow, in common with other private and public principal through the program. sector organisations, women are clustered in lower status, The opportunity to work alongside outstanding lower paid roles. principal mentors in their regions was unique. Sue says: ‘What the program did for me was immeasurable, but To enhance the talents and capacity of its women, a included a focused awareness of my strengths as a multi-layered program, Focus on Women, has been leader and areas to be improved, and a much deeper developed incorporating: understanding of the role of principal as a school and • targeted extended leadership and career development community leader.’ initiatives for women in each major employment category Sue and Angelique are continuing to map out the next stage of their careers, based on the support and advice • an approach that includes women and men in its from their statewide network of peers and mentors. corporate and school leadership development programs. These and other programs aim to: • increase the number of women executives, managers, at increasing women’s use of multimedia technology and principals and leading teachers establishing them as leaders of people and technology • assist women to identify and enhance their knowledge • development of a new leadership capability inventory to and confidence about their strengths and capabilities assist women to understand their leadership strengths, • enhance the leadership experience and development of receive developmental feedback and plan their career women progression • develop career pathways for women. • 142 mentor principals and women aspirant principals Key achievements for the program over the past year have undertaken or are currently undertaking the include: Eleanor Davis School Leadership program – an award- • participation of forty women in At the Interface: Women, winning, six-month mentoring, shadowing and career Leadership and Technology, a leadership program aimed development program.
Focus on people 25 • the TAFE institute enterprise-bargaining framework, W ork environment incorporating salary increases for institute staff on the making of enterprise agreements. The Department continues to create a work environment that encourages sustained improvements in staff perform- ance and promotes a balance between the competing Flexible work options demands influencing staff health and well-being. Following completion of a three-year study on flexible work implementation and evaluation, the Department received Employee relations strategies a Public Sector Managing Diversity 2000 Award for its commitment to assisting staff balance work and family and Enhancement of school self-management within a high- other personal commitments. quality and accessible public education system has required development of effective policy frameworks that provide The Flexible Work Options: Achieving Work–Life solutions to problems encountered on a daily basis. Balance policy and information kit, launched in 1998–99, Although enhanced self-management with improved was promoted to schools and head office and regional staff outcomes has required industrial relations powers to be in 1999–2000. Since its inception, the number of staff retained centrally, schools are provided with the advice and taking up flexible work arrangements has increased. policy direction necessary to enable successful manage- The Department has also focused this year on ment of employment arrangements at the local level. telecommuting with publication and distribution of In head office and regional locations, managers and staff Telecommuting Guidelines: Working from Home to all have worked in partnership to establish employment Department work locations. The guidelines show how to set arrangements that enable the Department to achieve, within up a telecommuting arrangement in areas of work best government budget parameters, its strategic directions suited to telecommuting and inform participants of the and priorities. This has involved developing a working occupational health and safety considerations. partnership with representatives of employees, enabling The Department also participated in a cross-government staff to have their interests and concerns fairly presented. study on telecommuting, which included documenting Although the TAFE sector employment arrangements experiences of education staff and supervisors have been devolved and are the responsibility of TAFE telecommuting and assessing the costs and benefits of institute councils, advice is developed and provided on the telecommuting they identified. industrial framework within which institutes operate. Key achievements The Government’s commitment to cooperative industrial relations based on effective workplace partnerships was implemented through consultation with all education sector unions. The result has been the development, negotiation and implementation of three separate staffing agreements, covering teachers, school-based non-teaching staff and Victorian public servants. These agreements implemented the Government’s commitment to maximise ongoing employment opportunities for public sector employees. Progress continues towards the making of first awards for school-based staff. Other activities include development of: • a revised School Staffing Handbook and the Victorian Public Service Staffing Guidelines, incorporating staffing agreements and addressing aspects of staffing and personnel policy and financial guidelines, and providing workforce management and planning strategies
26 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 As part of the Department’s commitment to sustaining a healthy workforce, Emily Bingle, manager of the Government Bodies Gymnasium, puts Andrew Davies, LOTE, ESL and Multicultural Education Branch, through a blood pressure and cholesterol test
The Safety School was an important addition to the Occupational Health and Safety website in June 2000
Health and well-being During the year the Department continued to focus on its commitment to a safe, healthy and supportive environment for all staff and students. In particular, this commitment was demonstrated through a 280 per cent increase over the previous year in funding for health and safety training in schools. www.sofweb.vic.edu.au/hrm/ohs/school/index.htm Other achievements during the year include: • a further downward trend in the rate of new WorkCover
claims, with 681 standard claims in 1999 compared with The second Australasian Public Sector Games were 690 over the previous year conducted in Melbourne between 26 and 30 April 2000. • an honourable mention being awarded to Strathfieldsaye The Department was represented by twenty-nine corporate Primary School as a finalist in the Statewide WorkCover employees, who participated in athletics, badminton, Awards cycling, golf, indoor cricket, squash, table tennis and tennis. • the introduction of wood and metal technology The Department’s corporate team won ten gold, seven certification for secondary schools by Noel Arnold and silver, and eight bronze medals and the Division Four Associates to assist schools comply with health and VicHealth Enterprise Award. safety legislation All organisations and departments participating in the • the introduction of a program to support leadership Games were eligible for the VicHealth Enterprise Awards. teams in schools to develop best-practice management Categories for these awards were based on the number of participants from each organisation, with points awarded • the establishment of a health promotion program for staff for placegetters in each sport. in head office and regions The corporate team included Bryn Allder, Rowena • the launch of the Safety School website, greatly Allsop OAM, Wallace Anderson, Richard Barling, Darren improving school access to health and safety materials Butler, Brendan Dearsley, Peter Doherty, Deborah Feldman, (www.sofweb.vic.edu.au/hrm/ohs/school/index.htm). Andrew Glab, Peter Greenham, Jenny Hajncl, Stuart Jarrett, John Kostiw, Allan McKenzie, George McLean, David Mensforth, Tony Merola, Steve Metcalfe, Jason Michael, Alastair Mollison, Sue Murray, Kevin Pilkington, Latith Rajapakse, Simon Rao, Len Roberts, Andy Russell, Sonia Soltys, Rodney Spark and Jeff Trani.
The Department’s team members were the proud winners of a VicHealth Enterprise Award at the Australasian Public Sector Games in April 2000
Focus on people 27 Principals attending a workshop on managing absences within legislative guidelines
Human Resource Management System The Department’s online Human Resource Management System (HRMS) has been successfully deployed to more than 1600 schools statewide, including the 226 schools that were online at the beginning of the year. The deployment effort during the year involved delivery of the four-day HRMS training course, developed by the WorkCover Department, to 2580 school personnel administrators. The Department has continued to implement improvements Online software was commissioned in schools as each to systems supporting the workplace-based management course was completed, enabling the trained staff to and rehabilitation of employees with work-related injuries begin using HRMS immediately on return to their school. and illnesses. More than half a million HRMS payroll and personnel System improvements have focused on ensuring that: update transactions were processed by school personnel administrators. • injured employees receive prompt and appropriate medical treatment, rehabilitation and return-to-work With the HRMS deployment project complete, HRMS support development, production, training and support functions were fully integrated into a new central organisational • principals and managers are supported by networks of structure. The new arrangements recognise the need for medical and rehabilitation providers ongoing HRMS training and support for school personnel • principals and managers have ready access to injury administrators and will maximise opportunities for system management information, training and advisory support. improvements through technological developments. System initiatives have included: • implementation of the Job Bank program, providing employment placement for injured employees who are O utlook not able to return to their pre-injury jobs Building on the successes of 1999–2000 in the people • improved access to WorkCover and injury management services area, during 2000–01 the Department will: information through placement of injury management • develop a strategic human resources policy framework guides and a WorkCover claims management guide on – a long-term strategic plan for the recruitment, develop- the Department’s intranet ment and retention of a high-quality workforce to be • enhancements to the Department’s WorkCover infor- employed by the Department in work locations across mation system, enabling the Department to better monitor the State and analyse trends in WorkCover claims and monitor • develop and implement a strategic framework, which performance of service providers against quantifiable includes teacher scholarships, to recruit high-quality service standards. graduates to teach in Victorian government schools Systems development and improvements have contrib- • implement the school leadership capabilities framework, uted to improvements in the Department’s injury manage- including a new accreditation process for school leaders ment performance so that: • develop and implement a strategy for the training and • 94 per cent of injured Department employees requiring development of School Services Officers time off work return to work, 88 per cent within six weeks • develop an industrial relations environment that supports the Department in its efforts to maintain and improve the • over the three calendar years 1997–99, the costs quality of education services. associated with the Department’s WorkCover claims have reduced by 17 per cent.
28 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 School education
Ensuring that Victorian children have access to high-quality primary and secondary education so that they experience a real opportunity in life.
Highlights • The Ministerial Review of Public Education: The Next Generation was conducted. • The Government injected an additional $50 million into school education for 2000 and an additional $258 million for 2001. • The average class size in P–2 fell to 23.3 in 2000, facilitating improvements in literacy and numeracy outcomes. • An additional $12.2 million was provided to enhance support for student welfare in secondary schools. • The program for students with disabilities and impairments was extended to cater for 3 per cent of the school population. • Funds were provided for additional educational pathways in the post compulsory years and a broader VCE. • More than 20,000 students participated in VET in Schools programs, an increase of 33 per cent compared with 1999. The Victorian Government is committed to a high-quality, universally accessible public education system. P ublic Education: This commitment is delivered through: The Next Generation • provision of a safe and effective learning environment, including provision of appropriately trained and qualified Increasingly, governments are turning their attention to teachers and a properly resourced and maintained education as an important means for promoting democratic physical environment values and for securing national prosperity and social • high-quality curriculum delivery to the prescribed content advancement. Public investment in education continues to and performance standards outlined in the CSF II in the be seen as a major strategy for equipping young people with eight Key Learning Areas in P–10 and in accordance with the skills, knowledge and habits of learning they will need the requirements of the VCE (Years 11 and 12) to succeed in the twenty-first century. • provision of programs that improve the quality of student In Victoria, school education of the highest standard is learning and school management at the centre of the Government’s commitment to providing all Victorians with access to a high-quality education and • provision of specialist services to targeted groups of lifelong learning opportunities. Despite this clear commit- students ment, Victoria’s recent history in education has left a • reporting on the performance of government schools legacy of uncertainty about the roles of government, the and, in particular, the standards of student learning to Department and the community in the provision of public parents, the local community and government education. • financial support to, and regulation of, non-government In March 2000 the Minister for Education issued an schooling. invitation to the Victorian people to participate in the The key government outcome for school education is establishment of a coherent vision for government school that all Victorian children will have access to high-quality education. Establishment of the Ministerial Review – Public primary and secondary education so that they experience a Education: The Next Generation – provided the platform for real opportunity in life. this participation and is consistent with the four pillars of the The Department focused on several priority improve- Government’s policy platform (refer pages 3–4). ment areas in 1999–2000 to achieve this outcome: A representative working party, chaired by Ms Lyndsay • lifting literacy and numeracy standards (refer pages 33–6) Connors, was established to seek community views on the future directions for Victorian public education. • delivering a comprehensive and in-depth curriculum (refer pages 33–48) • ensuring students are provided with additional support and specialist services to meet specialised needs (refer pages 49–54) • ensuring that every student and teacher has proper access to computers and learning technologies (refer Chairperson of the Public pages 42–4) Education: The Next • improving the quality of the teaching profession (refer Generation review pages 22–5) committee, Lyndsay Connors, former head of • ensuring that schools are more responsive to the needs the Commonwealth of their students, parents and local communities (refer Schools Council and one page 55). of Australia’s leading advocates for public Each priority area was addressed through a series of education targeted improvement initiatives detailed in the following sections.
30 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Participants at one of the many public discussion forums held across Victoria for the Public Education: The Next Generation review
The working party was asked to address fundamental Designed to support a broad public consultation process, issues, including: a discussion paper canvassing these issues in more detail • clarifying the relationship between government and was released in May 2000. schools The working party conducted public meetings around • investigating means to increase flexibility and decision Victoria through May and June and a public submission making at the school level process closed on 23 June 2000. • the management of student welfare and the provision of The working party is due to provide a report to the student services Minister on 1 August 2000. It is anticipated that the Minister will release the Government response in 2000. • the effectiveness of current arrangements for the local selection of staff within a statewide employment frame- work R egional support • the role and structure of school councils • models for continuous improvement in school perform- The Government is particularly committed to improving ance access to education for students in regional areas. • options for the provision of opportunities for innovation To ensure effective service delivery close to schools and excellence. and the community, Victoria is divided into nine school education regions – four metropolitan and five country regions.
Figure 2 School regions in 2000
1 Western Metropolitan 60,944.3 students 142 schools
2 Northern Metropolitan 75,132.9 students 200 schools
3 Eastern Metropolitan 107,387.4 students 256 schools
4 Southern Metropolitan 109,800.3 students 244 schools 7
5 Barwon South Western 42,985.4 students 154 schools
6 Central Highlands Wimmera 26,352.0 students 8 134 schools 6
7 Loddon Campaspe Mallee 39,257.5 students 168 schools 2 3 8 Goulburn North Eastern 36,921.0 students 1 9 177 schools 4 5 9 Gippsland 33,154.1 students 156 schools
Total 531,934.9 students 1631 schools
School education 31 Regional directors of education: from back left – Malcolm Millar, Central Highlands Wimmera; Adele Pottenger (acting), Goulbourn North Eastern; Bob Neal (acting), Eastern Metropolitan; Greg Gibbs (acting), Western Metropolitan; Jan Lake, Southern Metropolitan; Vin Virtue (acting), Loddon Campaspe Mallee; Sue Tait, Gippsland. Front left – Trevor Fletcher, Barwon South Western; Don Tyrer, General Manager, School Programs and Student Welfare; Victoria Triggs (acting), Northern Metropolitan
While the main tasks of regions are to provide services to schools, regions continue to provide a devolved presence C ore services and for Office of Schools responsibilities. These include: performance • managing the implementation of government policy and strategic objectives and priorities in schools Core activities in school education relate to the Depart- • managing accountability ment’s provision of: • participation in systems development • education services to students in government schools in • undertaking pragmatic, data-driven research the compulsory years (P–10) • ensuring efficient use of allocated resources. • education services to students in government schools in the senior secondary years (Years 11 and 12) • support for non-government schools.
Table 4 Key performance measures and data
Performance measure 1998 actual 1999 target 1999 actual 2000 target
Primary education (P–6)
Average P–2 class size 24.9 New measure 24.3 23.3
Primary teacher–student ratio 1:18.2 1:17.2 1:17.2 1:16.8
Year 3 students reaching national benchmarks in reading Not available New measure 86.2% 87.0%
Parent satisfaction with primary schooling Not available 89% 83%* 85%
Secondary education (Years 7–12)
Secondary teacher–student ratio 1:12.7 1:12.7 1:12.6 1:12.5
Years 10–12 retention rate 73.7% 73.7% 73.5% 74.0%
Teachers reporting intermediate or advanced learning technology skills Not available 60% 67% 75%
VET in the VCE students progressing to further education, training or work Not available 94% 94% 95%
School leavers progressing to further education, training or work 84.3% 84.0% 82.2% 84.0%
Participation rate of 17-year-olds 73.8% New measure 74.6% 75.0%
Parent satisfaction with secondary schooling Not available 82% 75%* 83%
*Data relates to the 1998 school year.
32 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Students from Paynesville Primary School snuggle down to serious reading for the 1999 Literacy Week celebrations
Compulsory education Education in Victoria is compulsory for children between the ages of six and fifteen, corresponding approximately with Prep to Year 9 or 10. Children need to be at least five years of age by 30 April of their entry year. All children must be attending school by the time they are six. Compulsory education refers to the primary years (P–6) The Early Years strategy, combined with teacher and the first four years of secondary education (Years 7–10). commitment and reduced class sizes, is working to ensure It encompasses the middle years of schooling, the student achievement in literacy and numeracy continues to developmental stage of early adolescence corresponding improve. generally with Years 5–9, and the lead-up to the post compulsory VCE years (Years 11 and 12). Early Years Literacy program In 1999–2000 schools continued to develop and implement priority curriculum programs based on the The major elements of the Early Years Literacy program are: revised CSF II and in accordance with the priorities and • the structured classroom program targets for improved learning outcomes. • provision of additional assistance for students who require it • parent participation CSF II provides guidelines for teachers of P–10 • professional development for teachers. indicating what students should learn, how courses The expansion of the Early Years Literacy program should be structured and how students should be continues, with $105 million committed annually for assessed. It sets expected standards of achievement implementation of the Early Years strategy in schools. for students in primary and lower secondary years. The framework is divided into eight Key Learning Areas: One hundred per cent of primary schools and 87 per • The Arts cent of specialist schools in Victoria have committed • English to implementing the Early Years Literacy program in their • Health and Physical Education P–2 classes. As part of this commitment, the following key • Languages other than English (LOTE) achievements have occurred at a school level. • Mathematics Statewide minimum standards • Science • Studies of Society and Environment In 1999 schools developed School Early Literacy plans and • Technology committed to setting progressive school-based targets in P–2. In 1999 all schools participated in the statewide collection of early years benchmark reading data. Compared Early literacy and numeracy with baseline data collected in 1998: The Early Years strategy continues to support schools in • the proportion of Prep students reading level 5 text with improving literacy and numeracy outcomes for students 90–100 per cent accuracy increased from 62.4 per cent through various programs and initiatives. to 66.2 per cent Initially focused on literacy development in P–2, the • the proportion of Year 1 students reading level 15 text program has been expanded to include numeracy develop- with 90–100 per cent accuracy increased from 71 per ment and student development in P–4. cent to 76.4 per cent The Government has provided $23.8 million to employ • the proportion of Year 2 students reading level 20 an additional 350 teachers in primary schools as the second text with 90–100 per cent accuracy increased from stage of the reduction in class sizes across P–2. The first 85.5 per cent to 90.3 per cent. stage has already resulted in a drop in average class size for P–2 from 24.3 in 1999 to 23.3 in 2000, ensuring that the Government is well on its way to achieving the average class size target of 21.
School education 33 The crucial importance of establishing early literacy skills is reinforced by individual tuition of students who participate in the highly successful Reading Recovery program
Early Years coordinators Schools continue to be supported in implementation of the Early Years Literacy program through the training and ongoing support of school-based Early Years coordinators. During 1999, 900 Early Years coordinators accessed initial training for P–2 in Teaching Readers in the Early Years and Teaching Writers in the Early Years, and 1350 participated in the professional development program. Early Years coordinators are trained by accredited Early Years Literacy trainers. To date, Early Years Literacy trainers have been trained in the following program areas:
Table 5 Training of Early Years Literacy trainers
Initial Trainer Training program 1997 1998 1999 2000* Total
Teaching Readers in the Early Years 60 80 50 40 230
Teaching Writers in the Early Years 80 110 40 230
Teaching Speakers and Listeners in the Classroom 180 180
Teaching Readers in Years 3 and 4 110 60 170
Teaching Writers in the Classroom Years 3 and 4 120 120
*As at 30 June.
Structured classroom program Parent participation and education There is an ongoing commitment by the Department in the Early Years strategy to support parents in playing a Victorian Early Years Literacy program stages are: continuing role in their children’s education through • Stage 1: Teaching Readers Years Prep–2 strategies involving parent communication, education and • Stage 2: Teaching Writers Years Prep–2 involvement. • Stage 3: Teaching Speakers and Listeners Years Prep–2 In 1999 education programs provided for parents by • Stage 4: Teaching Readers in Years 3 and 4. schools included Classroom Helpers, Developing Literacy Partnerships and Parents as Tutors. To further support parents, a booklet, Literacy and Numeracy in the Early Years All primary schools have now received copies of the of Schooling Prep–Year 4, was produced and distributed to various stages of the Early Years Literacy program. In 1999: all parents of children in P–4. Translations of the booklet into fifteen languages other than English are available on the • Teaching Readers Years Prep–2 was implemented in Early Years website (www.sofweb.vic.edu.au/eys/). 1235 schools • Teaching Writers Years Prep–2 was implemented in 749 Reading Recovery schools Reading Recovery is a one-to-one early intervention program • 1273 Early Years coordinators were trained in Teaching that provides an opportunity for students who, after one year Readers Years Prep–2 of schooling, have not yet established effective reading and • 956 Early Years coordinators were trained in Teaching writing processes. Students on the program receive a daily Writers Years Prep–2. thirty-minute Reading Recovery lesson in addition to the regular classroom reading and writing program.
34 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 One thousand schools conducted Reading Recovery in Early Years Numeracy program 1999 with 8500 students receiving support. This represents The Early Years Numeracy program has been developed access to Reading Recovery by 18.8 per cent of the Year 1 over the past two years and will be available to schools cohort in 1999, just under the target of 20 per cent for all in March 2001. The draft program has been based on intervention programs. Reading Recovery has now been initial information from the Early Numeracy Research operating in Victoria for sixteen years and more than 29,000 project and input from sixty-five participants involved in students have accessed the program during this time. Early Numeracy Networks, an eight-day professional development program. The draft materials have been trialed Conferences in more than eighty schools. A conference strategy has been developed to provide The program is structured along the same lines as the forums to raise issues and develop shared understandings Early Years Literacy program. Materials will be provided to about teaching and learning in the early years of schooling. schools to support provision of a structured approach to The conferences provide professional development early numeracy teaching and learning. opportunities of the highest quality for early years educators. Each program focuses on the leading teaching Early Numeracy Research project and learning theory and practice to meet participants’ The Early Numeracy Research project (1999–2001) has needs. comparative data on student outcomes from data collected Such was the demand for registration at the annual Early in twenty-eight government trial and twenty-eight matched Years of Schooling Prep–4 conference in July 1999 that it reference schools in March and November 1999. Achieve- was repeated in November 1999. This enabled over 4000 ment for P–2 students in trial schools was 27–65 per cent participants to attend. The evaluations showed that higher than for students in the reference schools over the six 97 per cent of respondents were highly satisfied with each areas of Mathematics assessed. Comparative data from each conference. of the sectors will be available from 2000 onwards. Leadership conferences for principals and coordinators were staged over two days to enable 1800 participants to Middle years of schooling attend. These events were designed for those in leadership positions in the early years of schooling to focus on issues The draft Middle Years of Schooling strategy: such as effective leadership and coordination, change and • supports schools to implement a design for schooling in future trends for education. Evaluations indicated that the middle years (Years 5–8+) 88 per cent of respondents were highly satisfied with the • improves student literacy and numeracy, retention and conferences. attendance levels • improves student attitudes to schooling • addresses the specific needs of groups of students such as boys, Koorie students and new arrivals.
Key achievements Launched by the Minister for Education on 6 December 1999, the Middle Years Research and Development project is being conducted by the Centre for Applied Educational Research at the University of Melbourne in sixty-two school clusters. A cluster is made up of a secondary college and up to three of its feeder primary schools. More than 250 schools are involved in the project.
Tutor trainees (from left) Robyn Steward, Jill Smith and Sue McDonald at the Early Years of Schooling conference held in July 1999
School education 35 Year 8 students (from left) Tom Crowe, Maya Wright and Tuvan Truony from Albert Park College benefit from group work to enhance their learning outcomes when studying Japanese
Schools have collected data on student, teacher and leadership team attitudes to school and literacy achieve- ment data from students in Years 5–9, and are using this data to develop three-year action plans for improvement in the middle years of schooling. Within the sixty-two clusters, research is being under- taken on areas such as literacy, the thinking curriculum and student engagement and well-being. The Middle Years Literacy Research project is being conducted by Deakin University in twelve schools to assist teachers in Years 5–10 to maximise their effectiveness as teachers of literacy across all Key Learning Areas. The out- comes of this project will improve literacy outcomes for all students, particularly those experiencing difficulties. A joint research project by the Department, the Catholic Education Commission of Victoria and the Association of Independent Schools of Victoria into numeracy in the middle years commenced in 1999. This research, being undertaken by RMIT (Bundoora) in fifteen school sites, is investigating classroom teaching strategies and assessment tasks that will improve numeracy learning across all Exploration of science in the compulsory schools. years provides a strong foundation for The Middle Years: A Guide for Strategic Action in Years science studies in the VCE years 5–9 was published and delivered to every government school in Victoria and made available to Catholic and Science in Schools independent schools. It is a planning document outlining challenges and strategies for the middle years of schooling In 2000 a further $9 million was allocated to continue that will assist teachers and school leaders plan for implementation of the Science in Schools strategy. The improvement in the middle years. strategy enhances the teaching and learning of science in Victorian schools in P–10 and encourages more students to Other achievements include the following: participate in VCE science subjects and consider science • Regional consultancy support (0.5 equivalent full-time as a career. staff) was provided to schools participating in the Middle All schools received grants to purchase hands-on science Years Research and Development project. equipment this year. In addition, 550 schools were funded • Grants of $10,000 were made to each region to conduct to run Family Science programs. conferences and professional development related to the Partnerships were established with tertiary institutions, middle years of schooling. research organisations and industry in a continuing effort to • Six people working within the Middle Years team raise the profile of science in the community and give were provided with support to complete a Masters of students contextual experiences of real-life science in Educational Management course at the University of action. These partnerships involve scientists, engineers, Melbourne to expand central and regional knowledge tertiary students and lecturers working in schools and related to the issues surrounding the middle years of workplaces with students and teachers. Fifty outstanding schooling. Year 11 science students were also awarded student • A Middle Years of Schooling reference group representing fellowships to enable them to work with a practising peak organisations and stakeholders was established to scientist or engineer. provide advice on the strategy. A major research project was established this year, with a consortium led by Deakin University, to support twenty- seven schools develop new initiatives in science teaching.
36 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 A Science and Technology Education in Primary Schools (STEPS) module is profiled at Thomastown East Primary School as part of the Science in Schools initiative
LOTE allows students of all ages to benefit from bilingual programs
More than 3000 teachers participated in science professional development programs. They included extended professional development programs delivered by 120 teacher facilitators, the Graduate Certificate in Science (100 primary teacher participants) and local and regional professional development activities. Four teachers were awarded travelling scholarships. State-of-the-art multimedia teacher and student materials have been prepared to assist science teaching and improve student engagement and enjoyment. These include Science and Technology Education in Primary Schools (STEPS) and ScienceTrek, online professional development programs, a sample science program and student Practical Resources Languages other than English and Interactive Science Materials. The Department recognises the importance of the teaching of languages in the school curricula and throughout the Technology, science and mathematics community. Projects and programs are in place to assist schools to provide high-quality LOTE programs. During this last year, work was completed on the review of the Technology, Science and Mathematics Course Advice materials to bring them in line with CSF II. Teachers and Table 6 Government school students undertaking other writers were involved in redevelopment of the units, studies in LOTE which are currently being transformed into online materials and a CD-ROM as part of the curriculum@work project. Year level 1999 1998 These materials will provide teachers with a resource that Primary students 89% 87% closely reflects the learning outcomes and indicators of the CSF II documents. They will enable teachers to implement Secondary students 59% 55% the changes of CSF II with confidence. Year 7 99% 99%
Technology student safety guidelines are in the final Year 8 95% 95% stages of development. In March 2000 copies of Safe Use of Year 9 61% 63% Machines in Technology: Policy and Guidelines were sent to principals and presidents of school councils. Year 10 36% 35% Year 11 16% 14%
Year 12 13% 12%
All VCE students 19%*
*Students undertaking VCE in all sectors.
School education 37 Fairhills High School students share the timeless art of Japanese calligraphy
Key achievements • In 1999 eighteen languages were taught in government primary schools, seventeen in secondary colleges, thirty- nine through the Victorian School of Languages, and more than fifty in community after-hours ethnic schools. • The annual LOTE survey indicates that overall the percentage of students learning a language has increased in 1999 compared with 1998 (refer to Table 6). • Indonesian continues to have the highest LOTE enrol- ments of primary and secondary school students. Key achievements • Interest in undertaking LOTE training programs, while • A series of workshops and seminars on inclusive still very healthy, has declined a little in recent years. The curriculum and diversity issues, held for teachers and pressure of full-time teaching and weekend and vacation principals at central and regional locations, was attended study for up to four years is causing some teachers to by more than 250 people. A further 350 teachers drop out of courses each year, although many do resume participated in professional development activities study after a break. provided at the Languages and Multicultural Education • In 1999–2000 thirty-two language and six LOTE Method Resource Centre (LMERC). courses were provided for more than 450 teachers to • Units of work were developed which demonstrate how train or retrain as LOTE teachers. In addition, fourteen teachers can incorporate multicultural perspectives into teachers were supported to undertake individual LOTE the Key Learning Areas of the Arts, English, Studies of studies leading to approved qualifications. Society and Environment, and Health and Physical • Annual LOTE Awards, open to all Victorian LOTE Education. teachers and schools, were again held in 1999 to • The annotated bibliography, which contains a listing of recognise outstanding achievement. LOTE Awards for multicultural books, videos and other readily available eight languages were presented to teachers and will be resources for classroom use and teacher reference, extended to a further language in 2000. Primary and was updated to include 275 items. A list of these secondary school LOTE Awards were also made and, for items has also been made available on the website the first time, two student scholarships were presented to (www.sofweb.vic.edu.au/lem/multi/index.htm). Year 10 students of French and Japanese. In 2000 the • Currently, 4133 teachers actively access the LMERC Student LOTE Awards will include four further languages. collection of resources, compared with 3460 at the • Almost $2.75 million in LOTE and Studies of Asia grants beginning of 1999. More than 18,600 items have been was provided in 2000 to assist schools purchase resources borrowed during 1999–2000. or to conduct projects. • The number of country schools seeking LMERC membership has increased. Up to thirty-five bulk loans Multicultural education per month have been sent to schools in country areas. The Department is committed to an education system in which awareness and appreciation of cultural and linguistic Civics and citizenship – developing pluralism are accepted, normal aspects of schooling. tomorrow’s citizens The Multicultural Policy for Victorian Schools is a clear Civics and citizenship education continues to be an demonstration of this commitment. important and dynamic part of the school curriculum. It The policy recognises that multicultural education provides opportunities for students to better understand the requires a holistic approach to schooling that needs history, nature and operations of the nation’s legal, electoral to permeate all aspects of the curriculum and all school and political systems. Students are encouraged to partici- practices. The target is that by 2006 all students in P–12 will pate in leadership, decision making and the democratic have multicultural perspectives delivered across all eight process as it affects their lives and that of the local, national Key Learning Areas and incorporated into all aspects of and global communities in which they live. school life.
38 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 From the archives: Myrtlebank Rural School and Post Office in the early 20th century. Myrtlebank Primary School, near Sale, closed in December 1993
Key achievements As part of the review of the CSF, the position of civics and citizenship education within the curriculum has been strengthened with improved learning outcomes at all levels of schooling. Existing units of work have been revised and new units written to reflect changes to the CSF. In the second year of the School and Teacher Awards scheme there was a threefold increase in the number and quality of applications, indicating improved focus on student leadership, decision making and the active engagement of students. Victoria continues to provide leadership in the Schools Constitutional Conventions program with thirty regional conventions being held in 1999. A total of 1737 Year 11 students from 337 schools attended these conventions, including 1193 students from 254 government schools. One hundred and forty students later attended the State
Convention in Parliament House in October 1999 and Professional development for teachers – twenty-five students represented Victoria at the National Summer School, Portsea, 1909 Convention in Canberra in March 2000.
Teachers have continued to embrace the Discovering Preparations are currently under way to support Democracy materials program and contribute to trialing and schools in 2001 during the Centenary of Federation. A development of assessment materials and research projects. centrespread in Victorian School News in March 2000 During the first triennium of this program (1997–98 to introduced the program to teachers in all education 1999–2000) more than 7000 teachers attended related sectors. extended professional development activities. These include: • activities organised by region-based network leaders Health, physical and sport education • conferences in Melbourne and Ballarat The Department continued to implement the physical • extended professional development activities conducted and sport education initiatives arising from the in partnership with Monash University recommendations of the Committee for the Review of • twenty-five grant schools participating in action-research Physical and Sport Education in Victorian Schools, projects to improve the delivery of civics and citizenship particularly the requirement that physical and sport education programs in their schools. education is compulsory for all students in P–10.
School education 39 Taekwondo gold medallist, Lauren Burns, and St Kilda Primary School students make sure the program gets off to a flying start
Key achievements • More than 2000 teachers attended 140 professional development courses across Victoria during 1999. This brought to 18,000 the total number of teachers regis- tering for such courses. • Three hundred visits to schools by high-profile athletes under the Sportsperson in Schools program were facilitated to promote the benefits of physical activity for students. More than 20,000 students from 150 schools participated throughout 1999. • A draft of the Play it Safe by the Water Open Water Education kit was developed. This resource will be distributed in Term 4, 2000 and supported by statewide professional development opportunities. • Fifty-two students were recognised for their excellence in sports. Two teachers and two school community volunteers were also acknowledged for their out- standing contribution to school sport. Regional awards were introduced in each of the nine regions. • A team of tutors was trained to support schools to implement the ASPIRE: 2000 Olympic Games Resource Kit for Australian Schools. O-News and other relevant Olympic education documents were distributed to stakeholders throughout Victoria.
Gifted students Curriculum and program advice is provided to schools and
their communities about the education of gifted students. A Textbook trainer: Strathmore Secondary College framework has been developed to: Year 12 coordinator, Drew Gilmore, makes sure • identify and assess gifted students Pacific School Games participant, Sian Cooper, keeps on top of her studies • develop and provide appropriate programs for students • help develop curriculum. Most centrally coordinated programs that support gifted • Four twilight seminars, attended by 367 participants, students use interactive technology in creative ways to were held to support the gifted education professional ensure that the programs are readily available to students in development program. Further twilight seminars are rural and remote areas. planned for 2000–01. Parents, interested members of the community and teachers are invited to attend. Key achievements • The number of local gifted education networks increased • Eighty Victorian teachers were trained as phase 1 gifted to fifty-four across Victoria. The networks provide local education professional development facilitators. This support to gifted students, their parents and teachers. brings the total of facilitators to 312. More than 2000 Network coordinators are provided with professional teachers have been trained at the local district or school development and regional visits from representatives level by these facilitators. from the gifted education section.
40 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Gifted students: 1999 International Student Project team
• Curriculum units in English and Science for use with Gender education gifted students were drafted and trialing commenced. Schools are encouraged to develop programs that meet the These units are designed to support CSF II and link with needs of all students and the different needs of girls and the Early Years and Middle Years strategies. boys. They are supported by the Department to ensure that • Fifty-five Victorian and overseas schools participated in girls become confident and competent in all areas of the Internet-based International Student Project in 1999, schooling and that boys actively participate at school, increasing to more than seventy in 2000. This project particularly in literacy and relationship skills. demonstrates the benefits of students from different Ongoing work involves: countries working on projects of local and global significance, sharing their knowledge and understanding. • developing gender-inclusive curriculum resource material It culminates in a presentation by the project teams of the for teachers and students to support implementation of outcomes of their work. the CSF II • A virtual mentoring pilot program was established that • providing advice on policy issues as they relate to the matches university students with gifted Year 10 students education of girls and boys from rural schools. The students and their mentors • establishing a regional gender education network communicate via email to complete a research project in • professional development for teachers and Department an area of mutual interest. Students also gain a taste of officers. university life when they meet up with their mentors at Initiatives during 2000 include: the start and finish of the project. The program is • Writing Women into Australian History and Society – a operating in the Central Highlands Wimmera region, project that will document women’s contribution to with twenty-three Year 10 students from seven different Australian history and society, in particular, the stories of schools participating. The program will be expanded to individual women. It will provide curriculum resources other country regions in 2001. for teachers and students that are not currently available • Victorian secondary schools were invited to submit • Managing Diversity in the Curriculum – Gender as an expressions of interest to participate in the career Educational Issue – a project that will develop curriculum education day for gifted students at the University of resource materials and a professional development Melbourne. More than 2000 expressions of interest were package to help teachers focus on gender as an received. Students will select from workshops conducted educational issue. It will provide teachers with ready by experts from fifteen different fields. access to online material and an extended network of • Accelerated entry programs are now being offered in teachers. seventeen secondary schools. Two more schools will commence programs in 2001. These programs allow highly gifted students to complete six years of secondary schooling in five years.
School education 41 New learning technologies, multimedia and open learning Schools are increasingly using new learning technologies and multimedia to support effective teaching and learning. These technologies are used to provide quality educational resources throughout the State, particularly to students in www.sofweb.vic.edu.au rural and remote areas that rely on technology to reduce the disadvantage of distance. The Department continues to provide programs designed Technology-supported learning to help teachers and students effectively integrate tech- nology into the delivery of the curriculum. Increasingly, the emphasis on the use of technology in schools is on how it can support learning and teaching. A major focus has been the commencement of a research With greater access to computing and communication project to identify models of successful implementation of technologies, teacher and student skill levels are improving. learning technologies, based on practices observed in thirty This has led to a shift in emphasis away from basic of our leading schools. The project has developed tools for application skills towards how technology can support measuring student outcomes that result from the effective learning across all areas of schooling. use of technology. A set of professional development materials will be derived from the research and tested in Almost 20,000 teachers and principals participated in additional schools. the diverse range of learning technologies professional development programs supported by the Department during 1999. Increased access to learning technologies and related professional development has resulted in significant improvements in skills levels.
Figure 3 Percentage increase in the use of software applications, 1997–2000
Communication (email)
Web browsers
CD-ROM reference
Video and digital photography
Presentation
Databases
Spreadsheets
Word processing
0 100 200 300 400 500 600 700 800 Per cent
Secondary teachers Primary teachers
42 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Jason Groeneweegen (centre) adjusts presenter/producer Justin Shortal’s microphone as he runs through last-minute SOFNet news production details with Robert Hill, manager
The Department continues to work with external organisations to produce leading-edge online curriculum resources to support teachers and students integrate learning technologies. • The Flying Colours project (www.museum.vic.gov.au/flyingcolours), developed in conjunction with Museum Victoria, the Melbourne Zoo and others, allows students to act as scientific researchers, contributing their own butterfly observations to a statewide online database. The site also provides a rich range of diverse teaching and learning activities linked to the butterfly theme. • Collaboration with the Returned & Services League has resulted in a revamped veterans online site (www.sofweb.vic.edu.au/vol) with special emphasis on the role of women in war. The site links to the Culture of Peace project (www.cultureofpeace.org) run by the Department on behalf of UNESCO and encourages students from around the world to share their perspectives on peace.
