BENDIGO TAFE contents
Report from the President and the CEO 1-3 Ex-Gratia Payments 26 Attestation of Risk Management Compliance 4 Statement of Performance 27 Manner of Establishment 4 Compliance with the Building Act 1993 29 Tenders Won During 2010 5 Freedom of Information Act (1982) 29 ADEC Summer Abroad Program 6 Whistleblowers Protection Act 2001 30 Capability of Bendigo TAFE 7-8 Competitive Neutrality 30 Organisational Chart 9-10 Additional Information 31 Outline and Structure of the Board 11 Sponsored Committees 31 2010 Board Members – Pecuniary Interests 32 13-14 Qualifications, Knowledge, Experience and Skills Shares 32 2010 Board Meeting Attendance 15 Marketing Publications 33 2010 Sub-Committee Meeting Attendance 15-16 Marketing Activities 33 Training undertaken by Board Members in 2010 16 Students Fees and Charges 35 Performance and Activities of the Board 17 Major External Reviews 37-38 Strategic Plan 18 Research Initiatives 40 Student Awards 2010 19 Overseas Visits, Initiatives, Strategies, Risk 41 Statement on Workforce Data 21 Management and Performance Application of Employment and Conduct Principles 22 Bendigo TAFE Youth Profile 43 Occupational Health and Safety (OH&S) 22 Bendigo Technical Education College 44 Industrial Relations 22 Independent Auditor’s Report 45-48 Five Year Financial Summary 23 Financial Report Declaration 49 Significant Changes in Financial Position 23 Statement of Performance Management 50 Certificate Consultancy < $100,000 25 Disclosure Index 51-59 Consultancy > $100,000 25-26 Report from the President and the CEO
2010 was a very challenging year for Bendigo TAFE as we prepared ourselves for full implementation of Skills Reform in 2011.
We are pleased to report that Bendigo TAFE was successful in 2010, in maintaining its overall market position and its financial viability.
We predicted 2010 would be a difficult year, given an anticipated downturn in the number of Diploma and Advanced Dr. Louise Harvey Ms. Margaret O’Rourke Diploma students enrolling at Bendigo Bendigo TAFE Bendigo TAFE TAFE. The downturn was partly due to La Chief Executive Officer Board President Trobe University significantly increasing its student offers in Bendigo in 2009 for 2010. The downturn was also due to the The decline in enrolments in higher level qualifications in 2010 was offset by introduction of Skills Reform which meant significant increases in our delivery of education and training to young people. 25-30% of our potential students were no The Victorian State Government Training Guarantee provides virtually unlimited longer eligible for government subsidised access to government subsidised post-secondary education and training for education and training and hence were young Victorians. required to pay increased tuition fees. In the past four years, student numbers at Bendigo TAFE in the 19 years and under At the beginning of 2010, the drop in age bracket have increased by 577 students from 2840 students in 2009 to 3417 student enrolments in Diplomas and students in 2010, or 20.3%. In the 20-24 years age bracket the increase has been Advanced Diplomas was about 60% 257 students from 1634 students in 2007 to 1891 students in 2010, or by 15.7%. compared to 2009 enrolments. However, by the end of 2010 we had pulled this A range of innovative education and training programs targeting young people, back to 29% fewer enrolments than the and particularly those disengaged or at risk of disengaging from education and previous year. training, have been responsible for this significant increase in young people studying at Bendigo TAFE. This drop in Diploma and Advanced Diploma enrolments faithfully reflects Overall, in 2010 Bendigo TAFE delivered 3,027,545 student contact hours to 10,960 what we know about our local markets students. This is a 6% decrease on the 3,211,677 student contact hours delivered to in Bendigo and throughout the region. 12,187 students in 2009. Potential students in our region are very sensitive to any increase in the cost This reduction in the delivery of student contact hours is partly attributable to the of study. reduction in student enrolments for Diplomas and Advanced Diplomas. It is also due to Bendigo TAFE’s effort to reduce its unfunded activity for 2010. Approximately 10% of our 2010 Diploma and Advanced Diploma students took In 2009 Bendigo TAFE grew its business by just over 22% in an effort to meet the advantage of VET Fee Help loans to demand for our services throughout our region. Unfortunately a significant assist them in funding their studies. proportion of this growth in activity was unfunded.
Page 1 In 2010 the financial pressures on If we take a longer term view of our financial situation, we can see significant Bendigo TAFE required us to restrict improvement over the past 4 years. In 2007 our operating income (total income delivery wherever possible to stay minus capital) was $30.8 million. In 2008 it grew by $1.8 million or 6%, and in 2010 a within our government funded targets. further $5.1 million or 14%. In total our operating income has grown by $9.8 million In 2011, with the full implementation of or 32% from 2007-2010. a demand driven system at all levels of qualifications (Certificate I through This yearly growth in income is a direct result of steady increases in our delivery of to Advanced Diploma), we expect education and training services. However, costs have risen in line with, and in some to be paid for every student contact cases ahead of, increases in operating income. The challenge for Bendigo TAFE in hour we deliver (with the exception of 2011 is to address the problematic issue of unviable courses where the number of delivery within Corrections facilities). students attracted to courses, and hence the income generated, simply does not Consequently, there will be no need to cover the costs of delivery, assessment and corporate support, including buildings restrict delivery in 2011 and beyond. and equipment. For a number of years Bendigo TAFE has continued to deliver some courses with With further significant growth in delivery declining student numbers in the hope that changes to content, methods of delivery to young people counterbalancing and assessment would improve their attractiveness and hence their viability. In the decline in enrolments in higher many cases we have been very successful in this, aged care courses being a case qualifications, and careful management in point where reforms to pedagogy have revitalised student numbers. But the of potential unfunded delivery, Bendigo demand for other courses has remained stagnant or been in decline. Increasing TAFE balanced its operational budget demand in other parts of our business, which we are finding difficult to service due in 2010. This is a significant achievement to limited resources, means that in 2011 we will need to further re-direct resources of which the management and staff of from courses that are no longer attractive to students to those that are. Bendigo TAFE are very proud. Careful analysis and planning in 2010 for 2011 has enabled us to identify where our This result has been achieved in the face best opportunities for future growth are, as well as courses that may require tough of the market pressures described above, decisions to be made regarding their future delivery. and the significant costs associated with Overall we are cautiously optimistic about our prospects for 2011, especially given the implementation of Skills Reform at the recent introduction by the new Victorian State Government of Concessional the operational level. Skills Reform has Diplomas for those under 25 years. required us to introduce a number of new administrative processes, as well as Of the 10,960 students who studied with us in 2010, we are pleased to report that re-engineer just about all of our existing more of them completed their course of study than in previous years. Our module business and administrative processes. load completion rate for 2010 was 76.2% which is an increase of 1.6% on 2009. This Much of this work is still in progress, and is a pleasing result and reflects our increasing and ongoing preoccupation with is not without its benefits to our staff and improving student retention as measured by students completing their intended customers alike. However, the cost and course of study. This may mean they do not complete a whole qualification, since administrative burden in the short term they do not enrol in one to begin with, but we believe if a student successfully has been considerable. achieves what they set out to achieve, then this is a good result, for them and for us. These costs are reflected in a 16% increase in the overall cost of delivery. Unfortunately the results of surveys of our student satisfaction and graduate Tighter controls on the costs of delivery outcomes are down a few percent from the previous year, and will need will be implemented in 2011 with a view to be carefully monitored and measures put in place to ensure this is not a of reversing this result. The introduction of permanent trend. a new course costing tool that provides detailed analysis of the financial viability The National Centre for Vocational Research Survey of student satisfaction of of every course offered by Bendigo TAFE, Bendigo TAFE 2010 graduates reports student satisfaction at 85% compared to will be of great assistance in identifying 89% in 2009. The reported increase in graduate employment after training in 2010 where controls are required. was 3.9% compared to 4.9% in 2009. While our results are comparable with State and National results, nevertheless any downward result is concerning and will be closely monitored.
