Annual Report

Department of Education, Employment and Training Annual ReportAnnual 1999–2000 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

Load more