Victorian teachers coordinated more than eighty
Internet-based collaborative student-learning activities VicOne team members (from left to right) Tony Armstrong, through the Global Classroom project. More than 1300 Rachael Webber and Venessa Ovcar schools participated in these online projects. The IdeaBank (www.sofweb.vic.edu.au/ideabank/), an online database from which teachers can find leading- Computers in schools practice teaching and learning ideas developed by fellow There are now nearly 150,000 computers in schools, teachers, has undergone major redevelopment. All 700 115,000 of which are for student use. This gives a State activities have been linked to the CSF II with a new, average computer-to-student ratio of 1:4.65, below the 1:5 improved database. target set for 30 June 2000. The ratio for primary schools is 1:5.06 and for secondary schools 1:4.30. Infrastructure and support VicOne wide-area-network Victoria has been locally, nationally and internationally recognised as a leader in the use of information and Use of the whole-of-government wide-area-network, communication technology in education. To maintain this VicOne, by schools has grown substantially and is enabling position of leadership, infrastructure development and the complete re-engineering of the way in which education support for school users remain ongoing objectives of the is delivered in Victoria at curriculum and administrative Department. levels. Nevertheless, it is placing increasing pressure on schools’ bandwidth. Installation of proxy servers in schools Education Channel has helped reduce this pressure, but further ways to increase bandwidth to schools are under investigation. The Victorian Education Channel will provide quality online education resources to schools and enable parents and the community to gain access to educational information and services. Following development and testing, the Channel has been populated with more than 17,000 resources and will be launched in Term 4, 2000.
School education 43 SOFWeb team (from back left) Ben Kappler, Tony Sarhanis, Justin Mead, Nicole Wilson (middle row) Rebecca Mead, Judy Schober, Yelena Simakova (kneeling)
EduNet Internet service EduNet, the Department’s Internet service, provided in conjunction with Telstra and SchoolsNet, now provides more than 340,000 students with an individual Internet and email account. A new filtering engine blocks access to 12.5 million undesirable websites, and a search engine has been implemented which gives zero returns on most pornographic and other inappropriate search requests. Use of the Internet by schools has grown dramatically, with an estimated 16 million Internet requests per day by Victorian government schools.
EduConf videoconferencing service A new videoconferencing service, EduConf, provides desktop videoconferencing capabilities to every school computer connected to the VicOne network. This service has curriculum and administrative uses. Schools prepared to run collaborative projects are being supplied with cameras and other support. Telematics and videoconferencing Notebook computers Telematics and videoconferencing are used in many areas of remote Victoria to extend curriculum choices for students. The Notebook Computers for Teachers and Principals The network has been further expanded, allowing up to six program is designed to supply all teachers and principals schools to share a teacher. with a notebook computer within three years. To date, 48 per cent of staff have a notebook. Evaluation of the first year of the program has shown that staff with a notebook Senior secondary education computer have significantly increased their routine use of Provision of quality secondary education in the senior computers and their skills. Skills related to in-class use have secondary years directly addresses government priorities, increased from 51 per cent to 81 per cent. including: Technical support to schools • higher retention rates Funding of $98.5 million over four years, with $30 million • broadening the VCE ongoing, is being provided for technical support to schools. • supporting school-to-work transition The support provided is routine and operational, with • providing a new approach to post compulsory education. specialist support being provided by highly skilled technicians servicing schools on a cluster basis. An estimated 550 jobs have been funded as a result of this Victorian Certificate of Education initiative. The Board of Studies conducts the VCE, which is normally taken over two years. SOFWeb digital publishing In 2000 students are able to choose from forty-five SOFWeb (www.sofweb.vic.edu.au), the Department’s studies, including forty-five languages available within schools website, continued in its role as the most popular the LOTE study. In addition, twenty-eight VET in Schools education reference site in Australia. Redevelopment of programs are available for students. The VCE was reviewed SOFWeb has commenced, particularly for its integration in 1997, with the revised VCE being phased in from 2000. with the Victorian Education Channel. Universities and TAFE institutes use VCE results to select candidates for entry to tertiary courses via the Equivalent National Tertiary Entrance Rank (ENTER).
44 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Science students from Bendigo Senior Secondary College test the miscibility of different molecular substances
VCE performance, 1999 In 1999, 46,432 students, 54.3 per cent of whom were female, were eligible to complete the VCE. The vast majority (96.6 per cent) were continuing VCE students. Overall, 43,694 graduated successfully in 1999, 94.1 per cent of those eligible.
Table 7 VCE performance measures, government schools
Performance measure 1999 target 1999 actual 2000 target
Number of students (Years 11–12) 65,194 64,709 64,500
Number of schools providing Years 11–12 296 296 296
Average number of VCE studies provided per school 26.7 26.7 26.7
Average VCE study score 28.7 28.8 28.8
School leavers progressing to further education, training or work 84.0% 82.2% 84.0%
Apparent retention rate Years 7–12 69.1% 69.8% 70.0%
Transition rate from Year 11 to Year 12 83.4% 82.8% 83.0%
Figure 4 Percentage of grades for all VCE Common Assessment Tasks (Units 3 and 4), government schools, 1999
Per cent 15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0 A+ A B+ B C+ C D+ D E+ E UG NA UG Ungraded Letter grades NA Not assessed
School education 45 Automotive Studies is one of twenty-eight VET in Schools programs available to Victorian VCE students
Revised VCE In December 1998, the Board of Studies approved its policy and procedures for implementation of the VCE Review recommendations relating to completion requirements and assessment for the revised VCE. Twenty-four revised VCE studies commenced in 2000. In 1999 the Board also completed accreditation of the remaining revised VCE studies to be implemented in 2001.
Professional development A statewide professional development program and regular meetings with key organisations have supported imple- mentation of the revised VCE. The Board has used video broadcasts through SOFNet, and the dissemination of information in an interactive way via its website. Regular VCE Bulletins have provided information and progress updates VET in the VCE on the accreditation of studies to be implemented in 2001. The key achievements in VET in Schools relate to the The Board conducted workshops for 17,000 teachers continued growth in the programs and in the outcomes for in August 1999 to prepare for the revised studies in 2000. students. The following achievements are of particular note. An additional round of workshops to prepare for 2001 was • Student enrolments in VET in the VCE programs in conducted for 5000 teachers in May 2000. The Board government schools increased from 10,390 to 13,235 at published an implementation resource kit in hard copy, CD- the beginning of 2000, an increase of 28 per cent. Total ROM and online in April 2000 to further assist schools to enrolments (government and non-government) for this run locally based professional development for the revised period had increased from 15,556 to 21,063 students studies being implemented in 2000. participating in VET in the VCE programs.
VET in Schools Figure 5 Student enrolments (government and The VET in Schools program combines nationally recognised non-government) in VET in Schools programs, training qualifications within the VCE. This means that 1994–2000 vocational training contributes towards the completion of the VCE, the calculation of the ENTER for tertiary entrance Students (thousand) Programs and achievement of industry recognition within the 25 30 National Training Framework. These programs also provide students with significant opportunities to participate in work- 25 place learning. 20
Participation and achievement in these programs provides 20 students with pathways to university, training and further 15 education and to the workforce. 15 VET in Schools provides two major pathways: 10 10 • VET in the VCE 5 • part-time apprenticeships and traineeships for school 5 students. 0 0 1994 1995 1996 1997 1998 1999 2000 Number of students (thousand)
Number of programs
46 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 • The number of government schools participating in VET future will be given to those young people thinking in Schools programs increased from 261 to 276 by the of leaving school. The Government has also declared beginning of 2000, 93 per cent of all government schools its intention to introduce local planning committees providing the VCE. Overall, the number of schools from 2001 to assist in regional provision of vocational participating increased from 405 to 432 during this pathways for the 15–19-year-old cohort. period. • The Ministerial Council for Education, Employment, • The number of accredited VET programs available to Training and Youth Affairs endorsed recommendations in schools and students has increased to twenty-eight with March 2000 for the introduction of a new vocational the addition of programs in Furnishings, Music Tech- education framework from the beginning of 2001. nology and Music Performance. • The target of 94 per cent of VET in Schools students Advocacy Project progressing to further education, training or work was The Advocacy Project is a research and development achieved. Research indicates that program graduates program which engages a student in an intensive one-to-one from two years ago remain successful with 40 per cent relationship with a significant adult – a teacher. The engaged in further study, 15 per cent involved in relationship allows students to expect support at all times, as apprenticeship/traineeship arrangements and 35 per cent well as allowing exploration of their preferred learning and entering the labour market. personality styles and coping behaviours. Within the • The number of VET in Schools students completing a relationship, planning is a central element. Students have qualification was 5353. The original target of 6000 was the opportunity to develop an individual pathways plan, a an overestimate and did not sufficiently consider the set of expectations for all subjects and short-term goals, two-year nature of the program. The more realistic target which is reviewed within a short timeframe with the of 5500 has been established for 2000–01. advocate. • Similarly, the target of 36,000 successfully completed The quantitative and qualitative results to date have been VET in the VCE units was not met. Actual completion impressive – increases in retention rates by 250 per cent, totalled 22,254 by the end of 1999. A target of 24,000 improvements in results by up to 125 per cent and positive has been set for 2000-01. individual case study reports. The research predicts that by increasing a student’s sense of connection to a learning Part-time apprenticeships and traineeships community, academic results and retention rates improve. Eleven part-time apprenticeship and traineeship programs were available to students at the commencement of 2000. Non-government school The target of 800 students participating in these programs was achieved by the commencement of 2000, reflecting a education 100 per cent growth rate. The non-government school sector includes Catholic and independent schools. Of the 2322 schools in Victoria Outlook in February 2000, 21.1 per cent (490) were Catholic and Several initiatives will impact on the delivery of vocational 8.7 per cent (201) were independent. education and training in the future.
• The Ministerial Review of Post Compulsory Education and Figure 6 Enrolment share across the three school Training Pathways in Victoria (refer pages 61–2), reported sectors, February 2000 to the Minister for Post Compulsory Education, Training and Employment in July 2000. Recommendations of this 1 Catholic (22.3%) 1 review will significantly shape the future directions of 2 Independent (11.7%) vocational education in schools. 3 Government (66.0%) 2 • The Government has announced the establishment of 3 pilot programs for pathways plans to assist students in the transition process. $700,000 will be spent implementing these plans in twelve shires and municipalities with high levels of youth unemployment and low school retention rates. Individual guidance on developing a plan for the
School education 47 Figure 7 Full-time student enrolments by sector and state, August 1998
Per cent
100
80
60
40
20
0 NSW Vic Qld WA SA Tas ACT NT Aust
Government Non-government
Source: Report on Government Services 2000, Vol. 1
In relative terms, the non-government school sector in Education Allowance, $3.076 million for school support Victoria is the largest of the Australian States and Territories, services and $1.2 million for suicide prevention initiatives. with the exception of the ACT. Activities undertaken throughout 1999–2000 further The Minister for Education is responsible for the highlight the Department’s collaborative and ongoing education of all primary and secondary school children in commitment to non-government school education. These Victoria, including those in non-government schools. A included: legislative and administrative framework supports the • a joint initiative between the Department and the non- Minister in ensuring that all students participate in and government school sector to combat bullying in schools receive a minimum standard of education. In collaborative • the development of a school child protection plan to partnership with the non-government school sector, the encourage non-government schools to run programs Minister is committed to assisting all non-government that help children recognise and manage unsafe or schools and, in particular, the most disadvantaged of these potentially abusive situations schools. • support for the provision of drug education to all young Key achievements people as a part of the school curriculum • promotion of LOTE and multicultural issues in non- In 1999–2000 the Department allocated $217.7 million government schools under its State Recurrent Grant to non-government schools in Victoria. Supplementary to this amount is $10 million in • a statewide review of school bus services to ensure 2000 as part of a new initiative to assist the most dis- adequate levels of service and access (refer page 54). advantaged non-government schools through a substantial Information on the role of the Registered School Board in increase in recurrent funds. The extra funding has been used registering and monitoring non-government schools and in to support high priority areas that include improving literacy registering non-government school teachers appears on and numeracy, smaller class sizes, support for students with pages 111–13. special learning needs and the integration of students with disabilities and impairments. Funding to non-government schools in 1999–2000 also included $12.886 million for the
48 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 S upport services
The Department provides support services catering for: • the health and welfare of students • targeted groups, i.e. students from lower socioeconomic backgrounds, students from language backgrounds other www.sofweb.vic.edu.au/welfare/index.htm than English, Koories, students with special learning needs, and students with disabilities and impairments Student welfare coordinators • student leadership, safety and transport services An additional $12.2 million was allocated to increase • school council training and development. student welfare teacher support in all secondary schools. This represents an important component in the achievement Student welfare and support of an accessible, prompt support service for students. When schools pay particular attention to the welfare of their Student welfare coordinators play a pivotal role in students, they maximise students’ ability to benefit from ensuring that the school provides a safe and supportive teaching and learning opportunities and help students environment for all students. Their accessibility to students develop as healthy, secure and resilient people. and familiarity with their day-to-day environment place them in an ideal position for early identification and response to difficulties before they become acute. Framework for Student Support Services The increased allocation took effect at the beginning of in Victorian Government Schools 2000 and will continue. Ongoing professional development This landmark document expresses the goal of whole- will be provided to new and existing student welfare school support for student well-being and learning. coordinators to ensure that they continue to respond Following its release in 1998, two supporting documents effectively to the variety of issues facing young people. were released in 1999. The Framework for Student Support Services in Victorian Secondary school nurses Government Schools: Teacher Resource provides strategies In conjunction with the Department of Human Services, for classroom teachers to identify and meet students’ social twenty secondary school nurse positions have been placed and emotional needs. It acknowledges the importance of in forty schools across the State, in response to a day-to-day contact with students in enhancing their well- government commitment to provide primary health care to being by demonstrating to teachers how their interactions young people in secondary schools. This program will be with students build a student’s sense of belonging and being extended to place 100 nurses in 200 secondary schools by valued. early 2001. The Framework for Student Support Services in Victorian The nurses work as part of the school’s welfare team. Government Schools: Support Materials describes the Their role is to provide assessment, referral, health specialised assistance that student support service officers – promotion and support, focusing on the broad health and guidance officers, educational psychologists and social social issues facing young people. workers – can provide to meet the needs of students and their families. Drug education Over the past three years all government and approximately 85 per cent of non-government primary and secondary schools have developed and implemented an Individual School Drug Education Strategy (ISDES). The process of cyclic review of each ISDES has begun. Schools who commenced development of their ISDES in 1997 are undertaking a review of their programs and will develop action plans to enhance implementation.
School education 49 Individual learning needs are catered for at a variety of levels, including ongoing support for students from a language background other than English
Through Commonwealth funding, the following research projects are being implemented: • Effective Drug Education • Responding to the Education Needs of Young People (following episodes of illicit drug use) • Koorie Drug Education • Peer Drug Education • Tobacco Education P–12. Resources developed during 1999–2000 included: • Guidelines for Reviewing Drug Education in Victorian In 1999, 52.2 per cent of students in government schools from language backgrounds other than English spoke a Schools, a booklet that contains a review process and an language other English as their main language in the outline of the quality standards for drug education. home. The most commonly spoken languages were: • Get Wise – A–Z of Illicit Drugs. • Vietnamese • Macedonian Resources in development include: • Turkish • Chinese (Mandarin) • Responding to Cannabis • Arabic • Serbian • Volatile Solvents resource • Chinese (Cantonese) • Spanish • Senior Secondary Drug Education resource • Greek • Khmer • a revised edition of Drugs, Legal Issues and Schools – A Guide for Principals of State Schools. Key achievements Education Maintenance • In 1999, 1636 newly arrived students received intensive Allowance English as a second language (ESL) programs at English language schools or centres, or through outposting The Department administers the Education Maintenance programs. A further 111 students received targeted support Allowance (EMA) on behalf of the Government. The EMA is through the Geelong English Language program, the provided to eligible parents of students less than sixteen New Arrivals program in Shepparton and the Isolated ESL years of age in government and non-government schools. Student program in regional Victoria. The target of 1900 Holders of the Commonwealth Health Care or Pension set for the number of students receiving an intensive or Card are eligible for the allowance. However, applications targeted program for 1999 was not met due to the overall must be completed within published timelines. The Depart- decline in the number of new arrival students enrolling ment makes payments to more than 200,000 claimants in government schools, and the changing settlement per year. patterns of new arrivals. Therefore, additional resources Half of each EMA payment is made directly to the for the Visiting Outpost program were provided to school, which can use the money to offset the costs of such increase the number of students able to be supported in things as textbooks, stationery items and excursions. outer metropolitan areas. • In 2000 the number of English language schools and Students from language centres reduced to nine due to the establishment of a multi-campus P–10 English language school in the backgrounds other than English Western Metropolitan region. While the number of sites In 1999, 25.1 per cent of all students in government schools in the region reduced, the new structure provides were from language backgrounds other than English. These improved coordination and increased flexibility in the students were either born in a non-English speaking country, delivery of services. or in Australia with one or both parents born in a non- • In 2000 approximately $22 million ESL indexed funding English speaking country. The majority of these students was allocated via the School Global Budget to 355 resided in the metropolitan regions. There were 3363 new primary schools and 124 secondary schools for the arrivals from non-English speaking countries in Victorian provision of ESL programs, thereby reaching the target government schools in 1999. set.
50 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Figure 8 Aboriginal and Torres Strait Islander enrolments in government schools, 1996–99
Enrolments
6000
• In 2000, 251.1 effective full-time multicultural education aides were allocated to 156 primary schools, seventy- 5000 two secondary schools, five primary–secondary schools, eleven English language schools and centres and four 4000 special schools. • The ESL Companion to the English CSF was revised and 3000 ESL Teachers support materials were developed in
electronic format. 2000 • A ten-week multimedia ESL course comprising a video, two CD-ROMs, a student workbook and a teacher 1000 handbook was developed for new arrival students in isolated settings. 0 1996 1997 1998 1999 • First language assessment tasks were developed and published in Arabic, Chinese, Khmer and Vietnamese to assist teachers assess the level of literacy in students’ first languages. Open Door Education (KODE) campuses are central to • The Department hosted a national ESL conference in meeting this goal. October 1999. Koorie 2000 continues to provide the framework through • Credit-bearing ESL training courses and the ESL in the which the Department delivers programs for improving Mainstream professional development course were educational outcomes for Aboriginal and Torres Strait Islander provided for teachers. students. It strengthens and formalises the involvement of • ESL networks were established to support the transition Aboriginal and Torres Strait Islander people in educational of ESL learners from low literacy backgrounds from decision making and builds on the partnership between the intensive settings into mainstream schools. Victorian Aboriginal Education Association Incorporated and the Department. An evaluation of the Koorie 2000 • An ESL website was established to provide improved framework has commenced. The findings will inform the access to information and support (www.sofweb.vic.edu. development of a new strategic plan for Koorie education au/lem/esl/index.htm). for 2001–04. A review of the KODE campuses has also • For the 1999 calendar year, 5560 on-site interpreting commenced. assignments in sixty languages, 1588 telephone interpreting assignments in fifty-three languages and 613 Key achievements document translations in thirty-six languages were • During 1999–2000 the Department supported more than provided to government primary and secondary schools. 130 locally based projects through eight regional Koorie • A policy on the translation of information for parents education committees. Projects focused on improving from language backgrounds other than English was literacy and numeracy outcomes, student support and developed. inclusive curriculum, including professional development. • The A–Z Guide for Parents was translated into fourteen • The Department continued and expanded the Koorie languages and made available on the SOFWeb site. Literacy Links and Koorie Middle Years Link projects. These projects focus on improving literacy outcomes in Koorie education the early (P–3) and middle (Years 7–9) years of schooling through the use of videoconferencing networks. Both There were 5112.2 equivalent full-time Aboriginal and projects conducted multi-point videoconferences. These Torres Strait Islander student enrolments in government enabled teachers to share effective approaches in schools in 1999, compared with 4807.9 in 1998. literacy and linked Koorie education workers and The Department is committed to improving educational community members to provide a forum to discuss outcomes for Aboriginal and Torres Strait Islander students. successes and challenges in Koorie education. Schools The employment of seventy-two Koorie Education Workers also initiated videoconferences to bring together to support students and schools, the operation of eight students so that texts, resources and programs could be regional Koorie education committees and three Koorie shared, discussed and worked on collaboratively.
School education 51 Woolum Bellum Koorie Open Door Education School – making a difference in Koorie education
Students with other special learning needs Funding for students with special learning needs is targeted at those students whose readiness to learn has been impaired as a result of prior educational experiences or family or other personal circumstances. Data is collected via the August school census relating to Approximately twenty-three schools and more than 250 six indicators that make up the Special Learning Needs Koorie students across Victoria are involved in these Index. Funding is allocated to schools on the basis of their projects. index score via the School Global Budget. • A Koorie Educator Conference brought together more An additional $10 million for special learning needs was than fifty Koorie Educators across the government and allocated to schools for the 2000 calendar year. As a result Catholic sectors to access professional development of this initiative, the percentage of students in regular related to improving educational outcomes for Koorie schools receiving additional funds for special learning needs students. Other ways of providing professional develop- increased from 40.2 per cent in 1999 to 58.7 per cent in ment to Koorie Educators are currently being explored. 2000. • The promotion of inclusive curriculum was supported through: Students with disabilities and – delivery in more than 500 schools of one or more impairments units of Studies of Society and Environment course advice which focus on Aboriginal and Torres Strait The program for students with disabilities and impairments Islander perspectives provides additional support for eligible students attending either a regular school or one of the eighty specialist schools – trialing of a further unit of work focusing on Koorie located across the State. identity, separation of Aboriginal and Torres Strait Islander children from their families (the Stolen Additional resources are provided to schools for each Generation) and reconciliation identified eligible student with a disability, ranging from $3,778 to $28,830 per annum. Schools are responsible for – the Peter Clarke Teaching for Reconciliation Awards, providing an appropriate educational program within the where teachers were recognised for their work in budget allocation. supporting the reconciliation process. A student reconciliation forum was also conducted where more The Government provided an immediate recurrent than 250 students took part in reconciliation-related injection of $5 million from 1999–2000, and an extra activities to celebrate National Reconciliation Week. $17 million annually, ongoing from 2000–01, to assist parents, teachers and schools to provide students with disabilities and impair-ments with the highest quality education opportunities possible. This initiative established a benchmark level of provision of support for the target group at 3 per cent of the school population.
Members of the late Peter Clarke’s family, brothers Paul and Carl, son Indi and sister Maree, at the Peter Clarke Teaching for Reconciliation Award presentation ceremony The awards are granted in recognition of teachers who help community members develop respect for each other
52 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 In August 1999 there were 5506 students with disabilities Student leadership and impairments in special settings and 8262 in mainstream schools, 13,768 in total. This represents an increase of 1498 The Student Leadership project promotes community students compared with the 1998 calendar year. Additional service and youth leadership. It recognises that student funding will allow this total to increase to more than 15,700 learning and welfare are enhanced when all members of the students in 2000, two-thirds of whom will be in mainstream school community participate in the decision-making schools, making Victoria a leader in the inclusion of process of the school. It also recognises that opportunities to students with disabilities in mainstream classrooms. extend and enhance student leadership in schools reinforce the significance of responsible action in our civic life. Figure 9 Students with disabilities and impairments in government schools, 1997–99 Student Leadership Council State Conference Students The Student Leadership Council State Conference was held 9000 in Ballarat on 13–15 October 1999. One hundred and 8000 twelve students from across the State were chosen to represent 150 secondary colleges that applied to attend the 7000 three-day conference. 6000 Learning outcomes for student participants included:
5000 • better understanding by metropolitan students of the difficulties that rural and isolated students often face 4000 • knowledge of meeting procedures and conference 3000 organisation 2000 • experience of interviewing and the use of selection criteria 1000 • development of marketing and sponsorship processes 0 1997 1998 1999 • team building.
Regular schools Special schools Student Leadership Excellence Awards The Education Trust Victoria in association with the Key achievements Department sponsored the inaugural Student Leadership Excellence Awards. • The number of students with disabilities and impairments being supported in mainstream schools increased to The aim of these awards is to recognise student leaders 8262 from 7039 in 1998 – approximately 90 per cent of who have made an outstanding contribution to their school regular schools now have between one and forty-five and/or community. students with disabilities attending regular classes each In 1999 four awards were made to two primary and two day. secondary students. The secondary students will attend a • Curriculum Advice was introduced specifically for student conference in North America while the primary students with disabilities. students will attend a student conference in Sydney. • Further development work was done on the Royal Children’s Hospital Education Institute, which is designed to act as an interface between the medical supports provided at the Royal Children’s Hospital and schools. • Professional development in quality communication skills for administrators in schools was delivered and seven interactive video units on the program for students with disabilities and impairments were developed and delivered through the SOFNet TV channel.
School education 53 The Hon. Mary Delahunty, Minister for Education, joined students at the opening of Dinner Plain’s new Alpine School, established to cultivate the leadership skills of Year 9 students The first public school of its type in Australia, the Alpine School provides ten-week leadership development programs for forty-eight students each term
Student safety Work continued on the development of the Student Safety Guidelines in Outdoor Activities series of booklets. This work has been done in conjunction with the Camping Association of Victoria. During 1999–2000 guidelines for swimming and boating activities were prepared while those for snow activities, rock climbing and abseiling were updated. Daniel Grant from Newcomb Secondary College Work on a manual that will enable schools to check the is one of thousands of students to benefit from design of existing items of playground equipment and the Department’s transport services undertake ongoing safety checks has also been carried out.
Student transport services Key achievements Free school bus travel is administered on behalf of the Approximately 38,650 students receive a conveyance Department of Education, Employment and Training by the allowance at an annual cost to the Department in Department of Infrastructure to 73,000 students daily. 1999–2000 of $13,965,729. All payments were made Criteria for eligibility for travel are established by the according to schedule. Department of Education, Employment and Training. The various services have catered for more than 5200 In addition, conveyance allowance payments are made special school students each day during 1999–2000. by the Department to parents of eligible students to assist Slightly higher numbers can be encountered on some days with the cost of travel where free school bus services are not as a result of students who attend a special setting on a part- available. time basis. Expenditure in 1999–2000 for these services was To enable the travel of students to special schools and $20,160,191. special developmental schools, the Department directly A major review of school bus services is being administers 186 contract bus services, twenty subsidised undertaken during 2000–01 and will cover all aspects of school bus services, six day training centre buses and student travel to and from school. The Parliamentary approximately 165 taxi services. Secretary for Education, Employment and Training, the Hon. Theo Theophanous, has been appointed by the Minister for Education to chair the review. A final report is expected early in 2001 following a consultative and submission process.
54 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 School council members from Mill Park Primary School participate in one of the many training sessions offered by the Department
S chool education quality systems
The quality of Victorian school education services is monitored across government and non-government schools. In 1999 quality assurance systems included the Learning Assessment Project (LAP) in Years 3 and 5, the Victorian School council training and Student Achievement Monitor (VSAM) in Years 7 and 9 and development the VCE in Years 11 and 12 (refer pages 44–7). Each school also writes a school charter, participates School council training and development is a strategy in an annual enrolment and financial audit, presents an used to improve community participation in Victorian annual report setting out its progress and takes part in a government schools. Responsibility for the support of school performance review every three years. councils is at the central and regional office level. The main aspects of the program are: Learning Assessment Project • induction programs for school council presidents The LAP, a statewide testing program for Years 3 and 5 • induction programs for school councillors students in all government and Catholic primary schools • support of school council networks and some independent schools, was conducted for the final • provision of advice to the community time in 1999. The LAP provided information about how • publications. students performed against the statewide standards of the CSF II. Key achievements In 1999 the LAP test, usually held in Term 1, was moved to August in support of a commitment to provide nationally Key achievements for 1999–2000 were: comparable data about student achievement in literacy • improved communication with school council and and numeracy. Rescheduling the LAP has aligned it with parent organisations testing programs in other States and facilitates comparison • development of induction programs for school council of data. presidents and school councillors • changes to the eligibility of Department employees to be elected as parent representatives on school councils • publication of the pamphlet Stepping Forward for Your School Council in conjunction with Eduserve • regular meetings with representatives of school council and parent organisations.
Table 8 LAP performance measures, 1999
Performance measure 1999 target 1999 actual
Number of students tested in the LAP 108,000 115,000
Students achieving at or above expected levels in the LAP – Reading Year 3 90% 92.9%
Year 5 90% 94.9%
Students achieving at or above expected levels in the LAP – Number Year 3 90% 95.4%
Year 5 90% 95.4%
School education 55 Achievement Improvement Another component of the AIM is the $15 million Learning Improvement program. Over the next three years, Monitor the program will provide funding for schools to improve In 2000 the LAP was replaced by the AIM, which will student numeracy and literacy through additional training provide an enhanced approach to student assessment. for teachers and innovative teaching strategies. The AIM contains five ‘pillars’ – classroom assessment, The AIM will also incorporate advice on reporting to homework guidelines, comprehensive reporting, learning parents in clear and useful ways. Consultations will take improvement and statewide testing. Each pillar of the AIM place with parent groups during Term 3, 2000. complements the other and supports current teaching practices. Victorian Student Achievement The statewide testing component of the AIM will be Monitor conducted for Years 3 and 5 students in English and Mathematics on 1–2 August 2000. Victorian students will sit The development of this prototype online assessment system the AIM test at the same time as their peers take similar tests was completed and trialled in eighty-five government, around Australia. Parents will receive the test results in early Catholic and independent schools. Tests were conducted at October. The Board of Studies will also conduct sample Year 7 and Year 9 levels for English and Mathematics. More testing for Years 3 and 5 in Science. than 20,000 students successfully undertook a total of 45,000 tests in the trial. Sample testing for Year 7 students in Mathematics and English will be conducted in 2001. In 2000 work will continue on developing online, web- based assessment resources for teachers as part of the AIM. Teachers will receive progress maps, where student achievement is matched to year level in reading, writing, mathematics and science, and annotated work samples, School development and where pieces of student work are compared to the year-level improvement standards. The annotated work samples will be imple- mented with professional development for teachers at the The Department seeks to build the capacity of schools to start of the 2001 school year. develop, implement and evaluate policies and practices that The AIM’s homework guidelines for government schools lead to improved learning outcomes for all students. will ensure that student learning continues outside the classroom and that parents will be informed about what their children should be doing. A draft of the guidelines, written by the Department, in consultation with schools, was sent out to all government schools for feedback. The homework guidelines offer a broad homework policy for students from P–12 and will be finalised by the end of 2000. Figure 10 School accountability framework
Charter
Review • School self-assessment Management information Annual report (1st year) • Independent verification
Annual report (2nd year)
56 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 The Department’s accountability framework, Quality levels of achievement in particular goal areas. Further Assurance in Victorian Schools, is the key strategy for school trialing and refinement of the survey instruments, including development and improvement. Supporting strategies benchmarking, will be undertaken and the clip-ons will be include: progressively published and made available to schools • school charter development in which each school sets during 2000–01. out its commitment to continuous improvement in standards of achievement in all areas of school life School audits • triennial school reviews, incorporating self-assessment As part of the internal audit function, the Department and independent external verification, to identify areas conducts financial and enrolment audits in Victorian of school operations and organisational competency that government schools. may need to improve • the use by schools of ‘clip-ons’ – tools that assist schools to evaluate their processes in areas such as teaching and Financial audits learning, social outcomes, discipline and behaviour, staff Twenty-eight independent audit contractors, including the management and school–community relations Victorian Auditor-General, carry out annual audits of school • professional development programs targeted to improve financial statements. These audits allow an independent specific teaching, learning and assessment programs in opinion to be formed, in accordance with Australian schools, including Early Years Literacy and Numeracy, Accounting Standards, on whether a school’s financial state- the teaching of science and the middle years schooling ments provide a fair picture of its operations for the year. • sponsorship by the Department of the Quality in Schools The school audit program focuses on and checks the and Health Promoting Schools programs. quality of a school’s internal controls. To assist school councils and principals to manage risk, reports identifying internal controls in need of improvement are issued to School planning and review school councils. Audit contractors also provide reports to During 1999, 447 schools participated in a triennial school the Department in electronic form so that information can review. This involved each school undertaking a self- be compiled on the standards of financial accountability assessment of school and student performance over a three- across the government school system. year period, and the verification of this self-assessment The school audit program is amended annually to reflect by an external school reviewer. The school review results any changes to financial resource management practices in consensus about a school’s goals, priorities and within schools and the external environment, and in improvement focuses that form the basis of the school’s new response to valuable feedback from schools and audit firms. charter. All audits of school financial statements for the year At the end of 1999 all government schools in Victoria ended 31 December 1999 were completed by 31 May had undertaken a triennial school review. The year 2000 2000. marks the commencement of the second cycle of school review. Coinciding with this second cycle of review, the Enrolment audits contracts for external verification services over the triennium 2000–02 were re-tendered. Nine companies have Data obtained from schools via the February census return been contracted to manage the external verification process is used for planning and reporting purposes, including the in defined local government areas across Victoria. calculation of confirmed School Global Budgets for the year. Prior to completion of the first cycle of review, the Department commissioned an evaluation of the experience Following the February census, annual school enrolment of the cycle. The key finding of the evaluation was very audits verify that census returns comply with Department strong endorsement of the school review process and the guidelines and that student counts are accurate. benefits for school planning and evaluation. Enrolment audits of the February 2000 census data were, During 1999–2000 schools undertaking a triennial in the main, conducted by independent external auditors review trialed a series of school improvement instruments selected by public tender and were completed by 8 June known as clip-ons. They contain instruments and method- 2000. ologies that enable schools to further explore their current
School education 57 Table 9 School audit and review
Performance measure 1999 target 1999 actual
Schools submitting school annual reports 1636 1636
Schools completing triennial reviews Primary – 374
Secondary – 42
Primary–Secondary – 9
Special – 19
Camp – 1
Language – 2
Total 495 447
Financial audits completed 1642 1642
O utlook
In the 2000–01 Budget papers the Department identified the following priorities for school education: • lifting standards of literacy and numeracy • increasing retention rates in the secondary years • creating higher standards and status for the teaching profession • improving school quality by implementing new performance systems such as the AIM • reviewing post compulsory education and training path- ways, leading to implementation of recommendations • developing a coherent vision for public education through the Public Education: The Next Generation review • improving access to education for disadvantaged students, including enhancing student welfare and support • building new partnerships with non-government schools and increasing funding for disadvantaged non- government schools.
58 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Tertiary education, employment and training
Providing all Victorians with access to articulated education, training and employment services necessary for the social and economic development of the State.
Highlights • An additional $177.4 million was committed over the next four years to training and further education. • The Ministerial Review of Post Compulsory Education and Training Pathways in Victoria was conducted. • The Ministerial Review of the Quality of Training in Victoria’s Apprenticeship and Traineeship System was completed. • Nine Learning Towns and fifty-five ACE Clusters were established. • More than 562,000 students participated in training and further education and personal enrichment programs in 1999, an increase of 5.5 per cent. • An additional $158.2 million was committed over the next four years to targeted employment initiatives benefiting young people, long-term unemployed, older workers and rural and regional communities with high unemployment. • The number of apprenticeship and traineeship commencements in 1999 increased by 45.8 per cent. increase of 2.1 per cent on 1998. In total, there were more O verview than 766,000 course enrolments by more than 562,000 students, an increase of 5.6 per cent on 1998 in the number Tertiary education, employment and training includes: of students enrolled. • training and further education in priority industry areas An overview of the higher education sector appears on and regions provided by TAFE institutes and other pages 79–80. registered training organisations • adult community education provided by community- owned and managed organisations and the CAE Figure 11 Total student contact hours and course • English language programs provided by AMES enrolments, Victoria, 1994–99 • employment programs delivered in partnership with Student contact Enrolments employers, government and local communities hours (million) (thousand) • higher education places provided predominantly through 100 900 universities and, increasingly, private providers. 90 800 The Department supports and manages the provision 80 700 70 of training and further education places by TAFE institutes, 600 60 other registered training organisations, community organ- 500 isations, AMES and the CAE. 50 400 40 The Department also supports the State Training Board 30 300 and the ACFE Board in discharging their broad advisory, 20 200 policy, regulatory and management functions. The Boards 10 100 report separately to Parliament. 0 0 There are fourteen TAFE institutes, five TAFE sectors 1994 1995 1996 1997 1998 1999 within universities and 985 other organisations (including Student contact hours Enrolments industry and commercial providers and more than 240 adult education organisations) registered to provide recognised training and further education programs. A further 278 community-based adult education organisations deliver Table 10 Australian Qualifications Framework (AQF): adult education in community settings. Qualifications by education sector General education and skills training provided includes: School VET Higher education • courses in basic literacy and numeracy Doctoral Degree • basic preparation for work • entry or certificate-level training, including apprenticeships Masters Degree • advanced vocational training, including training for para- Graduate Diploma professionals Graduate Certificate
• advanced technician and advanced post-initial training Bachelor Degree courses. Advanced Diploma Advanced Diploma In 1999 registered training organisations and other ACE Diploma Diploma organisations reported delivery of more than 95 million hours of training, further education and personal enrich- Certificate IV ment programs. TAFE institutes delivered 74.3 million of VCE Certificate III these hours. Other providers delivered more than 20.8 Certificate II million hours, including more than 10 million hours by adult community education organisations. Government- Certificate I funded training and further education accounted for more than 76.9 million of the reported student contact hours, an
60 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Peter Kirby, Chairperson of the Ministerial Review of Post Compulsory Education and Training Pathways in Victoria
The employment services function was transferred from the former Department of State Development to the Department of Education, Employment and Training on 1 November 1999. The Department is responsible for providing employment advice to government and delivery of targeted employment programs and services. During the year more than 15,000 people were assisted through employment programs and services administered by the Department. M inisterial Review of Post Compulsory Education and Training Pathways in Victoria
The Hon. Lynne Kosky, Minister for Post Compulsory Education, Training and Employment, announced the Review of Post Compulsory Education and Training Pathways in Victoria, chaired by Mr Peter Kirby, in January 2000. A panel was established to review: • the needs of young people entering, within and exiting post compulsory education and training in Victoria • the provision of educational programs and services for young people at the post compulsory level. Secretariat of the Ministerial Review of Post The members of the Review Panel were: Compulsory Education and Training Pathways in Victoria (clockwise from foreground) Howard Kelly, • Mr Peter Kirby, Chairperson Moyla De Rosario, Jill Anwyl, Jenni King, Brendan • Dr Jack Keating, Executive Officer Schmidt, Timothy Szlachetko and Jackie Morrow • Mr Maurice Curwood • Ms Diane Joseph Terms of reference • Mr Graham Paynter The Review Panel was to examine: • Ms Jennifer Quick • the current patterns of education, training and labour • Ms Dahle Suggett market pathways and outcomes for young people The panel members represent the sectors involved in the • the structure and efficacy of current post compulsory post compulsory years, including industry. education and training pathways, including the relation- A secretariat within the Department was established to ships between providers and between providers and support the review. services • the relationship between the VCE and VET programs, including entry-level training programs • the funding patterns, regulations and mechanisms for programs and services • the coordination and administration of providers, programs and services, including the coordination of State and Commonwealth-funded services
Tertiary education, employment and training 61 • the provision of advisory, guidance and support services These hearings took a common format with the panel for young people within post compulsory education and visiting the local venue selected by the organising institute training programs in the region, individual presentations to the panel in the • the current responsibilities and structures of the Victorian morning and afternoon, and the day concluding with an Board of Studies and the State Training Board hour-long community meeting. More than 190 presen- tations were made to the panel through the public hearings • the patterns of successful delivery of post compulsory from more than 450 people. More than 700 people education and training in OECD nations. attended the community meetings. The Interim Report of the Ministerial Review, released in Public consultation April 2000, provided a preliminary analysis of the areas A key element of the government’s policy on post specified in the terms of reference. This analysis was compulsory education and training is to ensure that more designed to stimulate further dialogue. Eight written comprehensive, more responsive and better-resourced responses to the Interim Report were received. pathways are available to young Victorians. To achieve this, the Review sought maximum input from the broader Outlook community. The panel presented its final report and recommendations Other processes used in the Review included research, to the Minister at the end of July 2000. The implementation national and international, the establishment of working of several initiatives, auspiced by the Review and the parties, meetings, discussion, an interim report and a final Department, will begin in the second half of 2000. report, and recommendations to the Minister for Post Compulsory Education, Training and Employment. The proposed implementation includes: • pathways plans in twelve local government areas across Key achievements Victoria to better plan for the advice and tracking of up to 1200 post compulsory students The Review Panel established five working parties with each • advocacy projects in fifteen schools across Victoria to panel member being a member of a working party. Other provide improved advice and mentoring for young working party members came from the sectors involved people in the Review, including government and non-government • new models of collaboration, focusing on the needs of schools, TAFE, and adult, community and further education. all young people in local areas in a more integrated The panel received 233 written submissions. manner, based on targets and outcomes The working parties assisted the panel by collecting and • a more integrated approach to guidance and advisory analysing data and making recommendations on the matters services. contained within their terms of reference. Implementation of pathways plans and advocacy The five working parties covered: projects is underway (refer page 47). The Government will • regional planning and administrative structures announce full details and other initiatives during the • funding remainder of 2000. • educational and training programs and their provision • careers and guidance C ore services and • the policy regarding a single qualifications authority. The working parties met from February to June 2000. performance Working party members had access to all available data and were able to request data to be provided where it was not The role of the Department in the provision of tertiary available in the form required. education, employment and training services to the Across the State more than 300 participants attended Victorian community varies from direct service provision twelve forums organised in conjunction with the Victorian in the case of training and further education and adult Association of State Secondary Principals. Sixteen hearings, community education, to accreditation and monitoring in including open public forums, were also held across Victoria. the case of higher education.