Page 2 In 2010 the first web based Australian our City Campus for the delivery of beauty therapy courses. Beauty therapy is a Qualifications Training Framework survey new market for Bendigo TAFE and we are all very excited about our delivery in of Bendigo students took place. The this area. In 2011 student demand is already very strong for these courses as our student satisfaction level was 85%, with market research the previous year predicted it would be. In addition to education 84% saying they would recommend and training, there is also a salon that will be open to the public. Bendigo TAFE to other potential students. The AQTF 2010 survey of employers found The last of our capital projects of significance in 2010 is the redevelopment of the level of employer’s satisfaction with our website and of our intranet. Unfortunately slippages in the timeframes for the Bendigo TAFE was 86% with 87% saying development of our new website have delayed its launch and we now anticipate they would recommend us to others. it will be delivered in March 2011. The redevelopment of our intranet is a two year A number of major capital projects project for 2010-2011 and continues to present our most significant investment to drew to an end in 2010. The $14 million date in the business process reform required for Skills Reform and the new demand dollar re-development of our Charleston driven environment. Road campus, to enhance our facilities We feel very satisfied with the level of investment in improving our facilities in the for the delivery of traditional trade and past few years, yet we are not prepared to leave it at that. The biggest and most primary industries training, was all but challenging facilities redevelopment remains before us. This is the redevelopment completed by January 2011. Aside of the City Campus. Any such redevelopment will need to deliver us and our from two new buildings and extended community, state of the art education and training facilities while retaining the value existing buildings, the redevelopment and ambiance of some of the oldest and most magnificent historical buildings in provides for a number of sustainable Bendigo. In preparation for this challenge, the Bendigo TAFE Board workshopped and energy saving features which will the various issues in February of 2010 and commissioned Geotechnical work and a significantly reduce the costs associated Historical Conservation Management Plan in preparation for the engagement of with the ongoing management and consultants in 2011. The planning process will be in two steps with the engagement maintenance of the campus. These will of planners in the first instance to determine functional requirements and also serve as an example to local industry subsequently architects to design plans. about what can be achieved with respect to the enhanced sustainability of Other significant achievements for Bendigo TAFE in 2010 were its re-registration building on a limited budget. as a Registered Training Organisation following a Compliance Audit against the Australian Qualification Training Framework in February 2010. As well, Bendigo TAFE Also completed in 2010 was the developed an Environmental Sustainability Plan that documents the Institute’s construction of new trade facilities at our commitment to sustainability and outlines an action plan for the next two years. Echuca campus. Bendigo TAFE’s previous We were also party to three bids for structural adjustment funding with Ballarat traditional trade training facilities were University, La Trobe University and Deakin University. In 2011 our current strategic sub-standard to say the least, and we are plan 2009-2011 and Institute Wide Operational Plan 2009-2011, will need to be anticipating growth in student numbers replaced. Planning for the next 3-5 years will therefore be a major preoccupation in these courses as a result of the new $5 in the second half of the year. Also being planned for in 2011 is a refreshment of million facilities. The new facilities are very Bendigo TAFE’s brand. attractive and show what can be done As we stated at the beginning of this report, 2010 has been a really challenging to create a multi-functional, flexible year for Bendigo TAFE, and it is with a great deal of satisfaction that we conclude facility for highly technical training in a our report by extending our congratulations to management and staff for a job limited space. In 2010 we also opened well done. In the past two years we have restructured ourselves and our place in our new Clinical Training Facility in the education and training market, so as to ensure we are delivering education the undercroft of Bendigo Health’s and training services for our communities for many more years to come. new sixty bed nursing home in North Bendigo. It is anticipated that in 2011 over a hundred students will be trained at this facility which will provide much needed additional training facilities for our growing delivery in health and aged care. One additional capital project has Ms. Margaret O’Rourke Dr. Louise Harvey been the development of facilities on Board President Chief Executive Officer
Page 3 Attestation of MANNER OF ESTABLISHMENT
Risk Management The Institute has undergone numerous identity changes in its 156 year history, opening in 1854 as the Sandhurst Mechanics Institute and later incorporating the Compliance School of Mines in 1873. In 1987 it was established, more or less in its modern form, when the technical and further education (TAFE) components of seven secondary I, Margaret O’Rourke as President of schools within the region were transferred to the Loddon Campaspe College of the Bendigo TAFE Board, certify that the TAFE. The Institute was renamed in 1990 as the Bendigo Regional Institute of TAFE Institute has risk management processes (BRIT), and more recently in 2009, as Bendigo TAFE. in place consistent with the Australian/ New Zealand Risk Management In January 1989 the Education Centres of Bendigo, Castlemaine (now Loddon) Standard and an internal control system and Tarrengower Correctional Centres were transferred to the Institute, followed is in place that enables the executive to by the Malmsbury Juvenile Justice Centre (now Malmsbury Youth Justice Centre) in understand, manage and satisfactorily 1993. The Education Centre at the Bendigo Correctional Centre has since closed, control risk exposures. The Institute Audit along with the rest of the Correctional Centre, in 2006. and Risk Committee met 6 times during 2010. This committee reviews the output As a regional Institute, Bendigo TAFE services a significant geographical area of internal audit reports and verifies the of approximately 25,000 square kilometres in central and northern Victoria, with risk profile of Bendigo TAFE. a residential population of 220,000. The Institute’s two largest campuses (City Campus and Charleston Road Campus) are situated in Bendigo. However, the Institute provides services to students, industries and businesses throughout the region and beyond. Local communities within Bendigo TAFE’s footprint include Castlemaine, Kyneton, Echuca and Kerang.
Ms. Margaret O’Rourke The responsible Minister was the Honourable Jacinta Allan MP, Minister for Skills Board President and Workforce Participation from 1 January to 19 January 2010. From 20 January 2010 to 1 December 2010 the relevant Minister was the Honourable Bronwyn Pike MP, Minister for Skills and Workforce Participation. Following the State Election in November 2010 the Honourable Peter Hall MLC was sworn in as Minister for Higher Education and Skills taking effect from 2 December 2010. The relevant current Legislation that the Institute operated under in 2010 was the Education and Training Reform Act (2006).
Page 4 Tenders won during 2010
Title Project Name Funding Abu Dhabi Education Council Summer Abroad Program 2010 $290,000
AMES Adult Migrant English Program $618,892
Page 5 ADEC SUMMER ABROAD PROGRAM
The Abu Dhabi Education Council (ADEC) seeks to develop education and educational institutions in the Emirate of Abu Dhabi. It aims to implement innovative education policies, plans and programs that aim to improve education and support education institutions and staff, to achieve the objectives of national development in accordance with the highest international standards.
Each year ADEC co-ordinates a ‘Summer Abroad Program’ for Grade 10 and 11 high achieving male and female Nationals. In 2010, 600 students were sent to destinations that included New Zealand, Canada, London, Ireland, USA and Australia, but this was the first time that the program had been awarded toa regional provider, such as Bendigo TAFE.
The three elements of this program were focussed on: • Academic learning (the classes) • Social learning (social activities and excursions) • Personal learning (life skills and personal development)
The five week program, as outlined by Bendigo TAFE, aimed to introduce students to life in regional Australia, most specifically life in Central Victoria and Bendigo. The curriculum was designed to enhance English language, maths and science skills, whilst providing students with a new understanding of the lifestyle, history, food and culture of this very vibrant regional city. Students were provided with opportunities to meet and interact with local high school and university students, go on trips to Victoria’s capital city of Melbourne all while exploring the surrounding environment through a range of interactive activities.
Towards the end of the program, the students were asked to prepare a short oral presentation to an audience of people they had met from the local community. This presentation was to reflect upon the memories, images and perspectives gained over the past weeks. At the Graduation Ceremony the students were presented with Certificates from Bendigo TAFE. Reflective of their culture, they performed a stunning end, through music and dance, to a very successful and rewarding program.
Kerry McCuskey Manager International
Page 6 Capability of Bendigo TAFE
• Accounting Bendigo TAFE’s education, training and assessment services are delivered • Adult Access across five schools that support a wide range of study areas and programs • Aged Care including traditional trades, vocational and pre-vocational programs • Agriculture and emerging skill areas. • Art and Design Each School is managed by a Head of School, Teaching Department • Asset Maintenance Managers and supported by a range of experienced teaching staff, • Automotive technical and administrative support staff. All Bendigo TAFE staff are • Business and Management selected for their qualifications, expertise and experience. • Children Services • Community Services • Construction • Disabilities • Electrical/Electronics • Engineering • Fashion • Fitness • Food Processing • Hairdressing • Health Administration • Horticulture • Hospitality • iCLASS • Information Communication Technology • Koori • Mental Health • Mining • Multimedia • Music • Nursing • Oral Health • Plumbing • Professional Writing and Editing • Real Estate • Retail • Training and Assessment • VCE/VCAL (Years 10, 11, 12) • Youth Pathways
Page 7 Business Services and Service Design and Sustainability School Industries School The Design and Sustainability School delivers a range of programs that The Business Services and Service support building, mining, agriculture, conservation and land management, Industries School delivers programs laboratory operations as well as art, fashion and design, and multimedia ranging from spreadsheet courses. This School is at the leading edge of the sustainability agenda, fundamentals to specialised working across all areas to ensure students learn the knowledge and skills management courses; the to support sustainable work practices. fundamentals of responsible service of alcohol to the finer detail of Education and Pathways School running a commercial kitchen; or The Education and Pathways School delivers a diverse range of learning retail customer service fundamentals opportunities that are designed to provide all individuals and groups to a certificate in makeup services. within our region, the opportunity to access quality education. This might be to gain employment, further enhance existing skills, or study in Community Services and Health a more flexible environment. The Institute’s Secondary College, Bendigo School Technical Education College (BTEC), is part of the Education and The Community Services and Health Pathways School. School delivers programs that cover a range of health and well-being, Technical Trades School community services, aged care and The Technical Trades School delivers programs targeted towards ensuring children’s services courses. These industry have access to well-trained highly skilled tradespeople. This may programs are delivered using a be through an apprenticeship or people refreshing their skills to ensure mixture of traditional class room they have the most current knowledge and work practices to bring to their delivery with on-the-job training and workplace. All traditional trades are located within this School including: practical placements. Many of these Construction, Engineering, Electro-technology, Electrical, Plumbing and courses are targeted specifically iCLASS. to support people who have been Major capital works projects at the working in these industries and have Charleston Road Campus in Bendigo have the practical experience but lack added two new buildings and upgraded formal qualifications. our existing trade training facilities. At the Echuca Campus, a new trades training facility includes engineering, plumbing, electrical, carpentry, welding and automotive workshops. These are linked to a central space where students and apprentices across all trades can take part in a variety of practical learning activities.