62 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Table 11 Key performance measures and data
Performance measure 1998 actual 1999 target 1999 actual 2000 target
Training and further education places Government-funded student contact hours of training and further education provided 69.35 million 65.46 million 72.65 million 67.14 million Persons aged 15–64 participating in training and further education programs as a percentage of population 12.3% 12.5% 13.5 % 13.1% Successful training completions as measured by module load completion rate 80.3% 80.0% 76.2% 80.0%
Training and further education Figure 12 Government-funded training and further education by provider type, Victoria, 1997–1999 Training and further education places are provided by TAFE institutes and other registered training organisations in Student contact hours accordance with priorities set by government, industry and (million) the community. 70
60 The State Training Service 50 Collectively, registered training organisations delivered more than 91.7 million student contact hours of 40 government-funded and fee-for-service training and further 30 education, providing skills development in all major industries and general education. There were more than 20 617,000 enrolments by more than 476,000 students, a 10 10.1 per cent increase in students on 1998. More than 441,000 of these enrolments were in recognised training 0 1997 1998 1999 and further education programs, a 12.6 per cent increase on 1998. ACFE Private provider TAFE institutes Government-funded training and further education accounted for more than 76.9 million of the reported contact hours for more than 441,000 enrolments, a 2.1 per cent increase on 1998. TAFE institutes delivered automotive, building and construction, engineering, 60.5 million of these hours, a decline of 4.8 per cent on furnishing, horticulture and printing trades as well as 1998 delivery. ACE organisations provided more than emerging occupations in the communications and 6.5 million hours (a 6.5 per cent increase) for more information technology industries. than 113,000 enrolments, while other registered training The proportion of funds for training delivery allocated organisations provided almost 9.9 million hours (a through contestable arrangements, involving the Priority 76.2 per cent increase) for more than 57,000 enrolments. Education and Training program tender and user choice for Growth in traineeship delivery by private registered training apprenticeships and traineeships, grew from 1.2 per cent in organisations, stimulated by Commonwealth government 1995 to 25.4 per cent in 1999. incentives to employers, accounted for most of this growth. In 1998 the unit cost of delivery in Victoria was more Notwithstanding growth in delivery, skill shortages than 20 per cent below national levels. Differences of this remain and are being addressed, particularly through the magnitude suggest funding levels have been inadequate and Government’s Private Sector Skills Development program have compromised the quality of training and the longer- and through the priority allocation of government funds term sustainability of training and further education in for training to areas of skill shortage. These include the Victoria.
Tertiary education, employment and training 63 In 1999, the level of employer satisfaction with the commenced apprenticeships and traineeships, more than quality of vocational education and training in Victoria was 94 per cent being in traineeship areas. the second lowest in Australia. Further, the Auditor-General The number of apprentices and trainees in training reported that several TAFE institutes were experiencing who were new employees increased from 59,191 at serious financial difficulty. 31 December 1998 to 64,037 at 31 December 1999, an Improving quality in the State Training Service is a increase of 8.2 per cent. Including existing employees, there priority for the Government. To address these issues the were 76,322 apprentices and trainees at 31 December 1999. Government: Growth has not been uniform across all occupational • provided an additional $16.6 million for training and and regional areas and skill shortages remain, particularly in further education in 1999–2000 and committed to some traditional apprenticeship areas. Details of new provide an additional $177.4 million over the next four targeted initiatives to further boost apprenticeship and years traineeship numbers are provided in the Employment • commissioned the Ministerial Review of the Quality of section of this report (refer pages 74–9). Training in Victoria’s Apprenticeship and Traineeship System Figure 13 Apprenticeship and traineeship commencements • froze user choice and contestable funding at 1999 levels in Victoria (excluding existing employees), 1996–99 for a minimum of twelve months from 24 November 1999 to allow time to assess the desirability of further Commencements competition in the training market. 50,000 45,000
Growing Victoria Together Summit 40,000 More than one hundred of Victoria’s most prominent 35,000
business, political, union and community leaders participated 30,000 in the Growing Victoria Together Summit in March 2000, 25,000 recognising that promoting growth across the whole of 20,000 Victoria requires a commitment from all stakeholders to work together towards common economic and social goals. 15,000 The Summit confirmed the crucial roles that education, 10,000 training and employment have to play in achieving Victoria’s 5,000 economic and social goals. Arising from the Summit, the 0 1996 1997 1998 1999 Department will play the key role in developing a whole-of- government employment and skills strategy. Apprentices Trainees Total
Apprenticeships and traineeships Growth has continued as a result of strong marketing to Training culture industry by New Apprenticeship Centres and registered The Small Business Training Incentive Scheme trial training organisations, the availability of Commonwealth continued until September 1999. Two thousand small employment incentives and the availability of additional businesses in the agriculture, automotive and community qualifications from new Training Packages. services sectors in the Goulburn Ovens area and the The number of new employees commencing apprentice- western suburbs of Melbourne were provided with an ships and traineeships increased from 31,433 in 1998 entitlement of training or training-related services worth up to 45,822 in 1999, an increase of 45.8 per cent. Growth to $400 with participating registered training organisations. was experienced in apprenticeship and traineeship A small business strategy is being developed to encourage areas. The number of new employees entering apprentice- further investment in training. ships increased from 11,126 to 11,859, an increase of Through the Priority Education and Training program 6.6 per cent. The number of new employees entering tender process, registered training organisations were traineeships increased from 20,307 to 33,963, an increase encouraged to seek industry contributions to enhance their of 67.2 per cent. A further 12,402 existing employees tenders.
64 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Under the tutelage of Joe Galea, students from Sunshine Secondary College get ready to embark on a major automotive restoration process
• Government funding of $1.7 million was provided for initiatives with the potential to lever industry investment. • Government funding of $1.2 million was provided to enterprises to stimulate their training effort.
Information and communication technologies strategy In total, registered training organisations enrolled almost 19,000 15–17-year-olds in government-funded training and In the recent statement, Connecting Victoria, the Government further education programs. set out its strategy for promoting growth in the information and communication technologies industry and for sharing Under-represented clients the benefits of these technologies across the entire Victorian community. The Managing Diversity policy has led to the development of practices to address the training needs of, and improve Critical to the achievement of this strategy will be the outcomes and employment prospects for, people under- development of a competitive and sustainable skill base. represented in training and people living in rural and remote Consequently, a post compulsory education, training and areas. employment strategy for the information and communication technologies industry is being developed to build this skill The policy has been complemented by targeted base and to respond to the projected skill shortage in this initiatives to improve access to and outcomes from training industry. The strategy will reflect the growing convergence and further education for women and Koories. They of the information and communication technologies included: industries, multimedia and electrotechnology, together with • implementation of the Victorian Action Plan for Women emerging areas such as e-commerce and interactive games. in Training and Further Education 1998–2000 • consultation with indigenous communities to identify VET in Schools training needs and requirements for providing culturally appropriate training for Koorie women In 2000, more than 20,000 students are participating in VET in Schools programs, an increase of 30 per cent on 1999. • development of guidelines to assist industry training The most popular programs are in information technology, boards to provide advice and to promote women’s business, hospitality and entertainment. In addition, there are participation in science, engineering and technology- 1300 school students participating in part-time apprentice- related industries ships and traineeships. • funds to the Victorian Aboriginal Education Association More information on VET in Schools appears in the Incorporated to provide advice on Koorie training needs, School Education section on pages 46–7. develop an annual training plan and promote indigenous training in Victoria Youth Allowance • funds to continue the employment of fourteen Koorie liaison officers in TAFE institutes. Young people under 18 years of age who left school without finishing Year 12, and who cannot find a job, are required to enter into an activity agreement with Centrelink in order to receive the Youth Allowance. This means they are required An equal partnership between the Koorie to undertake some form of study or training. community and TAFE in To service the needs of these young people choosing Victoria enables quality to train in a training and further education environment, outcomes for Koorie the Youth Allowance TAFE Scheme was developed and students funded. Centrelink issues entitlements to 15–17-year-olds who are recipients of the Youth Allowance to access up to 400 hours of accredited training at a registered training organisation. During the year 4917 vouchers were issued and 3136 recipients enrolled, including 40 per cent in ACE organisations.
Tertiary education, employment and training 65 Catering for a multicultural society Figure 14 Total reported provision of student contact hours by program category for ACE organisations TAFE institutes and other registered training organisations (including CAE) and AMES, 1999 catered for the training needs of Victoria’s multicultural society through: 1 Adult Literacy and Basic Education (13.2%) 7 1 • applying the principles of managing diversity to develop 2 English as a Second Language (27.9%) 6 an ethos of inclusiveness when meeting the needs of 3 Victorian Certificate of Education (2.3%) clients from diverse language and cultural backgrounds 4 General Preparatory (11.4%) 5 Vocational education (21.3%) • delivery of courses in LOTE and ESL 2 6 Hobby and enrichment (18.9%) • improving access to new learning opportunities through 5 7 Book study group (5.1%) the TAFE VC 3 4 • advice from industry training boards on opportunities Note: Total reported ACFE provision is for all funding sources that may increase employment for people with language including fee-for-service activity. backgrounds other than English. AMES, Victoria’s largest provider of English language courses, was funded by the Commonwealth to deliver the Learning Towns Adult Migrant Education program. In June 2000 nine Learning Towns were established in Victoria at Kyabram, Horsham, South Gippsland, Wycheproof, Adult community education Ballarat, Bendigo, Albury/Wodonga, Wangaratta/Benalla The ACE sector is made up of community-owned and and Geelong. managed providers of adult, community and further edu- The Learning Towns initiative has been allocated cation programs. It provides lifelong learning opportunities recurrent funds of $700,000. It develops collaborative for Victorian adults, contributing to their social, economic learning partnerships by linking ACE organisations, and cultural development as individuals and as members of TAFE/educational institutions, industry, local government the Victorian community. More than 12 million student contact hours were delivered in ACE organisations (including the CAE) and AMES through 355,565 module enrolments. The ACFE Board directly funded 4.5 million of these hours. Participants ranged from young adults to older people and were drawn from diverse educational, linguistic and cultural backgrounds. Significantly more women than men participated.
The Hon. Lynne Kosky, Minister for Post Compulsory Education, Training and Employment, with local Bacchus Marsh Adult Education Centre supporters at the launch of the Learning Towns and ACE Clusters initiatives
Table 12 Key performance measures and data
Performance measure 1998 actual 1999 target 1999 actual 2000 target
Adult community education places Government-funded student contact hours of education and training provided through ACE providers 3.38 million 3.42 million 4.25 million 3.42 million Student satisfaction with adult community education courses meeting their overall needs Not available 70% 70% 75%
66 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 and community activity. The initiative also integrates economic and social development activity in the areas funded to foster and support lifelong learning, and to contribute to development of a learning culture. Each of the nine Learning Towns is developing in ways that reflect the local education and training infrastructure, local economic and social development opportunities, and the collaboration between the education, training, com- munity, employment and local government stakeholders. Diploma of Further Education ACE Clusters In 1999, under the auspices of the Ministerial Taskforce on Fifty-five ACE Clusters were established in June 2000. Seamless Education and Training, funding was provided to a During the 1999–2000 financial year, ACE Clusters were consortium, led by RMIT University, for the development of provided with a total of $1.42 million to enhance their: the Diploma of Further Education. • marketing The ACFE Board accredited the Diploma of Further Education in January 2000. It provides an alternative • information technology use and support pathway into tertiary education programs for those whose • data collection circumstances mean that they are disadvantaged and/or • local and regional education and training needs analysis unable to participate equitably in other entry mechanisms. • provision of vocational advice, guidance and support The philosophy behind the Diploma of Further Education is services to adult community education learners. to develop students who are independent, autonomous and While most of the ACE Clusters are involved in activities self-directed lifelong learners. focusing on all five areas, some have elected to have a single focus, such as information technology use and support, or Certificates in English Language provision of vocational advice and guidance to adult Literacies community education learners. For example, the University A project to produce new ESL curriculum commenced in of the Third Age Network has also been funded to explore mid-1999. The project was undertaken by AMES, jointly cluster options for its members across Victoria. funded by AMES and the ACFE Board. The purpose is to provide a flexible English language Curriculum curriculum for learners who prefer a less formal approach to learning and assessment. The course is suitable for The ACFE Board has legislative responsibility for the learners with varied educational backgrounds, skills and accreditation of Further Education across the State Training experiences. Service. Further Education programs include Adult Literacy and Basic Education programs, ESL, Adult VCE and General The Certificates in English Language Literacies curriculum Preparatory programs. has been accredited at AQF levels 1–2 (refer page 60). It will meet an identified need for lower level ESL curriculum. The ACFE Board’s conceptual framework for Further Education, Transforming Lives, Transforming Communities, guides curriculum development and accreditation in New learning technologies Further Education in Victoria. In 1999–2000 there was significant growth in the use of new learning technologies in adult community education. In particular, activities arising from Flexible Learning Networks and the TAFE VC have provided opportunities to develop new approaches. New learning materials, classroom practices and exploration of online delivery in 2000 have provided a strong foundation for innovation in 2001.
Tertiary education, employment and training 67 ACE opens up opportunities for individuals and groups to gain access to and training in the use of new learning technologies
Voucher campaign, in which more than 500 vouchers for training were distributed to learners over the age of fifty-five. In partnership with the Loddon Neighbourhood House and Wedderburn High School, the ACFE Board has developed the Wedderburn Community Education Hub. The Hub provides a high-tech learning centre, linking Wedderburn to Victoria’s online learning services such as the TAFE VC and the EduNet system. Using the VicOne high-speed communications network, the Hub enables videoconferencing, rapid transfer of email and World Wide Initiatives Web information and connects Wedderburn to other adult In conjunction with the Commonwealth Department of education centres and TAFE institutes. Communication, Information Technology and the Arts, the A project to upgrade and rationalise technological ACFE Board has embarked on a project to improve public resources in ACFE Regional Councils was initiated in Internet access in regional and remote Victoria. Connected consultation with the Department in December 1999 and ACE will supply new hardware, improved networking concluded in January 2000. and additional online services to more than 200 ACE organisations. Building communities – ACE, lifelong As part of the TAFE Online 2001 strategy, the Office of learning and social capital Post Compulsory Education, Training and Employment The University of Tasmania was commissioned to undertake established ten Flexible Learning Networks made up of a research across all nine ACFE regions and in at least one consortium of project partners. The Learning Networks are Koorie community to test the thesis that adult community responsible for the development and testing of new models education makes an important contribution as a generator for flexible education. More than half the sixty-nine of social capital and an enhancer of the social health of consortium members in the Learning Network program are individuals and communities. ACE organisations. Through the Government’s Skills.net program, the ACFE Board received funding to increase provision of Internet skills to the general community. In partnership with eight The ACFE Board works to extend the quality and range of learning opportunities for adult learners. ACFE Board members (standing from left) Regional Councils of ACFE and twenty-four ACE organ- Peter Falconer, Paul Hoy, Maurie Curwood, Veronica Volkoff, Stephen Walsh, isations, the project delivered more than 7000 hours of Fiona Parker, Roslyn Loader, Howard Haynes, Allie Clemans, Vicki Mitsos; skills training and 5000 hours of open access to more than (sitting from left) Jenny Samms, Shirley Martin (Chairperson), Peter Jones 1200 learners. A highlight of the program was the Skills.net (Executive Officer), Jane Dewildt (absent)
68 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Koorie students preparing a mural as part of the Coorong Tongala course at Bairnsdale
A finding of the research was that adult community education does positively influence OECD indicators of social well-being on a broad scale. It found that ‘building social capital is not an incidental by-product of the way ACE providers operate, building social capital is its modus operandi’. The report was published in June 2000.
Significant outcomes included: • five new Koorie ACE providers were registered in 1999 • the number of providers delivering the Coorong Tongala course, developed and accredited by the ACFE Board, increased from three to nine, including delivery across the prison system – this is expected to increase further in 2000 • Koorie enrolments continue to increase – adult community education enrolments have increased by 50 per cent since 1997 • the Koorie participation rate in 1999 was 5.6 per cent, compared with 4.1 per cent in 1997.
TAFE and ACE quality systems Further Education plan The Department provides services to TAFE and ACE Further Education programs include Adult Literacy and providers to ensure the quality of the education and training Basic Education programs, ESL, Adult VCE and General places purchased. As indicated earlier in this report, Preparatory programs. In Victoria, Further Education improving the quality of education and training provision is programs are delivered by ACE providers, TAFE institutes a key priority for Government. and a small number of private providers. Services to providers and the community include course The ACFE Board and the State Training Board are jointly accreditation, recognition of providers, contract manage- responsible for planning Further Education in Victoria. In ment, quality improvement initiatives and the provision of February 2000, the Office of Post Compulsory Education, flexible delivery, including use of multimedia. Training and Employment began developing a Further Education plan for Victoria on behalf of the two Boards. The plan will provide strategic directions and a planning Training Packages framework for Further Education provision across the State Victoria has developed a managed and phased imple- Training Service. Ultimately, the aim of the plan is to enhance mentation strategy for the transition from curriculum educational options and pathways for adults. courses to Training Package qualifications. Generally, The Further Education plan for Victoria will be finalised no new enrolments can occur in old courses after one in the second half of 2000 followed by progressive imple- year from the date of publication of each Victorian mentation. It is expected that the plan will be for three years implementation guide. This enables registered training with annual planning activities to identify and respond to organisations to determine their own speed of transition to emerging issues. the new qualifications on the basis of their resources and industry and learner needs. Koories in ACE Implementation guides provide information on the funding and transition arrangements for each Training The implementation plan for Koorie participation has been Package, and are distributed to other State training in operation since January 1999. It increases the access, authorities for their use within one month of publication of participation and outcomes for Koorie adult learners in the the Training Package. Victorian ACE sector.
Tertiary education, employment and training 69 Victoria has implemented forty-nine Training Packages, Information for the Review was gathered from: including publication of the relevant implementation • consultations with more than 250 stakeholders in guides, determination of new apprenticeships and setting of Melbourne and five regional centres transition dates. Ten national industry and three enterprise- • a survey of 760 apprentices and trainees and 760 specific Training Packages were endorsed during the year. employers • submissions from more than ninety individuals and Australian Recognition Framework organisations There were more than 1000 registered training organisations • four focus groups with apprentices and trainees at 30 June 2000. They included TAFE institutes, ACE • a reference group of stakeholders organisations, commercial business colleges, secondary • analysis of relevant documents. colleges, enterprises delivering training to their own staff and industry-based providers. Registration is the major The final report of the Review found that, while the guarantee of quality in a system with such a diverse range of system has many strengths and client satisfaction is high, providers. The Ministerial Review of the Quality of Training there are significant weaknesses that threaten quality and in Victoria’s Apprenticeship and Traineeship System found require immediate action if public confidence in the that the quality of providers registered in Victoria had been apprenticeship and traineeship system and the quali- compromised by low national registration standards. fications issued is to be maintained. A major effort over the coming year will be made to The Victorian Government has broadly accepted the improve the standards of provider registration, particularly findings of the report and work has commenced on at the time of initial registration, through a program of training implementing recommendations. and development for training recognition consultants. This will ensure rigour and consistency in registration audits TAFE Virtual Campus across all occupational fields and modes of delivery. A benchmarking project to assess the performance of the Feedback will be sought on how registration processes may TAFE VC in terms of stakeholder needs and its functional be continually improved. Victoria will also seek amend- and service delivery strengths and weaknesses was ments through national forums to the Australian Recognition commissioned as part of a commitment to its ongoing Framework to lift the standards for provider entry into, and development and enhancement. Version 2 of the TAFE continued operation in, the national VET system. VC, to be launched in October 2000, will offer improved During the year, 370 audits were undertaken to ensure information services, increased marketing opportunities for compliance with the Australian Recognition Framework. providers, a substantially upgraded teaching and learning Although the level of overall compliance was generally environment and an online enrolment interface with the high, audit reviews highlighted significant quality weak- student management system. nesses in provider-management systems and practices and a Initiatives to support implementation of the TAFE VC need to focus more rigorous audit on the quality of training have been funded. They include content, technological delivery and assessment standards. infrastructure and professional development. A major effort over the coming year will be made to Funding was also provided to develop the technological improve the skills of auditors to ensure rigour and infrastructure required to support online transactions, consistency in audits across workplaces, qualifications and products and services and for professional development, modes of delivery. including expansion of the role of the Professional Develop- ment for Online Education consortium. Review of quality TAFE Frontiers was established in August 1999 to support In December 1999, the Minister announced a Ministerial implementation of the TAFE VC and online learning by Review of the Quality of Training in Victoria’s Apprentice- working with training providers to bring about strategic ship and Traineeship System. Ms Kaye Schofield, a respected change. educational researcher and consultant, conducted the The Department undertook research for the State Training Review. Board on the social impact and educational effectiveness of online training. A paper will be prepared to promote discussion at provider, student and industry level.
70 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 www.tafevc.com
Victorian Training Awards The Victorian Training Awards, sponsored by McDonald’s, McLaren Press Colour and QANTAS, were held in September 1999. These awards recognise attainment of the highest standards of proficiency in training by students, employers and training providers. Flexible Learning Networks The winners were: Flexible Learning Networks are cooperatives of education • Jason Underwood – Outstanding Student of the Year – providers working together to provide training and further Vocational education programs, accessible via the Internet, for students • Lian-Fei Campbell – Outstanding Student of the Year – wishing to study in their own time and at their own pace. Apprentice They link educational organisations to individual learners • Tania Marson – Outstanding Student of the Year – Trainee via a central administrative hub. There were nine Learning • Peter Rosas – Outstanding Student of the Year – Koorie Networks at 30 June 2000. • Yallourn Energy Pty Ltd – Employer of the Year – Open Evaluation of the Learning Networks provoked a positive Award response from all stakeholder groups. Online technologies were found to provide greater choices for students, increase • Drypac Pty Ltd – Employer of the Year – Small Business workplace productivity, skills and job flexibility and assist Award some marginalised groups to improve their access to • Manningham Council – Employer of the Year – Public training and further education. Enterprise Award • Centrelink – Employer of the Year – Innovative Training Professional development Product Award During the year there was a significant strengthening of the • William Angliss Institute of TAFE – Training Provider of professional development partnership model between the Year Award national and State funding agencies and training providers. • The Monash, Oakleigh, Springvale Employment There was also a further expansion of the professional Development Group – VET in Schools Excellence Award. development program for staff. Peter Rosas was runner-up in his category at the National Significant activities in 1999–2000 included: Training Awards. The Monash, Oakleigh, Springvale • participation, with the Australian National Training Employment Development Group won the national title in Authority, in Framing the Future and LearnScope, major its category. national professional development initiatives to assist implementation of new Training Packages and flexible delivery/online skills • the Government’s provision of an immediate $2 million in grants to TAFE institutes to increase the rate of teacher/ trainer professional development in the implementation of Training Packages and skills related to information and communications technology • production and piloting of the successful Professional Development for Online Education program delivered through the TAFE VC. • completion of Learning on Demand: A Professional Development Service for the TAFE Professional, a web-based portal for information, networks and online programs for all staff employed, or those intending employment, in the TAFE system.
Tertiary education, employment and training 71 1999 Victorian Training Awards: Top honours were taken out by Peter Rosas, Koorie theatre lighting technician; Tania Marson, real estate trainee; Lian-Fei Campbell, an apprentice helicopter mechanic and Jason Underwood, engineer and inventor
• vocational training for the Office of Post Compulsory Education, Training and Employment • job matching and intensive assistance employment programs for the Commonwealth Department of Employ- ment, Workplace Relations and Small Business • Commonwealth Department of Education, Training and Youth Affairs literacy and numeracy training programs for unemployed Victorians
Four TAFE high-flyers have a big future ahead of them • onsite industry training in metropolitan Melbourne and after taking out top honours at the Victorian Training regional Victoria for Commonwealth Department of Awards in September 1999. Lian-Fei Campbell, an Education, Training and Youth Affairs workplace English apprentice helicopter mechanic from Mentone, Numurkah language and literacy engineer and inventor, Jason Underwood, Koorie theatre • English language intensive courses for overseas students lighting technician, Peter Rosas, and Warragul real estate trainee, Tania Marson, won the student categories at the • international programs in Vietnam. statewide awards at Melbourne Park. In 1999 AMES worked with 20,034 clients in education Each of the four TAFE students received a travelling and employment services, delivered 2.8 million student scholarship and an international air ticket. The winners contact hours and recorded more than 90,000 module will travel overseas to further their experience and see enrolments. how other countries do things in the industries in which This report highlights three of AMES’ many achievements they work. The Victorian Training Awards recognise outstanding for 1999–2000. These have been selected because of their students in the VET sector and employers who have made unique character (the Safe Havens project) or because they a significant commitment to training. demonstrate AMES’ ongoing commitment to adding value to its core educational activities to serve the interests of its major client groups.
Adult Multicultural Education Safe Havens Services AMES’ work with the Kosovar Safe Havens, funded by the Commonwealth Department of Immigration and AMES is a service agency of the Department within the Multicultural Affairs, continued in 1999–2000, with AMES portfolio of the Minister for Post Compulsory Education, managing the provision of education, children’s services Training and Employment. AMES provides quality education, and recreational programs in three Victorian locations – training and employment services which maximise social Puckapunyal, Portsea and Bandiana. By the time the last and economic opportunities for culturally and linguistically Kosovars left the Safe Haven at Bandiana, AMES had diverse clients. responded to the emergency needs of 1500 Kosovars. The AMES’ goals in 1999–2000 were to: educational programs focused on skills for repatriation, with • expand the social, economic and cultural support offered a high demand for computer courses, English language skills to its diverse client groups and practical trade skills such as heavy vehicle training, • increase flexibility and innovation in its English language fork-lift driving, and small engine maintenance. and vocational training delivery When Australia responded to the dramatic events in East • position itself to achieve planned sustainable growth Timor in September 1999 with humanitarian refuges, AMES consistent with AMES’ mission and values. was able to provide a Safe Haven for 850 East Timorese residents at Puckapunyal. The first East Timorese arrived only two days after the Kosovars left. Within three days a holiday Program and service delivery program was available to the East Timorese, and within In 1999–2000 AMES offered the following educational two weeks a culturally appropriate education program was programs and employment services: running. • the Adult Migrant English program for the Commonwealth Department of Immigration and Multicultural Affairs
72 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Some of the 850 East Timorese refugees supported through AMES’ Safe Havens education programs at Puckapunyal
With Employment AMES’ help, Mohamad Mawas (right) undertook TAFE training and was subsequently placed in his niche in real estate Mr Mawas is accompanied by Tony Abbott, Federal Minister for Employment Services, and Moira Schulze, Director of AMES, at the Employment AMES launch at Colonial Stadium
The education program was a particular success with the East Timorese with almost 100 per cent enrolment of children and 52 per cent of adults:
‘Although we’re in a camp, everything is so well prepared it’s like a real school. You are helping our children, the hope of our nation, to study and to think independently.’ Sister Esmeralda, Mother Superior of the Canossian community in Dili, who came with refugees to Australia.
AMES Online Services AMES worked in partnership with staff from the Depart- 1999–2000 has been marked by great achievements in ment, Goulburn Ovens Institute of TAFE and Wodonga online activity. Institute of TAFE to provide the diversity of programs required. AMES also worked in close collaboration with the AMES Online Services supports online learning in Department of Defence, Red Cross, the Salvation Army, the AMES and the broader community. It now coordinates all Translating and Interpreting Service, the YMCA and the AMES online delivery to students via the AMES Learning YWCA and the Victorian Foundation for Survivors of Torture. Network, based on the TAFE VC. AMES Online Services provides computer training and online content development AMES and its staff felt privileged to have been involved for internal and external clients at the Office of Post in all the Safe Haven projects. Compulsory Education, Training and Employment via its Computer Literacy Centre. The unit offers consultancy Employment AMES services with a focus on the needs of learners from language Building on the success of its previous employment services backgrounds other than English. program, AMES achieved its goal of expanding these AMES Online Services also operates the Virtual services to its culturally and linguistically diverse clients Independent Learning Centre (VILC). The Centre has proven with its success in the Commonwealth Department of the axiom that simple ideas are often the best. Welcomed by Employment, Workplace Relations and Small Business Job teachers and learners because of its accessible format and Network 2 tenders. cost-effectiveness, more than 100 educational institutions, Employment AMES offers job matching services and public libraries, language centres and individuals from every intensive assistance to its clients and has twenty-three State in Australia and internationally are now subscribers. locations, seventeen in Melbourne and six in Sydney. It is The graph on the next page demonstrates the rapid now the fourth largest provider of Job Network services in growth of the VILC in 1999–2000 and the increase in the Victoria, the tenth largest nationally, the largest specialist number of learners logging on for literacy and English service and the only specialist provider of Job Network language skills development. services in Victoria.
Tertiary education, employment and training 73 Figure 15 VILC cumulative log-ins, 1999 and 2000 Figure 16 AMES sites networked, 1999 and 2000
Log-ins Sites
16,000 40
14,000 35
12,000 30
10,000 25
8,000 20
6,000 15
4,000 10
2,000 5
0 0 February March April May 1999 2000
1999 2000
The VILC now offers four learning options: Outlook • Realweb – language learning tasks linked to the World Looking ahead online, AMES Online Services has several Wide Web initiatives planned, including new programs such as • Easynews – language learning tasks based on Australia’s Downunder, an interactive multi-directional story set in SBS News Melbourne in the year 2050. New curriculum areas are also • Checkout – free language learning resources and planned in the Certificate of General Education for Adults. activities AMES looks forward confidently to responding to the • Industry – language learning tasks related to Australian import of Australia’s changed migration and settlement workplaces. programs and the challenges of the impact of new technology on education and training, employment and the Increased connectivity nature of work for Victoria’s ethnic communities. A significant expansion of AMES’ electronic network infra- structure has underpinned all of the year’s achievements. Employment services AMES Workplace Communication Services trainers in Employment services have been the responsibility of the industry, Employment AMES consultants in Sydney and Department since 1 November 1999 in a move designed to AMES Education Services teachers in community teaching improve the alignment between education, training and locations are all better able to serve clients through employment services. The Department provides: improved access to technology. Figure 16 demonstrates AMES’ increased connectivity. • specialist advice and assistance on employment opportun- ities and the labour market • employment programs such as the Community Business Employment program, youth employment programs, the StreetLIFE program, the Community Jobs program and employment incentive programs.
74 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Table 13 Key performance measures and data
Performance measure 1998–99 actual 1999–2000 target 1999–2000 actual 2000–01 target
Employment services
Community Business Employment program retention rate – participants retained in employment for 13 weeks Not available 80% 85% 80%
Overseas Qualifications Service – client services provided (by phone, in person or in writing) 4000 4200 4553 4200
Overseas Qualifications Service – client satisfaction (survey) 87% 90% 90% 90%
Apprenticeships and traineeships In consultation with industry associations, unions, Significant progress was made in 1999–2000 in the five industry training boards and government, a list of eligible apprenticeship and traineeship services described below. occupations with skill shortages was compiled. The subsidy is payable for all eligible occupations in regional and rural Private Sector Skills Development Victoria but the number of eligible occupations is limited for program metropolitan Melbourne. The Government has allocated $32.4 million over the next These programs will use existing avenues such as New four years to develop partnerships with the private sector to Apprenticeship Centres, TAFE institutes and other registered recruit an additional 6000 apprentices and trainees in training organisations, Job Network providers and Community occupations and trades experiencing skill shortages. The Business Employment providers to promote the program to program provides an annual wage subsidy of $1000 in employers and potential participants. addition to Commonwealth employment incentives. Young people are expected to be the major beneficiaries of the program.
Figure 17 Unemployment rates in Victoria and Australia (seasonally adjusted)
Per cent 9.5
9.0
8.5
8.0
7.5
7.0
6.5
6.0
Mar 97 Jun 97 Sep 97 Dec 97 Mar 98 Jun 98 Sep 98 Dec 98 Mar 99 Jun 99 Sep 99 Dec 99 Mar 00 Jun 00
Vic Aust
Tertiary education, employment and training 75 The Department’s new Employment Division: linking education and training to the labour market
Government Youth Employment Scheme The Government has allocated $40 million over the next four years to establish 2600 traineeships and apprentice- ships for young people in the Victorian public sector. An estimated 780 positions will be for long-term unemployed or disadvantaged young people. Funding has been provided to government departments and agencies to allow them to take on trainees and apprentices, and to TAFE institutes and other registered training organisations to provide the training. The eight public service departments and more than 300 other organisations, such as TAFE institutes, hospitals, schools and water boards, can participate. Employment of trainees and apprentices may be by either direct employment or through a group training company.
Youth Employment Incentive Scheme Through the Youth Employment Incentive Scheme, the Government will provide an additional annual State subsidy to employers of $1250 per trainee or apprentice for 2500 long-term unemployed or disadvantaged young persons each year, at an annual cost of $3.13 million. The scheme will target job positions throughout Victoria, particularly in areas of high unemployment. Typically, the young person involved will be aged between 15 and 24 years, unemployed for a period of more than twelve months and/or be deemed to be disadvantaged. Employers are able to apply for the subsidy when employing long-term unemployed/disadvantaged young people on or after the program commencement date. The subsidy will Employment opportunities are provided through then be paid six months after commencement. programs such as Go for IT and the Tourism Student Business Initiative Youth Employment Initiative During 1999 more than 480 young people were placed into Award wage. The fifty-two-week traineeship is preceded by Youth Employment Initiative traineeships, which involved a a pre-employment training course and followed by on- and combination of work experience and accredited training off-the-job training provided by the group training company. specifically related to the position. During this period 115 The pilot program in 2000 provides for 125 places in areas new employers hired young people through the traineeship such as computer and software sales, web design, call program. This program was replaced by the new traineeship centre operation, database administration, helpdesk support and apprenticeship programs outlined above. and network technology.
Go for IT Employment programs Go for IT provides employment opportunities for young Three programs, one well-established, provide employment people, aged between 16 and 20 years, in information services targeted at unemployed members of the Victorian technology and multimedia in partnership with the business community. sector. Through traineeships provided by a network of group training companies, trainees are placed within public and private workplaces and receive the National Training
76 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Community Jobs program For example, specific ethnic providers assist immigrants The Government will provide funding to support develop- who may face language and cultural barriers to employment. ment of local community infrastructure projects in areas of Under the program, forty-nine organisations, located at high unemployment. People unemployed more than six more than 100 sites throughout Victoria, provide pre- months or at risk of long-term unemployment will be employment, placement and post-placement support employed on these projects. Each will receive a real wage, services to job seekers. Since its inception in 1994, more recognised skills development/training activities and than 70,000 people have been placed into jobs through individual assistance to facilitate their entry into further the program. In 1999–2000 the program placed 10,781 education, training or employment. The initiative will unemployed people into jobs. generate 2000 jobs each year at an annual cost of $17.8 million. It is envisaged that each project will employ Adult Employment Incentive program approximately twelve unemployed people for three to The Adult Employment Incentive program is a State six months. government initiative supporting local government bodies and not-for-profit incorporated community sector organ- Community Business Employment isations. It assists in providing employment opportunities to program long-term unemployed adults, including the mature aged, The Community Business Employment program contracts through financial incentive payments. The program is community-based organisations to assist unemployed expected to provide for 1500 subsidised positions per year Victorians to find work. Priority is given to groups facing over three years at an annual cost of $1.9 million. particular barriers to employment and to those needing Job seekers must be aged 21 years and over and have special assistance. been unsuccessful in their efforts to find employment for at Typically, clients are short and long-term unemployed least the past twelve months. Eligible employers receive and include young people, mature-aged people and people $1000 for placing an unemployed job seeker aged 21 to 44 from non-English speaking backgrounds. Program providers years and $1500 for placing an unemployed job seeker are chosen for their expertise with particular groups. aged 45 years and over.
Figure 18 Community Business Employment program retention rate, 1999–2000
Per cent 86
85
84
83
82
81
80
79
78 The Adult Employment Incentive 77 Target Actual program supports the long-term unemployed to re-enter the workforce
Note: Eighty-five per cent of persons placed by the Community Business Employment program were retained in employment after three months, compared with the target of 80 per cent.
Tertiary education, employment and training 77 StreetLIFE: Supporting local business communities with initiatives to promote employment growth
Youth Enterprise The Victorian Youth Enterprise strategy is an integrated five- part strategy that focuses on young people as the catalyst for a socioeconomic revival in regional and rural Victoria. It connects young people to the future of their community through the development of regional enterprise schemes and strategic partnerships with business. The five parts of the strategy are: organisations across the State received funding under the • Strengthening Community Spirit and Enthusiasm – program. Additionally, in 1999–2000, four industry pilot increasing the participation of young people in active projects were funded to adapt the StreetLIFE model to non- citizenship and the development of future opportunities retail centre settings. • Regional Education, Employment and Training Partner- The program was transferred to the Department of State ships – building partnerships between regional industry, and Regional Development from 1 July 2000. training and education, to increase the level of local youth employment • Youth Enterprise and Small Business Development – Multicultural Employment Services promoting a regional culture of innovation and entre- The Department is responsible for implementing strategies preneurship, thereby creating opportunities for young to attract skilled migrants to settle in Victoria, providing people in business and commerce assessments of professional qualifications gained overseas • Enterprise Teacher Training – developing teacher education and vocational guidance. that will establish paradigms to assist schools to forge stronger links to their region and economy Overseas qualifications • Information Technology and Communication – harnessing Services provided by the Department to assist skilled the information technology skills that young people migrants find work include comparative academic assess- possess for leadership roles in the information age. ments (based on national guidelines), vocational guidance and referral. Permanent residents who have overseas The Victorian Youth Enterprise strategy is currently being qualifications are eligible for assistance, as are temporary piloted in the south-west region of Victoria, centred on the residents who have permission to work, but who require an Warrnambool area. The pilot will be extensively evaluated assessment of their overseas qualifications for employment, to assess its application to other regional and rural com- education or training. During 1999–2000, 4553 client munities of Victoria. services were provided. StreetLIFE Figure 19 Overseas qualifications (client services The StreetLIFE program provides matched funding to local provided), 1999–2000 government, regional business groups and community organisations to facilitate development and implementation 4600 of local initiatives and retail business strategies that lead to creation of new employment opportunities. The program 4480 has helped to revitalise hundreds of retail centres across the State and assisted in the creation of new jobs. 4360 The StreetLIFE model includes activities such as attracting new businesses to local retail centres, improving services 4240 provided by existing businesses, coordinating local centre business and promotion activities and improving customer service and business planning training. 4120 Successful organisations receive either $20,000 or 4000 $40,000 per year over a two-year period to implement Target Actual the program. In the 1999–2001 funding period, thirty
78 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Skilled migration Tourism Student Business Initiative The Department attracts skilled migrants to Victoria and Throughout Australia the tourism industry is a source of links them with employers by providing them with large-scale employment. The Bureau of Tourism Research skill-matching initiatives, information on skill shortages, estimates that the industry currently accounts for one in information on certain visa categories available and nine Australian jobs. Therefore, the Department, in a joint assistance on how to migrate to Victoria. venture with Tourism Victoria, developed the Tourism Employers are assisted through provision of information Student Business Initiative to recognise the work of students on certain visa categories available, initiatives to attract undertaking tourism and hospitality studies. Students skilled migrants to regional Victoria and access to resumes prepare a detailed business plan for the Tourism and of skilled migrants wanting to settle in Victoria. Hospitality sector that is judged by a panel of tourism industry representatives. The business plans showcase the Employment attraction student skills to industry leaders and the winners receive an overseas study tour. The Employment Attraction Unit in the Department is the contact point for businesses requiring information on Youth Employment Line human resource issues and employment profiles. Companies The Youth Employment Line is a new initiative that will seeking to invest in Victoria can access information on skill provide a single point of contact for young people seeking availability, employment and training data, and market employment information and assistance. The Line will salary rates. consist of a website, an 1800 telephone number and an Information provided includes: ongoing communications strategy. Young people will be • employment profiles compiled specifically for industries referred to appropriate organisations and services that intending to locate or expand within Victoria, including provide information on careers, wages and conditions, information on workforce availability, wage and salary contracts of employment, apprenticeships and traineeships, market rates, employment oncosts, recruitment services, occupational health and safety and employment training opportunities and regional information opportunities. • Employment Matters, a quarterly publication that stimulates discussion on employment and informs readers Employment development about ideas for generating jobs in Victoria. It showcases The Employment Development Unit provides expert advice employment initiatives and highlights employment on the trends, needs and opportunities across the Victorian projects within communities and industry. labour market. It continued to provide labour market and employment advice, explored the needs and opportunities of the labour market and produced labour market publications. During the year, the Unit developed many of the new targeted employment initiatives. Higher education Higher education refers to the provision of tertiary education by universities and authorised private providers, and is a joint responsibility of the Commonwealth and State governments. The Commonwealth establishes broad policy directions and provides the majority of government funds for the maintenance of the system, with Commonwealth funds allocated on a triennial basis. State funding for universities is limited to special initiatives and the acquisition of sites for the establishment of new campuses. Victorian universities received $1008 million in Common- wealth grants in 1999, with an additional $449 million in revenue under the Higher Education Contribution Scheme (HECS). They generated $1311 million from other sources.
Tertiary education, employment and training 79 Table 14 Key performance measures and data
Performance measure 1998 actual 1999 target 1999 actual 2000 target
Higher education quality systems
Private providers meeting quality standards set by legislation 100% 100% 100% 100%
Direct costs recovered through private provider application fees New measure 100% 100% 100%
Considerations for private provider applications completed within six months New measure 80% 62% 85%
There are nine publicly funded universities operating in Key achievements Victoria – eight State universities and the Australian Catholic During 1999 the Multilateral Joint Planning Committee on University. Some of the universities are multi-campus, with Higher Education developed proposals for new initiatives a combination of urban and country campuses in regional on quality assurance in higher education. These involved locations throughout Victoria. Five of the universities are establishment by higher education ministers of an Australian dual-sector institutions with large TAFE divisions. Universities Quality Agency to audit the quality assurance processes of universities, and those of State and Territory State responsibilities higher education accreditation authorities. The ministers The Department manages the higher education provider also approved a set of five protocols developed by the approval process, which is designed to achieve comparable Committee representing national agreement on processes standards between public and private higher education and criteria for approval of universities and private higher courses. It is also responsible for monitoring compliance of education providers. Victorian universities with statutory responsibilities. The Department is responsible for: Enrolments • planning, coordinating and monitoring the delivery of The number of students enrolled in Victorian universities has higher education within Victoria, negotiating with the increased steadily. Undergraduate student enrolment has Commonwealth Government for necessary resources grown from 131,816 in 1995 to 145,842 in 1999, a 10.6 per and undertaking strategic policy research associated with cent increase. Postgraduate enrolments have increased from these functions 37,276 in 1995 to 40,050 in 1999, a 7.4 per cent increase. • managing the authorisation of private providers to conduct accredited courses and the endorsement of Figure 20 University enrolments, 1999 specific courses for delivery to overseas students in 1 Victoria 1 Australian Catholic University (3201) 9 2 • developing and implementing legislation, managing the 2 Deakin University (25,659) 8 processes for approvals of statutes and appointments, 3 La Trobe University (20,873) 3 4 Monash University (40,625) investigating issues relating to the provision of higher 7 education and monitoring compliance with statutory 5 Royal Melbourne Institute of Technology 6 (29,963) 4 reporting requirements 5 6 Swinburne University of Technology (11,741) • planning and negotiating implementation of strategic 7 University of Ballarat (4,573) research and development projects in cooperation with 8 University of Melbourne (33,099) universities and industry 9 Victoria University of Technology (17,255) • ensuring the higher education sector has a constructive influence on other parts of Victoria’s education system by Notes: Figures as at 31 March 1999. Figures include overseas students. encouraging links with industry and the community and Source: Data files provided to the Department by universities across the tertiary education sector.
80 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Figure 21 Enrolments and load in higher education, 1995–1999
Enrolments Load (EFTSU*) (thousand) (thousand) 190 150
185 145
The work of the Higher Education Advisory Committee is facilitated 180 140 by Department staff. (Standing left to right) Jan Wilson (Department), Professor Frank Lawson, Emeritus Professor Elwyn Davies (Chairperson), 175 135 Jennifer Wong (Department), John Hopkins (Department). (Seated left to right) Richard Pratley (dec.), Malcom Swaine, Professor Barbara van Ernst AM 170 130
165 125 • forty-four new private provider courses were endorsed for delivery to overseas students, making a total of 160 120 seventy-six 1995 1996 1997 1998 1999 • approximately 210 new public university courses and Enrolments Load (EFTSU*) 167 amended public university courses were endorsed
Notes: Figures as at 31 March each year. for registration on the Commonwealth Register of *EFTSU: Equivalent full-time student unit figures include Institutions and Courses for Overseas Students, making a overseas students total of approximately 2500.
Source: Data files provided to the Department by universities International education The number of overseas university students in Victoria has increased at a rate of approximately 15 per cent per annum Private provision for the past ten years, to a point where approximately 20 per Under the Tertiary Education Act 1993, the Minister cent of enrolments are international students. According to responsible for Post Compulsory Education, Training and a survey by International Development Programs Australia, Employment protects the use of degree titles and the term 37,370 overseas students were enrolled in Victorian ‘university’. Ministerial guidelines are used when considering universities in the first semester in 2000, a 13.4 per cent applications from applicants wishing to become accredited increase since the first semester in 1999. According to this private providers, under section 11 of the Act, or those survey, Victorian universities account for 34.4 per cent of applicants seeking approval to operate as universities under overseas students in Australian universities and generate section 10(4) of the Act. export earnings of approximately $800 million per annum. Most higher education programs are offered by publicly There has been a marked trend towards the establish- funded universities, but private providers can be authorised ment of offshore operations by Australian universities, with to conduct accredited programs. Approval is subject to a growth of 13.9 per cent over the past year. The latest survey rigorous review conducted by expert panels, which make indicated 14,497 students in these programs in the first recommendations to the Minister through the Higher semester in 2000, compared with 22,156 on-campus in Education Advisory Committee. This review process ensures Australia. An additional 717 students were enrolled in off- that high standards, comparable to those of public campus or distance education programs. Although the universities, are maintained. economic return from students enrolled offshore is less than In 1999–2000: for on-campus enrolments, the growth in these programs • nine new private provider higher education courses were represents increasing international cooperation with longer- accredited, five new private providers were authorised to term cultural and economic benefits. conduct new higher education courses and twenty courses were re-accredited, making a total of sixty accredited courses delivered by nineteen approved private providers
Tertiary education, employment and training 81 Dr Ian Allen (centre), Chairperson of the Chipskills Steering Committee, with Denise Craig (right), Higher Education Division, and Spiro Mallia, from Victoria University of Technology (TAFE), developing the strategic direction of Chipskills
Monitoring compliance The Department coordinated the preparation and tabling of university annual reports in the Victorian Parliament. Seventy-three university statutes were approved, and eighteen appointments to university councils were made.
Other initiatives In 1999 the Government provided funds for two special projects to strengthen programs in science, technology and innovation. One of these is to develop workshop materials O utlook for postgraduate research students in entrepreneurship In 2000–01 the Department’s priorities for tertiary and the other is for development of a new course in education, employment and training will be to: microelectronics by a consortium of universities, TAFE institutes and industry partners as a stimulus for industry • ensure that all Victorians, including people in regional development. and rural Victoria and in disadvantaged communities, have access to high-quality training and further This second project, referred to as Chipskills, is a education and adult community education services collaborative exercise involving four universities, three TAFE institutes, industry, the Department of State and Regional • achieve a network of reinvigorated TAFE institutes that is Development and the Department. able to provide quality training on a sustainable basis as the key component of a vigorous public and private The Department has consulted with academic and training system industry experts in Victoria and overseas regarding the skill and training requirements in the industry. In addition, • improve the sustainability of ACE providers particularly Victorian academic and TAFE teaching staff have under- in isolated rural settings and the access of ACE providers taken short-term placements in education institutions in the to VicOne and other information technology networks United States to study curriculum and teaching practices • implement the outcomes of the Ministerial Review of and gain first-hand experience of the industry. Post Compulsory Education and Training Pathways in A masters degree program in microelectronic Victoria and the Ministerial Review of the Quality of engineering is currently being developed for joint delivery Training in Victoria’s Apprenticeship and Traineeship by the participating universities in the first semester in 2001. System The program will have a strong emphasis on integrated • link training and further education to employment, circuit design and is expected to attract students wishing to especially in high-skill areas and areas of skill shortage enter the integrated circuit design field, as well as those • contribute to the Government’s aim of achieving an wishing to further their career in the industry. unemployment rate of not more than 5 per cent by Similarly, a TAFE training package is being developed to developing, or further developing, programs to create provide training for technicians and operators in the additional employment opportunities in areas of social microelectronics industry. The TAFE modules will be disadvantage and for job seekers facing the highest capable of being tailored to individual company needs and barriers to employment. may be delivered on-site, on-campus and online.
82 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Youth
Fostering policy development, planning and service provision across government to reflect and meet the needs of all young Victorians and improve their life prospects.
Highlights • The Office for Youth was established within the Department. • Youth Round Tables were initiated to assist the Government to hear from young people directly and develop programs and services that meet their needs. • The FReeZA program was expanded. • The existing network of fifteen Regional Youth Committees was strengthened. • Two youth peak bodies were appointed to inform the work of the Office for Youth and the Government. Responsibility for youth policy advice, youth peak O verview advisory bodies, Regional Youth Committees and FReeZA (a drug and alcohol-free entertainment program for young Responsibility for youth affairs was transferred from the people) transferred to the Office for Youth from the Department of Human Services to the Department of Department of Human Services. The VYDP and the Student Education, Employment and Training as an outcome of the Leadership program transferred from the Office of Schools. election of the Labor Government. New staff were recruited to fill project officer, policy officer and regional youth liaison officer roles. Table 15 Key performance measures and data
Performance measure 1999 actual 2000 target
Youth
Regional Youth Committees New measure 15
FReeZA providers* • Metropolitan 16 24 • Rural and regional 25 35
Participation in FReeZA events New measure 130,000**
Students participating in VYDP 3100** 4,700**
Hits recorded on youth website over six months New measure 500,000
*Actual refers to financial year. www.freeza.vic.gov.au/freeza/ofy/index.htm **Altered following publication of 2000–01 State Budget Papers.
Mission E stablishment of the To foster policy development, planning and service provision across government that reflects and meets the Office for Youth needs of all young Victorians and improves their life prospects. The Office for Youth was established within the Department in January 2000. The Office has four broad areas of responsibility: Aims • a policy advisory role to the Minister for Youth Affairs The aims of the Office are to: • a leadership/advocacy role in coordinating government • provide high-quality and strategic advice on youth- policy development, planning and service provision for related issues to the Minister for Youth Affairs and young people Government • participation in relevant State and national committees • develop and support initiatives that enable the opinions • management and delivery of a small number of youth of young people in Victoria to be considered in programs. government policy and program development The Office is located within the Office of the Secretary • provide a leadership and advocacy role in the integration to reflect its broad charter across the main business units and coordination of youth policies, programs and of the Department – School Education and Post Compulsory services across government Education, Training and Employment – and extends beyond • develop programs and initiatives to support the the Department. It comprises three units – Youth Policy, development and well-being of young people and which Youth Participation and Development, and Youth Culture improve perceptions of the value and status of young and Communication. people • develop and support initiatives that carry government messages to young people
84 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 • develop and support initiatives that provide opportunities The Minister for Youth Affairs met with the chairpersons for organisations working with young people to provide of all Regional Youth Committees on 6 March 2000 to seek input into government their views on the issues being considered by the review. • facilitate and promote a research base for government on youth-related issues and needs Y outh peak bodies • ensure that the Minister for Youth Affairs and the Office for Youth are represented on committees, working parties The Office for Youth has responsibility for funding of and community forums and in associated negotiations Victoria’s two youth peak bodies – the Youth Affairs Peak on youth-related issues, including in Commonwealth– Body and the Ethnic Youth Development Service. The State forums. annual budget for the Youth Affairs Peak Body is $250,000 and for the Ethnic Youth Development Service, $110,000. R egional Youth In 1999–2000 the youth peak bodies were put up for tender within the context of the Government’s policy Committees objectives and the transfer of administrative responsibility for youth affairs to the Department. Regional Youth Committees provide a statewide network of In 2000–01 the Youth Affairs Peak Body will be provided regional advice on policy, planning and service provision by the Youth Affairs Council of Victoria. The Ethnic Youth issues relating to young people. The Committees inform the Development Service will be provided by the Centre for Minister for Youth Affairs and the Office for Youth on issues Multicultural Youth Issues, which is auspiced by the and service needs for young people in their communities. Australian Multicultural Foundation. They provide forums for cross-government planning and The role of the youth peak bodies will be to: service delivery in regions and seek to reflect in their advice • represent the views of young people and youth-related to government the ideas, needs and aspirations of young service providers to the Minister for Youth Affairs, the people. Office for Youth and relevant areas of the Government There are currently fifteen Regional Youth Committees, • develop policy advice for all levels of government, one in each metropolitan region, two in each rural region youth-related sectors and the broader community on and one for the inner city. Each Committee is comprised of issues affecting young people members of the community and government sectors. • support the service development of agencies providing The Office for Youth reviewed aspects of the operation of services for young people and their families Regional Youth Committees during the second quarter of 2000. The aim of the review was to ensure that the Com- • identify relevant social trends and youth needs, and mittees were properly structured and resourced to fulfil their facilitate the coordination of youth-related sector role of providing advice on regional youth issues and responses in metropolitan Melbourne and regional identifying youth needs and service gaps. Victoria The review resulted in some minor changes to the terms • heighten community awareness and understanding of of reference for Regional Youth Committees. The changes, to youth issues and promote positive images of young be implemented in August 2000, include a requirement that people Regional Youth Committee membership better reflects the • establish effective communication and working range of State Government programs and portfolios involved partnerships with Regional Youth Committees and other in the planning and delivery of government services relevant networks to young people in Victoria. The review also resulted in • inform professional training and development and the appointment of youth liaison officers to support the promote the delivery of quality youth services. Regional Youth Committees. Each of these officers will be responsible for working with two Committees. One metro- politan youth liaison officer will also take responsibility for the Inner City Committee.
Youth 85 The Hon. Justin Madden, Minister for Youth Affairs, participates in a brainstorming session with young people at the inaugural Youth Round Table in June 2000
V ictorian Youth Round Tables
Victorian Youth Round Tables provide a means for the Minister for Youth Affairs in particular, and the Government in general, to hear from young people about: • what they think are the main issues affecting youth that the Government should address V ictorian Youth • what works well and what does not work well in terms Development Program of programs and services available for young people in the community From rescues in the surf off the Great Ocean Road to fire • what is needed to improve the well-being of young fighting training in the State’s north-east, the Victorian Youth people in Victoria Development Program (VYDP) continues to attract a record • what their views are on particular aspects of government number of teenagers. policy. Approximately 4700 students from Years 7 to 12 are now The inaugural Victorian Youth Round Table was held in involved in the VYDP, undertaking an array of hands-on Melbourne on 9 June 2000. activities that promote leadership, team building, self- esteem and community awareness. Fifty young people attended the Round Table. Nearly 80 per cent of participants were aged 15–17; the rest were Introduced in 1997, the practical training initiative is aged between 18 and 22. Three quarters were currently open to all Victorian government secondary colleges. It attending school; the rest were generally from outside enables schools to establish a partnership with a variety formal education, training and employment. of community organisations. These range from the State Emergency Service (SES), the Country Fire Authority (CFA) The Minister for Youth Affairs hosted the Round Table, and Victoria Police to Red Cross, Parks Victoria and Surf Life which focused on issues relevant to the Ministerial Review Saving. of Post Compulsory Education and Training Pathways in Victoria. Mr Peter Kirby, Chairperson of the Review Panel, Students have a chance to participate in community addressed the Round Table. He and members of the Review service activities while undergoing personal development Panel and the Panel Secretariat facilitated discussion groups and gaining accredited skills. During their involvement, all and participated in the morning’s proceedings. VYDP participants complete first aid and cardio-pulmonary resuscitation training and the Duke of Edinburgh’s Award. The participants had clear views on some aspects of the Review, in particular why young people may leave school prematurely and what may encourage them to feel happier Key achievements about staying. Their views assisted the Review Panel to • At the start of the 1999–2000 year, the VYDP secured develop recommendations and assist the Minister and the growth funding of $5 million. The current State Govern- Office for Youth to better understand the education and ment has endorsed this financial commitment, to be training needs of young people. provided over a four-year period to 2003. Time was also spent discussing what other issues were • The VYDP registered record annual growth for the third important to young people and on what issues the successive year at the commencement of the 2000 participants thought future Round Tables should focus. school year. More than 1600 students, along with thirty- nine new secondary colleges, have joined the program this year. • From 1999 to 2000: – the number of secondary colleges participating in the VYDP has increased from 106 to 145 – student participation has increased from 3100 to approximately 4700
86 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Hot action: Members of the CFA Youth Crew from Seymour, Tallangatta, Corryong and Mt Beauty Secondary Colleges cluster fight fire with a line attack at a VYDP training day at Wangaratta in late 1999
– twenty-two existing VYDP schools have expanded their student numbers, while six other schools have started a second or third VYDP service-provider option. • The VYDP Project Team was able to meet widespread demand from interested schools and students in 1999–2000, taking the participation rate to almost 50 per cent of government secondary schools. • Students from schools at Seymour, Tallangatta, Mt Beauty • More than 50 per cent of students in the VYDP come and Corryong demonstrated their skills at a joint SES from across country Victoria, while 54 per cent of Cadets–CFA Youth Crew training day. They faced fires participating schools are rural and regional. and flooding and took part in mock rescues. Success stories F ReeZA Those involved in the VYDP enjoy a diversity of adventures and opportunities. FReeZA is a drug and alcohol-free entertainment program Examples of projects and successes in the past year for young people that aims to minimise the harm caused by include the following. drug abuse. • A VYDP contingent of 120 students and supervisors FReeZA provides affordable, accessible and safe live- participated in the inaugural National Cadet Challenge, band gigs and dance-party events and venues for young staged in Perth, from 30 September to 3 October 1999. people. High-quality entertainment in appropriate venues The event involved more than 3000 cadets and and a ‘by youth for youth’ implementation model ensures instructors from different States. that all events meet the needs of young people. • The Spastic Society of Australia has become the latest All FReeZA events are conducted in drug-free, alcohol- community organisation to join the VYDP. It is offering free and smoke-free venues with professional security training modules to assist students in achieving com- personnel, youth workers and first aid officers in attendance. ponents of the Duke of Edinburgh’s Award. Among its Events are managed through a FReeZA provider. modules are Enterprise and Business, Public Speaking FReeZA committees, formed from young people and Marketing and Public Relations. participating in the management and production of FReeZA events, provide opportunities for young people to gain experience and skill development in music and Figure 22 Victorian Youth Development Program, entertainment-related industries. FReeZA committees plan 1997–2000 all aspects of the event and take responsibility for the Students various tasks involved in event development and manage- ment. They work in close consultation with the FReeZA 6000 provider and, if required, an event management consultant. The FReeZA website (www.freeza.vic.gov.au) is 5000 increasingly a focus point for young people and the music industry for information on all-ages events. The GIG Guide, 4000 a frequently updated table of upcoming FReeZA events on the site, provides a list of events conducted by FReeZA 3000 providers.
2000 Launched in June 1999, The Line Up is a web-based register of musical acts located in the FReeZA website.
1000 Musical acts can enter their own performance details through text, sound bites and pictures, and link to their own
0 websites. The Line Up offers acts, particularly unsigned acts, 1997 1998 1999 2000 a chance to advertise themselves to the music industry. There are now more than 300 acts on The Line Up.
Youth 87 Photos courtesy of The Push, taken by Deb Kazacos Headline bands Something for Kate, Killing Heidi, 28 Days, Honeysmack and Biscuit guaranteed a great day for all at Push On 2000
Key achievements FReeZA live at the Show In 1999–2000 FReeZA entered its fourth year. Originally The FReeZA program and FReeZA providers played a major funded for four years, with a budget of $1.244 million, the part in the entertainment at the 1999 Royal Melbourne Government extended funding for another year, with a Show in September. Over the eleven days of the Show review scheduled to determine the viability of the program. 110 bands and DJs performed from 4:00 p.m. to 10:00 p.m. each day at two venues, delivering live-band dance-party In 1999–2000, the program achieved its target to sign entertainment to the young and not-so-young crowds. forty-one providers across the State. More than 300 FReeZA events were conducted at more than 100 venues throughout the State. Total attendance at FReeZA events for the year was 400th event more than 75,000. FReeZA celebrated its 400th event in July 1999 with a As well as quality, safe, drug and alcohol-free special event at the Fruitbowl venue in Eltham, with entertainment, FReeZA continues to offer employment and significant media coverage. An audience of nearly 600 training opportunities for young people involved in celebrated this milestone for the program. conducting events. Many FReeZA providers now offer accredited training courses in event production and National Youth Week management. These are keenly sought by young people seeking a start in the entertainment industry. Sixteen FReeZA providers took advantage of National Youth Week in April 2000 to conduct FReeZA events and spread FReeZA also plays a significant role in supporting young the word about the success of the program and provide up-and-coming musicians, with more than 1200 acts positive images of young people. FReeZA events were some performing at FReeZA events in 1999–2000. of the most visible and successful elements of the Increasingly, FReeZA is being enthusiastically taken up celebration of this important week for young people. in rural Victoria and is bringing youth music to isolated communities from the Mallee to East Gippsland. These events bring quality entertainment to small country towns The Push that may have had no previous similar events in the memory The Push is a community-based organisation funded by of the younger participants. Each FReeZA committee also the FReeZA program to conduct statewide and large all- provides a focus for youth development work for those ages events, supply event production services to FReeZA committed to improving opportunities for young rural providers and other young people, and play a support and people. FReeZA is also being welcomed into schools as an advocacy role in the all-ages music industry. avenue for young school-based bands to perform in front of an enthusiastic audience.
88 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 The Department’s exhibit at Youth Expo 2000 contributed to an event that was informative, dynamic, energetic and entertaining
In March 2000 The Push held their premier event, Push On, at Luna Park. A sell-out audience of 3000 young people saw headline bands in a novel environment on this important festive day in the life of Melbourne. Other events funded by the FReeZA program and conducted by The Push include the Push Tour, a tour of headline bands to remote FReeZA locations; Push Play Record, the launch of a CD collection of up-and-coming young acts; and the Push Battle of the Bands, an exciting opportunity for bands in the tried-and-true battle of the bands format. N ational Youth Week 2000
The inaugural National Youth Week was held 2–8 April 2000. The Office for Youth, through its membership of the National Planning Group, coordinated the Victorian component of National Youth Week 2000, featuring more than 130 events and activities statewide. The three major objectives of National Youth Week 2000 were to: • give young people aged 12–25 an opportunity to express their ideas and views, raise issues of concern to them, act on issues that affect their lives, and create and enjoy entertainment • give the wider community an opportunity to listen to young people and acknowledge and celebrate the positive contributions made by their efforts and achievements • promote a community focus on issues of concern to young people. The Commonwealth allocated $400,000 for the event, with funding distributed to State and Territory governments for activities, and a central marketing fund to provide national promotion. Photos courtesy of Snappy Pics National Youth Week 2000 promotional kits were distributed to stakeholders, including State departments, high-profile ambassador bands, a calendar of events, and a government and non-government secondary schools, the National Youth Week 2000 website. FReeZA program, local government, Regional Youth The Department was one of many exhibitors at Youth Committees, and the funded youth sector. Expo 2000, a four-day event auspiced by the Rotary Club of Components of the Victorian National Youth Week Melbourne and held at the Royal Exhibition Buildings. program included Youth Expo 2000 (4–7 April), the Victorian Officially opened by the Hon. Justin Madden, Minister Multicultural Commission’s State Youth Conference (2 April) for Youth Affairs, Youth Expo 2000 provided young people and more than twenty FReeZA events (2–8 April). with an event that was informative, dynamic and fun. The Locally based Victorian events benefited from the Expo featured static and interactive exhibits on a variety Commonwealth’s extensive marketing program, which of topics, as well as competitions, demonstrations and live included a promotion kit, community service announcements, entertainment.
Youth 89 As an inaugural event, National Youth Week 2000 The Office for Youth is also represented on the National received wide media coverage and excellent reviews. The Youth Affairs Research Scheme Steering Committee. The Commonwealth Department of Education, Training and Scheme, a cooperative arrangement between the Common- Youth Affairs is conducting a formal evaluation. Planning is wealth, State and Territory Governments, meets a widely already underway for an expanded event in 2001. The recognised need for youth-specific research. The Scheme Office for Youth will coordinate Victoria’s program for 2001. operates by contracting researchers to undertake research into specific topics and then publishes the findings as part of the National Youth Affairs Research Scheme series of C ommonwealth–State research publications. relations O utlook The Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) is comprised of State, Territory, In 2000–01 the Office for Youth will: Commonwealth and New Zealand Ministers. It was • develop ways in which the views of young people can be established in 1994 to support coordination of information heard and reflected in government decision making and strategic policy issues at a national level. • consolidate its role in providing leadership and advocacy The MCEETYA Youth Taskforce is comprised of senior in the coordination of government policy development, officers from relevant jurisdictions. It was established to planning and service provision for young people support the work of the Council and is convened on a needs • develop a four-year strategic plan to become a frame- basis for particular tasks concerning young people. work for the provision of government services to young In Victoria, the Office for Youth is responsible for people. coordinating advice on MCEETYA agenda items for the Minister for Youth Affairs. The Director of the Office for Youth is the Victorian member of the MCEETYA Youth Taskforce. The Office for Youth is required to compile regular Victorian status reports in consultation with relevant Victorian Government departments. These reports provide a summary of current Victorian Government initiatives impacting on young people which are of relevance to the work of the MCEETYA Youth Taskforce.
90 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Policy, strategy and information services
Ensuring all Victorians have access to high-quality education, employment and training services responsive to the needs of stakeholders and the general community.
Highlights • Three peak Ministerial reviews were supported – Public Education: The Next Generation, Post Compulsory Education and Training Pathways in Victoria, and Quality of Training in Victoria’s Apprenticeship and Traineeship System. • Linkages and alignment between the various management information systems were improved. • Significant increases in international education programs and activities occurred. • Victorian School News was renamed Education Times and redesigned in an easy-to-read format. • 100,000 Back to School kits were distributed in January for Prep and Year 7 students. • 1999 VCE Awards were presented at Government House. • More than 3000 students were involved in Dreamscape, the Department’s performing arts showcase. O verview
Policy, strategy and information services includes: • policy and strategy advice and executive and adminis- trative support for the Ministers and the Corporate Board • support for the various statutory authorities and advisory bodies providing advice to the Ministers • whole-of-Department services relating to specific areas – public information and promotion and international education. P olicy, strategy and executive services
The Department provides strategic policy advice to the Ministers and Boards about Department-wide resource Whole-of-Department management, planning and budget, school education, • Strategic plans were developed for the major corporate training and further education, adult community education, resources – information and communication technology higher education, employment services and youth. and asset management (refer pages 102–6). Executive and administrative support entails provision of • Output plans and implementation strategies were executive, legal, legislative and administrative services to developed to support creation of stronger links between the Ministers, the Parliamentary Secretary, the Secretary and service delivery and corporate level planning functions. Directors, as well as provision of advice on parliamentary, legislative, Cabinet and legal matters. These activities • A new corporate report was developed using the involve liaison with other government departments, Parlia- balanced scorecard approach. ment House, Government House, the Ombudsman and • A leadership role was taken in national policy forums legal firms, as well as direct consultation and coordination (the National Education Performance Monitoring Task throughout the Department. Force and the Enrolment Benchmark Adjustment).
Key achievements School education • Policy implementation plans were developed, and Whole-of-government approved by Cabinet, for additional funding. • A cross-portfolio focus on needs of youth was established • Support was provided for the Ministerial Review, Public through the new Office for Youth. Education: The Next Generation, including consultation • Policy work of Cabinet subcommittees was supported. with stakeholders (refer pages 30–1).
Table 16 Key performance measures and data
Performance measure 1999 target 1999 actual 2000 target
Policy, strategy and executive services
Ministerial satisfaction that advice and documentation received meets the required quality standards* Yes Yes 90% Boards’ satisfaction that services received meet relevant quality standards Yes Yes 90%
*Actual refers to financial year.
92 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Internal policy and strategy services • The functions of the dedicated policy and strategy support units in the Department were reviewed.
• Support was provided for establishment of the Ministerial Advisory Committee for the Victorian Institute of Teaching (refer pages 113–14). • Community organisations and unions were consulted during development and implementation of new programs.
Post compulsory education, training and Executive and administrative support employment • Provision of specialist advice and administrative and • Support was provided for the Ministerial Review of Post executive services was coordinated and the processes for Compulsory Education and Training Pathways in Victoria Ministerial and executive briefings and correspondence (refer pages 61–2). were managed, including promulgation of these processes • Additional funding was allocated in accordance with the through the Department’s Intranet. Government policy platform. • Legislative matters and submissions for consideration by • Additional government funds were obtained to address Cabinet were coordinated as well as recommendations TAFE institute viability. for approval by the Governor-in-Council. • The funding differential for regional TAFE institutes was • Requests made under the Freedom of Information Act implemented. 1982 (refer Appendix 5 on pages 176–7) and responses • Support was provided for the Ministerial Review of to the Ombudsman’s enquiries and investigations were Quality of Training in Victoria’s Apprenticeship and managed. Traineeship System (refer page 70). • The role of the State Training Board and the ACFE Board in providing advice to government on policy issues was strengthened. • Community organisations, local government, employers, employer organisations and unions were consulted during development and implementation of employment programs.
Youth • Basic infrastructure for the Office for Youth was provided to establish its presence and credibility and reflect its strategic coordination role.
Policy, strategy and information services 93 • Copyright protocol was managed. Education Management Information • Legal advice was provided on matters affecting the System Department. The Department’s Education Management Information • Reconstitution of new school councils and the System is the primary data repository for government school amendment of School Council Constituting Orders was and student data. Its primary purpose is as a timely and coordinated. authoritative source of school and student information. The • Ministerial approval of University statutes was coordinated. system is also designed to assist management decision making in operational units, including regions. The appropriateness of the platform and relationships with other Review of Ministerial support systems management information systems, such as the Project A review of executive support services within the Tracking System, will be reviewed during 2000–01. Department commenced in late June 2000. The review will audit processes and identify the appropriate level of Project Tracking System executive support and management processes required to The Project Tracking System monitors the progress of major support the Ministers, the Secretary and senior officers. projects, the implementation of budget initiatives and It will advise on the most efficient and appropriate achievement against output performance measures, which management and registration processes and the most are all aligned with the Department’s service delivery appropriate administrative structures to deliver the best framework. The Department continues to improve the service. The review will also identify timelines and training functionality of this system and is working towards greater requirements to deliver an improved system. alignment with the Department’s financial management systems. EduMail The Department’s electronic mail system links 58,000 Corporate management reporting corporate and school-based staff and school council The Department is committed to continuous improvement presidents and provides access to 18,000 users in other in the quality of its reporting. As part of this commitment the government departments. There are up to 6000 concurrent Department produced a draft internal performance report users of EduMail with up to 150,000 messages a day being based on the balanced scorecard methodology to enhance sent. The system supports collaboration between schools, the suite of reports provided to senior management. teachers and corporate staff. All communications are now Further consideration is being given to the report’s electronic and EduMail has replaced the more expensive relationship to other reporting mechanisms as well as and time-consuming methods of communicating with options to focus on issues requiring close management and schools by fax, printing and posting. monitoring by the Corporate Board.
Management information systems Case studies Improvements in the linkages between and alignment Two case studies are presented as areas of strategic policy of various management information systems were key development and implementation within the Department – directions in 1999–2000. innovatory work on diversity and implementation of and compliance with the National Competition Policy.
94 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Policy Coordination Group on Diversity the Stage 1 Review of Government Responses to the Multicultural Inquiry. This was not possible previously as With the addition of responsibilities for employment and this information was reported and managed by individual youth, the Department has established a cross-portfolio divisions and offices within the Department. coordination group, under the direction of the Secretary, to It also facilitated development of a whole-of-Department ensure that policies, programs and services are inclusive of response to Stage 2 of the Multicultural Inquiry, which all elements of diversity, including linguistic and cultural sought information relating to the quality of action diversity, gender, disability and indigenous status. undertaken by government departments in the following areas: Terms of reference • provision of language services • To develop advice and guidelines for the Department to ensure that all policies, programs and services are inclusive • utilisation of 5 per cent of the communications budget on of all elements of diversity and appropriate for a culturally communications with the Department’s linguistically and and linguistically diverse community. culturally diverse communities • To establish processes to ensure that all aspects of • promotion of cultural diversity. diversity, including issues relating to language, culture, The Group has developed a work plan for the next twelve gender, disability and indigenous status, are included in all months that identifies a timeline on various aspects of Department policies and operations from their inception. diversity to be addressed by the Department. • To provide a central point of contact for advancement within the Department of inter-departmental and cross- Outlook government diversity initiatives. An audit is to be undertaken in relation to the Department’s • To provide forums to address the broader equal opportunity performance in achieving an inclusive culture and practices policies of government. including: • policies and initiatives that promote inclusiveness and value Key achievements diversity The Department’s initiative in establishing the Policy • strengths and weaknesses in current practices relating to Coordination Group on Diversity was featured in the Victorian inclusiveness and diversity Multicultural Commission’s Newsletter in April, together with • development of a strategy or guidelines to support schools initiatives undertaken in relation to LOTE, ESL and and other Department workplaces to counter discrimination, multicultural education in the Office of Schools. prejudice and racism Establishment of the Policy Coordination Group on • the nature and extent of data collection about Department Diversity facilitated provision of a coordinated response to employees in relation to diversity issues.
National Competition Policy A complaint was made about the commercial arm of a metropolitan TAFE institute and the former Office of Training The National Competition Policy was introduced by the and Further Education in relation to the provision of training Commonwealth Government with the cooperation of State assessment services. The Unit found the complaint and Territory governments. Two important commitments unproven, but recommended that the Department provide under the National Competition Policy are: additional guidance to TAFE institutes on the application of • legislative reviews to eliminate restrictions on competition competitive neutrality. • competitive neutrality to ensure consistency in pricing of The second complaint was made about a regional services. secondary college in relation to the pricing of access to its fitness facilities. The Complaints Unit found that the college Legislative reviews had breached the Victorian Government’s competitive In 1999–2000 the Department satisfied its legislative review neutrality policy. It recommended that the college take further obligations with completion of the review process relating to action to comply with the policy and that the Department the Education Act 1958 and associated Ministerial Orders. develop guidelines for the application of competitive neutrality to the commercial activities of schools. Competitive neutrality The recommended guidance for TAFE institutes and schools was deferred, pending the outcomes of a During 1999–2000 the Department was involved with two government review of its competitive neutrality policies complaints to the Competitive Neutrality Complaints Unit in and guidelines. The outcomes were not available at the Department of Treasury and Finance. 30 June 2000.