Page 8 organisational Chart Bendigo TAFE Board of Directors Marg O’Rourke - President Alex Trantor - Vice President Lloyd Cameron - Vice President Bob Simpson - Board Director Don Erskine - Board Director Glenis Beaumont - Board Director Judi Lawler - Board Director Mark Johnson - Board Director Kevin Moon (term expired 30.06.10) Les Yates - Staff Representative Dr. Louise Harvey - CEO
Leah Godde Kerry McCuskey PA to Executive Rose Grant Jack Carr Manager Director Manager Projects Research Officer International Education & Training
Dr Louise Harvey Carole Reilly Chief Executive Officer PA to the CEO Jamie Eckett Gill Sawyer Jo Smith Manager Manager PA to Executive Director Teaching Marketing & Corporate Learning & Business Services & Quality Development Infrastructure
Adam Goodes Justine Williams Manager Training Executive Director Activity Education & Training
David Collins Robyn Miller Dale Peacock Director of Faculty Director of Faculty Director of Faculty Human & Business Education & Trade, Design & Services Pathways Sustainability until 27 08 10 until 27 08 10 until 27 08 10
Darlene Bull Jen Day Helen Douglas Head of School Head of School Head of School Jim Box Inclusion & Pathways Business & Service Community Services Head of School until 27 09 10 then Industries & Health Technical Trades Director Education & until 16 04 10 until 20 06 10 Pathways
Zhoe Jess Helen Douglas Doug Ivins Head of School Head of School Tony Wethereld Head of School Business & Service Community Services Head of School Design & Industries & Health Education Sustainability from 21 04 10 until 20 06 10 until 08 10 10 until 05 03 10
Craig Halliday Head of School Design & Sustainability from 03 05 10
Page 9 Dr. Louise Harvey Marg O’Rourke Lloyd Cameron Les Yates Chief Executive Officer President Vice President Board Director - Staff Representative
Glenis Beaumont Don Erskine Mark Johnston Judi Lawler Bob Simpson Alex Trantor Kevin Moon Board Director Board Director Board Director Board Director Board Director Board Director Board Director Until 30.06.10
Ray Magid Executive Director Corporate Services & Infrastructure
Peter Johnson Sandy Parker Laurie Brown Bruce Duncan Brett Yates Manager Manager Manager Manager Manager Information Student Facilities Human Resources Finance Technology & Administration Communication
Page 10 OUTLINE AND STRUCTURE OF THE BOARD
The Board is comprised of twelve Executive Director Organisational Development and Executive Director Education Directors, the majority of which are and Training. The CEO and the Manager Finance/Chief Financial Officer plus the appointed by the Minister. Of the Auditors (internal and external) also attend the Sub-Committee meetings but are remaining Directors, one is elected by not members. Sub-Committee members in 2010 were as follows: Graham Bastian the staff of the Institute, one is elected by (Independent Chair), Bob Simpson (Board Member), Kevin Moon (Board Member the students of the Institute, one Director – term expired 30.06.10), Glenis Beaumont (Board Member), Ray Magid (Executive is the Chief Executive Officer and two Director Corporate Services and Infrastructure), Jamie Eckett (Executive Director Directors are appointed by the Board Organisational Development), Justine Williams (Executive Director Education by co-option. and Training).
The Board does not participate in the The Executive Sub-Committee, on behalf of the Board, acts as a Governance day to day affairs or management of Committee, monitoring the operations of the Board and its Sub-Committees and the Institute, but rather determines, making recommendations to the Board regarding membership, performance in collaboration with the CEO and assessment and induction of Board Members. It also acts as the Executive Senior Managers, the Institute’s Remuneration Committee for the Institute and provides ongoing advice and strategic direction and associated key support to the CEO. Membership consists of the President of the Board (Chair), performance objectives and targets. the two Vice-Presidents, two other members of the Board, and the CEO. The Board also approves the Institute’s The Manager, Human Resources attends as a member when the Executive budget, oversights its risk management Remuneration Committee convenes. Sub-Committee Members in 2010 were as framework including internal controls, follows: Margaret O’Rourke (President), Lloyd Cameron (Board Vice-President), compliance and reporting systems, and Alex Trantor (Board Vice-President), Mark Johnston (Board Member), Kevin approves its governance arrangements Moon (Board Member – term expired 30.06.10), Louise Harvey (Chief Executive including the appointment of the CEO Officer), and Bruce Duncan (Manager, Human Resources) when the Executive and Senior Executives. At every Board Remuneration Committee convenes. meeting, Board members are asked to declare any potential pecuniary interest. The Technical Education Sub-Committee assists the Board to fulfil its governance No declarations of conflict of interest of responsibilities by providing industry leadership, technical expertise and strategic any kind were made in 2010. The Board advice on the development and delivery of technical education by Bendigo TAFE. has established three Sub-Committees Membership consists of Chair (Board Member), Deputy Chair (Board Member), to assist it with its governance four members of the Board, Executive Director Education and Training, Manager responsibilities. Once a year the Board BTEC, one member from the Community or Education Sector and two or three and its Sub-Committees undertake an members from Industry/Employers. assessment of their performance. Sub-Committee members in 2010 were as follows: Don Erskine (Chair/Board The Audit and Risk Sub-Committee, on Member), Lloyd Cameron (Deputy Chair/Board Member), Dr Louise Harvey (CEO), behalf of the Board, undertakes the Bob Simpson (Board Member), Justine Williams (Executive Director Education and oversight of all aspects of Bendigo TAFE’s Training), Gerard Francis (Manager, Bendigo Technical Education College), Judi auditing regime, risk management Lawler (Community/Education), Ken McCulloch (Industry/Employer), and Stan and compliance including associated Liacos (Industry/Employer). performance indicators and reporting. Membership consists of an Independent Chairperson (appointed by the Board), three Board Members, Executive Director Corporate Services and Infrastructure,
Page 11 A DAY IN THE LIFE By Robert Scott Teaching Department Manager, Hospitality and Tourism
People speak of ‘jumping in at the deep end’, and of ‘having it all in front of them’… welcome to the life of a Teaching Department Manager (TDM). I will endeavour to outline some of the roles and responsibilities that I am exposed to on a daily and weekly basis. In any given day or week I may be expected to wear many hats in the role of TDM in order to get the job done. A typical day/ week will commence with a strong coffee, a “hi, how are you all?”, then I open my computer, check the emails, clear the messages on the phone and then launch into my hat wearing… • Staff meetings - from creating agendas, to minuting, sharing information and keeping everyone up to speed. After that - More emails to answer. • Quality Control meetings – from A.Q.T.F. compliance, to keeping abreast of the newest policies and procedures on the BMS. Quoting on short courses and arranging teacher and timetable, all with our standard hospitality response, “Sure we can arrange that”. After that - More emails to answer. • Meeting with students and teachers – discussing programs, RPL applications and assessments, pathways and directions, “Yes you have chosen suitably and will do well in this course...” After that - More emails to answer. • Internal and external network meetings – participating in validation and moderation processes, attending Industry seminars, organising contract negotiations with schools and job network agencies, then checking the budget report and procedures with finance.After that - More emails to answer. • Professional developments – arranging and attending leadership programs, maintaining professional currency and maintaining relevance with industry. After that - More emails to answer. • Curriculum maintenance - reviewing training resources, keeping up to date with changes to training package implementation, assisting teachers in developing resources and strategies - help “work out a game plan...” After that - More emails to answer. • Meet with student services and reporting - spend time on VET Fee Help. • Back in the office - to develop and work on the department’s S.W.O.T. analysis. Updating the department’s business plans and the pipeline report. Uploading information into Share point. After that - More emails to answer. • More compliance matters to attend to – supporting teachers, both full time and sessional, “Did someone say we need more information on an “FCU 001”?” (Course/Qualification Development, Implementation and Delivery Plan) After that - More emails to answer. • General day to day tasks – teacher work plans, staff contracts and annual appraisals, fee for service costing tools, program implementation for short courses, planning in relation to student contact hours and implementing strategies to ensure targets are met. Attending meetings to discuss the current and forthcoming budgets for my department. After that - More emails to answer. • The final hat, the hat that makes it all happen, for everyone...Like any job, you must continue to seek advice and guidance from your peers. I am lucky to have the support and guidance of many colleagues from this, and all other schools and departments within the institute, many of whom have been more than accommodating and generous with their advice, time and insights.