Policy, strategy and information services 95 education and work. The Department undertakes activities I nternational education that promote Victoria’s international participation, cooperation, export and education exchange. The provision of education and training to students from overseas countries is an important element of Victoria’s Major activities include: export trade. • management of teacher and student exchange programs The Department’s international education activities through international agreements improve student learning and professional practice through • registration of organisations and schools to operate greater inter-cultural understanding, foreign language student exchange programs proficiency, recognition of international performance • management of the full fee-paying overseas students standards and appreciation of the global context for future program for government schools • management of international projects by memoranda of cooperation with educational authorities in other countries or fee-for-service contracts • management of overseas delegations visiting Victorian education and training institutes • provision of marketing services for promotion and sale of the Department’s products and services • provision of generic marketing to support the export of Victorian educational products and services • policy development in relation to international education activities • participation in the Victorian TAFE International Network • support for International Training Australia (ITA) • provision of advisory technical assistance to foreign governments.
Figure 23 Countries with which Victoria has international agreements
Austria Canada China France Germany Greece Indonesia Italy Japan Laos New Zealand The Philippines South Africa Switzerland Thailand United Kingdom United States of America Venezuela Vietnam
96 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Table 17 Key performance measures and data
Performance measure 1998 actual 1999 target 1999 actual 2000 target
International education
Overseas full fee-paying students studying at Victorian government schools 757 1000 1068 1050
Overseas students studying in Victoria as a percentage of the overseas students in Australia – all sectors 26% 27% 27% 28%
Overseas students studying at Victorian universities 30,850 32,500 32,500 35,000
Key achievements • The number of international students in Victorian government schools continues to increase with the largest In 1999–2000 there was a significant increase in Victoria’s numbers in 2000 from China, Japan and Indonesia. participation in international exchange and education programs. • A total of 164 native-speaker assistants supported LOTE programs in Victorian schools compared with 147 in the • There were 112 International Teaching Fellow exchanges previous year. for principals and teachers with Canada, France, Germany, Switzerland, the United Kingdom and the • Victoria continued to coordinate the UNESCO Associated United States, compared with fifty-eight in the previous Schools project on behalf of the Commonwealth. year. • Victorian teachers continue to provide training services • A total of 2858 overseas students undertook a study tour to the International School, Riyadh in Saudi Arabia, in Victorian government schools during 2000, compared which has licensed the use of Victoria’s CSF II for their with 1800 in the previous year. education delivery. • There were 1200 overseas students enrolled in govern- Victoria continues to be recognised internationally for ment schools at the beginning of Term 3, 2000, compared its contribution to and participation in global education and with 919 the previous year. training projects, including leading partnership roles in: • the provision of long-term advisory services and the development of national learning assessments in the Lao Figure 24 International students in Victorian government schools, 1995–2000 People’s Democratic Republic for the World Bank • the Saudi Arabia Ministry of Education-funded Leading Students School project 1400 • the Thailand School Sector Planning project funded by the Commonwealth Department of Education, Training 1200 and Youth Affairs 1000 • the Samoan Institutional Strengthening project – Stages 1 and 2, funded by AusAID 800 • ITA projects in China, Thailand, Vanuatu, Indonesia, the 600 Philippines and New Caledonia. In 1999–2000, the Department organised visiting 400 programs for thirty-seven education and training delegations (374 people) from regions including Europe, Asia, the 200 Middle East and America. The Department also organised 0 nine official government delegation programs (103 people) 1995 1996 1997 1998 1999 2000 for Ministry of Education officials from Sri Lanka and Enrolled during the year the Lao People’s Democratic Republic, the Minister of Enrolled at start of year Education, Argentina, and the Vice-Minister of Education, China. Note: 2000 figure includes enrolments up to 30 July 2000 only.
Policy, strategy and information services 97 In response to national and international demand, • effective public information based on sound research licensing and distribution arrangements have been negotiated about the most effective way to communicate with the for Victorian education resources, including: Victorian community • Science-Trek (Years 5–8) and STEPS multimedia programs • effective management of Department-wide communi- • Arts Matters video programs cations. • Safety on Work Experience video • Learning Technologies and Professional Development News publications program resources The official communication link across the school • Switched on Curriculum 2, Switched on Assessment and education sector, Victorian School News, has been renamed CSF II CD-ROMs Education Times in 2000 and redesigned in a new easy-to- • The Early Years Literacy program – Teaching Readers in read format. It includes more feature articles focusing on Years 3 and 4 professional issues, which encourages more input from school staff and council members via regular columns and • middle years professional development. opinion pieces. The feedback from the Victorian education International and domestic marketing services continue community and other States has been positive. The to enhance development and delivery of Departmental publication can also be found online (www.sofweb.vic. services. An annual service agreement with the Office of edu.au/edtimes/index.htm). Post Compulsory Education, Training and Employment has involved participation in initiatives such as the development and launch of the Koorie Education strategy plan, research Publishing on service trends, and the investigation of issues for the Most of the Department’s publishing functions are managed internationalisation of Victoria’s post compulsory sector. through the Communications Division. Graphic design, printing, photo library and distribution services are provided to the whole Department to ensure economies of scale, cost P ublic information and savings and that government style guidelines are met. promotion Publications in 1999–2000 included: Back to School kits for all Victorian government school Prep and Year 7 Education information services provided to the community students; the A–Z Guide for Parents; the 1999 School Year- include: book of school programs and initiatives; Public Education: The Next Generation Ministerial Review documents seeking • advertising services, newspaper supplements, Education public input; the Ministerial Review into Post Compulsory Times (formerly Victorian School News) and dissemin- Education and Training Pathways in Victoria; and the ation of information regarding Departmental policies Ministerial Review of the Quality of Training in Victoria’s and initiatives Apprenticeship and Traineeship System. • telephone information services through the Education All information publications are placed online, and Line and TAFE Course line some, such as the A–Z Guide for Parents, are translated into • public promotions such as Education Week and Adult other languages. Learners Week. Communications Education Line This telephone information service, available to users for The Department seeks to provide high-quality, accurate the cost of a local call, provides information on develop- and timely information to the community about education, ments in education for school staff, parents, students and training, employment and youth opportunities in Victoria. To other community members. Approximately 17,000 calls ensure quality information dissemination, the Department is were received during 1999–2000 from Victorian, interstate committed to: and overseas callers. The Education Line numbers are • a customer-driven approach to finding out what infor- (03) 9637 2222 and 1800 809 834 (Freecall). mation the community needs and providing it
Table 18 Key performance measures and data
Performance measure 1999 target 1999 actual 2000 target
Public information and promotion
Number of publications 450 450 400
Customer satisfaction with quality of telephone information service 70% 70% 75%
98 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Weaving dreams at Dreamscape Joining the Chorus gives government school students the chance to work with professional artists and gain performing arts experience in a world-class venue
TAFE Course Line The TAFE Course Line is a statewide course information and referral service. Staff provide callers with information about TAFE-accredited and short courses conducted within Victoria and interstate. During 1999–2000 more than 44,000 callers were assisted. The TAFE Course Line number is 131 823. Calls are charged at the local call rate. Promotions Promotional activities were undertaken to increase public participation in and awareness of education, employment and youth opportunities. Activities in 1999–2000 included the Premier’s VCE Awards at Government House, Children’s Week, the Victorian Training Awards, the Teach: Change the World seminar and exhibition, displays at the Royal Melbourne Show and Seniors Expo, Adult Learners Week and Education Week. The Department’s Education Week initiative won the 1999 Public Relations Institute of Australia Award for best overall communications. The Department also won the best government communications category. show, which was sponsored by Channel 9, the Australian Drug Foundation, the Herald Sun, 3AW and Tilt magazine. Media coverage and ticket sales were extremely successful. Channel 9 produced a documentary on the making of the extravaganza and the beneficial outcomes as testified by the students, teachers and parents. The Victorian State Singers and Dancers are also managed through Joining the Chorus. The students performed at major State events throughout the year.
Public media supplements The Department sponsored supplements or pages in The Age, the Herald Sun and suburban, regional and ethnic newspapers throughout the financial year. These pages allow the Department to provide information to the general A demonstration of the Science and Technology Education public on education, training, employment and youth in Primary Schools (STEPS) program held at the 1999 initiatives and programs. The pages also provide recognition Royal Melbourne Show gave this young ‘techno’ the for student, teacher, trainee and employer achievements. opportunity to differentiate between hardware and headwear Topics covered have included career paths through training and further education, literacy, alternative settings Joining the Chorus and programs for youth at risk, adult community education, The Joining the Chorus initiative, which showcases student traineeships and apprenticeships, integration and programs talent and performing arts excellence in Victorian for students with disabilities and impairments, and teaching government schools, held its biennial student extravaganza as a career. Dreamscape at the Melbourne Tennis Centre in 1999. More than 3000 students from across Victoria were involved in the
Policy, strategy and information services 99 From the archives: Instructing monitors in a rural training school, Brunswick East Primary School, 1957
The Department’s telephone information service is promoted on all the pages and provides good feedback on O utlook which program or policy areas garner the most interest (for example, information pages on gifted education and Policy, strategy and executive vocational education and training prompted approximately 100 phone calls each). services The Department will: Education history • continue to strengthen its policy and strategy capacity to In 1999–2000 the Department responded to 1750 requests enable effective development and response to the for information on the development of education in Victoria Government’s wide-ranging policy agenda from schools, TAFE institutes, universities, government • respond to the Government’s decisions on the three departments, business and the Victorian community. Ministerial reviews. The Department also provided research advice and resources for major Departmental projects and reviews. For International education instance, in 2000–01 the Department will participate in The Department will: promotion and celebration of the centenary of Federation. • identify quality improvement and risk management Major collections held and maintained by the Depart- measures that support the reputation of Victoria’s ment include Departmental publications (1849–2000), a education services internationally photographic archive (1870s–1980s), and historic artefacts, manuscripts and textbooks relating to education in Victoria • develop strategies to promote the success of Victorian from the 1850s to the 1970s. education and expand our international participation • develop policy and strategic initiatives to support Flexible Work Options internationalisation of Victoria’s education and training services. The Flexible Work Options program in the Communications Division will feature in a Victoria University national research project. Believed to be the only longitudinal study Public information and of its kind in Australia, the two-and-a-half-year-old program promotion has been extensively evaluated. The program won a Diversity Award from the Commissioner for Public Employment this The Department will: year. • redesign and redevelop its website to improve com- munity access to online information • set new publication guidelines and standards for Depart- mental communications.
100 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Corporate services
Providing asset management, information and communication technology and financial management systems support to more than 1800 Department sites.
Highlights • The Education Asset Management strategy 2000–10 was developed. • The Information and Communication Technology strategy 2000–04 was developed. • Financial management information systems were enhanced. An extra $2.5 million in 1999–2000 was directed to A sset Management building new classrooms to expedite the Labor Government strategy initiative to reduce average P–2 class sizes to twenty-one students over the next four years. During 1999–2000 the Department completed and com- For TAFE and school education, the balance of the menced implementing the new Education Asset Manage- appropriation was devoted to ongoing projects from ment strategy 2000–10. Development was supported by a previous years, maintenance and the purchase of property, major consultancy and the Departments of Treasury and furniture, plant and equipment. Finance and Premier and Cabinet participated in the process. Asset investment and replacement The strategy is built on six fundamental sub-strategies: New and replacement school and TAFE facilities approved • asset modernisation for commencement in 1999–2000 are as follows: • asset maintenance • cost effectiveness New schools • new investment • Caroline Springs (The Brookside) Primary School • asset disposal Replacement schools • process improvements. • Craigieburn Primary School The strategy responds to and supports the Department’s • Oakleigh South Primary School corporate and business plans. The long-term views inherent in these sub-strategies provide support for rational planning • Rye Primary School and decision making. • Williamstown North Primary School Government priorities for capital activities, and funding allocations, are determined through Cabinet’s Expenditure New TAFE facilities Review Committee process. The Department’s strategies to • Chisholm Institute of TAFE (Berwick) (Stage 2) achieve government policy are supported by appropriate • Chisholm Institute of TAFE (Frankston nursing) activity in the six sub-strategies. • University of Ballarat (microwave link and video- These processes are supported with dedicated resources conferencing) that will also integrate the strategy with Departmental and • Kangan Batman Institute of TAFE (communication and whole-of-government planning, budgeting, reporting and information technology infrastructure) accountability cycles. • Victoria University of Technology (multimedia) Key achievements The 1999–2000 budget provided $307 million for asset- related current and capital purposes, $280 million for school education and $27 million for training and further education. The appropriation included $16 million for new and replacement schools and $81 million for modernisation and improvement of existing school sites to the levels required to meet current educational requirements. It also included $10 million for new and replacement TAFE facilities and $2 million for modernisation and improvement of existing TAFE sites to the levels required to meet contemporary education and training requirements.
Three million dollars was provided to continue The library at the new Waverley Campus of Holmesglen replacement of old and inadequate relocatable buildings. Institute of TAFE preparing to power up for action
102 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Refurbishment of 41 St Andrews Place for the Board of Studies continues the theme of prudent use of government-owned buildings for education and training in the Treasury precinct
Replacement TAFE facilities • Chisholm Institute of TAFE (Wonthaggi) • Bendigo Institute of TAFE (Echuca) (Stage 5)
Asset modernisation and improvement Seventy-five school education projects, with an expected cost of $81 million, and one TAFE project with an expected cost of $2 million, were commenced during 1999–2000.
Physical Resources Management System To meet its objective of providing a safe and secure learning environment, the Department introduced its Physical Resources Management System in 1998 to ensure that resources allocated for maintenance were expended on the most urgent items. This was achieved through an indepen- dent assessment process. Since the Physical Resources Management System was introduced, the Department has allocated nearly $160 million in maintenance funding to schools. The process of reducing the maintenance backlog through ongoing provision of targeted resources has been so successful that an additional round of audits is planned for late 2000.
Property management Active rationalisation of the Department’s real estate portfolio continued in response to the need to meet rapidly changing demographic, curriculum, learning and social needs. During 1999–2000 this resulted in: • acquisition of seven new school sites and fourteen site extensions in existing schools at a cost of $5.5 million has developed the Building Compliance Guideline. The • leasing or renewing leases on 145 properties at a cost of Guideline applies to all existing buildings under the $8.8 million Department’s responsibility. It provides the benchmark for • sale of surplus properties to realise $17.7 million. assessing the compliance of buildings and allows prioritising of works against predetermined criteria. Building Compliance Standards In identified zones covering the State, the Department Assessment strategy will engage consultants to undertake audits in accord with the Guideline. The Department is committed to providing safe and secure buildings for owned and operated facilities, thereby complying fully with the provisions of the Building Act 1993. Treasury precinct As part of this commitment, the Department will address the Refurbishment of the historic 41 St Andrews Place, to which risks posed by non-compliance within facilities and satisfy its the Board of Studies will relocate at the beginning of 2001, responsibilities in the most cost-effective manner. is nearing completion. Other buildings on the Treasury The Department, in conjunction with principals, the precinct – 2 Treasury Place, 33 St Andrews Place and Victorian Managed Insurance Authority, the Building 23 St Andrews Place – have already been refurbished and Control Commission and TAFE institute representatives, occupied by other sections of the Department.
Corporate services 103 Students from The Brookside School at Caroline Springs will obtain the benefits from public/private partnership in education provision
This will see the majority of central elements of the Department in government-owned, rather than rental properties, and bring these elements of the Department onto the one geographical site as part of the accommodation plan.
Caroline Springs The Department has been an active participant, in con- junction with developers Delfin Limited, in the provision of educational facilities focused on lifelong learning at one of Melbourne’s latest residential developments, Caroline Springs. The opening of a new primary school (The Brookside School) has provided a unique set of circumstances. The administration and staff amenities, the information and resource centre, and the music, arts and environmental studies facilities have been a cooperative development with Mowbray College, a non-government provider. These buildings have been jointly funded and are jointly managed and used. The physical education and sporting facilities are also jointly funded with an additional provider, the Shire of Melton. This education centre aims to have students advance their learning through access to the latest technology. There is further potential for direct home links. The Catholic education system has developed a primary school at an adjacent property. With future plans for provision by the Shire or a private provider for preschool and child-care, and some minor compatible retail outlets, this centre has the potential to become the first real neighbourhood learning-focused precinct in Victoria. I nformation and Communication Technology strategy currently covers the period 2000 to 2004, but will be Department programs and initiatives use, support and updated annually. promote information and communication technology. To The strategy covers information and communication synthesise existing strategies and provide vision, direction technology usage across the entire Department. It adopts a and priorities for the future, the Department developed its framework based on a vision, goals, principles and priority Information and Communication Technology strategy. strategies supporting achievement of the goals. It also The initial strategy was prepared in August 1999 with suggests qualitative performance measures for the strategy assistance from PriceWaterhouseCoopers and updated in and, where possible, qualitative measures for goal-based January 2000 to take into account the new Labor Govern- performance. ment’s directions, priorities and statements. The strategy The framework is graphically described in Figure 25.
104 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Figure 25 Framework for the Information and Communication Technology strategy
Goal performance Strategy performance measures measures Qualitative goal-based Qualitative-based measures where Vision measures where possible Where the outcome-based Department wants measures to be when its plans do not exist The new Computerised Administrative Systems Environment in are carried out Schools (CASES21) is the strategic information technology platform designed to support best-practice business processes Goals to take Victorian government schools into the 21st century High-level statements of what Pictured are members of the ever-busy CASES response team: the Department wants to achieve (back left to right) Patrick Mallia, Daryl Cheshire, Jennie (intended outcomes) Franklin, Maria Tzikas; (front left to right) Carole Kelly, Murray Blakeman, Cora Petralito Priority strategies The most important things the Department has to do to achieve its goals • Improve business processes and productivity – information and communication technology has the potential to improve the effectiveness of business processes and productivity and enables re-engineering of Vision existing systems. To be recognised as a world leader in the use of technology to support teaching and learning in the education and training Principles environment, and in preparing Victorians to maximise the The following principles guide the Department’s strategies opportunities of the global information economy. and initiatives to achieve the above goals. • Achieve and maintain equity of access to education and Goals training services for Victorians and avoid information and The Department will use information and communication communication technology ‘haves’ and ‘have nots’. technology to achieve the following four goals: • Ensure that all providers, all students and all teachers • Prepare for the global information economy – while the receive resources equitably. core focus is on preparing students, there is also a focus • Use technology to overcome disadvantages for students, on teachers and administrators, with a flow-on to parents teachers and communities of undertaking study in rural and the wider community. and regional Victoria, including the cost differential. • Improve student achievement – research has demon- • Adopt an appropriate mix of centralised core services strated a positive link between use of information and and locally managed services to optimise efficiency and communication technology and improved student effectiveness and provide the flexibility to meet the needs learning outcomes. One of the most fundamental drivers of all learners. of improved learning outcomes is teacher effectiveness. • Focus on investing in online technology rather than Improved teacher effectiveness is therefore an important ‘bricks and mortar’. sub-goal. • Develop strategies to sustain existing infrastructure. • Increase equity, access, participation and choice – the • Focus on key priorities that lead to improved student use of information and communication technology learning outcomes and teacher effectiveness. can allow all Victorians to participate in education, • Support the development of information and communi- irrespective of geographical location, physical mobility cation technology skills and attractive information and and time constraints. communication technology career paths.
Corporate services 105 Members of the Oracle financial team: (back left to right) Enid Hookey, Belinda Wong, Peter Gonzales, Jillian Constable; (front left to right) Rita Gauci, Christina Pilskog, RoseAnne MacLeod
Strategies The priority strategies that will support achievement of the Department’s goals have been grouped into five categories: • technology infrastructure and online service delivery • skills development • content development • business support initiated a forum for consultation across States and • research, best practice information and performance Territories to identify common issues and coordinate their measurement. resolution. This reduced duplication of effort minimised the use of resources and provided a national representative The Department realises that for any education system to body for consultation with the Australian Taxation Office develop and maintain a position at the forefront of learning and other parties. technologies, it is important to adopt an integrated, balanced approach and invest in each of these strategy groups. Internally the Department formed a steering committee and used a task force to implement the GST across the government school, TAFE and ACE sectors. A program was F inancial management undertaken to: • communicate the fundamentals of the reforms to all The Department completed the following projects to stakeholders enhance its financial management information systems. • train personnel at school and Departmental level • re-engineer the financial systems Oracle financial system • prepare transaction analyses and procedures manuals The Oracle financial system has been upgraded to provide • contact all contractors and suppliers to raise the issue of consistency between Departmental budget and financial embedded tax savings and notify GST compliance reporting and made GST compliant. The upgrade occurs requirements concurrently with implementation of a new chart of • resolve taxation and policy issues accounts and a new costing methodology. The upgraded • establish a framework for support on reform matters – system has been restructured to reduce customisation, and this has been done through regional support groups, improve access to and integrity of information. establishment of a helpline, and information on the Department’s website. Financial management The Department is confident that it is fully compliant information system with the requirements of national taxation reform. A management information system has been developed to enable managers to access financial information using E-commerce Microsoft Excel. The system uses a data warehouse to hold The Department, with the assistance of the Victorian information drawn from financial and other transaction Government Purchasing Board, has commenced implemen- systems (for example, the HRMS) and provides managers tation of an e-commerce strategy. with easy access to the information in a form that aids interpretation of the data. National tax reform Significant work was undertaken to enable the Department to comply with the taxation changes, particularly the introduction of GST and pay as you go (PAYG) taxation, and the changes to Fringe Benefits Tax rules. The Department
106 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Statutory authorities
Working directly with the education and training communities to provide advice to the Minister for Education and the Minister for Post Compulsory Education, Training and Employment.
Contents Adult, Community and Further Education Board 108 Board of Studies 108 Merit Protection Boards 108 Registered Schools Board 111 Ministerial Advisory Committee for the Victorian Institute of Teaching/Standards Council of the Teaching Profession 113 State Training Board 114 A dult, Community and Further Education Board
The ACFE Board reports separately to Parliament through the Minister for Post Compulsory Education, Training and Employment. Information about the Board, including membership and achievements, can be found in the Board’s 1999–2000 Annual Report, which can be accessed via the Department’s main website (www.deet.vic.gov.au). Further information about the ACE sector can be found on the ACFE website (www.acfe.vic.gov.au).
Merit Protection Boards: (left to right) Ian Adams B oard of Studies (Senior Chairperson), Ray Wilkinson (Secretary’s nominee), Jo Anwin (staff nominee) The Board of Studies reports separately to Parliament through the Minister for Education. Information about the Boards. Ms Beverly Trease was appointed as Registrar in the Board, including membership and achievements, can May 2000 following the retirement of Mr John Hutson. be found in the Board’s 1999–2000 Annual Report, The Merit Protection Boards provide an independent which can be accessed via the Department’s main website mechanism to hear appeals and grievances for employees of (www.deet.vic.gov.au). the Department and associated education statutory Further information about the Board of Studies can be authorities. Appeals and grievances include transfer and found on the Board’s website (www.bos.vic.edu.au). promotion, sexual harassment and discrimination, discipline, incapacity, grievances of a general personal nature and appeals in relation to police records checks. Appeals and M erit Protection Boards grievances are heard in the metropolitan area and regional centres, as appropriate. The Merit Protection Boards were established in 1993 under the Teaching Service Act 1981 to: The Merit Protection Boards, through the hearing process, must ensure that all applicants receive fair and • advise the Minister for Education about principles of equitable treatment and that the principles of natural justice merit and equity to be applied in the teaching service apply. • hear reviews and appeals in relation to decisions made Access to the Merit Protection Boards is available to all under the Teaching Service Act, or any other Act employees in the Department, including teachers, school- • advise the Minister for Education or the Secretary about based non-teaching staff and public servants. any matter referred to them by the Minister or the Secretary relating to merit and equity in the teaching service Appeals and grievances • hear reviews and appeals in relation to any decision Teaching Service prescribed by the regulations to be a decision in respect of which there is a right of review by or appeal to a Merit During the year to 30 June 2000 the Merit Protection Boards Protection Board. for the Teaching Service received 156 appeals and grievances comprising thirty-eight promotion grievances, There are seven teaching service boards, each of which three discipline appeals and 115 personal grievances. Of comprises a chairperson, a nominee of the Secretary and those heard, 49 per cent (fifty) were upheld. There has been a nominee of the Standards Council of the Teaching a slight increase in the number of grievances received in Profession, most of whom are part-time members. The the year. Senior Chairperson, Mr Ian Adams, and the Secretary’s nominee, Mr Raymond Wilkinson, are full-time members of
108 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Table 19 Teaching Service – appeals and grievances to 30 June 2000
Category Received Upheld Disallowed Withdrawn Pending No jurisdiction, Conciliated Total out of time or lapsed
MFMFMFMFMFMFMF
Promotion 16 22 4 6 7 10 3 3 1 1 1 2 – – 38
Discipline 2 1 – – – – – – – 1 2 – – – 3
Personal 45 70 16 24 10 22 6 11 8 6 4 6 1 1 115
Total 63 93 20 30 17 32 9 14 9 8 7 8 1 1 156
Figure 26 Teaching Service – breakdown of personal Public Sector grievances by category to 30 June 2000 The Merit Protection Boards for the Public Sector heard thirty-two grievances, five of which were upheld. Twenty 1 Conditions of employment 5 6 were School Services Officer grievances, of which two 2 Classification were upheld, and twelve were grievances from public 3 Leave 4 servants. Of those heard, 29 per cent (three) were upheld. 4 Salary and allowances 1 5 Selection 3 6 Discrimination Figure 27 School Services Officer – breakdown of 2 personal grievances by category to 30 June 2000
1 Conditions of employment The pie chart indicates that the majority of personal 2 Salary and allowances 4 grievances related to teachers’ conditions of employment. 3 Police checks This category includes excess teachers referred to vacant 4 Selection 1 positions, performance assessment and teacher allotments. 3 2
Table 20 Public Sector – appeals and grievances to 30 June 2000
Category Received Upheld Disallowed Withdrawn Pending Lapsed Conciliated Total
MFMFMFMFMFMFMF
School Services Officer staff
Personal 6 10 1 1 2 2 1 2 1 4 1 – – 1 16
Promotion 3 1 – – 2 1 1 – – – – – – – 4
Total SSO 9 11 1 1 4 3 2 2 1 4 1 – – 1 20
Victorian Public Service staff
Personal 5 6 1 1 2 2 2 1 – 1 – 1 – – 11
Promotion – 1 – 1 – – – – – – – – – – 1
Total VPS 5 7 1 2 2 2 2 1 – 1 – 1 – – 12
Total Public Sector 14 18 2 3 6 5 4 3 1 5 1 1 – 1 32
Statutory authorities 109 Figure 28 Victorian Public Service – breakdown of Since the inception of training programs 2677 members personal grievances by category to 30 June 2000 of the Principal Class have been trained. Of these, 2312 (84.1 per cent) are current members of the Principal Class. 1 Conditions of employment 3 1 2 Salary and allowances Teacher Class 3 Selection Teachers who have been accredited are available to assist principals with personnel management decision making where panels must include a merit protection-accredited 2 teacher. These panels are for teacher selection, higher duties, special payments, employment annulment after Merit protection accreditation unsatisfactory probation, extension of probation period, deferral of increment and non-endorsement of teaching In response to a request from the Minister for Education, the practice for Leading Teacher accreditation. Merit Protection Boards provide training in the principles of Over the last twelve months 2956 members of the merit and equity for Principal Class officers, teachers and Teacher Class have been accredited in merit protection School Services Officers. in seminars conducted by the Boards in metropolitan and Principal Class country centres. The total number of members of the Teacher Class now accredited is 13,469. Over the last twelve months 591 members of the Principal Class have been accredited in seminars conducted by School Services Officers the Boards in metropolitan and country centres. Of these, 446 were reaccredited to bring them up-to-date with Accredited School Services Officers are available to assist the introduction of the Public Sector Management and principals in decision making concerning selection, higher Employment Act 1998 and changes to the Victorian duties, special payments and deferral of increments. Equal Opportunity Act 1995 that have occurred since their Over the last twelve months, 786 School Services initial training. Accredited Principal Class officers are Officers have been accredited in merit protection. The total available to serve on Principal Class officer selection panels. number of School Services Officers trained is 2029.
Figure 29 Percentage of Principal Class, Teacher Class and public sector officers accredited by region to 30 June 2000
Per cent
100 90 80 70 60 50 40 30 20 10 0
Gippsland
Eastern Metropolitan Western MetropolitanNorthern Metropolitan Southern MetropolitanBarwon South Western Goulburn North Eastern Loddon Campaspe Mallee Central Highlands Wimmera
Principal Class Teacher Class VPS and SSO
110 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Registered Schools Board: (standing left to right) Fiona Oglivy-O’Donnell (AISV), Rob Witchell (Registrar), Rob Fearnside and Maurice Wenn (Department), Geoff Ryan (AISV); seated (left to right) Sue Tait (Chairperson), Cynthia Merrill (Manager) and Pauline Audley (CEC) Absent: Tony O’Meara (CEC)
Other activities Further provisions of the Act require that teachers in non-government schools are registered with the Registered During the year the Merit Protection Boards were relocated Schools Board. Authority also rests with the Board to revise to East Melbourne with considerably improved facilities for the registration of teachers, where appropriate, and remove the Boards and for the parties involved in appeals and the names of teachers from the register where they are grievances. convicted or found guilty of a sexual offence or conduct The Merit Protection Boards have provided advice to the unbefitting a teacher. Department on merit and equity issues in relation to major Endorsement of schools as suitable to accept full fee- policy initiatives at the request of the Department, as well as paying overseas students continues to be a responsibility of advice when existing policies are being reviewed. the Board. In response to requests the Senior Chairperson and Strategic policy advice is provided to the Minister for Secretary’s nominee have addressed many meetings of Education as to the regulation of non-government schools principals and assistant principals across the State. They with regard to school and teacher registration, monitoring have conducted professional development programs for and endorsement. Principal Class officers, the field officers of the principals’ associations and for the assistant secretaries of the Registration of Australian Education Union. non-government schools Early in 2000, with the appointment of a number of new Board members for the Teaching Service Boards, an During 1999–2000 the Registered Schools Board approved induction program was held for new and existing Board the registration of schools in the following categories: members. The Senior Chairperson and the Secretary’s nominee New primary schools 8 attended the annual conference of the Public Sector New secondary schools 1 Appeals Boards in Sydney. New primary and secondary schools 1
Additional secondary year levels 30
R egistered Schools Board Additional campuses 2
Amalgamations (two schools to form one school) 2 The Education Act 1958 Parts III and V establishes the statutory authority of the Registered Schools Board School closures 1 governing administration of the non-government schools sector. Regulation takes place through the registration of schools, and where appropriate, the revision of registration. The revision of registration is enacted through a process by which schools are monitored for compliance with the Act by means of a registration review every six years.
Statutory authorities 111 All of the new schools, and those that have opened A written validation report and checklist was completed additional year levels and campuses, have completed an and returned to the Board by each school. Issues arising Approval to Open period of at least six months prior to from the report were followed up by the Board’s officers. opening. This allows schools to work with the Board’s Catholic Education Commission schools that requested a officers to establish their curriculum and facilities and to postponement of their 1998–99 review to bring their review ensure teacher registration and required minimum schedule in line with that of the Catholic Education enrolments are in place for the registration process. Commission completed their reviews in the first half of Visits are made to these schools on two occasions during 2000. The remainder of these schools will conclude their their first year of operation and reports are made to the reviews in the second semester of 2000. Board following each of these visits. One hundred per cent of Registration Review recom- In June 2000 there were 695 registered schools in mendations made to the Board were approved, exceeding Victoria, compared with 688 in June 1999. the 1999–2000 target of 98 per cent. Registration of teachers Endorsement to accept full fee-paying overseas students The Board continues to consider applications from teachers who wish to be registered to teach in non-government schools. The high reputation of Victorian education institutions and In 1999–2000, 2447 teachers were registered, with a the increasing popularity of Australia as an education destination for international students led to the international record 416 processed during January 2000. education program governed by the Commonwealth Thirty-five teachers were approved for a variation in their Education Services for Overseas Students (Registration of registration, forty-three applicants were granted permission Providers and Financial Regulation) Act 1991. to teach and 166 applicants were refused registration. The In Victoria, the Registered Schools Board is responsible agreed target of 98 per cent of teachers was not reached for the endorsement of registered schools to accept full fee- during the reporting period as the total of 166 applicants paying overseas students in line with the Act. refused registration included consideration of 154 applications from persons whose qualifications did not meet During 1999–2000, 135 registered schools were endorsed to accept the 2468 full fee-paying overseas the Board’s requirements. The names of eight teachers were students. Eleven schools were newly endorsed, thirty-two removed from the register. re-endorsed and nine schools extended the levels for which they were endorsed. Five schools cancelled their Monitoring of schools endorsement. Schools are monitored once every six years through the There has been a slight rise in the number of endorsed Registration Review. During 1999–2000, 102 schools were registered schools since the last reporting period. However, reviewed. there is a slight decrease in the actual number of students Reviews are undertaken in a number of ways. enrolled from overseas. It is evident that overseas student • Thirty-eight schools opted for self-evaluation validated numbers have not returned to the levels experienced prior by Board officers. to the Asian economic crisis. • Fifty-four schools opted to undertake self-evaluation and chose their validators from a group of independent Publications educators who possess recent school experience and the The Registered Schools Board continues to distribute its expertise to provide an objective assessment of the Circular to Principals each term. school. These validators have undertaken a briefing by the officers of the Board and were offered guidance by The Board’s website (www.sofweb.vic.edu.au/rsb/index. Board officers during the process. htm) is the vehicle by which the Board reaches schools and the general public, seeking feedback on issues under • Ten schools decided to undertake their self-evaluation discussion at the Board. This year it also provided a new and then to form a team comprised of validators from the section on current issues. The policies and guidelines manual approved group of independent educators and officers of the Board. continues to be updated and is the major feature of the website. A full list of school names has also been included.
112 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 The Ministerial Advisory Committee for the Victorian Institute of Teaching pictured with the Hon. Mary Delahunty, Minister for Education (centre front) with Robyn Paull (Co-chairperson) left, and Don Tyrer (Chairperson) right
Membership Ministerial Advisory The Board meets monthly and consists of eight members: four from the government sector, including the nominee of Committee for the the Secretary of the Department as chairperson, and four members from the non-government sector appointed by the Victorian Institute of Governor-in-Council. Teaching Members of the Registered Schools Board are listed below. On 25 May 2000, The Hon. Mary Delahunty, Minister for Education, announced the establishment of a Ministerial Department representatives Advisory Committee to provide the Government with Ms Sue Tait (Chairperson) advice on the establishment and operation of a Victorian Mrs Cynthia Merrill (Manager) Institute of Teaching as an independent and representative Mr Maurice Wenn professional body for the teaching profession. Mr Rob Fearnside The objectives of the Ministerial Advisory Committee are: • to consult widely with teachers and education stake- Catholic Education Commission holders before reporting to the Minister in April 2001 on representatives the most appropriate model for the Institute Mr Tony O’Meara • to give particular consideration to: Ms Pauline Audley – the role of the Institute in determining qualifications, registration, certification, standards and professional Association of Independent Schools development of teachers of Victoria representatives – the research required to support ongoing professional Mrs Fiona Ogilvy-O’Donnell development of the profession Mr Geoff Ryan – the composition of the governing body for the Institute Registrar – the manner in which the Institute should be inde- Mr Robert Witchell pendent and representative – the relationships with professional bodies for all members of the teaching profession • to provide advice as necessary, until the establishment of the Institute, on teaching standards, qualifications and professional development or any other matters formerly the responsibility of the Standards Council of the Teaching Profession, including: – the award of the Lindsay Thompson Fellowship (see details of the 2000 winner on page 19)
Statutory authorities 113 – pre-service teacher education approval processes • provide a vehicle for discussion of professional issues – continuation of support for the project to develop affecting teachers through publication of the Council national professional standards for English/literacy newsletter Teaching Matters teachers. • support the Department’s strategic objective to raise the literacy proficiency of students. Membership Don Tyrer, Chairperson Department of Education, Key achievements Employment and Training The following are the key achievements of the Standards Robyn Paull, Chaffey Secondary College Council of the Teaching Profession between June and Co-chairperson December 1999. Fred Ackerman Dallas Primary School • Reviews of two new and six continuing pre-service Richard Bates Deakin University teacher education courses were completed. Elida Brereton Camberwell High School • New graduate teachers and their principals in govern- Jenny Cassidy Gladesville Primary School ment and non-government schools in Victoria were surveyed to ascertain satisfaction with the graduates’ Frances Cosgrove Loyola College teacher education courses. Terry Hayes Joint Council of Subject Associations • A workshop of eighty teachers and teacher educators Lawrence Ingvarson Monash University was conducted to explore how to improve the conduct Maria Kirkwood Catholic Education Office and assessment of the teaching practice experience Marilyn Mooney Williamstown North Primary School for student teachers. Meredith Peace Kew High School • A pilot pre-service teacher education program John Rose Cambridge Primary School developed by Thomastown Secondary College and Brendan Shanahan St Joseph’s Primary School La Trobe University’s Institute for Education was Janet Sherry Carey Baptist Grammar School monitored and a report disseminated. Andrew Skourdoumbis Braybrook Secondary College • Two editions of the Council newsletter, Teaching Elizabeth Ward Presbyterian Ladies College Matters, were published and distributed to all teachers employed in government and non-government schools. Standards Council of the • The Council became an industry partner in a three-year collaborative research project to develop national Teaching Profession professional standards and performance assessments The term of office of members of the Standards Council for English/literacy teachers. of the Teaching Profession expired on 31 December 1999. The Council did not meet beyond December 1999 as its responsibilities were transferred to the Ministerial Advisory S tate Training Board Committee for the Victorian Institute of Teaching, The State Training Board reports separately to Parliament established in May 2000. through the Minister for Post Compulsory Education, Training and Employment. Information about the Board, Objectives for 1999 including membership and achievements, can be found in The Standards Council of the Teaching Profession identified the Board’s 1999–2000 Annual Report and via the the following objectives: Department’s main website (www.deet.vic.gov.au). • implement new and ongoing quality assurance processes Further information about the TAFE sector can be found to ensure high-quality graduates are employed as on www.pete.vic.gov.au teachers in government schools • promote the status of teaching through publication of case studies of exemplary and/or innovative professional practice
114 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Summary of financial results Introduction
The Department of Education, Employment and Training sector. The deficit position of the Department reported in portfolio as described in the State Budget papers comprises the 1996–97 and 1997–98 financial years reflects this fact. four key service delivery areas: Prior to the 1998–99 financial year and the implementa- • school education tion of accrual budgeting, revenue from State Government • tertiary education, employment and training (appropriations) did not incorporate a number of accrual • youth items and recorded some capital expenditure in the operating statement. • policy, strategy and information services. The Financial Statements presented in this Annual Report 1999–2000 result relate to the controlled operations of the Department, and include corporate activities, 1631 primary and secondary The operating result for the 1999–2000 year was a surplus schools and Adult Multicultural Education Services (AMES). of $160.3 million in comparison with last year’s surplus of $147.4 million. There were no abnormal or extraordinary Other agencies within the portfolio report separately and items to report. therefore are not included within the controlled financial transactions of the Department. These entities include the The overall net asset position of the Department Board of Studies, the State Training Board (STB), the Adult, increased by $492.7 million (10.5 per cent) to $5174.5 Community and Further Education (ACFE) Board and the million. State TAFE institutes. There were no significant changes in financial position The table below discloses summary information on the during the financial year. Department’s financial results for 1999–2000 and com- The Department is not aware of any events that adversely parisons with the previous three financial years. affected the achievement of operational objectives for the Although accrual reporting was introduced in the year. Victorian budget sector in 1995–96, full accrual budgeting There were no events subsequent to the balance date that and reporting came into operation as of 1 July 1998 as part would have a significant effect on the operations of the of the Management Reform Program for the State budget Department.