I believe it is a must to remain positive and focused on the job at hand; learn to reflect on tasks, “Could it be done better?” “Could I have been more supportive?” “Have I followed all the guidelines and rules?”. No man is an island and as such, support is paramount in the day to day operations of our department. Time to head home… After that - No More emails to answer for today...
Page 12 2010 Board Members – Qualifications, knowledge, experience and skills
Name Current Employment Qualifications Key areas of Knowledge/Skills/ Experience • Education Sector; • Bachelor of Science • Founder Bendigo Community (Melbourne University) Youth Support Scheme Project Mr Kevin Moon • Diploma of Education • Mediation (Dispute Settlement (Term ended Educational Consultant (Melbourne University) Centre of Vic) 30.06.10) • Graduate Diploma of • Senior Electoral Officer (Victorian Education Administration Electoral Commission) (Deakin University) Geelong • Community Involvement • Certificate of Management (University of Southern Cross), • Vocational Education and Ms Margaret General Manager NSW Training (VET) O’Rourke Telstra (Central Victoria • Program/Certificate (Australian • Industry knowledge Board President and Sunraysia) Institute of Company Directors) (communication) • Leadership Development • Extensive Board experience Consortium Program
• Business Owner/Operator • Proprietor (Employer of • Electrical Fitting and Armature Apprentices; Mr Lloyd Cameron Winding Apprenticeship Retired • Employment and Education Vice-President (Bendigo Technical College) Opportunities for Youth; • Industrial Electronics Certificate • Community Representative (Bendigo Technical College)
• Master of Business Administration (University of Ballarat) • Vocational Education and Support Manager Mr Alex Trantor • Graduate Diploma in Training; Bendigo Community Vice-President Management (University of • Industry knowledge Telco Ballarat) (communication) • Diploma in Management (University of Ballarat)
• Bachelor of Business (Distinction) (Local Government) • Industry knowledge (education; (Major Accounting) Chief Executive Officer finance and local government) Mr Mark Johnston • Municipal Clerks Certificate Central Goldfields Shire • Extensive Board experience Board Director (Victoria) Council • Economic Development • Fellow of Institute of Municipal • Regional Community affiliations Management • Certificate of Municipal Management
Page 13 Name Current Employment Qualifications Key areas of Knowledge/Skills/ Experience • Industry knowledge Chief Executive Officer (Defence, prestige retail and Jimmy Possum • Bachelor of Engineering manufacturing) Plant Operations (Mechanical) Mr Bob Simpson • Extensive Board experience Manager (University of Wollongong) Board Director (Goulburn Ovens Institute of Hazeldene’s Chicken • Master of Management TAFE) Farm (from September (University of Wollongong) • Member of Australian Institute of 2010) Company Directors • Bachelor Mechanical • Employer of Apprentices/ Engineering Draftsman/Engineers Mr Don Erskine Business Owner (Royal Australian Navy) • Board Member of various Board Director Operator • Fitting and Turning technical enterprises Apprenticeship • Past chairman of Australian (Royal Australian Navy) Technical College Bendigo • Registered Nurse and Midwife • Industry Knowledge (Health) • Graduate Company Directors • Employer, Finance and Audit CEO Rochester and Course (Australian Institute of Ms Glenis Beaumont experience Elmore District Health Company Directors) 2008 Board Director • Board Member Victorian Service • Master of Business Hospitals Administration (UNE, Armidale) • Industrial Association 2000 • Business Management and • Bachelor of Science, Operation Monash University Ms Judi Lawler • Experience in Education and Retired • Diploma of Education Board Director Tourism industry (Secondary), Bendigo College • Previous Board and local of Advanced Education government experience • Diploma of Teaching (Technical) (Sydney University) • Toolmaking (Grade 1) (Bendigo • Industry knowledge (Training/ Mr Les Yates Technical College) Engineering Teacher Manufacture/Maintenance) Board Director • Fitting and Machining (Mechanical) • Vocational Education and Staff Representative Apprenticeship (Bendigo Training Technical College) • Certificate IV in Training and Assessment (Bendigo TAFE) • Bachelor Social Science (Honours) first in sociology • Master of Arts (with distinction) sociology • Education Dr Louise Harvey CEO Bendigo TAFE • Doctor of Philosophy – in • Health Board Director philosophy of social science • Graduate Certificate in Management (Monash, Mt Eliza Business School)
Page 14 2010 BOARD AND SUB-COMMITTEE ATTENDANCE
Board Meetings 01/03 03/05 07/06 05/07 02/08 13/09 04/10 08/11 06/12 Margaret O’Rourke A • A •••• A • Lloyd Cameron • • • • • • • • • Alex Trantor ••• A • A • • • Mark Johnston ••• A ••••• Don Erskine •• A • AA ••• Louise Harvey ••••••• A • Bob Simpson • AA •••••• Glenis Beaumont ••••••• A • Kevin Moon •••• Term ended 30/06/10 Judi Lawler A • A • A ••• Terry Dzufer • Term ended 30/03/10 Adam Vassallo • Term ended 30/03/10 Les Yates ••• AA •• A
EXECUTIVE SUB-COMMITTEE MEETINGS 27/01 10/02 10/03 07/04 12/05 14/07 11/08 25/08 24/11 Margaret O’Rourke • A ••••••• Lloyd Cameron • • • • • • • • • Alex Trantor A ••• AA ••• Mark Johnston ••••• A ••• Louise Harvey ••••••••• Kevin Moon • • • • • • Term expired 30/6/10
Page 15 AUDIT and RISK SUB-COMMITTEE MEETINGS 04/03 14/05 05/08 02/09 04/11 02/12 Bob Simpson A • • A A A Kevin Moon • • Term expired 30/06/10 Glenis Beaumont N/A • A • • • Louise Harvey A • • • • •
Technical Education Sub-Committee Meeting 11/02 11/03 13/05 12/08 Bob Simpson A • • • Don Erskine A • • • Lloyd Cameron • • • • Judi Lawler • A • A Louise Harvey • A • •
*A indicates absences
Training undertaken by Board Members in 2010
No training was undertaken by Board Members during 2010.
Page 16 PERFORMANCE AND ACTIVITIES OF THE BOARD
The Institute’s Board operates in a manner The objectives of the Board under its Constitution are: consistent with the requirements of its • to establish goals for the Institute within the context of national and state Constitution and any other associated policy and management frameworks; Orders. In 2007 the Bendigo Regional • to provide quality vocational education and training and adult, community Institute of Technical and Further and further education programs and services which promote the Education Board was re-established in competitiveness of industry, enhance the opportunities of individuals and accordance with the Education and service the needs of the general community; Training Reform Act 2006 under a new • to govern and control the Institute efficiently and effectively and to optimize Constitution (9 October 2007). the efficient use of resources.
The functions of the Board under the The Institute’s Board has the power to do all things that are necessary or convenient Act are: to be done for or in connection with or, as incidental to, the performance of its • to oversee and govern the Institute functions. However, the Board must perform its functions and exercise its powers efficiently and effectively and to subject to: prepare periodic strategic and • a performance agreement; management plans; • any economic and social objectives established from time to time by the • to provide the population of the Government of Victoria; area served by the Institute with • any Ministerial orders; efficient and effective technical • any other requirements of the Act. and further education programs and services and adult, community The Board operates under the Bendigo TAFE Staff Code of Conduct Policy. and further education programs and services responsive to the needs of industry, students and the general community; • to offer and conduct higher education and confer higher education awards; • to make adequate arrangements for persons and groups which have not had or do not have adequate access to technical and further education programs and services.
Page 17 strategic plan
VISION – TO BE FIRST CHOICE To provide first choice education, training and assessment services that exceed the expectations of individuals, businesses, industry and community.
1300 554 248 MISSION www.bendigotafe.edu.au To deliver quality education, training and assessment services locally, nationally and internationally which meet students’ demands for choice and progression, employers’ requirements for workforce skills and society’s needs for participation and FIRST CHOICE social inclusion. EDUCATION TRAINING VALUES We value: ASSESSMENT • achievement through learning; • future oriented leadership; SERVICES • responsiveness to change; • accountability; • co-operation and partnerships for mutual benefit.
MAJOR OBJECTIVES We will achieve our Vision and Mission by: • increasing students’ access to and successful participation in education, training and assessment; • aligning the content and delivery of our programs with the needs of students, businesses and industry; • providing respectful and responsive customer service in all aspects of our business; • pursuing sustainable business practices; • fully utilising and developing the capabilities of our staff.
Page 18 student awards 2010
Name Course Award Won Bendigo TAFE Student of the Year Awards Teena Perry Certificate IV in Nursing • Winner Vocational Category • Winner Student of the Year
Bendigo TAFE Student of the Year Awards Brett Wilson Certificate IV in Training and Assessment • Winner Koori Category
Certificate III in Hospitality (Commercial Bendigo TAFE Student of the Year Awards Sarah Chislett Cookery) • Winner Apprentice Category
Bendigo TAFE Student of the Year Awards Tim Woodman Certificate III in Engineering (Mechanical • Tom Connor Memorial Award Bendigo TAFE Student of the Year Awards Amanda Divola Certificate III in Retail • Winner Trainee Category Kayla Habel Certificate IV in Nursing Jan Lorimer Memorial Award Trade Apprentice of the Year Bendigo Andru Visser Certificate III in Plumbing TAFE Trade Awards Joint Winner - Trainee/Apprentice of the Kelsea Fitzgerald Certificate III in Dental Assisting Year Award at the 2010 Powercor Australia Bendigo Business Excellence Awards Certificate III in Engineering - Mechanical Callan Ridge Victorian Training Awards Trade Brett MacCallum BTEC – Year 12 BTEC Most Outstanding Student 2010
Page 19 Meet sarah: 2nd year Apprentice Chef and 2010 Student of the Year - Apprentice Category
I came to Castlemaine Health for work experience in 2007. After this first week I got my passion for cooking and the team of people that worked there. The hospital had not retained an apprentice for a long period so it took much lobbying before I successfully gained an apprenticeship in 2009.
At trade school I have developed confidence within myself and my abilities. Having the encouragement of the teachers and my peers has been a very motivating experience. Having a teacher who works within the industry makes things very easy to relate to and also to apply within the workplace. I have developed confidence within myself and my abilities
In September 2009, I enrolled in a Certificate IV in Small Business course at Bendigo TAFE as I wanted to learn more about the business side of the hospitality industry. As a result, I have gained a greater respect for those chefs who successfully operate their restaurants. This is something I would like to do in the future. I have found that TAFE has endless opportunities for everyone. It really is true that if you want something bad enough and are willing to work for it you will get it, you will make what you want out of the opportunities that are presented to you and the sky is the limit.
Page 20 Statement on workforce data
Full time Part time Casual TOTALS
Time Time Time Time TEACHING Number Fraction Number Fraction Number Fraction Number Fraction Ongoing Female 36 36 18 10.8200 54 46.8200 Male 82 82 25 16.2838 107 98.2838 Fixed Term Female 15 15 8 4.5378 23 19.5378 Male 15 15 10 6.4720 25 21.4720 Casual Female 48 31.4342 48 31.4342 Male 32 22.2308 32 22.2308 NON-TEACHING Executive Female 1 1 1 1.0000 Male 2 2 2 2.0000 PACCT Ongoing Female 40 40 22 12.8431 62 52.8431 Male 36 36 8 4.1578 44 40.1578 Fixed Term Female 5 5 5 3.4535 10 8.4535 Male 6 6 2 1.5236 8 7.5236 Casual Female 6 3.5671 6 3.5671 Male 4 3.3063 4 3.3063 Other Ongoing Female 5 5 5 3.9972 10 8.9972 Male 0 0 0 0.0000 0 0.0000
Fixed Term Female 1 1 2 0.9210 3 1.9210 Male 1 1 0 0.0000 1 1.0000 Casual Female 15 8.8205 15 8.8205 Male 6 4.5113 6 4.5113 TOTALS FEMALES 103 + 60 + 69 = 232 183.3944 MALES 142 + 45 + 42 = 229 200.4856 OVERALL 245 + 105 + 111 = 461 383.8800
Page 21 APPLICATION OF OCCUPATIONAL HEALTH EMPLOYMENT AND AND SAFETY CONDUCT PRINCIPLES
Bendigo TAFE has adopted the Code Employee Assistance Program of Conduct for Victorian Public Sector The Employee Assistance Program is now in its fifth year and continues to be well Employees issued by the State Services received and well supported by members of staff. Authority (SSA) and is founded upon the public sector values and employment WorkSafe Audits principles of the Public Administration Bendigo TAFE has undergone a number of Occupational Health and Safety Act 2004 and The Financial Management audits conducted by WorkSafe Victoria. The audit criteria set by WorkSafe Victoria Compliance Framework. All employees involved guarding of plant and equipment; manual handling; and pedestrian are required to comply with these walkways (slips/trips). The combined campuses Bendigo TAFE were issued with five values, principles and policy on ethical Improvement Notices and compliance was met by the due dates. standards in all their undertakings. All employees have been provided Health and Wellbeing programs with and have access to this code A combination of health and wellbeing programs were implemented and of conduct and are introduced to supported by a majority of staff. it during induction. • Implementation of a smoke free campus for Charleston Road. Employment decisions at Bendigo TAFE • A new Mental Health First Aid register was developed as a result of funding are based on merit and Bendigo TAFE grant to train nine staff in mental first aid. The role as a mental first aider is provides equal employment opportunity to recognise the issues and provide a referral to the most appropriate for all employees. Grievance and dispute support services. resolution processes are in place that • Health assessments funded by WorkSafe Vic Health and 150 staff attended. provide fairness and protect employees This is 60 staff more than the previous year. from negative consequences as a result • Flu vaccinations were subsidised by Bendigo TAFE and 106 staff participated. of accessing formal redress processes. Regulatory Training A number of regulatory training programs were provided to staff: 16 First Aid Level 2 Update 11 First Aid Level 2 4 CPR 2 Health and Safety Representatives training
Injury Prevention 52 ergonomic workstation assessments were conducted. INDUSTRIAL RELATIONS
There was no time lost through industrial accidents or disputes in 2010. Requests for information about industrial relations within the Institute should be directed to: Alice O’Brien Manager of Administration Bendigo TAFE PO Box 170 Bendigo 3550 Telephone: (03) 5434 1515 Fax: (03) 5434 1569 Page 22 FINANCIAL REVIEW OF OPERATIONS AND FINANCIAL CONDITIONS
Five Year Financial Summary
Year Ending
2010 2009 2008 2007 2006 $ 000’s $ 000’s $ 000’s $ 000’s $ 000’s
Total income from transactions 56,571 50,896 36,006 32,303 31,909
Total expenses from transactions (43,233) (39,859) (34,687) (33,146) (31,385)
Net results from transactions 13,338 11,037 1,319 (843) 524
Total Economic Flows (55) (119) (81) (89) (19) Comprehensive Result 13,283 10,918 1,238 (932) 505
Total Assets 89,725 75,079 62,072 60,598 73,885 Total Liabilities 9,030 7,667 5,578 5,342 4,740 NET ASSETS 80,695 67,412 56,494 55,256 69,145
Significant Changes in Financial Position Revenue for 2010 includes capital funding to the value of $15.89 million for the Clinical Training Centre, On-Campus Network project, Charleston Road Campus Trade Centre upgrade and Echuca Trade Centre upgrade. All capital projects were completed during 2010 except for the Echuca Trade Centre upgrade which is expected to be completed early 2011.
Aside from government funded capital projects, the Board also invested in a number of capital projects to the value of $363,000. These included the development of the Bendigo TAFE internet site, the planning for the Central Victorian Sustainability centre and the initiation of the master planning for the McCrae Street campus.
Although the expenditure budgets were exceeded, budgeted income was higher than anticipated as a result of additional delivery to youth. The youth market was identified as a need within the Bendigo community by Bendigo TAFE several years ago and has been a focus for our growth. Fee for service revenue also exceeded budget and has shown substantial growth since 2009.
This additional income to budget has been partially offset by being under budget in government funded diploma and advanced diploma enrolments. There was a substantial drop since 2009 in diploma and advanced diploma enrolments due to changes to student fees and government funding eligibility. We are expecting this decline to be recovered in coming years.
The net result of the above was an operating profit rather than the budgeted break-even. A break-even result was budgeted due to the changing environment in the vocational training sector and difficult economic conditions.
Page 23 leaLearn about Brett: Brett started his journey with us as a student and along the way became a teacher at the Echuca Campus ....
I’ve had many jobs that were leading me nowhere. I decided that I wanted to gain skills in areas that I enjoyed so that I could find a job that I actually liked. I decided to undertake training at Bendigo TAFE (Echuca Campus). I had no idea where my training was going to lead me, but I knew without it I was going nowhere. As a Koorie person, returning to education was always scary. The encouragement and support from the Koorie Liaison Officer helped to get me started in the course that I wanted and that continued throughout my whole training. All the staff at Bendigo TAFE genuinely do care and support students in many different areas. I started to do Certificate III in Aboriginal or Torres This gave me confidence to tackle bigger things
Strait Islander Cultural Arts and will finish this year with Certificate IV. This led me in many different areas. I had the opportunity to sell art pieces which makes a person feel very proud. Recently my class was involved in a mural project for the campus main student lounge. Aboriginal students did designs and got them made into decals to put on tiles. It has given us all the sense of pride in our achievement. I also gained employment within a couple of primary schools doing art projects with the kids; teaching what I love to do is most satisfying. This gave me confidence to tackle bigger things. I then did Certificate IV in Training and Assessment. This means I could actually put all the qualifications I gained in the past into practice by delivering training. I am now employed by Bendigo TAFE and have delivered training in several areas. I really believe that making the right choices such as undertaking training led me to where I am today. I am still doing what I enjoy most. I love my job.