Summary financial information (controlled operations)
1999–2000 1998–99 1997–98 1996–97 Notes $ (million) $ (million) $ (million) $ (million)
Operating revenue
Revenue from State Government 1 4,761.3 3,987.0 3,219.2 3,175.3
Other revenue 2 405.6 356.5 357.6 331.7
Total operating revenue 5,166.9 4,343.5 3,576.8 3,507.0
Operating expenses 3 5,006.6 4,196.1 3,613.4 3,551.0
Operating surplus/(deficit) 4 160.3 147.4 (36.6) (44.0)
Total assets 5 5,984.8 5,466.3 5,162.3 5,043.9
Total liabilities 6 810.3 784.5 812.9 790.8
Net assets 5,174.5 4,681.8 4,349.4 4,253.1
Statement of Cash Flows surplus/(deficit) 7 342.0 283.9 330.6 307.1
Summary of financial results 115 Notes Revenue 1 Revenue from State Government increased by $774.3 million (19.4 per cent) between 1998–99 and 1999–2000. The increase is mainly due to $ million appropriation grants made to the STB and the ACFE Board of $503.6 million, recognised in the Department’s financial statements for the first 6000 time in 1999–2000. The remaining increase is mainly due to additional funding provided by Government for new initiatives and a change in the 5000 treatment of asset sales. 4000 2 Other revenue has increased by $49.1 million (13.8 per cent) between 1998–99 and 1999–2000. The movement is due to increases in schools 3000 own revenue, including investment income, and departmental commercial activities. 2000 3 Expenses increased by $810.5 million (19.3 per cent) between 1998–99 and 1999–2000, reflecting expenses associated with the payment of 1000 grants to the STB and the ACFE Board of $503.6 million and the growth in salaries and supplies. 0 1996–97 1997–98 1998–99 1999–2000 4 The reported surplus position of the Department for 1999–2000 and 1998–99 largely reflects two elements – schools, rather than expensing grants received, have capitalised their expenditure in the form of the purchase of additional assets, or increases in other asset balances and underspending of the overall budget. Expenditure 5 Total assets have increased by $518.5 million (9.5 per cent) over the 1999–2000 period. Of this amount, $278.8 million represents increased value in land, buildings and equipment resulting from the Department’s $ million rolling asset valuation program. The remainder is associated with 6000 increases in the Department’s receivables, as reflected in balances held with the Department of Treasury and Finance State Administration Unit. 5000 6 Total liabilities have increased by $25.8 million (3.3 per cent). 4000 7 The overall cash position of the Department increased by $58.1 million in 1999–2000. This increase reflects the Department’s increased surplus for 3000 1999–2000 and an increase in investments by schools. 2000
1000
0 1996–97 1997–98 1998–99 1999–2000
Operating result
$ million 200
150
100
50
0
–50 1996–97 1997–98 1998–99 1999–2000
116 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Financial Statements
Relating to the controlled operations of the Department, including corporate activities, 1631 government schools and AMES.
Contents Operating Statement for the year ended 30 June 2000 118
Statement of Financial Position as at 30 June 2000 119
Statement of Cash Flows for the year ended 30 June 2000 120
Notes to and forming part of the Financial Statements for the year ended 30 June 2000 121
Annual Financial Statement Certification 149
Auditor-General’s report 150 Operating Statement for the year ended 30 June 2000
Notes 1999–2000 1998–99 $’000 $’000 Revenue Annual appropriations – provision of outputs 1(b), (d), 22(a) 4,704,760 3,944,196 Credited appropriations 1(d), 22(a) 56,335 42,541 Special appropriations 22(b) 240 243 Commonwealth grants 19,316 17,187 Proceeds from sale of assets 1(b), (d) 4,073 2,149 Investment income 2 15,563 13,665 Other operating revenue 2 366,574 323,544 Other revenue: Consolidated Fund receipts 1(d) 56,335 42,541 Less payments to Consolidated Fund 1(d) (56,335) (42,541) Total revenue 5,166,861 4,343,525
Expenses Salaries, wages and oncosts 3 2,528,843 2,286,356 Superannuation 4 199,640 203,097 Supplies and services 749,095 685,651 Depreciation 11 174,357 214,870 Finance costs 482,702 474,757 Grants and subsidies 5 857,396 308,361 Written-down value of fixed assets sold 14,530 23,014 Total expenses 5,006,563 4,196,106
Operating result – surplus for the year 160,298 147,419
Accumulated funds at the beginning of the year 4,360,320 4,194,707
Adjustments to accumulated funds 6(a) 53,602 18,194
Accumulated funds at year end 4,574,220 4,360,320
The Operating Statement is to be read in conjunction with the notes to the Financial Statements set out on pages 121–48.
118 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Statement of Financial Position as at 30 June 2000
Notes 1999–2000 1998–99 $’000 $’000 Current assets Cash 8 104,314 69,852 Investments 8 237,696 214,049 Receivables 9 182,959 105,639 Other 10 10,383 20,600 Total current assets 535,352 410,140
Non-current assets Land and buildings 11 5,013,305 4,691,665 Plant and equipment 11 268,222 258,507 Receivables 9 91,899 25,943 Work-in-progress – buildings 73,280 75,622 Investments 8 2,698 4,387 Total non-current assets 5,449,404 5,056,124
Total assets 5,984,756 5,466,264
Current liabilities Creditors and accruals 12 131,205 80,598 Provision for employee entitlements 13 104,262 86,558 Total current liabilities 235,467 167,156
Non-current liabilities Provision for employee entitlements 13 574,882 617,392 Total non-current liabilities 574,882 617,392
Total liabilities 810,349 784,548
Net assets 5,174,407 4,681,716
Equity Accumulated funds at year end 6(c) 4,574,220 4,360,320 Asset revaluation reserve 6(b) 600,187 321,396 Total equity 5,174,407 4,681,716
Financial instruments 7
Commitments for expenditure 15
Contingent liabilities 16
The Statement of Financial Position is to be read in conjunction with the notes to the Financial Statements set out on pages 121–48.
Financial Statements 119 Statement of Cash Flows for the year ended 30 June 2000
Notes Inflow (Outflow) Inflow (Outflow) 1999–2000 1998–99 $’000 $’000 Cash flows from operating activities
Receipts Appropriations 4,610,735 3,909,486 Commonwealth grants 19,316 17,187 Interest received 15,564 13,665 Other revenue 371,523 326,952
Payments Employee related (2,673,105) (2,568,816) Supplies and other expenses (1,576,520) (998,144) Finance costs (482,702) (474,757)
Net cash flow from operating activities 18(a) 284,811 225,570
Cash flows from investing activities
Proceeds from sale of property, plant and equipment 11,625 2,149 Purchase of property, plant and equipment (240,016) (274,472) Proceeds from investments 1,689 –
Net cash flow from investing activities (226,702) (272,323)
Net increase in cash held 58,109 (46,753) Cash at beginning of reporting period 283,901 330,642 Adjustment due to changed accounting policies 6(a) – 12*
Cash at end of reporting period 18(b) 342,010 283,901
* The cash balance at the beginning of the reporting period has been adjusted to exclude the Public Service Commuter Club balance of $11,844, which was treated as controlled in 1997–98 but as administered in 1998–99.
The Statement of Cash Flows is to be read in conjunction with the notes to the Financial Statements set out on pages 121–48.
120 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Notes to and forming part of the Financial Statements for the year ended 30 June 2000
1 Summary of significant accounting policies
(a) Basis of These general-purpose Financial Statements have been prepared in accordance with Australian accounting Accounting Standards, Urgent Issues Consensus View, and the Financial Management Act 1994. In the preparation of these Financial Statements, the historical cost method of accounting has been applied except for land and buildings, which are reported at valuation (see note 1(e)). The Financial Statements include all transactions of the State’s 1631 primary and secondary schools and Adult Multicultural Education Services (AMES). All transactions between the Department, schools and AMES have been eliminated as required by Australian Accounting Standards. The accrual basis of accounting has been applied except to the extent that schools operate on a cash basis. Schools operate and report on a calendar year. The school balances for cash, investments, creditors and operating leases incorporated into these Financial Statements are those held by them as at 31 December 1999. The financial transactions of the Board of Studies (BOS), State Training Board (STB), Adult, Community and Further Education (ACFE) Board and the State’s TAFE institutes are excluded from these Financial Statements because these entities are not controlled by the Department (as defined by AAS 24 ‘Consolidated Financial Reports’) and are separate reporting entities.
(b) Change in In 1998–99 transactions and balances relating to proceeds from the sale of land and buildings were accounting reported as administered transactions. In 1999–2000 transactions and balances relating to proceeds from policy the sale of land and buildings, for which agreement has been reached pursuant to section 29 of the Financial Management Act 1994 with the Department of Treasury and Finance, have been treated as controlled transactions ($12,311,905). Transactions and balances relating to the sale of Crown land and buildings, for which the revenue is paid to the Consolidated Fund, have been treated as administered transactions as the Department does not control these amounts. Proceeds obtained by schools from the sale of plant and equipment are retained by the schools and not transferred to the Consolidated Fund. As required by the Department of Treasury and Finance directions, in 1999–2000 appropriations paid ($503,570,000) to the STB and the ACFE Board have been recognised in annual appropriations received and also recognised as a grant expense to those agencies in these Financial Statements.
(c) The All resources controlled by the Department, which are applied to carry on its functions, have been Government included within these Financial Statements. Department reporting Administered resources entity The Department administers but does not control certain resources provided by the Commonwealth Government, and monies collected on behalf of the State Government, as the Department does not have the discretion to deploy these resources for achievement of its objectives. Such administered transactions include funds on-passed by the Department to Victorian non-government schools. The accrual basis of accounting has been used in the reporting and recognition of the administered resources. Transactions and balances relating to these administered resources are not recognised as departmental revenues, expenses, assets or liabilities but are disclosed in notes 19–21.
Financial Statements 121 Trust funds The Department has received monies in a trustee capacity for various trusts including prizes and scholarships. As the Department performs only a custodial role in respect of these monies, and because the monies cannot be used for achievement of the Department’s objectives, they are not recognised in the Operating Statement and Statement of Financial Position of the Department. The balances are reported in notes 19–21.
Administrative changes During 1999–2000, the Office of Employment was transferred from the Department of State and Regional Development and the Office of Youth was transferred from the Department of Human Services to form the new Department of Education, Employment and Training (previously known as the Department of Education).
(d) Appropriations Annual appropriations are recognised upon the provision of outputs and the certification by the Treasurer and other that the appropriation has been applied. Credited and special appropriations, grants and other contributions contributions are recognised as revenues when the Department obtains control over these resources. Section 29 of the Financial Management Act 1994 provides for certain types of revenues – primarily user charges, proceeds from the sale of land and buildings and Specific Purpose Commonwealth payments – to be initially paid into the Consolidated Fund and an equivalent amount is provided by appropriation. Such appropriations are referred to as credited appropriations. Contributions of services and non-current assets are recognised at their fair value when the Department obtains control over the resources. Other revenue items are recognised as they are earned.
(e) Recognition A full revaluation of all the Department’s land and buildings was undertaken by the Office of the Valuer- and valuation General as at 30 June 1997. This includes Crown land controlled by the Department. The total land and of non-current buildings holdings will be revalued progressively over five years – land at market value and buildings at assets written-down replacement cost. Approximately 330 school sites (255 schools in 1999–2000) will be subject to a detailed valuation on an annual basis (refer note 11). Land not subject to detailed valuation will be adjusted annually using indices provided by the Valuer-General. Where detailed valuations have been undertaken, land is valued at market value and buildings at written-down replacement cost as at 30 June 2000. Written-down replacement cost can be defined as the present cost at which an equivalent asset can be purchased or manufactured taking into account the consumption of the asset via depreciation. Where non-current assets are revalued, the net revaluation increment is credited directly against the asset revaluation reserve. A net revaluation decrement is recognised as an expense in the Operating Statement except to the extent that it reverses a revaluation increment previously credited to a revaluation reserve in respect of that class of assets. In this case the decrement is debited directly to the applicable revaluation reserve. Other assets are valued initially using the historical cost method.
(f) Depreciation Depreciation is calculated on a straight-line basis to write off the net cost or revalued amount of each of non-current non-current asset over its expected useful life to the Department. assets Depreciation rates are reviewed on a regular basis for all assets, with annual reassessments for major items. The rates are subsequently adjusted to reflect annual assessments of useful lives of the assets to the Department and the net amounts expected to be recovered from their disposal.
122 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 The following depreciation rates and ranges of rates were applied:
1999–2000 1998–99 %%
Buildings – permanent 1.7 2.5 Buildings – relocatable and other improvements 2.5 2.5 Computer equipment 20 33 Plant and equipment 5–25 5–25 Furniture and fittings 10–20 10–20 Leasehold improvements 7–25 7–25
Depreciation rates for permanent buildings and computer equipment were revised in 1999–2000. The effect of the change was to reduce depreciation on buildings by $30,500,000. The effect of the rate change for computer equipment was a reduction of $22,565,000.
(g) Employee (i) Salaries, wages and annual leave entitlements Liabilities for wages and salaries and annual leave are recognised as the amount unpaid at the reporting date at current pay rates in respect of employees’ services up to that date.
(ii) Long service leave The liability for long service leave represents the present value of estimated future cash flows to be made by the Department resulting from employees’ services provided up to balance date. Those which are not expected to be settled within twelve months are discounted using the rate attaching to national government securities at balance date which most closely matches the terms of maturity of the related liabilities, and reported as a non-current liability. Amounts which are expected to be paid in the next twelve months have been reported as a current liability.
(iii) Superannuation No liability is shown for any unfunded superannuation relating to Departmental employees in the Statement of Financial Position as the liability is recognised by the Department of Treasury and Finance.
(h) Investments Investments are brought to account at cost. Where there has been a permanent diminution in the value of any individual investment, a provision for diminution in value is made. Interest revenues are recognised as they accrue.
(i) Leases Leases are recognised in accordance with AAS 17 ‘Leases’, which provides the distinction between finance and operating leases.
(j) Cash For the purpose of preparing the Statement of Cash Flows, cash is defined as cash on hand and cash equivalents. These include short-term investments which are readily convertible to cash on hand and which are used in a cash management function on a day-to-day basis.
(k) Inventory Inventory is measured at the lower of cost and net realisable value.
Financial Statements 123 2 Investment and other operating income
1999–2000 1998–99 $’000 $’000 Investment income School interest income 14,933 13,250 Other interest income 630 415 Total investment income 15,563 13,665
Other operating revenue School revenue 289,995 268,954 Provision of services 33,875 31,144 Sale of publications/Overseas Students program 10,787 7,239 Resources received free of charge 98 1,546 Other 31,819 14,661 Total other operating revenue 366,574 323,544
3 Salaries, wages and oncosts
1999–2000 1998–99 $’000 $’000
Salaries and wages – Department employees 1,987,497 1,851,304 Salaries and wages – staff employed by school councils 226,137 130,135 Annual leave and long service leave expense 162,191 153,112 Payroll tax 133,027 128,907 WorkCover 19,991 22,898 Total salaries, wages and oncosts 2,528,843 2,286,356
4 Superannuation
The Department contributes superannuation payments on behalf of its employees to the following superannuation funds: 1999–2000 1998–99 Number of Number of members members Name of scheme State Superannuation Fund (defined benefit scheme) 35,682 37,429 VicSuper (accumulation scheme) 17,869 14,181 State Employees Retirement Benefits Scheme 997 1,066 (defined benefit scheme) Other private schemes 10 28 Total 54,558 52,704
124 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 At 30 June 2000, $13,576,000 was owed to the State Superannuation Fund and $322,000 was owed to the State Employees Retirement Benefits Scheme. As at 30 June 2000, the Department has staff who are members of the following public sector superannuation schemes administered by the Victorian Superannuation Board: • Revised Scheme • New Scheme • VicSuper Scheme • State Employees Retirement Benefits Scheme. Employer contributions to the Revised, New and State Employees Retirement Benefits Schemes are determined actuarially at the rate appropriate to fund the future benefit accrual rates. Any historical shortfall is met from the Consolidated Fund. Employer contributions to VicSuper satisfy the requirements of the Superannuation Guarantee legislation. The unfunded liability for all the above schemes is reported by the Department of Treasury and Finance, which has policy responsibility for superannuation in the Victorian Public Sector. Contributions payable by the Department towards each scheme are based upon the following rates applied to the employees’ gross salaries.
1999–2000 1998–99 % rate % rate Name of scheme State Superannuation Fund – Revised Scheme 14.00 14.00 State Superannuation Fund – New Scheme – 0% contributor 7.30 7.30 State Superannuation Fund – New Scheme – 3% contributor 8.80 8.80 State Superannuation Fund – New Scheme – 5% contributor 9.80 9.80 State Superannuation Fund – New Scheme – 7% contributor 10.80 10.80 VicSuper* 7.00 7.00 State Employees Retirement Benefits Scheme 12.10 15.00 Other private schemes** n/a n/a
* Under the VicSuper Scheme, employer contributions are payable only if the member is paid more than $450 in gross salary in a particular month. This is consistent with the Commonwealth Superannuation Guarantee legislation. ** The rate for other private schemes is not disclosed as these payments are predominantly the result of performance-related payments, which vary by individual.
Financial Statements 125 Employer contributions paid to each scheme were as follows:
1999–2000 1998–99 $’000 $’000 Name of scheme State Superannuation Fund 160,965 168,131 VicSuper 34,982 23,893 State Employees Retirement Benefits Scheme 3,674 10,421 Other private schemes 19 652 Total 199,640 203,097
Benefits and contributions Revised Scheme Employer contributions for Revised Scheme members were set at 14 per cent of salary from 1 July 1999. From 1 July 1999, the Government Superannuation Office replaced the Victorian Superannuation Board in the administration of this scheme. Member benefits will not be affected by the change.
New Scheme Retirement benefits vary in accordance with employee contributions and are supported by different employer rates.
Contributions Employee Employer Benefits
0% 7.3% 10% (8.5%) of final average salary for each year at the rate 3% 8.8% 16% (14%) of final average salary for each year at the rate 5% 9.8% 20% (17.5%) of final average salary for each year at the rate 7% 10.8% 24% (21%) of final average salary for each year at the rate (for prescribed class members and catch-up purposes only)
The benefit accrual rates in brackets are the accrual rates applying after the change in tax status of the Fund in June 1995. From 1 July 1999, the Government Superannuation Office replaced the Victorian Superannuation Board in the administration of this scheme. Member benefits will not be affected by the change.
126 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 VicSuper Scheme Superannuation contributions are made into the scheme at the rates determined under the Commonwealth Superannuation Guarantee Legislation. The employer contribution rate for 1999–2000 was 7 per cent. The VicSuper benefit consists of contributions and interest earned, less any administration charges. From 1 July 1999, VicSuper Pty Ltd replaced the Victorian Superannuation Board as trustee of the Victorian Superannuation Fund.
State Employees Retirement Benefits Scheme The minimum age for retirement is age 55. At the time of payments, a member’s benefit is compared with the minimum benefit payable under the governing rules (which includes the Federal Government superannuation guarantee) and the member is paid the greater of the two benefits. The retirement benefit is a lump sum plus a fortnightly pension. The lump sum is accrued at a rate of 10 per cent of the adjusted final salary for each year of service or part thereof from the date contributions commenced. For recognised service prior to commencing contributions, the accrual rate is 5 per cent. The pension accrual rates are: • a pension of 0.83 of 1 per cent of salary per annum (prior to 1 July 1993) • a pension of 0.77 of 1 per cent of salary for service per annum (since 1 July 1993).
5 Grants and subsidies
1999–2000 1998–99 $’000 $’000 Grants to the STB 478,331 – Grants to the ACFE Board 25,239 – Grants to non-government schools 245,232 231,677 Grants to external organisations 74,347 47,149 Conveyance and Education Maintenance Allowance payments 34,247 29,535 Total grants and subsidies 857,396 308,361
Financial Statements 127 6 Adjustments to equity
(a) Adjustments to accumulated 1999–2000 1998–99 $’000 $’000 funds Net adjustments to accumulated funds 53,602 18,194
Analysed as follows: Current assets Cash – 12 Investments – – Receivables – (9,205) Prepayments – – Non-current assets Receivables – – Land and buildings (2,998)* – Plant and equipment – 17,909 Other – 271 Total assets (2,998) 8,987
Current liabilities Creditors and accruals – (9,207) Employee entitlements – – Non-current liabilities Employee entitlements 56,600** – Other – – Total liabilities 56,600 (9,207)
Net assets 53,602 18,194 Less asset revaluation reserve – – Net adjustments to accumulated funds 53,602 18,194
* In 1999–2000 and 1998–99 reviews of assets and liabilities identified a number of items which had previously been incorrectly classified. Under the transitional provisions of AAS 29, paragraph 15.3, these items have been adjusted against equity (accumulated funds). The adjustments in 1999–2000 comprised $2,998,000 land and buildings; 1998–99 comprised plant and equipment $17,909,169 and other assets $270,973. ** The non-current provision for employee entitlements opening balance has been reduced by $56,600,000. This adjustment is due to a restatement of the AAS 30 calculation of the provision for long service leave as at 30 June 1999, consistent with a review of the Department’s raw personnel data file. Under the transitional provisions of AAS 29, paragraph 15.3, these items have been adjusted against equity (accumulated funds).
128 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 (b) Movements Adjustments made in 1999–2000 against the asset revaluation reserve were as follows: in the asset revaluation 1999–2000 1998–99 reserve $’000 $’000 Movement in the reserve Opening balance 1 July 321,396 154,654
Increment due to revaluation of land 217,884 161,548 Increment due to revaluation of buildings 60,907 5,194 Closing balance 30 June 600,187 321,396
(c) Change to Adjustments made in 1999–2000 to the accumulated funds balance were as follows: accumulated fund balance 1999–2000 1998–99 $’000 $’000 Change to accumulated funds Accumulated funds at the beginning of the year 4,360,320 4,194,707
Operating result – surplus/(deficit) for the year 160,298 147,419 Adjustments to accumulated funds (see note 6(a)) 53,602 18,194 Accumulated funds at year end 4,574,220 4,360,320
Financial Statements 129 7 Financial investments
(a) Terms, The Department’s accounting policies, including the terms and conditions of each class of financial asset conditions and financial liability at balance date, are as follows: and accounting policies
Recognised financial Balance Accounting policies Terms and conditions instruments sheet notes (i) Financial assets Cash – Departmental 8 Cash is carried at the principal Cash is held by the Department of operating bank amount. Treasury and Finance (DTF). accounts Interest earned is retained by DTF.
Cash – AMES 8 Cash is carried at the principal Cash is held by DTF and invested amount. with Treasury Corporation Victoria. An effective interest rate of 3.83% was achieved.
Investments – other 8 Investments are carried at the An effective interest rate of 4.81% principal amount. was achieved.
Cash and investments 8 Schools’ cash and investments are Schools invest cash as funds permit. – schools carried at the principal amount. An effective interest rate of 5.15% was achieved.
Receivables 9 Receivables are carried at nominal Settlement terms are 30 days for amounts due less any provision for trade receivables. Other receivables doubtful debts. A provision for are recovered according to agreed doubtful debts is maintained to payment schedules or contractual recognise that collection of the full arrangements. nominal amount is no longer probable.
(ii) Financial liabilities Creditors and accruals 12 Liabilities are recognised for Liabilities are generally settled on amounts to be paid in the future for 30-day terms. goods and services received, whether or not invoiced to the Department.
130 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 (b) Interest rate The Department’s exposure to interest rate risks and the effective interest rates of financial assets risk and financial liabilities at the balance date are as follows:
Financial Floating Fixed interest rate maturing in: Non-interest Total carrying instruments interest rate bearing amount per Statement of Financial position
Within one year 1–5 years Over 5 years 1999 1998 1999 1998 1999 1998 1999 1998 1999 1998 1999 1998 –2000 –99 –2000 –99 –2000 –99 –2000 –99 –2000 –99 –2000 –99 $’000 $’000 $’000 $’000 $’000 $’000 $’000 $’000 $’000 $’000 $’000 $’000
(i) Financial assets
Cash – AMES 18,224 12,096 – – – – – – – – 18,224 12,096
Cash – Department – – – – – – – – 24,395 (3,898) 24,395 (3,898)
Cash – schools 60,215 61,623 – – – – – – 1,480 31 61,695 61,654
Investments – Department 954 1,063 – – – – – – – – 954 1,063
Investments – schools – – 236,741 212,986 1,408 4,306 423 81 867 – 239,439 217,373
Receivables – – – – – – – – 274,858 131,582 274,858 131,582
Total financial assets 79,393 74,782 236,741 212,986 1,408 4,306 423 81 301,600 127,715 619,565 419,870
(ii) Financial liabilities
Creditors and accruals* – – – – – – – – 122,127 77,267 122,127 77,267
Total financial liabilities – – – – – – – – 122,127 77,267 122,127 77,267
* Excludes revenue received in advance.
Financial Statements 131 (c) Net fair values The aggregate net fair values of financial assets and financial liabilities at balance date are as follows:
Total carrying amount as per the Aggregate net fair value Statement of Financial Position 1999–2000 1998–99 1999–2000 1998–99 $’000 $’000 $’000 $’000 (i) Financial assets Cash – AMES 18,224 12,096 18,224 12,096 Cash – Department 24,395 (3,898) 24,395 (3,898) Cash – schools 61,695 61,654 61,695 61,654 Investments – Department 954 1,063 954 1,063 Investments – schools 239,439 217,373 239,439 217,373 Receivables 274,858 131,582 274,858 131,582 Total financial assets 619,565 419,870 619,565 419,870
(ii) Financial liabilities Creditors and accruals* 122,127 77,267 122,127 77,267 Total financial liabilities 122,127 77,267 122,127 77,267
* Excludes revenue received in advance.
The Department believes the carrying amount of financial assets and liabilities matches their net fair value. The following methods and assumptions are used to determine the net fair values of financial assets and liabilities:
Recognised financial instruments Cash and investments: The carrying amount approximates fair value because of their short term to maturity. Non-current investments held by schools are assumed to be at net fair value as the information necessary to make such a determination is not available from the schools. Receivables and creditors and payable: The carrying amount approximates fair value because they are short term in nature.
(d) Credit risk The Department’s maximum exposure to credit risk at balance date in relation to each class of recognised exposures financial asset is the carrying amount of those assets as indicated in the Balance Sheet. Credit risk in receivables is managed in the following ways: • payment terms are 30 days for trade receivables • for other receivables, payments are received per contractual arrangements or agreed payment schedules • debt collection policies and procedures.
132 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 8 Cash and investments
1999–2000 1998–99 $’000 $’000 Cash Schools 61,695* 61,654* AMES Trust Fund 18,224 12,096 Departmental operating bank accounts 24,395 (3,898)** Total cash 104,314 69,852
Current investments Schools 236,742* 212,986* Departmental 954 1,063 Total current investments 237,696 214,049
Non-current investments Schools 2,698* 4,387* Total non-current investments 2,698 4,387
Total investments 240,394 218,436
* The schools’ cash and investment balances for 1999–2000 are held by the Department’s 1631 schools across Victoria and are reported as at 31 December 1999. The balances reported for 1998–99 were the balances held by schools as at 31 December 1998. ** Departmental operating bank accounts overdraft position as at 30 June 1999 relates to cheques raised prior to the end of the financial year for which cash was not drawn down from the SAU receivable held by DTF until July, when the payments were made.
Financial Statements 133 9 Receivables
1999–2000 1998–99 $’000 $’000 Current receivables State Government 176,279* 103,796* Sale of property 4,759 – DETYA – AMES 1,237 220 Salary overpayments 173 736 WorkCover 131 64 Other 753 1,215 183,332 106,031 Less provision for doubtful debts (373) (392) Total current receivables 182,959 105,639
Non-current receivables State Government 91,543* 25,737* Salary overpayments 399 231 Other 45 57 91,987 26,025 Less provision for doubtful debts (88) (82) Total non-current receivables 91,899 25,943
Total receivables 274,858 131,582
* As part of the Management Reform Program, departments are required to set an output price sufficient to cover the total cost of production of outputs. This means that Departmental revenue will exceed the Department’s cash expenditure on inputs, with the difference representing a financial asset, classified as a receivable. The asset is held as a receivable with the State Government (State Administration Unit).
10 Other current assets
1999–2000 1998–99 $’000 $’000 Prepaid salaries 5,816 16,679 Prepaid operating expenses 3,428 3,898 Prepaid grants to other organisations 1,121 – Consumable stores 18 23 Total other current assets 10,383 20,600
134 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 11 Non-current assets
1999–2000 1998–99 $’000 $’000 Land At cost 14,718 10,799 At valuation 1998–99 – 1,750,831 At valuation 1999–2000 1,966,349 – Total land 1,981,067 1,761,630
Buildings At cost 242,001 158,974 Less accumulated depreciation (6,284) (3,811) 235,717 155,163
At valuation 1996–97 1,700,344 2,096,168 Less accumulated depreciation (171,061) (153,042) 1,529,283 1,943,126
At valuation 1997–98 218,576 218,576 Less accumulated depreciation (12,216) (6,729) 206,360 211,847
At valuation 1998–99 611,546 613,628 Less accumulated depreciation (17,128) (23) 594,418 613,605
At valuation 1999–2000 460,218 – Less accumulated depreciation – – 460,218 –
Leasehold improvements At cost 7,790 7,022 Less accumulated amortisation (1,548) (728) 6,242 6,294 Total buildings and leasehold improvements 3,032,238 2,930,035 Total land and buildings at written-down value 5,013,305 4,691,665 Plant and equipment At cost 898,407 882,070 Less accumulated depreciation (630,185) (623,563) 268,222 258,507
Leased 2,236 2,236 Less accumulated amortisation (2,236) (2,236) –– Total plant and equipment at written-down value 268,222 258,507
Depreciation charge for the year Buildings and leasehold improvements 81,198 107,793 Plant and equipment 93,159 107,077 Total depreciation charge for the year 174,357 214,870
Financial Statements 135 12 Creditors and accruals
1999–2000 1998–99 $’000 $’000 Current Salaries, wages and oncosts 30,560 17,445 Accrued payments to non-government schools 60,830 53,176 Government schools’ creditors 1,303* 959 Capital expenditure 3,355 1,263 Operating expenditure 26,079 4,424 Revenue received in advance 9,078 3,331 Total creditors and accruals 131,205 80,598
* The government schools’ creditors balance is held by the Department’s schools across Victoria. For 1999–2000, the balance of $1,302,785 was held by 1631 schools.
13 Provision for employee entitlements
1999–2000 1998–99 $’000 $’000 Current Provision for annual leave 42,224 40,989 Provision for long service leave 61,250 44,624 Provision for Executive Officer bonus 788 945 Total current 104,262 86,558
Non-current Provision for long service leave 574,882 617,392 Total non-current 574,882 617,392 Total provision for employee entitlements 679,144 703,950
Analysed as follows: Movement in the provision Opening balance 1 July 703,950 666,105 Less adjustment to opening balance* (56,600) –
Add increase in liabilities during the year 162,914 153,112 Less payments (131,120) (115,267)
Closing balance 30 June 679,144 703,950
* Adjustment to opening balance relates to a write-back of the long service leave opening balance. The write- back is due to a restatement of the closing 30 June 1999 AAS 30 calculation of the provision for long service leave. The adjustment has been made against accumulated funds consistent with paragraph 15.3 of AAS 29 (see note 6(a)).
136 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 14 Audit fees paid and payable
Audit fees paid and payable to the Auditor-General’s Office:
1999–2000 1998–99 $’000 $’000 Paid as at 30 June 0 60 Payable as at 30 June 238 178 238 238
15 Commitments
(a) Capital 1999–2000 1998–99 expenditure $’000 $’000
Capital expenditure commitments payable: – not later than one year 51,651 43,636 – later than one year and not later than five years 0 2,555 Total capital expenditure commitments 51,651 46,191
(b) Operating 1999–2000 1998–99 lease $’000 $’000 expenditure Operating lease expenditure payable: – not later than one year 35,398 27,536 – later than one year and not later than five years 90,153 42,894 – later than five years 52,717 37,837 Total operating lease expenditure commitments* 178,268 108,267
* The entities lease equipment including computers as well as property with varying lease terms. $10,445,964 of operating lease expenditure commitments, as at 31 December 1999, are held by the Department’s 1631 schools across Victoria.
Financial Statements 137 16 Contingent liabilities
Quantifiable contingent liabilities 1999–2000 1998–99 $’000 $’000 Budget sector 10,668 11,546 Total 10,668 11,546
The amount reported in regard to contingent liabilities relates to legal proceedings against the Department for which the Department accepts no liability. There is also a case in respect to the cost of a copyright licence with the Copyright Tribunal. No amount is disclosed in the above figures and the Department accepts no liability in relation to this case.
Non-quantifiable contingent liabilities The Department has no unquantifiable contingent liabilities as at 30 June 2000.
17 Ex-gratia payments
1999–2000 1998–99 Number $’000 Number $’000 Number and amount of payments 84 1,046 87 636 Included in the above amounts are the following ex-gratia 17 10–29 15 10–29 payments equal to or in excess of $10,000 arising as a result 5 30–39 1 31 of personal injury claims involving students or third parties. 142137 157140 160243 180149 1 264 1 50 27 975 22 551
138 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 18 Cash flow information
(a) Reconciliation 1999–2000 1998–99 of operating $’000 $’000 result to Operating result – surplus/(deficit) for the year 160,298 147,419 net cash flows from Non-cash items added back operating Adjustment to accumulated funds 56,600 2 activities Depreciation 174,357 214,870 Written-down value of land and buildings/plant 14,530 23,014 and equipment sold Proceeds from the sale of land and buildings/plant (16,384) (2,149) and equipment sold Movement in: – increase/(decrease) in payables 48,517 (60,130) – increase/(decrease) in employee entitlements (24,806) 37,845 – (increase)/decrease in receivables (138,517) (118,258) – (increase)/decrease in other assets 10,216 (17,043) Net cash flows from operating activities 284,811 225,570
(b) Reconciliation 1999–2000 1998–99 of cash $’000 $’000 Cash on hand 104,314 69,852 Short-term investments 237,696 214,049 Total cash balance 342,010 283,901
Financial Statements 139 19 Administered items
1999–2000 1998–99 $’000 $’000
Budget sector (1,700) 1,074 Total administered funds (1,700) 1,074
Analysed as follows:
Opening balance 1,074 1,049 Adjustment to accumulated funds 3 (12)
Revenues 740,272 690,143 Expenses (743,049) (690,106)
Closing balance administered funds (1,700) 1,074
Refer note 1(c)
140 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 20 Output group schedule – revenue and expenses
Output Output Output Total Output Output Output Total Group 1 Group 2 Group 3 Group 1 Group 2 Group 3 1999–2000 1999–2000 1999–2000 1999–2000 1998–99 1998–99 1998–99 1998–99 $’000 $’000 $’000 $’000 $’000 $’000 $’000 $’000 Department’s controlled revenues and expenses* Revenues State Government revenues 3,958,261 769,827 20,936 4,749,024 3,963,734 122 23,124 3,986,980 Commonwealth Government revenues 19,316 – – 19,316 17,187 – – 17,187 Other 349,295 39,551 9,675 398,521 310,216 27,205 1,937 339,358 Total 4,326,872 809,378 30,611 5,166,861 4,291,137 27,327 25,061 4,343,525 % 83.75 15.66 0.59 100.00 98.79 0.63 0.58 100.00
Expenses Employee costs 2,613,985 96,772 17,726 2,728,483 2,458,473 15,645 15,335 2,489,453 Supplies and services 706,604 37,624 4,867 749,095 676,997 4,430 4,224 685,651 Depreciation and amortisation 167,291 5,933 1,133 174,357 213,672 1,174 24 214,870 Other 724,194 624,905 5,529 1,354,628 797,802 5,066 3,264 806,132 (including Capital Asset Charge) Total 4,212,074 765,234 29,255 5,006,563 4,146,944 26,315 22,847 4,196,106 % 84.13 15.29 0.58 100.00 98.83 0.63 0.54 100.00 Surplus/deficit 114,798 44,144 1,356 160,298 144,193 1,012 2,214 147,419
* For 1999–2000 the cost allocation process for the Department has been further refined resulting in the redistribution of costs between output groups.
Financial Statements 141 Note 20 continued
Output Output Output Total Output Output Output Total Group 1 Group 2 Group 3 Group 1 Group 2 Group 3 1999–2000 1999–2000 1999–2000 1999–2000 1998–99 1998–99 1998–99 1998–99 $’000 $’000 $’000 $’000 $’000 $’000 $’000 $’000 Administered revenues and expenses* Administered revenues Commonwealth on-passing to non-government schools 738,110 738,110 688,966 688,966 Prizes and scholarships 137 137 139 139 Proceeds from sale of assets – – 17,597 17,597 Other 352,116 352,116 314,916 314,916 Less amounts paid to Consolidated Fund** (350,091) (350,091) (331,475) (331,475) Total 740,272 – – 740,272 690,143 – – 690,143
Administered expenses Commonwealth on-passing to non-government schools 738,110 738,110 688,966 688,966 Prizes and scholarships 76 76 105 105 WDV of assets sold*** 2,998 2,998 – – Other 1,865 1,865 1,035 1,035 Total 743,049 – – 743,049 690,106 – – 690,106
Administered revenues less administered expenses (2,777) – – (2,777) 37 – – 37
* Administered revenues and expenses are not recognised in the Operating Statement but are reported for information purposes. ** This amount relates to Commonwealth and other monies received by the Department and paid to the Consolidated Fund. *** Revenue associated with the sale of these assets is recorded in the Financial Statements of the Department of Treasury and Finance.