Page 24 Consultancy < $100,000 There were 32 consultants engaged to provide services to the value of $363,387.
Consultancy > $100,000 Alphawest Services Detailed plan for upgrades required to support an upgrade to wireless network. Expenditure for Expenditure prior to Total Fees Approved the year ended 31 Future Commitments 2010 December 2010 $ $ $ $ Alphawest Services 253,132 - 253,132 - e+ Architecture Provision of Architectural and Principal Consultant Services for the construction of the Bendigo TAFE Trade Centre, Charleston Road. Expenditure for Expenditure prior to Total Fees Approved the year ended 31 Future Commitments 2010 December 2010 $ $ $ $ BGA Architects 687,880 557,871 130,009 - $ $ $ $ Osbourne Consulting Group 154,000 138,750 15,250 - $ $ $ $ McCaig Airconditioning 54,960 52,760 2,200 - $ $ $ Marong Electrical 31,500 31,500 - $ $ $ $ Ray Wild Design 22,000 21,000 1,000 - Cundall Johnstone & $ $ $ Partners 65,500 65,500 - $ $ $ $ ACLA Consultants 22,000 21,500 500 - Regional Building Surveying $ $ $ $ Services 35,530 35,530 - - $ $ $ $ Coffey Environments Pty Ltd 9,750 9,750 - - Adrian Cummins & $ $ $ $ Associates Pty Ltd 11,480 11,480 - - $ $ $ $ 1,094,600 945,641 148,959 -
Page 25 MP Cordia Pty Ltd Quantity surveyor for the construction of the Bendigo TAFE Trade Centres, Charleston Road and Echuca. Expenditure for Expenditure prior to Total Fees Approved the year ended 31 Future Commitments 2010 December 2010 Trade Training Facilities – $ $ $ $ Echuca 130,300 32,960 94,840 2,500 Charleston Road $ $ $ $ Campus Redevelopment 226,250 187,850 38,400 - $ $ $ $ Masterplan 1,000 - 1,000 - $ $ $ $ Hospitality 4,700 - 4,700 - $ $ $ $ 362,250 220,810 138,940 2,500
Pitcher Partners Provision of consulting and software development services to support redevelopment of the Bendigo TAFE website, Staff Portal and Student Journey Pre-enrolment business process improvement.
Expenditure for Expenditure prior to Total Fees Approved the year ended 31 Future Commitments 2010 December 2010 $ $ $ $ Pitcher Partners 285,129 44,342 240,787 -
EX-GRATIA PAYMENTS
There were no ex-gratia payments to disclose for the 2010 reporting period.
Page 26 Statement of performance
Statement of Performance for year ending 31 December 2010 Perfomance Indicators 2010 Target 2010 Actual Variance Strategic Alignment Participation of 15-24 year olds N/A 5,250 N/A 2 Participation of 25-64 year olds N/A 5,566 N/A 2 Participation of less than 15 Year Olds and N/A 144 N/A 2 greater than 64 years Olds Training Outcomes Module Load Completion Rate N/A 76.5% N/A 2 Student Satisfaction 88.7% 84.9% -4.28% 3 Financial Management Total Cost per Student Contact Hour (SCH) $11.38 $13.51 18.73% 7 Working Capital (liquidity) >1:1 Ratio 1.67 67% 1 Net Operating Margin 3%-%5 23.5% 682.67% 5 Fee for Service Revenue N/A 5.5% N/A 2 Organisational Management Revenue per EFT Staff N/A $119,097 N/A 2 Student Contact Hours 2,656,304 2,519,374 -5.15% 6 Environment Energy Consumption .45 Gj per m2 .34 Gj per m2 -24.44% 4
Explanation of significant variances and calculations: 1. Although this ratio is higher than target it has reduced from the 2009 figure of 2.04. The ratio has reduced due to the expenditure of the ATC transition funding and revinvestment by Bendigo TAFE in capital projects (eg Bendigo TAFE internet site). 2. There are no targets available for these performance indicators. As there is no target, a variance cannot be calculated. 3. Variances < 5% are immaterial. 4. The targeted reduction of energy consumption in 2010 was 20% using 1999 as a base year. The total energy consumption reduction was from .56 Gj per square metre in 1999 to .34 Gj per square metre in 2010. This was a total reduction of 39%. 5. Additional funding for capital projects increased the Bendigo TAFE’s operating margin. 6. The main contributor for targets in government funded Student Contact Hours not being reached in 2010 was a larger than expected drop in students undertaking diplomas and advanced diplomas. 7. A reduction in student contact hours due to more targeted delivery combined with additional salary/compliance costs has resulted in an increased cost per hour.
Page 27 Meet rhett: Certificate III in Engineering (Mechanical Trade) Mechanical Diploma of Engineering (Mechanical) Apprentice Student of the Year 2009 Tom Connor Memorial Award 2009
By 2007, I’d been working at Thales as a labourer for four years. I couldn’t see how I could further my career at Thales without getting a qualification. Thales had just advertised for an apprentice fitter and turner and I realised, in my mid 20s, that an apprenticeship would be a great place for me to start. I applied for the position, was successful and began doing a Certificate III in Engineering (Mechanical Trade).
After completing the drafting module I knew I wanted to become a draftsman. I discussed my next steps with the training coordinator at Bendigo TAFE, and together we worked out what subjects I needed to get me there and I enrolled in the four design modules of the Diploma of Engineering (Mechanical). Having a teacher with a background in engineering and drafting was of great assistance. I streamlined my off-the-job training to get where I wanted to be as quickly as I could. I have come along way since starting my apprenticeship As I’d finished the classroom component of my apprenticeship early, I had some time to assist Bendigo TAFE in the development of a new resource, to help future students. This was not part of my apprenticeship assessment, but it was something that I was interested in, knowing it would benefit other engineering students.
Whilst completing my design modules I was offered a three month training position at Thales to work in the drafting area. At the end I was offered a permanent full time role as a detail draftsman. I was then released early from my apprenticeship completing it in less than three years.
Without having done my apprenticeship and further study in design, there was no way that I would’ve been offered the job. I have come a long way since starting my apprenticeship.
Page 28 COMPLIANCE WITH THE Freedom of information act (1982) BUILDING ACT 1993
Bendigo TAFE ensures that all works The Freedom of Information Act (FOI) 1982 allows the public a right of access to requiring building approval were documents held by the Institute. It is the Institute’s policy, wherever possible, to approved and certified by an facilitate subject to privacy and confidentiality provision access to information independent building surveyor. without recourse to the provisions of the Act. All new building works in 2010 received the mandatory inspections, In 2010 the Institute had three applications for information under the FOI Act. occupancy permits or certificates of practical completion. Enquiries and requests for FOI should be addressed to: Alice O’Brien Bendigo TAFE requires all building Manager of Administration practitioners engaged to carry out major Bendigo TAFE works to show current registration and PO Box 170 insurance before commencement. Bendigo VIC 3552 Ph: (03) 5434 1515 All buildings are maintained to a level Fax: (03) 5434 1569 of prescribed performance by way of mandatory periodical checks and tests with records of these inspections kept under the requirements and provision of the Building Act 1993 and the Building Regulations 2006.
Charleston Road, Information Centre
Page 29 WHISTLEBLOWERS PROTECTION ACT 2001
The Institute has implemented a policy and procedural framework to encourage and facilitate the making of whistleblower disclosures of improper conduct by the Institute’s officers and employees. The Institute provides protection and support for the whistleblowers and has established a system for matters to be investigated and, where necessary, corrective actions to be taken. For the year ended 31st December 2010 there were no matters raised with the Institute under the Whistleblowers Protection Act 2001, nor where there any matters referred to the Institute to which the Institute declined to investigate.
COMPETITIVE NEUTRALITY
Bendigo TAFE has developed a costing model to ensure compliance with competitive neutrality principles. Costings are checked to ensure compliance with: • competitive neutrality principles, • Competitive Neutrality: A Statement of Victorian Government Policy, • the Victorian Government Timetable for the Review of Legislative Restrictions on Competition, and • any subsequent reforms.