142 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 21 Output group schedule – assets and liabilities
Output Output Output Total Output Output Output Total Group 1 Group 2 Group 3 Group 1 Group 2 Group 3 1999–2000 1999–2000 1999–2000 1999–2000 1998–99 1998–99 1998–99 1998–99 $’000 $’000 $’000 $’000 $’000 $’000 $’000 $’000 Department’s controlled assets and liabilities Assets Current 601,761 20,632 2,813 625,206 396,076 13,356 708 410,140 Non-current 5,312,754 46,477 319 5,359,550 5,052,269 3,510 345 5,056,124 Total 5,914,515 67,109 3,132 5,984,756 5,448,345 16,866 1,053 5,466,264
Liabilities Current 227,199 6,775 1,493 235,467 164,871 1,329 956 167,156 Non-current 567,973 3,156 3,753 574,882 611,323 2,502 3,567 617,392 Total 795,172 9,931 5,246 810,349 776,194 3,831 4,523 784,548
Administered assets and liabilities* Administered assets Cash and investments (1,750) (1,750) 1,931 1,931 Receivables 7 7 1,103 1,103 Total (1,743) – – (1,743) 3,034 – – 3,034
Administered liabilities Creditors 43 – – 43 1,960 – – 1,960
* Administered assets and liabilities are not recognised in the Statement of Financial Position but are reported for information purposes.
Financial Statements 143 22 Summary of compliance
(a) Summary of compliance with annual Parliamentary appropriations for the year ended 30 June 2000
Appropriation Act Financial Management Act 1994
Annual Payments from Section 29 Total Appropriations Variance Appropriation* advance to Parliamentary applied Treasurer authority
1999 1998 1999 1998 1999 1998 1999 1998 1999 1998 1999 1998 –2000 –99 –2000 –99 –2000 –99 –2000 –99 –2000 –99 –2000 –99 $’000 $’000 $’000 $’000 $’000 $’000 $’000 $’000 $’000 $’000 $’000 $’000
Provision of outputs 4,638,127 3,925,758 68,943 35,806 44,024 42,541 4,751,094 4,004,105 4,748,784 3,986,737 2,310 17,368
Additions to net assets 20,011 – – – 12,311 – 32,322 – 12,311 – 20,011 –
Payments made on behalf of the State – – – – – – – – – – – –
Other – – – – – – – – – – – –
Total 4,658,138 3,925,758 68,943 35,806 56,335 42,541 4,783,416 4,004,105 4,761,095 3,986,737 22,321 17,368
* Includes section 3 Appropriation Act funding.
(b) Summary of compliance with special appropriations for the year ended 30 June 2000
Authority Purpose Appropriations applied 1999–2000 1998–99 $’000 $’000 Controlled Section 34 of the Education Act 1958 Volunteer workers compensation 240 243
Administered Crown Proceedings Act 1958 Proceedings against the Crown 1,865 1,035
Total 2,105 1,278
144 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 23 Bad debts written-off
Bad debts written-off during the year were as follows:
1999–2000 1998–99 $’000 $’000
Salary overpayments 234 335 WorkCover debtors 32 – 266 335
24 Transactions with other Victorian Government-contolled entities
During the 1999–2000 financial year, transactions were undertaken with other Victorian Government- controlled entities. These transactions are summarised as follows:
1999–2000 1998–99 $’000 $’000 Intra Inter Intra Inter
Assets 15 6,789 1,907 184,583 Liabilities – – – – Revenues 1,144,493 4,184,830 651,180 3,964,717 Expenses 1,144,478 801,220 649,273 623,308
‘Intra’ transactions are between entities within the Education portfolio. ‘Inter’ transactions are with entities outside the portfolio controlled by the Victorian Government.
Financial Statements 145 25 Responsible person-related disclosure
In accordance with the Directions of the Minister for Finance under the Financial Management Act 1994, the following disclosures are made for the responsible Ministers and the Accountable Officers. Names Minister for Education The Hon. Phillip Gude, MP (1 July 1999 – 19 October 1999) The Hon. Mary Delahunty, MP (20 October 1999 – 30 June 2000) Minister for Post Compulsory Education, The Hon. Phil Honeywood, MP Training and Employment (1 July 1999 – 19 October 1999) The Hon. Lynne Kosky, MP (20 October 1999 – 30 June 2000) Minister for Youth Affairs The Hon. Justin Madden, MLC (20 October 1999 – 30 June 2000) Secretary Mr Peter Allen Ms Karen Cleave (29 December 1999 – 3 January 2000) Mr Don Tyrer (4–9 January 2000)
Remuneration Remuneration received or receivable by the Accountable Officer in conjunction with the management of the Department during the reporting period was in the range: $220,000 – $229,999 (1999–2000) $460,000 – $469,999 (1998–99) It should be noted that the amount for 1998–99 includes bonus and all other employee entitlements paid upon resignation. Remuneration levels relating to Ministers are reported separately in the Financial Statements of the Department of Premier and Cabinet. Amounts relating to Acting Accountable Officers are included in ‘Executive Officer remuneration’.
Executive Officer remuneration The numbers of Executive Officers, other than the Ministers and the Accountable Officer, whose total remuneration exceeded $100,000 during the reporting period are shown in the first two columns in the table on page 147 in the relevant income bands. The base remuneration of Executive Officers receiving more than $100,000 in total remuneration are shown in the third and fourth columns. Base remuneration is exclusive of bonus payments, long service leave payments, redundancy payments and retirement benefits.
146 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Total remuneration Base remuneration
Income range 1999–2000 1998–99 1999–2000 1998–99 $ No. No. No. No.
20,000 – 29,999 – – – 1 30,000 – 39,999 – – – – 40,000 – 49,999 – – – – 50,000 – 59,999 – – 2 2 60,000 – 69,999 – – 1 – 70,000 – 79,999 – – 3 – 80,000 – 89,999 – – – – 90,000 – 99,999 – – 3 18 100,000 – 109,999 5 13 14 7 110,000 – 119,999 16 5 12 14 120,000 – 129,999 5 7 11 8 130,000 – 139,999 12 9 6 9 140,000 – 149,999 5 8 2 1 150,000 – 159,999 4 4 1 2 160,000 – 169,999 4 2 1 1 170,000 – 179,999 3 3 – – 180,000 – 189,999 1 4 – – 190,000 – 199,999 – 1 – 1 200,000 – 209,999 – 1 – – 210,000 – 219,999 – 2 1 – 220,000 – 229,999 1 2 – – 230,000 – 239,999 – – – – 240,000 – 249,999 – – – – 250,000 – 259,999 – 1 – – 260,000 – 269,999 – – – – 270,000 – 279,999 1 – – – 280,000 – 379,999 – – – – 380,000 – 389,999 – 1 – – 390,000 – 399,999 – 1 – –
Total officers 57 64 57 64
Total remuneration ($’000) 7,860 9,714 6,567 7,205
Other transactions Other related-party transactions requiring disclosure under the Directions of the Minister for Finance have been considered and there are no matters to report.
26 Post balance date events
In the interval between the end of financial year and the date of this report there has not arisen any item, transaction or event of a material or unusual nature likely to affect significantly the operations of the Department in subsequent financial years.
Financial Statements 147 27 Output groups
The identity and purpose of each output group operated by the Department during the year ended 30 June 2000 are summarised below.
Output group 1 – school education The school education output group encompasses the policy development, regulation and management of the Victorian education system as well as the provision of government primary and secondary educational services. Also included is the provision of specialist services to students with disabilities and impairments, students from language backgrounds other than English, and students with other special needs such as the requirement for welfare services. A number of specific educational programs and initiatives aimed at either intervention or extension of educational experiences, and reporting and assessment services are also included.
The purposes of the school education output group are: • to ensure a literate and numerate Victorian community • to prepare for the knowledge society, particularly in science, mathematics and information technology • to ensure the education system meets the needs of the economy and produces socially and culturally aware Victorians • to provide the best-in-class education and training service delivery.
Output group 2 – tertiary education, employment and training The major outputs in the tertiary education and training output group relate to the purchase of tertiary education, training and employment delivery in priority industry areas, as provided through TAFE institutes and private providers. Adult, community and further education services and community education support provided through a range of community settings and the provision of English language services through AMES providers are also included in this output group.
The purposes of the tertiary education and training output group are: • to ensure that tertiary education and training services provided are of the highest quality • to create additional employment opportunities, particularly for young people and disadvantaged communities • to link training and further education to employment, especially in high-skill areas and areas of skill shortage.
Output group 3 – policy, strategy and information services The outputs within this group relate primarily to the provision of policy and strategy advice to the Ministers, as well as Ministerial and support services for the various statutory authorities and advisory bodies in the portfolio. Included also are services relating to public information, international education and young people. The purpose of this output group is to ensure that all Victorians will have access to high-quality education, employment and training services that are responsive to the needs of education, training and employment stakeholders and the general community.
148 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Financial Statements 149 150 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Appendices
Providing more detailed information about the education, employment and training portfolio.
Contents 1 Achievements against targets 152 2 Workforce statistics 164 3 Selected portfolio statistics 167 4 Senior officers as at June 2000 174 5 Freedom of Information 176 6 Consultancy report 178 7 Additional information available on request 179 8 Portfolio responsibilities 179 9 Index of compliance 182 A ppendix 1: Achievements against targets
To ensure accountability to government and the public, the As part of the Department’s commitment to continuous Department publishes tables of performance measures and improvement, performance measures and targets are revised targets in State Budget papers each year. These measures are each year. As a result, there were several new measures based on its key service delivery areas and provide a picture developed for 1999–2000 for which there were no historical of the Department’s anticipated performance for the coming comparisons. Where information is not available, or a year. These tables have been reproduced for 1999–2000 measure requires explanation, comments are provided. with achievements indicated in the areas specified.
Performance measure 1998–99 1999–2000 1999–2000 Comments 1 2 3 actual target actual (where applicable)
SCHOOL EDUCATION Primary education (P–6)
Quantity
Students (P–6) 303,752 306,596 306,216
Schools providing primary education 1293 1285 1285
Schools per 1000 square kilometres 5.7 5.7 5.6
Schools per one million population 278.2 274.0 273.3
Teacher–student ratio 1:18.2 1:17.2 1:17.2
Primary classes less than 31 students 93.1% 94% 95.4%
P–2 class sizes less than 29 students New measure4 95% 92.7%
Quality
Students achieving at or above expected levels in 90% 90% See comment Year 3 – 92.9% Years 3 and 5 in the LAP – Reading Year 5 – 94.9%
Students achieving at or above expected levels in 90% 90% See comment Year 3 – 95.4% Years 3 and 5 in the LAP – Number Year 5 – 95.4%
Parent satisfaction with primary schooling on a New measure 89% 83% Target and actual 100-point scale performance relate to 1998 calendar year.
Morale of primary school teachers on a 100-point scale New measure 72% 74% Target and actual performance relate to 1998 calendar year.
Secondary education (Years 7–10)
Quantity
Students (Years 7–10) 151,493 152,073 151,544.2
Schools providing Years 7–10 305 305 305
Schools per one million population (all secondary) 66.5 65.9 65.7
Schools per 1000 square kilometres (all secondary) 1.4 1.4 1.4
Teacher–student ratio (all secondary) 1:12.7 1:12.7 1:12.6
Years 7–10 English classes less than 26 students 77.2% 78.0% 78.2%
152 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Performance measure 1998–99 1999–2000 1999–2000 Comments actual target actual (where applicable)
Quality
Transition rate from Years 10–11 95.6% 96.3% 95.7%
Years 10–12 retention rate 73.7% 73.7% 73.5%
Parent satisfaction with secondary schooling on a New measure 82% 75% Target and actual 100-point scale (all secondary) performance relate to 1998 calendar year.
Morale of secondary school teachers on a New measure 64% 57% Target and actual 100-point scale (all secondary) performance relate to 1998 calendar year.
Secondary education (Years 11–12)
Quantity
Students (Years 11–12) 64,863 65,194 64,709.2
Schools providing Years 11–12 296 296 296
Average number of VCE studies provided per school 26.7 26.7 26.7
Quality
Average VCE study score New measure 28.7 28.8
School leavers progressing to further education, training 84.3% 84% 82.2% or work Apparent retention rate to Year 12 69.1% 69.1% 69.8%
Transition rate from Years 11–12 82.9% 83.4% 82.8%
Non-government school education
Quantity
Non-government school students 266,105 270,612 270,612
Non-government schools 679 684 684
Non-government teachers registered annually New measure 2000 2185 There were 2449 registrations where a teacher may have received registration at a number of different levels. An additional 25 teachers were granted permission to teach.
Teachers registered in accordance with published New measure 98% 98% timelines and procedures
Quality
Student enrolments collected and verified for all schools New measure 100% 100%
Recommendations of non-government schools regis- New measure 98% 100% tration reviews approved by Registered Schools Board
Timeliness
Schools additional year levels and new campuses New measure 100% 99% One school failed to meet registered in accordance with Board procedures by the minimum enrolment 31 March requirements and the registration of one school was delayed pending legal advice.
Appendices 153 Performance measure 1998–99 1999–2000 1999–2000 Comments actual target actual (where applicable)
Intensive early literacy and numeracy services
Quantity
Schools implementing the Early Years Literacy program New measure 1284 1283 One school chose not to (P–2) participate.
Parent education programs provided by schools New measure 4093 2690 The result is as at December 1999 – the target refers to a total financial year result.
Schools participating in Early Numeracy Research Project New measure 56 70 This figure includes 14 Catholic Education Office and Association of Independent Schools of Victoria schools not included in the original target.
Year 1 cohort accessing one-to-one intervention 12.5% 20% 18.8% The actual of 18.8% is for programs (e.g. Reading Recovery) Reading Recovery only. There is no data on other one-to-one intervention programs provided by schools. This data will be measured in the August 2000 census.
Quality
Students attaining text level 1 at the end of Prep New measure 80% 89.3% The target was a minimum in Reading satisfactory standard set based on research. Implementation of the Early Years Literacy program (with a comprehensive training strategy for teachers) produced better than anticipated results.
Students attaining text level 5 at the end of Year 1 in New measure 100% 96.5% Reading
Early Years coordinator satisfaction with Reading and New measure 70% 95% Target exceeded due to Writing components of Early Years Literacy program better than expected attitudes to program.
Early Years coordinator satisfaction with Early Years New measure 72% 93% Target exceeded due to Literacy program training and published materials better than expected attitudes to program.
New learning technologies, multimedia and open learning
Quantity
Schools with a minimum 64K link (as provided by VicOne) 100% 100% 100%
Computer–student ratio all schools 1:5.7 1:5 1:4.7 Target was for June 2000. Actual result was from February 2000 census.
154 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Performance measure 1998–99 1999–2000 1999–2000 Comments actual target actual (where applicable)
Quality
School-based staff with an EduMail email account New measure 100% 100%
Teachers and principals with a notebook computer New measure 41% 41%
Schools with video and audio conferencing capability New measure 100% 100%
Catalogued Internet sites in EduNet Education Cache New measure 20,000 18,000 Requests from schools for cataloguing of sites has been slower than anticipated. The figure of 18,000 was provided on 2 June 2000.
School-based staff with local call cost remote access to New measure 100% 0% This initiative was not educational resources funded in 1999–2000.
Teachers reporting skilled use of technology resources New measure 60% 67% 67% of teachers reported either intermediate or advanced skills.
VET in Schools
Quantity
Schools offering VET in Schools programs 375 375 405 Includes both government and non-government schools.
Accredited VET in Schools programs 23 27 27
Students participating in VET in Schools programs 12,800 14,000 15,494 Target was exceeded due to promotion of the successful outcomes of VET programs (university, TAFE and employment places) and strategic integration with the VCE.
New Apprenticeships programs 8 11 11
Students participating in New Apprenticeships programs 386 800 800
Quality
VET in Schools students progressing to further education, New measure 94% 94% training or work
VET in Schools students completing a qualification New measure 6000 5353 Initial target was an overestimate. Board of Studies results for completion of qualifications reflect an annual result for what is typically a two-year program.
VET in Schools VCE units successfully completed New measure 36,000 22,254 Initial target was an overestimate. Board of Studies results reflect one-year completions of what are typically two-year programs. Completion of units is a cumulative process.
Increase in school students undertaking part-time New measure 100% 100% New Apprenticeships
Appendices 155 Performance measure 1998–99 1999–2000 1999–2000 Comments actual target actual (where applicable)
Student support services Quantity
Additional schools (government and non-government) 730 770 760 developing ISDES
Government schools implementing ISDES 66.6% 100% 92%
Students accessing student support services New measure 115,000 Not yet A pilot to trial electronic available accountability and reporting measures to assess use of student support services was undertaken but was found to require modification and was not extended.
Quality
Parent/student satisfaction with quality of student support New measure 80% Not yet As above. services on a 100-point scale available School satisfaction with student support services on a New measure 80% Not yet As above. 100-point scale available
Timeliness
Initial requests for services delivered within set timelines New measure 98% Not yet As above. available
Services to students from language backgrounds other than English
Quantity
New arrival students receiving intensive or targeted 1825 1900 1739 The 8% under-achievement ESL support of the target actually represents a 1% reduction of coverage from 1998. Coverage was reduced largely because of settlement pattern changes (more thinly spread making provision more difficult) and a reduction in students referred by schools.
English language schools and centres New measure 12 12
Schools hosting intensive ESL services for new arrival New measure 20 21 students (outposting programs)
Students receiving additional ESL services in regular 39,363 40,379 40,379 schools
Quality
Eligible students in regular schools receiving additional 90.1% 91.1% 91.1% ESL services
156 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Performance measure 1998–99 1999–2000 1999–2000 Comments actual target actual (where applicable)
Services to students with other special learning needs
Quantity
Students receiving additional services for redressing 208,010 207,220 209,031 educational risk in regular schools
Students receiving additional services for redressing 39.9% 39.5% 40.2% An additional $10 million educational risk in regular schools allocated for the 2000 school year increased the percentage to 58.7.
KODE campuses 3 4 3 Target figure relates to first term 2000. A fourth site has since been identified at Swan Hill and is expected to open in Term 1, 2002.
Koorie Education workers 72 72 72
Services to students with disabilities and impairments
Quantity
Students with disabilities and impairments 5231 5415 5506 Actual students as at in special settings August 1999 School Census.
Students with disabilities and impairments 7039 7958 8262 Actual students as at in regular schools August 1999 School Census.
Specialist schools 80 80 80
Regular schools with students with disabilities 1335 1345 1382 and impairments
Quality
Parent satisfaction with special schooling New measure 86% 92% Target and actual on a 100-point scale performance relate to 1998 calendar year.
Morale of specialist school teachers on a 100-point scale New measure 76% 75% Target and actual performance relate to 1998 calendar year.
School education quality systems
Quantity
Students tested – LAP 107,400 108,000 115,187
Students tested – VSAM 2,001 40,000 18,733 Variation due to Board of Studies policy change to install the VSAM testing software on individual school servers. Servers were installed in 83 schools, resulting in fewer trial schools participating than originally planned.
Students tested – VCE 106,131 108,000 136,801 The published target of 108,000 is incorrect. The actual target based on historical records should have been 135,000.
Appendices 157 Performance measure 1998–99 1999–2000 1999–2000 Comments actual target actual (where applicable)
Schools submitting annual reports 1580 1636 1451 Figures are as at September 1999.
Schools completing triennial school reviews annually 602 495 446 Initially some schools indicated that they were not ready to undertake a review – 446 reviews were completed for 1999.
Financial audits completed 1667 1642 1642
Quality
Principal/school council president satisfaction New measure 91% 95% with the school review process
Timeliness
Availability of results – LAP 7–8 weeks 7 weeks 9 weeks Reporting took place within seven school weeks. The intervening school holiday period and enhanced reporting formats resulted in a total elapsed time of nine weeks.
Availability of results – VSAM Not available 7 weeks Not available The development of VSAM was placed on hold pending policy developments.
School annual reports submitted on time 42% 100% 32.7% Target is based on legislative requirement that reports be submitted by 31 March. As at 30 June 1999, 83% of schools had submitted reports.
Reviews completed against established timetable 96% 100% 100%
Audits completed against established timetable 100% 100% 100%
Education Maintenance Allowance (EMA)
Quantity
School students receiving EMA 212,040 210,000 209,509
Timeliness
EMA payments processed according to published 100% 100% 100% timelines
Student transport services
Quantity
School students supported by conveyance allowance 38,700 39,000 37,883
Timeliness
Payments made according to published schedule 100% 100% 100%
158 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Performance measure 1998–99 1999–2000 1999–2000 Comments actual target actual (where applicable)
TERTIARY EDUCATION AND TRAINING TAFE places
Quantity
Annual course enrolments New measure 600,000 617,473
Registered training organisations New measure 780 1080 The number of providers seeking registration to participate in the tender or provide training under user-choice arrangements for apprentices and trainees exceeded expectations.
Student contact hours of training and further 69.35 million 65.46 million 72.65 million education provided Quality
TAFE graduates in employment in the year New measure 70% 75% following graduation Persons aged 15–64 participating in TAFE programs 12.3% 12.5% 13.5% as a proportion of population Successful training completions as measured 80.3% 80% 76.2% Cost pressures have by module load completion rate compromised quality. This will be addressed through the allocation of an additional $177.4 million over the next four years.
Increase in apprenticeships/traineeships 34.4% 22% 45% The number of apprentices and trainees employed was higher than expected due primarily to the expansion of traineeships into new industry and occupational areas.
Training activity budget allocated by competitive 15.5% 23% 25.4% Increased apprenticeship arrangements and traineeship commencements led to an additional allocation of funds under user-choice agreements.
ACE places and community support
Quantity
Community providers eligible for funding New measure 470 510
AMES campuses New measure 18 18
Total annual module enrolments – ACE sector New measure 339,000 355,000
Annual module enrolments – ACE sector New measure 115,000 124,000 (government-funded)
Annual module enrolments – AMES New measure 24,000 92,485 The increase on 1999–2000 targets was due to the use of actual client course enrolments in previous years rather than module enrolments.
Appendices 159 Performance measure 1998–99 1999–2000 1999–2000 Comments actual target actual (where applicable)
Student contact hours of education and training activity 3.38 million 3.42 million 4.25 million Number of students provided through ACE providers via State funds seeking to participate in ACE programs exceeded expectations.
Student contact hours of education and training activity 3.05 million 2.84 million 2.80 million provided through AMES
Quality
Student satisfaction with ACE courses meeting their New measure 70% 70% overall needs
Persons aged 15 and over participating in ACE New measure 4% 4.8% as a percentage of the population
Successful completions as measured 80% 75% 77% by module load completion rate – ACE providers
Successful completions as measured 80% 82% 82% by module load completion rate – AMES
TAFE and ACE quality systems
Quantity
Private providers of training and further education New measure 760 985 The number of providers registered by the State Training Board seeking registration to participate in the tender or provide training under user-choice agreements for apprentices and trainees exceeded expectations.
Community providers of training and further education New measure 190 197 registered by the ACFE Board
Quality
Audits of contract compliance 166 250 370 Audit activity was increased to ensure the quality of training and further education services was maintained.
Higher education quality systems
Quantity
Australian higher education places provided 25.6% 25% 25.6% in Victorian universities
Accredited higher education courses approved 60 75 55 Numbers depend upon for delivery through private providers applications. It has not been government policy to market higher education for private providers.
Quality
Private providers meeting quality standards set by 100% 100% 100% legislation
Direct costs recovered through private provider New measure 100% 100% application fees
160 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Performance measure 1998–99 1999–2000 1999–2000 Comments actual target actual (where applicable)
Considerations for private provider applications New measure 80% 62.5% Some applicants have completed within six months been offered additional opportunities to provide information to the Higher Education Committee.
Employment services5
Quantity
Overseas Qualifications Services client service 4000 4200 4553 (by phone, in person or in writing)
StreetLIFE6 contracts administered Not available 36 34
StreetLIFE jobs created 856 500 Not available
CBE program contracts managed – metropolitan Not available 40 39
CBE program contracts managed – rural Not available 19 19
Youth Employment initiative7 – New measure 100 Not available host employers participating
Quality
Feedback from StreetLIFE clients on the resources Not available 80% 95% and support provided (survey)
StreetLIFE grants administered in accordance Not available 95% 95% with agreed standards and accountability
Community Business Employment program 85% 80% 85% retention rate – participants retained in employment for thirteen weeks
Timeliness
Overseas Qualifications Services enquiries responded 95% 95% 95% to within ten working days
Multicultural Employment Services enquiries responded New measure 95% 95% to within ten working days Establishment of management, performance monitoring New measure September September and administrative systems for promotional measures 1999 1999
POLICY, STRATEGY AND INFORMATION SERVICES Ministerial and executive services
Quantity
Correspondence prepared for Ministers’ and Executive 5950 9000 7900 The figure is below Group’s signature or responded to on behalf of Ministers predicted as the calling of the State election and the protracted caretaker period had a significant impact on the level of incoming Ministerial and executive correspondence.
Briefings prepared for Ministers’ and Executive New measure 5000 4200 As above. Group’s signature
Appendices 161 Performance measure 1998–99 1999–2000 1999–2000 Comments actual target actual (where applicable)
Statutory authorities supported by the Department New measure 3 7 Board of Studies, ACFE Board, State Training Board, Registered Schools Board, Standards Council of the Teaching Profession (Institute of Teaching), Merit Protection Boards, CAE.
Quality
Advice meets relevant quality standards New measure Yes Yes Actual refers to financial year.
Timeliness
Correspondence prepared for Ministers’ signature or 90% 95% 95% responded to on behalf of Ministers within predetermined timelines
Policy and strategy services
Quality
Advice meets relevant quality standards New measure Yes Yes Actual refers to financial year.
Services to Boards meets relevant quality standards New measure Yes Yes
International education services
Quantity
Overseas full fee-paying students studying at Victorian 757 1000 1068 government schools
Overseas students studying in Victoria as a percentage 26% 27% 27% of Australian number of overseas students Overseas students studying at Victorian universities 30,850 32,500 32,500
Overseas students recruited to study at Victorian New measure 600 636 government schools in the year Quality
Satisfaction of schools with recruitment program New measure 80% 100% on a 100-point scale
Direct costs recovered through student fees New measure 100% 100%
Public information and promotion services
Quantity
Media releases New measure 300 261 There was less activity than anticipated due to the extended caretaker period, followed by a bedding- down period for the new Government in which no media releases were issued.
Publications New measure 450 473
162 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Performance measure 1998–99 1999–2000 1999–2000 Comments actual target actual (where applicable)
Quality
Internal customer satisfaction with publications New measure 85% Not available Unable to undertake customer surveys as consultancy services were not extended in 1999.
Readership satisfaction with news publications New measure 70% Not available Unable to undertake customer surveys as consultancy services were not extended in 1999.
Customer satisfaction with quality of automated service New measure 70% 95% On average, Education Line receives one complaint regarding the automated telephone service per month. The service receives over 16,000 calls per annum. The actual complaints relate to automated telephone services in general.
1 Actuals relate to the 1998 calendar year, except where indicated. 2 Targets relate to the 1999 calendar year, except where indicated. 3 Actuals relate to the 1999 calendar year, except where indicated. 4 New measure – data for year not available. 5 Measures in this output refer to financial year. 6 StreetLIFE was transferred to the Department of State and Regional Development from 1 July 2000. 7 This program was discontinued in December 1999 and replaced with the new Youth Employment Schemes.
Appendices 163 A ppendix 2: Workforce statistics
Note: Some figures may not total exactly because of rounding of equivalent full-time figures to one decimal place.
Equivalent full-time staff in head office, regional locations, extension services and statutory bodies by substantive classification and sex on pay as at June
Males Females Total
Classification Level 1997 1998 1999 2000 1997 1998 1999 2000 1997 1998 1999 2000
Teaching staff 75.8 60.9 54.4 44.2 72.6 62.0 70.0 70.1 148.4 122.9 124.4 114.3
Executive Officer
EO1 2.0 2.0 2.0 1.0 – – – – 2.0 2.0 2.0 1.0
EO2 18.0 20.0 17.0 15.0 1.0 3.0 6.0 6.0 19.0 23.0 23.0 21.0
EO3 45.8 46.9 45.9 34.9 16.0 18.0 18.0 17.0 61.8 64.9 63.9 51.9*
Subtotal 65.8 68.9 64.9 50.9 17.0 21.0 24.0 23.0 82.8 89.9 88.9 73.9
Victorian Public Service
VPS1 37.0 13.0 12.8 10.8 55.3 34.3 29.4 29.2 92.3 47.3 42.2 40.0
VPS2 69.0 69.1 70.1 73.1 176.0 193.1 189.7 162.2 245.1 262.2 259.8 235.3
VPS3 178.0 190.6 186.8 167.6 187.1 196.4 240.2 201.2 365.1 387.0 427.0 368.8
VPS4 181.0 178.0 206.4 198.3 182.9 193.3 228.0 226.4 363.9 371.3 434.4 424.7
VPS5 98.6 95.6 95.0 94.0 40.6 44.6 57.6 56.6 139.2 140.2 152.6 150.6
Subtotal 563.6 546.3 571.1 543.8 641.9 661.7 744.8 675.6 1205.6 1208.0 1315.9 1219.4
Other 1.8 – – 2.0 7.0 9.1 9.2 11.6 8.7 9.1 9.2 13.6
Total 707.0 676.1 690.4 640.9 738.5 753.8 848.0 780.3 1445.5 1429.9 1538.4 1421.2
*Includes two EO3 staff whose contracts expired on 30 June 2000.
AMES equivalent full-time staff by substantive classification and sex on pay as at June
Males Females Total
Classification Level 1997 1998 1999 2000 1997 1998 1999 2000 1997 1998 1999 2000
Teaching staff AMES 22.7 18.3 16.6 16.8 136.3 103.9 97.5 93.3 159.0 122.2 114.1 110.1
Executive Officer EO3 1.0 1.0 1.0 1.0 2.0 2.0 2.0 2.0 3.0 3.0 3.0 3.0
Victorian Public Service
VPS1 9.0 3.6 3.6 3.6 40.8 25.6 28.5 31.3 49.8 29.2 32.1 34.9
VPS2 6.0 9.0 9.8 10.0 27.6 27.3 34.1 47.4 33.6 36.3 43.9 57.4
VPS3 9.0 8.0 15.2 33.1 20.3 23.8 25.2 69.9 29.3 31.8 40.4 103.0
VPS4 6.0 5.0 4.0 10.0 16.0 16.0 16.0 24.4 22.0 21.0 20.0 34.4
VPS5 2.0 4.0 4.0 3.0 2.0 2.0 2.0 3.0 4.0 6.0 6.0 6.0
Subtotal 32.0 29.6 36.6 59.7 106.7 94.7 105.8 176.0 138.7 124.3 142.4 235.7
Total 55.7 48.9 54.2 77.5 244.9 200.6 205.3 271.2 300.6 249.5 259.5 348.7
164 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Equivalent full-time staff by Office on pay as at June
Performance measure 1997 1998 1999 2000
Office of Schools 589.4 573.6 612.6 570.6
Office of Departmental Services* 337.4 352.2 447.2 416.2
Office of the Secretary 134.4 155.8 108.2 82.9
Office of Review 16.0 16.6 17.6 –
Office of Post Compulsory Education, Training and Employment** 173.5 163.3 172.4 195.7
Subtotal 1250.7 1261.5 1358.0 1265.4
Statutory authorities 125.2 124.9 132.6 122.7
Extension education 69.6 43.5 47.8 33.0
Subtotal 194.8 168.4 180.4 155.7
Total 1445.5 1429.9 1538.4 1421.1
* Formerly Office of Strategic Planning and Administrative Services ** Formerly Office of Training and Further Education Note: Changes to the Departmental structure following the 1999 State election were as follows: Employment Services, from the former Department of State Development, became part of the Office of Post Compulsory Education, Training and Employment; the Office for Youth was created as part of the Office of the Secretary; the Office of Review was divided between the Office of the Secretary and the Office of Schools; Corporate and Strategic Planning Division was moved to the Office of the Secretary.
Teaching equivalent full-time staff in schools by substantive classification and sex on pay as at June*
Males Females Total
Classification 1997 1998 1999 2000 1997 1998 1999 2000 1997 1998 1999 2000
Primary
Principal Class 1,204.3 1,177.0 1,144.0 1,094.0 657.5 680.2 711.6 750.0 1,861.8 1,857.2 1,855.6 1,844.0
Teaching staff 2,853.7 2,793.7 2,922.2 3,047.7 12,495.2 12,598.9 13,497.0 14,232.8 15,348.9 15,392.6 16,419.2 17,280.4
School Support 1.0 1.0 0.0 1.7 1.0 1.0 1.0 4.7 2.0 2.0 1.0 6.4 Teaching Service
Instructors 0.2 1.1 2.6 0.0 0.0 0.4 1.9 1.0 0.2 1.5 4.5 1.0
Subtotal 4,059.1 3,972.8 4,068.8 4,143.3 13,153.7 13,280.5 14,211.5 14,988.4 17,212.9 17,253.3 18,280.3 19,131.8
Secondary
Principal Class 606.7 593.0 584.0 578.0 247.0 259.0 269.0 283.9 853.7 852.0 853.0 861.9
Teaching staff 7,885.7 7,590.5 7,536.6 7,402.7 9,095.0 9,108.4 9,184.7 9,373.0 16,980.6 16,699.0 16,721.3 16,775.7
School Support 4.0 2.0 0.0 0.0 3.0 1.0 1.0 1.0 7.0 3.0 1.0 1.0 Teaching Service
Instructors 4.6 70.5 78.7 79.8 3.0 24.0 32.1 33.6 7.6 94.5 110.8 113.4
Subtotal 8,501.0 8,256.1 8,199.3 8,060.6 9,347.9 9,392.4 9,486.8 9,691.5 17,848.9 17,648.5 17,686.1 17,752.1
Total 12,560.1 12,228.9 12,268.1 12,203.9 22,501.6 22,672.9 23,698.3 24,680.0 35,061.8 34,901.8 35,966.4 36,883.8
*From 1998 teaching staff in specialist settings, previously counted only in primary figures, have been included in primary and secondary figures. The 1997 figures have been recalculated on this basis.
Appendices 165 Non-teaching equivalent full-time staff in schools by substantive classification and sex on pay as at June
Males Females Total
Classification Level 1997 1998 1999 2000 1997 1998 1999 2000 1997 1998 1999 2000
School Services SSO1 181.7 231.8 261.1 303.6 3484.5 3885.9 4282.8 4775.5 3666.2 4117.7 4543.9 5079.1 Officer
SSO2 44.3 67.8 82.2 84.1 957.6 975.9 1030.9 1055.0 1001.9 1043.7 1113.1 1139.2
SSO3 15.8 24.3 51.5 72.0 433.4 447.1 496.0 562.7 449.2 471.4 547.5 634.7
SSO4 12.6 22.6 28.2 24.8 237.6 283.9 317.4 369.9 250.2 306.5 345.6 394.7
SSO5 11.0 14.5 15.4 14.9 113.3 130.4 142.6 171.4 124.3 144.9 158.0 186.3
SSO6 17.0 14.0 19.0 24.0 43.0 48.9 54.8 69.1 60.0 62.9 73.8 93.1
SSO7 4.0 4.0 6.0 11.0 21.0 25.0 32.0 37.0 25.0 29.0 38.0 48.0
Subtotal 286.4 379.0 463.4 534.4 5290.4 5797.1 6356.5 7040.5 5576.8 6176.1 6819.9 7575.0
Victorian Public VPS1 1.0 1.0 2.3 1.0 10.4 5.0 7.0 5.0 11.4 6.0 9.3 6.0 Service
VPS2 7.0 6.5 5.5 1.0 27.6 28.7 20.0 13.0 34.6 35.2 25.5 14.0
VPS3 24.4 24.0 28.2 25.5 116.9 119.8 141.4 142.9 141.3 143.8 169.6 168.4
VPS4 60.4 64.9 64.9 62.5 114.5 111.6 166.5 173.5 174.9 176.5 231.4 236.0
VPS5 1.0 – – – – – 1.0 – 1.0 – 1.0 –
Subtotal 93.8 96.4 100.9 90.0 269.4 265.1 335.9 334.3 363.2 361.5 436.8 424.3
Other 9.2 4.5 1.5 0.5 72.6 34.4 8.9 6.7 81.8 38.9 10.4 7.2
Total 389.4 479.9 565.8 624.9 5632.4 6096.5 6701.2 7381.5 6021.8 6576.4 7267.0 8006.5
166 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 A ppendix 3: Selected portfolio statistics
School education
Government schools by school type, Victoria
School type 1994 1995 1996 1997 1998 1999 2000
Primary 1339 1312 1301 1270 1253 1243 1239
Primary–Secondary 23 29 35 37 40 42 43
Secondary 295 289 281 272 269 267 266
Special 85 84 83 82 81 80 79
Language 3 3 3 3 3 3 4
Total 1745 1717 1703 1664 1646 1635 1631
Source: Department of Education, Employment and Training, February school census
Equivalent full-time students by school type, Victoria
School type 1994 1995 1996 1997 1998 1999 2000
Primary 298,272.8 294,713.5 296,132.1 296,480.3 298,046.7 300,296.2 303,417.1
Primary–Secondary 6,010.1 10,304.8 14,210.3 16,273.6 18,418.6 19,192.0 19,332.0
Secondary 218,407.0 208,915.8 205,755.6 204,862.0 203,642.4 203,097.2 202,712.1
Special 4,553.4 4,834.8 5,288.2 5,348.2 5,145.8 5,413.6 5,671.7
Language 909.0 1,036.0 1,138.2 979.8 745.0 1,073.0 802.0
Total 528,152.3 519,804.9 522,524.4 523,943.9 525,998.5 529,072.0 531,934.9
Source: Department of Education, Employment and Training, February school census
Appendices 167 Years 7–12 government school apparent retention rates by region (per cent), Victoria*
Region 1996 1997 1998 1999
Western Metropolitan 72.6 73.6 72.4 73.7
Northern Metropolitan 69.7 70.6 72.1 70.9
Eastern Metropolitan 79.5 79.3 78.6 79.5
Southern Metropolitan 76.0 77.1 77.2 78.5
Barwon South Western 62.7 63.1 62.8 64.5
Central Highlands Wimmera 64.9 59.7 63.6 63.7
Loddon Campaspe Mallee 64.6 64.6 61.7 62.2
Goulburn North Eastern 62.2 64.1 60.8 60.4
Gippsland 57.2 60.0 56.8 59.0
Metropolitan regions 75.0 75.7 75.5 76.2
Non-metropolitan regions 62.3 62.6 61.1 62.0
*In order to ensure national comparability, the Department is now reporting on August apparent retention rates, as opposed to February, as published in the Department of Education Annual Report 1998–99.