Page 30 ADDITIONAL INFORMATION
Further information is available in relation to the following topics, and those details can be made available upon request. • Bendigo TAFE publications • industrial relations issues • major committees sponsored by Bendigo TAFE • major research initiatives • overseas visits
All enquiries should be directed to: Alice O’Brien Manager of Administration Bendigo TAFE PO Box 170 Bendigo VIC 3552 Ph: (03) 5434 1515 Fax: (03) 5434 1569
SPONSORED COMMITTEES
Information about major committees sponsored by the Institute, the purpose of each committee and its achievements can be directed to: Alice O’Brien Manager of Administration Bendigo TAFE PO Box 170 Bendigo VIC 3552 Ph: (03) 5434 1515 Fax: (03) 5434 1569
Page 31 ENVIRONMENTAL PERFORMANCE
The Victorian Government Energy Efficient Building Policy requires all Institutes to take active measures to reduce their energy consumption by 15% and purchase 10% of its electricity from alternative green power sources. Bendigo TAFE has introduced, and will continue to investigate, a number of energy saving initiatives to reduce energy consumption through business and facility improvements and considered procurement decisions.
Bendigo TAFE is committed to improving the environment performance of all buildings and equipment and identifying and implementing further opportunities to reduce energy consumption and waste. Capital Works projects recently completed at both Charleston Road and Echuca Campuses contain a range of energy reduction, energy generation and sustainable features. Bendigo TAFE is now aligned and working with Resource Smart, a Skills Victoria sponsored initiative incorporating the Tertiary Education sector to develop, to implement and report sustainable performance. Sustainability Champions have been elected in both the teaching and non-teaching areas to promote sustainability across all areas of Bendigo TAFE and meet regularly to ensure ongoing development of sustainable practices. Management of the Bendigo TAFE vehicle fleet is continuing to employ a range of smaller, more fuel efficient vehicles, while also considering alternative fuels, safety and green star ratings. Bendigo TAFE have also held discussions with the Eaglehawk Recycle Shop who have indicated they can recycle all of the following items; metals, cardboard, non-toxic timber, motor and cooking oils, computers and accessories, plastics, white goods, power tools, batteries, fluorescent tubes and gas bottles. We intend to utilise this facility and reduce waste to landfill.
PECUNIARY INTERESTS
At each Board meeting as an Agenda item, all Board Members are asked to declare any Pecuniary Interests. There were no Declarations of Pecuniary Interest in the 2010 financial year.
SHARES
There was no interest in shares of related entities held by Responsible Persons or related parties during the 2010 financial year.
Page 32 MARKETING MARKETING ACTIVITIES PUBLICATIONS
Information published about Bendigo Bendigo TAFE promoted its offerings for 2010 through various press advertising TAFE includes the 2009 Annual Report, campaigns as well as the production of flyers, newsletters, publications and other course guide, School specific flyers associated marketing materials. A new course guide was developed mid-year, and course brochures along with the which showcased the various full time courses and opportunities that the Institute student diary and wall planner. The had to offer. Marketing and Business Development Unit also produced the 2010 Fees and An open day was hosted in August which was well received and provided Charges brochure, 2010 Information for a backdrop for the launch of the new course guide. The day was filled with Prospective Students booklet, and the many displays and interactive activities which were supported by the teaching 2010 Student Handbook. departments, providing a friendly and fun environment for prospective students. Student achievements and capabilities were on show throughout the year at the For further details, please contact: Annual Art and Design Exhibition and the Bendigo Fashion Week parades, while Marketing Team Leader students were recognised for their achievements at the various School based Marketing and Business Development award nights. These included the Bendigo TAFE Hair Design Awards Night and the Bendigo TAFE Trade Awards Night along with the BTEC Year 12 Graduation, and the BTEC Awards PO Box 170 Bendigo VIC 3552 Night. The recognition of student achievement celebrations culminated with the Ph: (03) 5434 1869 Bendigo TAFE Graduation Ceremony, celebrating the completion of all Nationally Fax: (03) 5434 1662 Recognised courses at the Bendigo Stadium. With over 1000 people attending, the Graduation also saw the announcement of the Bendigo TAFE Student of the Year, Top Apprentices and both the Jan Lorimer and Tom Connor Memorial Award winners.
Bendigo TAFE was fortunate enough to have some excellent industry based events for the five Schools within its Education and Training sector - Inclusion and Pathways, Technical Trades, Design and Sustainability, Community Services and Health and Business Services and Service Industry. These events were focused on industry partnerships and provided opportunities for information gathering and to disseminate information about Bendigo TAFE to industry and business representatives. There was also the coordination of opening ceremonies for both the Charleston Rd campus, that underwent major capital works in 2009-2010, and the Bendigo TAFE Clinical Training Centre, which is a new training facility now open for the training of our health students. Both projects were very exciting for the Institute, providing us with fantastic resources to train our future students.
The sponsorship of numerous local Business Excellence Awards, Central Victorian Business Network, and local Secondary Student Awards evenings, continued the community focus that Bendigo TAFE employs throughout Central Victoria.
For further details, please contact: Marketing Team Leader Marketing and Business Development Bendigo TAFE PO Box 170, Bendigo, VIC, 3552 Ph: (03) 5434 1869
Page 33 AN DRAFTING - HAIR AND BEAUTY - INFORMATION TECHNOLOGY - CON
ND I NG - ENGLISH LANGUAGE - SCIENCES - COMMUNITY SERVICES AND HEALTH - FOOD HYGIENE AN
EA ON AND FITNESS - REAL ESTATE - HA AND BEAUTY - BUSINESS MANAGEMENT - AGRICULTURE - CONSERV T AND LAND MANA E SC ENCES - COMMUNITY SERV ES AN EALTH D S Y C NS G - TRAINING AND SSESSMENT - DESIGN AND DRAFTING - ENGI - WRITING AND E
B S NESS MANAGEMENT - AGRICULT R CONSE VAT O AN AN M GEMEN - HOR ICU TURE INDUSTRY LICE NG - TRAINING AND ASSESSMENT - AUTOMOTI GN AND DRAFTI CH OLOG - CONSERVATION AND LAND M NA EME T NUR G - N S RY L ENSIN - HO ALI Y AND COOKERY - ART AND DESIGN - BUILD NG AND CONSTRU N - COMMUNITY SERVICES AN ALTH - FOOD HYG
CESSING - TRAINING AND ASS SSM T DES N AND D A TING E G EE N - W I NG AN EDITING - HORT CULTURE - REAL ESTATE - HAIR AND BEAUTY - SCIENCES AGR CULTURE - CON RVATION AND LAND MANAGEMENT - HORTICULTURE DE YGIE AND OOD C S G TRA NI G AND A SES MEN - ESIGN AND DRAFT NG - ENGINEER NG - WRITING AND E T NG - SPORT, RECREATION AND FITNESS - AL ESTATE - HA R AND BEAUTY - TRAINING AND ASSESSMENT - DES GN AND DRA ERIN - MUS ORT CREATION AND FITNESS - REAL ESTATE - HAIR AND BEAUTY - BUS NESS MANAGEMENT - AGRICU URE - CONSERVAT ON AND LAND MANAGEMENT - HORT CULTURE - I USTRY LICENSING - M NING - TRAINING AND ASSESS TIVE COURSES- DESIGN AND DRAFTING - HAIR AND BEAUTY - INFORMATAVAILABLE ON TECHNOLOGY - CONSERVAT ON AND LAND MAFOR GEMENT - NURSING - INDUSTRY2010 LICENSING WRITING AND EDITING - ART AND DES GN - HOSPITALITY AND COOKERY - ENGLISH LA AND PREPARATO Y COURSES - MUS C - LITERACY AND NUMERACY - WRITING AND EDITING - VCE AND PREPARATORY COURSES AC Y SERVICES AND HEALTH - FOOD HYGIENE AND FOOD PROCESSING - NG AND AS S NT - VCE AND PREP TORY COURSES - SCIENCES- WRITING AND EDIT NG - REAL ESTATE - HA R AND BEAUTY - CLOTHING AND FASHION - BUS NESS MAN UR CONSERVATION AND LAND MANAGEMENT - HORT CULTURE - Y LICENSIN NG - FOOD HYGIENE A D FOOD PROCESSING - TRA NING AND ASSESSMENT - DES GN AND DRAFTING - WRITING AND EDITING - REAL ESTATE D NG - D HYGIENE AND FOO ING- BU LDING AND CON N - ENGINEERIN Y - ENGLIS LANGUAGE - SCI MMUNITY SERVICES AND HE FOOD HYGIENE AN FOOD PROCESS NG - REAL ESTATE - SPORT, RECREAT ON AND FITNESS - MUSIC- MINING HORTICULTURE - BUSINESS BUSINESS MANAGEMENT MA M NT - AGRICULTURE - - FOOD HYG ENE AND ING - H IR AND BEAUTY - INFORMATION ECHNOLOGY - CONSERVAT ON AND LAND MANAGEMENT - NURSING - INDUSTRY LICENSING - HOSPITALITY AND COOKERY - A AND DESIGN BUILD NG AND CONSTRUCTION - WRIT NG G VC ORY COU SES - MUSIC - ART AND DESIGN - ENGLISH LANGUAGE - SCIENCES - COMMUNITY SERV CES AND HEALTH - FOOD HYGIENE AND FOOD PROCESSING - N NG AND ASSESSM NT - DESIGN AND DRAFTING - ENGINEERING - M SPORT, R ITNESS - REAL ESTATE - HAIR AND BEAUTY - NURS NG - AGR CULTURE - CONSERVATION AND LAND MANAGEMENT - HORT CULTURE - BUILDING AN NST UCTION - INDUSTRY LICEN ING M NING - TRAINING AND ASSESSMENT - AU OMOTIVE - M SIGN AND DRAFT NG - HA R AND BEAUTY - NFORMATION TECHNOLOGY - CONSERVATION AND LAND MANAGEMENT NDUSTRY L CE G HOSPITALITY AND COOKERY - A T AND DESIGN E GLISH LANGUAGE COMMUNITY SERVICES GIENE AND FOOD PROCESSING - TRAIN NG AND ASSESSME T - DE GN AND DRAFTING - SCIENCES - WRIT NG AND ESTATE - HAIR AND BEAUTY - CLOTH NG AND FASHION OCESSING - HORT RE - REAL ESTATE - MINING - FO D HYG ENE AN FOOD PROCESS NG - TRAIN G AND ASSE DESIGN AND DRAFT NG - MIN NG - WRITING AND EDITINGAT - SPORT, RECRE BENDIGO N ND FITNESS - REAL ESTATE - HA R AND TAFE