Source: Department of Education, Employment and Training, August school census. (Apparent retention rate refers to the Year 12 effective full-time enrolment expressed as a proportion of the Year 7 effective full-time enrolment five years earlier.)
Class sizes in government schools, Victoria
Performance measure 1994 1995 1996 1997 1998 1999 2000
Primary classes
Average class size – all classes 25.7 26.0 26.0 26.0 25.9 25.4 24.6
Percentage of all classes over 30 7.3 7.7 8.2 7.2 6.9 4.6 2.5
Average class size – Prep 23.5 23.9 24.1 23.9 23.7 23.2 21.9
Average class size – P–2 – – 25.0 25.1 24.9 24.3 23.3
Percentage of P–2 classes 21 or less – – 14.9 13.9 14.9 17.4 25.7
Secondary English classes
Average class size – all classes 22.3 22.3 22.2 22.7 22.7 22.7 22.6
Average class size – Year 12 20.6 20.6 20.6 21.1 20.9 21.0 21.0
Source: Department of Education, Employment and Training, February school census
168 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Equivalent full-time students in government schools by year level and selected groups, Victoria, August 1999
Year level Total Female Male Koorie LBOTE* Metropolitan Non-metropolitan
Preparatory 45,784.0 21,914.6 23,869.4 511.0 10,242.0 30,948.7 14,835.3
Year 1 45,430.0 22,077.7 23,352.3 498.0 9,869.0 30,554.1 14,875.9
Year 2 44,222.9 21,223.7 22,999.2 525.0 9,730.0 29,491.5 14,731.4
Year 3 44,763.1 21,596.1 23,167.0 506.4 9,954.0 29,812.0 14,951.1
Year 4 42,192.0 20,423.6 21,768.4 466.0 9,408.0 27,697.4 14,494.6
Year 5 43,182.7 20,928.6 22,254.1 466.6 10,082.0 28,360.0 14,822.7
Year 6 41,981.1 20,432.8 21,548.3 401.4 10,236.0 27,714.8 14,266.3
Ungraded 27.0 8.5 18.5 2.0 – 6.1 20.9
Primary total 307,582.8 148,605.6 158,977.2 3,376.4 69,521.0 204,584.6 102,998.2
Year 7 37,963.5 18,048.9 19,914.6 381.6 9,251.0 24,537.7 13,425.8
Year 8 38,169.0 18,333.3 19,835.7 379.2 9,751.0 24,586.8 13,582.2
Year 9 38,301.8 18,707.7 19,594.1 340.8 10,438.0 24,801.4 13,500.4
Year 10 36,668.1 18,154.6 18,513.5 276.3 10,725.0 24,002.3 12,665.8
Year 11 33,418.0 17,290.2 16,127.8 180.2 10,633.0 22,261.8 11,156.2
Year 12 27,431.9 15,144.8 12,287.1 97.6 9,248.0 18,733.5 8,698.4
Ungraded 105.5 23.9 81.6 9.2 – 98.7 6.8
Secondary total 212,057.8 105,703.4 106,354.4 1,664.9 60,046.0 139,022.2 73,035.6
Special 5,506.3 1,921.6 3,584.7 70.9 1,569.0 4,270.0 1,236.3
Language 1,049.8 473.0 576.8 – 1,050.0 1,049.8 –
Total 526,196.7 256,703.6 269,493.1 5,112.2 132,186.0 348,926.6 177,270.1
*Language background other than English
Teacher–student ratios in government schools, Victoria, August
1994 1995 1996 1997 1998 1999
Primary 1:18.3 1:18.4 1:18.2 1:17.9 1:18.2 1:17.2
Secondary 1:12.0 1:12.0 1:12.3 1:12.4 1:12.7 1:12.6
Total 1:15.0 1:15.1 1:15.2 1:15.2 1:15.4 1:14.9
Source: ABS Schools, Australia 1994–99
Appendices 169 Post compulsory education, training and employment
Student contact hours of training and further education by AQF levels, Victoria 1994 1995 1996 1997 1998 1999
Levels 1–2 11,773,246 12,255,577 20,089,299 25,570,754 26,749,070 27,131,302
Levels 3–4 36,742,356 39,914,904 37,074,281 36,799,744 34,336,365 35,914,164
Levels 5–6 20,764,422 21,472,943 21,881,240 24,532,128 25,565,366 24,531,387
Not applicable – – – 16,687 19,200 742,879
Module only – – – 300 9,912 3,429,734
Student contact hours of training and further education Participation in training and further education of by industry group, Victoria 15–64-year-olds by region, Victoria, 1999
Industry group 1998 1999 Region Participation rates (per cent) Adult, Community and Further Education 14,357,941 12,045,512 Inner Melbourne 11.0 Automotive 2,886,056 2,813,689 Western Melbourne 11.9 Building and Construction 4,850,755 5,089,395 Northern Melbourne 12.0 Business Services 17,044,759 17,396,325 Eastern Melbourne 10.3 Community Services and Health 7,772,799 8,112,010 Southern Melbourne 11.0 Cultural and Recreation 6,589,757 6,681,596 Total metropolitan 11.1 Electrotechnology and Communications 8,310,035 8,193,892 Barwon Western District 16.0 General Manufacturing 5,502,269 5,770,679 Central Highlands Wimmera 17.3 Metals/Engineering 4,628,009 4,092,394 Mallee Loddon 19.1 Primary and Forest 3,922,718 4,222,020 Goulburn Ovens Murray 20.0 Public Administration and Safety 193,463 480,216 Gippsland East Gippsland 21.5 Tourism and Hospitality 6,977,654 7,238,420 Non-metropolitan Victoria 18.6 Transport and Storage 1,180,318 1,616,151
Wholesale, Retail and Personal Services 2,279,118 3,297,017
Module only – 3,429,734
Non-industry specific 184,262 1,270,416
Total 86,679,913 91,749,466
170 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Government-funded adult, community and further education provision for ACE organisations, Victoria, 1999
Region Adult Literacy and ESL VCE General Vocational Total % % Basic Education Preparatory education provision
E SCH E SCH E SCH E SCH E SCH E SCH E SCH
Barwon South Western 3,102 113,241 403 20,569 149 15,915 5,350 119,815 13,262 236,675 22,266 506,215 12 8
Central Highlands Wimmera 1,441 60,001 1 100 19 3,420 5,220 83,750 5,805 169,344 12,486 316,615 7 5
Central Western Metropolitan 2,656 184,190 4,224 325,626 73 8,028 3,113 150,701 3,767 109,143 13,833 777,688 7 12
Eastern Metropolitan 2,145 137,454 2,120 113,826 203 24,840 4,459 110,004 11,357 298,019 20,284 684,143 11 10
Gippsland 4,061 158,341 127 6,119 – – 7,014 120,355 8,127 149,890 19,329 434,705 10 7
Goulburn Ovens Murray 3,210 177,496 399 29,361 60 4,970 5,735 118,436 11,009 233,177 20,413 563,440 11 9
Loddon Campaspe Mallee 4,179 220,626 55 3,470 81 9,544 3,651 95,794 12,678 253,351 20,644 582,785 11 9
Northern Metropolitan 2,064 135,343 1,748 146,962 137 11,572 4,062 113,145 5,680 222,689 13,691 629,711 7 10
Southern Western Port 2,175 203,856 1,551 225,089 49 3,702 4,873 130,353 13,423 356,165 22,071 919,165 12 14
Subtotal 25,033 1,390,548 10,628 871,122 771 81,991 43,477 1,042,353 85,108 2,028,453 165,017 5,414,467 88 83
CAE 1,504 110,283 1,963 193,113 1,493 207,000 1,923 100,549 4,048 165,556 10,931 776,501 6 12
AMES 51 8,000 5,668 179,808 – – 478 58,434 4,702 108,364 10,899 354,606 6 5
Total 26,588 1,508,831 18,259 1,244,043 2,264 288,991 45,878 1,201,336 93,858 2,302,373 186,847 6,545,574 100 100
E: Enrolments, SCH: Student contact hours Note: Government-funded provision is for State and Commonwealth recurrent and Australian National Training Authority adult literacy funds allocated by the ACFE Board.
Appendices 171 Total reported adult, community and further education provision for ACE organisations and AMES, Victoria
Region Enrolments Student contact hours
1996 1997 1998 1999 1996 1997 1998 1999
Barwon South Western 21,017 21,866 27,154 36,751 634,612 626,101 756,290 745,923
Central Highlands Wimmera 22,955 23,293 24,261 24,561 453,040 468,040 465,502 529,565
Central Western Metropolitan 28,390 23,900 24,682 24,529 1,117,986 1,187,422 1,076,652 1,010,256
Eastern Metropolitan 34,918 36,536 40,422 47,530 1,067,997 1,177,389 994,975 1,484,638
Gippsland 27,840 33,446 27,463 27,312 721,756 631,311 515,882 545,618
Goulburn Ovens Murray 32,535 31,174 35,543 35,243 829,211 764,730 736,557 839,802
Loddon Campaspe Mallee 23,725 22,995 28,545 34,638 609,508 645,851 696,871 828,949
Northern Metropolitan 16,711 16,934 16,838 22,469 681,460 659,815 614,401 793,426
Southern Western Port 34,408 30,472 27,403 38,497 1,258,014 1,415,528 1,205,322 1,344,174
CAE 62,049 68,332 64,684 64,035 1,768,135 1,828,170 1,908,419 1,896,027
AMES 39,321 37,741 31,620 92,480 4,538,778 4,138,219 3,128,022 2,802,034
Total 343,869 346,689 348,615 448,045 13,680,497 13,542,576 12,098,893 12,820,412
Note: Reported adult, community and further education provision is for all funding sources, including fee-for-service activity.
Higher education enrolments, Victoria
1993 1994 1995 1996 1997 1998 1999
Enrolments
Postgraduate 35,052 35,031 37,276 39,384 39,595 39,038 40,050
Undergraduate 128,327 130,178 131,816 137,133 141,114 145,098 145,842
Other 1,600 1,622 1,415 1,327 1,189 1,132 1,097
Total 164,979 166,831 170,507 177,844 181,898 185,268 186,989
Load (EFTSU)
Postgraduate 20,772 20,162 21,732 22,858 23,176 22,864 23,433
Undergraduate 107,655 108,246 109,315 115,221 119,473 123,713 123,937
Other 881 1,037 1,048 906 840 461 827
Total 129,308 129,445 132,095 138,985 143,489 147,038 148,197
Notes: Figures as at 31 March each year. EFTSU: Equivalent full-time student unit.
Source: Data files provided to the Department by universities
172 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Student enrolments by higher education institution, Victoria
Institution 1997 1998 1999
Australian Catholic University 2,943 3,184 3,201
Deakin University 27,140 27,586 25,659
La Trobe University 21,335 20,954 20,873
Monash University 39,648 39,742 40,625
Royal Melbourne Institute of Technology 27,591 28,719 29,963
Swinburne University of Technology 10,833 11,014 11,741
University of Ballarat 4,491 4,359 4,573
University of Melbourne 32,605 32,543 33,099
Victoria University of Technology 15,312 17,167 17,255
Total 181,898 185,268 186,989
Note: Total includes enrolments for non-award/enabling courses.
Youth Population aged 15–24 by sex, Victoria, 30 June
Age Sex 1996 1997 1998 1999
15–19 Male 161,400 162,543 164,007 165,087
Female 153,115 154,677 156,451 158,295
Total 314,515 317,220 320,458 323,382
20–24 Male 175,619 173,059 174,247 175,524
Female 172,247 168,887 167,980 168,210
Total 347,866 341,946 342,227 343,734
Source: ABS Catalogue 3235.2
Population aged 15–24 by statistical division, Victoria, 30 June
Statistical division 1997 1998 1999
Melbourne 492,235 494,786 498,178
Barwon 33,971 34,164 34,728
Western District 12,843 12,606 12,502
Central Highlands 19,643 19,821 19,967
Wimmera 5,689 5,645 5,642
Mallee 10,468 10,513 10,525
Loddon 21,315 21,710 22,016
Goulburn 22,366 22,582 22,700
Ovens Murray 11,739 11,773 11,828
East Gippsland 9,315 9,486 9,451
Gippsland 19,582 19,599 19,579
Total 659,166 662,685 667,116
Source: ABS Catalogue 3235.2
Appendices 173 A ppendix 4: Senior officers as at June 2000
Office of the Secretary Facilities
Peter Allen, Secretary Ben Ciullo, General Manager, Facilities Ian Allen, Director, Higher Education Russell Collier, Assistant General Manager, Facilities Operations Ian Hind, General Manager, Corporate and Strategic Planning Dale Sullivan, Acting Assistant General Manager, Asset Management Colin Twisse, General Manager, Audit and Review Michael Kane, General Manager, Corporate Relations Howard Kelly, Project Director, Special Projects International Education John Livi, Principal Legal Officer, Legal Services Heather Allen, General Manager, International Education Lindsay Richardson, Assistant General Manager, Executive Services Office of Schools Pam Keating, Assistant General Manager, Statistical Information Michael White, Director and Analysis John McCarthy, Assistant General Manager, Corporate Planning School and Regional Operations Office of Departmental Steve Marshall, Acting General Manager, School and Regional Operations Services Peter Hayes, Acting Assistant General Manager, School Staffing Karen Cleave, Director and Operations
Financial Services Accountability and Development Bill Griffiths, General Manager, Accountability and Development RoseAnne MacLeod, Chief Finance Officer, Financial Services Christopher Wardlaw, Assistant General Manager, School Phyllis Kailis, Deputy Chief Finance Officer, Financial Services Development John Cott, Assistant General Manager, Financial Systems Michael Conn, Assistant General Manager, School Performance and Planning Human Resources Robert Fearnside, Assistant General Manager, School Review Graham Marshall, General Manager, Human Resources Nino Napoli, Acting Assistant General Manager, Financial Margery Evans, Assistant General Manager, Workforce Analysis and Planning Development Tony Bugden, Assistant General Manager, Employee Relations School Programs and Student Welfare Rex Hardman, Manager, Industrial Relations Don Tyrer, General Manager, School Programs and Lawrie Bradly, General Manager, Human Resource Management Student Welfare System (contract ceased 30 June 2000) Graeme Schaeche, Assistant General Manager, Student Welfare Vaughan Duggan, Assistant General Manager, Human Resource Ross Kimber, Assistant General Manager, Curriculum Initiatives Management System (contract ceased 30 June 2000) Glenda Strong, Assistant General Manager, Early and Middle Years of Schooling Information Technology Dina Guest, Assistant General Manager, LOTE, ESL and Paul Doherty, General Manager, Information Technology Multicultural Education Tony Ralston, Acting Assistant General Manager, Infrastructure and Technical Support Bruce Rigby, Acting Assistant General Manager, Business Systems and Support Services
174 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 School Regions Resources Western Metropolitan Darrell Cain, General Manager, Resources Robin Austen, Assistant General Manager, Industry Programs Greg Gibbs, Acting Regional Director Dermot Lambe, Assistant General Manager, Resource Bruce Kiloh, Acting Assistant Regional Director Management Northern Metropolitan Jan Trewhella, Project Director Victoria Triggs, Acting Regional Director Quality Assurance Eastern Metropolitan Patricia Neden, General Manager, Quality Assurance Bob Neal, Acting Regional Director Lyn Glover, Assistant General Manager, Recognition and Compliance Heather Gardner, Assistant Regional Director
Southern Metropolitan Policy and Planning Jan Lake, Regional Director John Sullivan, General Manager, Policy and Planning Felicity Beaumont, Assistant Regional Director Rodney Spark, Assistant General Manager, Learning Technologies Barwon South Western George McLean, Assistant General Manager, Research and Trevor Fletcher, Regional Director Information John Evans, Assistant Regional Director Program Development Central Highlands Wimmera Sue Christophers, General Manager, Program Development Malcolm Millar, Regional Director Bernard Davern, Assistant Regional Director Adult, Community and Further Education Jenny Samms, General Manager, Adult, Community and Further Loddon Campaspe Mallee Education Vin Virtue, Acting Regional Director Adult Multicultural Education Goulburn North-East Services Adele Pottenger, Acting Regional Director Moira Schulze, Director Gippsland Bill Marks, Assistant Director, Corporate Services Sue Tait, Regional Director Susan Chou Allender, Assistant Director, Corporate and Business Peter Greenwell, Assistant Regional Director Development Office of Post Compulsory Board of Studies Education, Training and Christine Kotur, Acting Chief Executive Officer Employment Brian Foster, General Manager, VCE John Firth, Assistant General Manager, Curriculum Meredith Sussex, Director Elaine Wenn, Assistant General Manager, Assessment Employment Institute of Teaching Arden Joseph, General Manager, Employment Andrew Ius, Project Director Merit Protection Boards
Ian Adams, Senior Chairperson
Appendices 175 A ppendix 5: Freedom of Information
In 1999–2000, 260 requests for documents were received. Categories of documents Full access was granted for eighty-nine requests and partial access for a further eighty-four. Access was denied The range of documents maintained by the agencies and the for eight requests and documents could not be located or decentralised nature of records management mean that did not exist for thirty requests. Seven requests were a single, consolidated listing of detailed categories is withdrawn. At the end of the reporting period there were impractical. All agencies maintain collections of policy files, forty-two requests for which no decision had been made. transaction files and records and, where necessary, personnel records. A variety of indexes and other search The major exemption categories in the Freedom of aids are used by agencies, although, in general, files and Information Act 1982 used in decision making were: records are retrieved through subject descriptors or personal • section 33 (avoidance of infringement of the privacy of name. The following are the general categories of the personal affairs of others) documents maintained by agencies. • section 30 (opinions, advice and recommendations that are against the public interest to release) Correspondence, administrative and • section 34 (documents relating to business or trade policy documents secrets) Maintenance of records is decentralised, with each agency • section 35 (communications in confidence) responsible for its own records. Regional offices, schools, • section 32 (legal professional privilege). TAFE institutes and Industry Training Boards maintain their Twenty-one applicants sought an internal review and in own record-keeping systems, which are largely independent all cases the original decision was upheld fully. of the systems used by the central administration. There were five appeals to the Victorian Civil and Administrative Tribunal for review of decisions made under Personnel documents the Act. Three appeals were withdrawn or settled prior to a Agencies maintain record-keeping systems for their final hearing. Two appeals are yet to be heard by the employees including, where appropriate, records for Tribunal. members of the Teaching Service and the Victorian Public Service. Publication requirements The information required to be published pursuant to Accounting records section 7 of the Freedom of Information Act 1982 is either Accounting records are maintained on a computerised contained below or is found in other parts of this report. This accounting system. The records deal with general ledger information relates to the following agencies: entries, accounts payable, payroll and other accounting • Board of Studies functions. Some paper records are also kept. • Department of Education, Employment and Training • Industry Training Boards (declared under section 38 of Freedom of Information the Vocational Education and Training Act 1990) arrangements • Merit Protection Boards • Registered Schools Board Access to records • Standards Council of the Teaching Profession (to All requests for access to records held by agencies are dealt 31 December 1999). with by the authorised officer of the appropriate agency (see Queries about the availability of and charges for other table at the end of this appendix). Applicants seeking access material prepared under Part II of the Act should be directed to documents held by agencies should specify the topic of to the relevant authorised officer (see table at the end of this interest rather than the file series in which the applicant appendix). considers the document might exist. Assistance in specifying the topic is available from the authorised officer.
176 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Forms of request for access how and why the person making the request believes the information to be incorrect, incomplete, misleading or out Applicants are required by the Act to submit applications of date and specify the amendments they wish to make. requesting access to documents in writing. No form of application is specified. A letter clearly describing the document(s) sought is sufficient. The letter should specify Charges that the application is a request made under the Freedom of An application fee of $20 is required unless evidence of Information Act 1982 and should not form part of a letter on hardship is provided. Applicants are advised that other another subject. The applicant should provide the following charges may be made in accordance with the Freedom of information: Information (Access Charges) Regulations 1993. • name • address Appeals • telephone number (business hours) Applicants may appeal against a decision made in response • details of document(s) requested to requests for access to documents and amendment of • the form of access required – copies of documents, records or against the cost levied for allowing access to inspection of file or other (specify). documents. Information about the appropriate avenue of appeal will be conveyed to the applicant in the letter Correction of personal information advising of the initial decision. Applicants are advised to consult Part VI of the Act for further information about A request for correction or amendment of personal appeal rights. information contained in a document held by the agency must be made in writing. It should specify particulars of Freedom of Information: authorised officers
Agency Authorised officer Postal address Telephone
Department of Education, Employment and Training Neil Morrow GPO Box 4367 (03) 9637 2670 Melbourne 3001
Board of Studies Janice Sapsford 15 Pelham Street (03) 9651 4300 Carlton 3053
Merit Protection Boards Bev Trease Level 7 (03) 9412 5180 232 Victoria Parade East Melbourne 3002
Registered Schools Board Neil Morrow GPO Box 4367 (03) 9637 2670 Melbourne 3001
Appendices 177 A ppendix 6: Consultancy report
Consultancies in excess of $100,000
Consultant Particulars Total fees incurred Future in 1999–2000 commitments ($) ($)
Faculty of Education, Deakin University Conduct a research project to provide the basis for 1,101,751 628,180 advice to schools and sectors about effective science teaching in classrooms in P–10
Consultancies less than $100,000
Entity Number engaged Total cost in 1999–2000 ($)
Department of Education, Employment and Training 44 746,928
Department of Education, Employment and Training* 2 41,788
Board of Studies 1 6,400
Victorian Institute of Teaching 3 48,825
State Training Board 1 82,923
ACFE Board 4 162,649
AMES 1 9,600
*Commonwealth-funded consultancies
Note: The expenditure detailed for consultancies applies to payments made during the 1999–2000 financial year. Under the Financial Management Act 1994 (9.1.3) the following delineation is made. Consultants: • provide expert analysis and advice which facilitates decision making • perform a specific, one-off task or set of tasks • perform a task involving skills or perspectives that would not normally be expected to reside within the agency. Contractors: • provide goods, works or services which implement a decision • perform all or part of a new or existing ongoing function to assist an agency carry out its defined activities and operational function • perform a function involving skills or perspectives that would normally be expected to reside within the agency but at the time are under-resourced or have been outsourced.
178 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 A ppendix 7: Additional A ppendix 8: Portfolio information available responsibilities on request
Consistent with the requirements of the Financial The mission of the Department is to ensure that all Management Act 1994, the Department has prepared Victorians have the knowledge and skills to participate as materials on the following topics, which are available on responsible, informed and productive citizens in our request. society. Its functions cover the portfolios of the Minister for • declarations of pecuniary interests by all relevant officers Education, the Minister for Post Compulsory Education, Training and Employment and the Minister for Youth Affairs. • shares held by senior officers as nominees or held beneficially in a statutory authority or subsidiary Under the portfolio of the Minister for Education, the Department provides and ensures access to high-quality • publications produced by the Department primary and secondary education for all Victorian children, • changes in prices, fees, charges, rates and levies charged including support for non-government schools. Schooling in by the Department Victoria is further supported by the Board of Studies (which • major external reviews carried out on the Department sets curriculum and assessment), the Registered Schools • major research and development activities undertaken Board (which registers teachers and schools in the non- by the Department government sector) and the Merit Protection Boards (which • overseas visits undertaken hear reviews and appeals relating to teaching service appointments and promotions). The Standards Council of • major promotional, public relations and marketing the Teaching Profession ceased operation on 31 December activities 1999. Its responsibilities were transferred to the Ministerial • assessments and measures undertaken to improve the Advisory Committee for the Victorian Institute of Teaching. occupational health and safety of employees Under the portfolio of the Minister for Post Compulsory • general statement on industrial relations within the Education, Training and Employment, the Department is Department and details of time lost through industrial responsible for vocational education and training, adult accidents and disputes community and further education, employment policy and • major committees sponsored by the Department. programs and higher education. The State Training Board Enquiries regarding this information should be directed and the ACFE Board advise the Minister on matters relating to: to training and adult, community and further education. Secretary The Minister for Youth Affairs is responsible for policy Department of Education, Employment and Training development and coordination across the Government on GPO Box 4367 issues related to young people. Melbourne Victoria 3001 Ministerial responsibilities for each of the Department’s key service delivery areas are outlined in the following table.
Appendices 179 Service delivery area Ministerial responsibility
School education
Primary education (P–6) Minister for Education
Secondary education (Years 7–10) Minister for Education
Secondary education (Years 11–12) Minister for Education
Non-government school education Minister for Education
Early literacy and numeracy services Minister for Education
New learning technologies, multimedia and open learning Minister for Education
VET in Schools Minister for Education
Student welfare and support services Minister for Education
Services to students from language backgrounds other than English Minister for Education
Services to students with other special learning needs Minister for Education
Services to students with disabilities and impairments Minister for Education
School education quality systems Minister for Education
Educational Maintenance Allowance Minister for Education
Student transport services Minister for Education
Tertiary education, employment and training
Training and further education places Minister for Post Compulsory Education, Training and Employment
Adult and community education places and community support Minister for Post Compulsory Education, Training and Employment
TAFE and ACE quality systems Minister for Post Compulsory Education, Training and Employment
Employment services Minister for Post Compulsory Education, Training and Employment
Higher education quality systems Minister for Post Compulsory Education, Training and Employment
Youth affairs
Youth affairs Minister for Youth Affairs
Policy, strategy and information services
Policy, strategy and executive services Minister for Education
Minister for Post Compulsory Education, Training and Employment
Minister for Youth Affairs
International education services Minister for Education
Minister for Post Compulsory Education, Training and Employment
Public information and promotion services Minister for Education
Minister for Post Compulsory Education, Training and Employment
Minister for Youth Affairs
180 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 The acts administered by each Minister are as follows. Melbourne University Act 1958 Melbourne University (Hawthorn) Act 1991 Minister for Education Melbourne University (VCAH) Act 1992 Baxter Technical School Land Act 1982 Monash University Act 1958 Board of Studies Act 1993 Monash University (Chisholm and Gippsland) Act 1990 Community Services Act 1970 – Division 8A of Part III; Monash University (Pharmacy College) Act 1992 and section 203 where it relates to the administration of Prahran Mechanics’ Institute Act 1899 the above provisions (The remaining provisions are Royal Melbourne Institute of Technology Act 1992 administered by the Minister for Youth and Community Swinburne University of Technology Act 1992 Services and the Minister for Industry, Science and Tertiary Education Act 1993 Technology.) University of Ballarat Act 1993 Education Act 1958 University Acts (Amendment Act) 1996 Education Acts (Amendment) Act 2000 Victoria University of Technology Act 1990 Education (Special Developmental Schools) Act 1976 Victorian College of Agriculture and Horticulture Act 1982 Educational Grants Act 1973 Victorian College of the Arts Act 1981 Mildura College Lands (Amendment) Act 1995 Vocational Education and Training Act 1990 Mildura College Lands Act 1916 Vocational Education and Training (Amendment) Act 1994 Royal Melbourne Hospital (Redevelopment) Act 1992 – section 7 (The Act is otherwise administered by the Minister Vocational Education and Training (College Employment) for Health.) Act 1993 Serpell Joint Schools Act 1981 Vocational Education and Training (State Training Wage) Act 1994 Teaching Service Act 1981 Teaching Service Act 1983 Minster for Post Compulsory Education, Training and Employment Adult, Community and Further Education Act 1991 Adult, Community and Further Education (Employment) Act 1993 Australian Catholic University (Victoria) Act 1991 Council of Adult Education Act 1981 Deakin University Act 1974 Deakin University (Victoria College) Act 1991 Deakin University (Warrnambool) Act 1990 Employment Agents Act 1983 La Trobe University Act 1964 La Trobe University (Bendigo and Wodonga) Act 1990 Marcus Oldham College Act 1995 Melbourne College of Advanced Education (Amalgamation) Act 1988 Melbourne College of Divinity Act 1910
Appendices 181 A ppendix 9: Index of compliance
The annual report of the Department is prepared in accordance with the Financial Management Act 1994 and the Directions of the Minister for Finance. This index has been prepared to facilitate identification of compliance with statutory disclosure requirements.
Report of operations Clause Disclosure Page Charter and purpose 9.1.3 (i) (a) Manner of establishment and relevant Minister 2, 5, 12, 179–81 9.1.3 (i) (b) Objectives, functions, powers and duties 1–2 9.1.3 (i) (c) Services provided and persons or sections of community served 3–5
Management and structure 9.1.3 (i) (d) (i) Names of governing board members, audit committee and chief executive officer 13–14, 16 9.1.3 (i) (d) (ii) Names of senior office holders and a brief description of each office 13–14, 174–5 9.1.3 (i) (d) (iii) Chart setting out organisation structure 15 9.1.3 (i) (e) Workforce data and application of merit and equity principles 18, 21–2, 108–11, 164–6 9.1.3 (i) (f) Application and operation of the Freedom of Information Act 1982 176–7
Financial and other information 9.1.3 (ii) (a) Summary of financial results with previous four-year comparatives 115–16 9.1.3 (ii) (b) Summary of significant changes in financial position 115–16 9.1.3 (ii) (c) Operational and budgetary objectives for the year and performance against those objectives 10–11, 29–106, 152–63 9.1.3 (ii) (d) Major changes or factors affecting achievement of objectives 29–106 9.1.3 (ii) (e) Events subsequent to balance date 115 9.1.3 (ii) (f) Full details of each consultancy costing more than $100,000 178 9.1.3 (ii) (g) Number and total cost of consulting engagements costing less than $100,000 178 9.1.3 (ii) (h) Extent of compliance with the Building Act 1993 103 9.1.3 (ii) (i) Statement that information listed in Part 9.1.3 (iv) is available on request 179 9.1.3 (ii) (k) Statement on implementation of and compliance with the National Competition Policy 95
Financial Statements Preparation 9.2.2 (ii) (a) Statement of preparation on an accrual basis 121 9.2.2 (ii) (b) Statement of compliance with Australian Accounting Standards and associated pronouncements 121 9.2.2 (ii) (c) Statement of compliance with accounting policies issued by the Minister for Finance 121
182 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 Statement of financial operations 9.2.2 (i) (a) Statement of financial operations for the year 118 9.2.3 (ii) (a) Operating revenue by class 118 9.2.3 (ii) (b) Investment income by class 124 9.2.3 (ii) (c) Other material revenue by class including sale of non-goods assets and contributions of assets 118, 124 9.2.3 (ii) (d) Material revenues arising from exchanges of goods and services 118, 124 9.2.3 (ii) (e) Depreciation, amortisation or diminution in value 135 9.2.3 (ii) (f) Bad and doubtful debts 134, 145 9.2.3 (ii) (g) Financing costs 118 9.2.3 (ii) (h) Net increment or decrement on the revaluation of each category of assets 129 9.2.3 (ii) (i) Auditor-General’s fees 137 Statement of financial position 9.2.2 (i) (b) Statement of financial position for the year 119
Assets 9.2.3 (iii) (a) (i) Cash at bank or in hand 119, 133, 139 9.2.3 (iii) (a) (ii) Inventories by class n/a 9.2.3 (iii) (a) (iii) Receivables, including trade debtors, loans and other debtors 134 9.2.3 (iii) (a) (iv) Other assets, including prepayments 134 9.2.3 (iii) (a) (v) Investments by class 131, 133 9.2.3 (iii) (a) (vi) Property, plant and equipment 135 9.2.3 (iii) (a) (vii) Intangible assets n/a
Liabilities 9.2.3 (iii) (b) (i) Overdrafts n/a 9.2.3 (iii) (b) (ii) Bank loans, bills payable, promissory notes, debentures and other loans n/a 9.2.3 (iii) (b) (iii) Trade and other creditors 131, 136 9.2.3 (iii) (b) (iv) Finance lease liabilities n/a 9.2.3 (iii) (b) (v) Provisions, including employee entitlements 136
Equity 9.2.3 (iii) (c) (i) Authorised capital n/a 9.2.3 (iii) (c) (ii) Issued capital n/a 9.2.3 (iii) (d) Reserves and transfers to and from reserves 129 Statement of cash flows 9.2.2 (i) (c) Statement of cash flows during the year 120 Notes to the Financial Statements 9.2.2 (i) (d) Ex gratia payments 138 9.2.2 (i) (d) Amounts written off 145 9.2.3 (iv) (a) Charges against assets n/a 9.2.3 (iv) (b) Contingent liabilities 138 9.2.3 (iv) (c) Commitments for expenditure 137 9.2.3 (iv) (d) Government grants received or receivable and source 144 9.2.3 (iv) (e) Employee superannuation funds 124–7 9.2.3 (iv) (f) Assets received without adequate consideration n/a 9.4.2 Transactions with Responsible Persons and their related parties 146–7 9.7.2 Motor vehicle lease commitments 137
Appendices 183 S ummary of contents
Overview 1 Students from language backgrounds Employment programs 76 Policy context 3 other than English 50 Youth Enterprise 78 Key service delivery areas 4 Koorie education 51 StreetLIFE 78 Budget 5 Students with other special learning Multicultural Employment Services 78 The year in review 6 needs 52 Employment attraction 79 Monthly highlights 8 Students with disabilities and Tourism Student Business Initiative 79 At a glance 10 impairments 52 Youth Employment Line 79 Portfolio structure 12 Student leadership 53 Employment development 79 Corporate Board 13 Student safety 54 Higher education 79 Organisation chart 15 Student transport services 54 State responsibilities 80 Audit Committee 16 School council training and Key achievements 80 development 55 Outlook 82 Focus on people 17 School education quality systems 55 Workforce profile 18 Learning Assessment Project 55 Youth 83 Workforce planning 18 Achievement Improvement Monitor 56 Establishment of the Office for Youth 84 Teacher supply and demand 18 Victorian Student Achievement Monitor 56 Regional Youth Committees 85 Head office and regions 19 School development and improvement 56 Youth peak bodies 85 Performance excellence 19 School planning and review 57 Victorian Youth Round Tables 86 Performance improvement and School audits 57 Victorian Youth Development Program 86 accreditation 20 Outlook 58 FReeZA 87 Managing and valuing diversity 21 National Youth Week 2000 89 Standards of conduct 22 Tertiary education, employment Commonwealth–State relations 90 Professional development 22 and training 59 Outlook 90 School professional development 22 Ministerial Review of Post Compulsory Leadership development 24 Education and Training Pathways in Policy, strategy and information 91 Work environment 26 Victoria 61 services Policy, strategy and executive services 92 Employee relations strategies 26 Core services and performance 62 Flexible work options 26 Training and further education 63 International education 96 Health and well-being 27 The State Training Service 63 Public information and promotion 98 Human Resources Management Growing Victoria Together Summit 64 Communications 98 System 28 Apprenticeships and traineeships 64 Promotions 99 Outlook 28 Training culture 64 Outlook 100 Information and communication Corporate services 101 School education 29 technologies strategy 65 Asset Management strategy 102 Public Education: The Next Generation 30 VET in Schools 65 Information and Communication Regional support 31 Youth Allowance 65 Technology strategy 104 Core services and performance 32 Under-represented clients 65 Financial management 106 Compulsory education 33 Catering for a multicultural society 66 Early literacy and numeracy 33 Adult community education 66 Statutory authorities 107 Middle years of schooling 35 Learning Towns 66 Adult, Community and Further Science in Schools 36 ACE Clusters 67 Education Board 108 Technology, science and mathematics 37 Curriculum 67 Board of Studies 108 Languages other than English 37 New learning technologies 67 Merit Protection Boards 108 Multicultural education 38 Building communities – ACE, lifelong Registered Schools Board 111 Civics and citizenship 38 learning and social capital 68 Ministerial Advisory Committee for the Health, physical and sport education 39 Further Education plan 69 Victorian Institute of Teaching 113 Gifted students 40 Koories in ACE 69 Standards Council of the Teaching Gender education 41 TAFE and ACE quality systems 69 Profession 114 New learning technologies, Training Packages 69 State Training Board 114 multimedia and open learning 42 Australian Recognition Framework 70 Senior secondary education 44 Review of quality 70 Summary of financial results 115 Victorian Certificate of Education 44 TAFE Virtual Campus 70 Financial Statements 117 Advocacy Project 47 Flexible Learning Networks 71 Non-government school education 47 Professional development 71 Appendices 151 Support services 49 Victorian Training Awards 71 1: Achievements against targets 152 Student welfare and support 49 Adult Multicultural Education Services 72 2: Workforce statistics 164 Framework for Student Support Program and service delivery 72 3: Selected portfolio statistics 167 Services in Victorian Safe Havens 72 4: Senior officers as at June 2000 174 Government Schools 49 Employment AMES 73 5: Freedom of Information 176 Student welfare coordinators 49 AMES Online Services 73 6: Consultancy report 178 Secondary school nurses 49 Outlook 74 7: Additional information 179 Drug education 49 Employment services 74 8: Portfolio responsibilities 179 Education Maintenance Allowance 50 Apprenticeships and traineeships 75 9: Index of compliance 182
184 Department of Education, Employment and Training ANNUAL REPORT 1999–2000 The Hon. Mary Delahunty, MP Minister for Education
The Hon. Lynne Kosky, MP Department of Education, Minister for Post Compulsory Education, Training and Employment Employment and Training The Hon. Justin Madden, MLC Minister for Youth Affairs Annual Report Dear Ministers I have pleasure in submitting the annual report of the Department of Education, Employment and Training for the year 1999–2000 1999–2000 in accordance with the Education Act 1958 and the Financial Management Act 1994.
Yours sincerely
Peter Allen Secretary
Department of Education, Employment and Training 2 Treasury Place East Melbourne Victoria 3002 GPO Box 4367 Melbourne Victoria 3001 Telephone (03) 9637 2000 Facsimile (03) 9637 3100 Website www.deet.vic.gov.au Department of Education, Employment and Training Annual Report 1999Ð2000 Annual Report DEPARTMENT OF EDUCATION, EMPLOYMENT AND TRAINING 2 Treasury Place East Melbourne Victoria 3002 GPO Box 4367 Melbourne Victoria 3001 Telephone (03) 9637 2000 Facsimile (03) 9637 3100 Website www.deet.vic.gov.au
Annual Report
Department of Education, Employment and Training