OOD HYG A PROCESS NG- BUILD NG AND CONSTRUCTION - RIT NG AND EDITING - VCE A D PREPARATORY COURSES - LITE CY A D NUMERACY - WRIT NG AND EDITING - VCE AND PREPARATORY COURSES - MUSIC - SPORT, RECRE ENGLIS UAGE SCIENCES - HA R AND BEAUTY - FOO HYGIENE ND FOOD PROCESSING - BUSINE S MANAGEMENT - REAL ESTATE CO - SERVA SPO T NRECREATION AN AND NAGE ND NTF TNESS RS NG M NING ND S Y HORT C NG CU ORT T RE C ENG T RE NEERING RT A DES AUTOMOTIVE G B G DES GN D DR ORMA ON TE NO O D BEAUTY - IN ORMATION TECHNOLOGY - SPORT, RECREAT ON AND NESS - NURS NG - NDUSTRY L NS NG - HAIR AND BEAUTY - ART A D S GN - BUI I G A D CON C ON W T G N E T NG - VCE ND PR AR ORY OU ES -
AND NUMERACY - ENGLISH LANGUAGE - SCIENCES - COMMUNITY SERVICES AND HEALTH - FOOD HYGIENE AND FOOD PROCESSING - AGRICULTURE - CLOTH NG AND FA HION BUSIN S MANAGE NT - REA ES ATE SPORT, R C ATION AND NE www.britafe.vic.edu.au C T E E NEER A T MOT DES AND AFT A R ND BE TY
Please see the ‘Training and Education’ section 1300 554 in today’s248 paper for Information Session details
CRICOS Provider Number: 03059A
Page 34 STUDENT FEES AND CHARGES
In 2010 the changes to the prices in fees and charges continued to be in line with the Skills Reform initiative that was implemented from 1 July 2009. Bendigo TAFE went from having a minimum fee of $56.00 and a maximum of $896.00 for tuition fees, to having a multiple level fee structure depending on the specific course category level a new student enrolled into.
Please note: these changes only applied to new enrolments after the 1st of July 2009 and only apply to the tuition level of our fees and charges. They are as follows: • Foundation level courses: Tuition fees for these courses will be up to $1.08 per hour. The minimum fee will be $50.00 and the maximum yearly fee (or fee cap) will be $500.00. • Skills creation level courses: Tuition fees will be $1.40 per hour. The minimum fee will be $105.00 and the maximum yearly fee (or fee cap) will be $875.00. • Apprenticeships and Traineeships: Tuition fees will be $1.37 per hour. The minimum fee will be $57.00 and a fee cap of $903.00. • Skills building courses: Tuition fees will be $1.62 per hour. The minimum fee will be $120.00 and a yearly fee cap of $1,000.00. • Skills deepening courses: Tuition fee will be $3.25 per hour. The minimum fee will be $225.00 and a yearly fee cap of $2000.00.
Students enrolled after 1 July 2009 who are the recipients of a valid concession card pay the minimum fee based on the type of course level they are enrolling in.
Page 35 Meet Jamie: Certificate III in Music Industry Skills – Technical Production VETiS (Bendigo Senior Secondary College)
I chose to study Music Industry because I wanted to take my passion for music and the technical side of it to a new level as well as boost my knowledge about the music industry. The Music Industry teachers at Bendigo TAFE came to talk to our music class at Bendigo Senior Secondary about the course. After they told us everything about it, I knew it was what I wanted to be involved in and went about enrolling in the course. Everything included in the course is my passion about music - playing music, setting up a PA, live sound, mixing and recording - it was just a great mix.
I got a lot out of Music Industry from learning to set up a PA system, through to how to mix and record music on computers and digital recorders. We created a CD with the song A Life I Never Knew which we recorded at Bendigo TAFE. Then we teamed up with the Design students to make a professional style music video to go along with the song. Music Industry has allowed me to achieving several studio recordings, setting up a large PA system and learning how to mix songs on the computer which will come in handy in the future. The course will help me lead to making a career in the music industry, whether that be owning my own recording studio or touring with my own band, or even into musical theatre.
Page 36 major external reviews
Department/Unit Type
Institute Heavy Vehicle Training and Assessment Services Compliance Audit
Finance External Audit on 2009 Annual Financial Report Finance 2009 Annual Financial Report – Final Audit Institute AQTF Re-registration Audit Student Administration (2009) non-financial activity measures in VET (Invalid Enrolment (IE) Audit) ISO 9001:2008 Quality Surveillance Audit Management Systems ITCU Copyright Audit
Institute Victorian Managed Insurance Authority (VMIA) - Site Risk Survey (SRS)
Facilities Capital Equipment and Maintenance BTEC Procedures, Controls and integration with Bendigo TAFE Animal Ethics Committee Audit of the Scientific Procedures Premises Licence (Institute Wide)
Finance Taxation Compliance
Hospitality Health inspection of food premises
Institute Heavy Vehicle Training and Assessment Services Compliance Audit
Institute Training and Education Audit Human Resources Worksafe Audit: Hazardous Manual Handling, Ladders (height work), Slips/Trips and Pedestrian Access Finance Procurement and Accounts Payable
Institute Heavy Vehicle Training and Assessment Services Compliance Audit
Finance Accounts Receivable and Receipting Finance 2010 Annual Financial Report – Interim Audit
Institute Heavy Vehicle Training and Assessment Services Compliance Audit
Education and Pathways AMEP Delivery
Page 37 Requested By Bendigo TAFE Location Date Ref. City Campus and Charleston Vic Roads 12 January EA10.21 Road Campus External City Campus February EA10.01 MGR Accountants/Victoria Auditor General City Campus 15 - 16 February EA10.08 VRQA All 16 and 17 February EA10.06 Skills Victoria City Campus 13 - 14 May EA10.03 City Campus and Echuca NCSI 21 - 22 June EA10.09 Campus CAL All Campuses June/July EA10.04 City Campus and Charleston Victoria Managed Insurance Authority 2010/2011 Financial Year EA10.20 Road Campus WHK/Audit and Risk Committeee City Campus 21 - 23 July EA10.14 WHK/Audit and Risk Committee BTEC 21 - 23 July EA10.15 Bureau of Animal Welfare - Department of Charleston Road and Harness 17 August and 7 EA10.16 Primary Industries Racing Training Centre September Strategem Financial Group/Financial City Campus 26 August EA10.07 Management Act 1994 City of Greater Bendigo City Campus 7 September EA10.10 City Campus and Charleston Vic Roads 15 September EA10.01 Road Campus Uniting Aged Care All 17 September EA10.17 Worksafe City Campus 28 September EA10.02 WHK/Audit and Risk Committee City Campus 5 - 7 October EA10.13 City Campus and Charleston Vic Roads 8 October EA10.22 Road Campus WHK/Audit and Risk Committee City Campus 18 - 20 October EA10.12 RSD Chartered City Campus 25 - 26 October EA10.05 City Campus and Charleston Vic Roads 11 November EA10.11 Road Campus City Campus and Castlemaine NEAS 22 November EA10.18 Campus
Page 38 introducing deDebbie: Certificate IV in Nursing Jan Lorimer Award Winner 2009
I had been working in aged care nursing hostels as a Personal Care Assistant and Infection Control Officer for two years, when I decided I wanted to gain registration as a Division 2 nurse with medication endorsement.
Having been out of the education system for such a long time, I doubted my ability to study again. I started with baby steps and enrolled in a Certificate II in Aged Care course and topped the class. Knowing that I could do this I then set about applying for nursing. I was unsuccessful in my first attempt, but, undeterred, I reapplied the following year and successfully gained a place.
I have had the help and support of a great group of classmates, fellow workers in the field as well as the invaluable support of the Bendigo TAFE library staff. The teaching staff were a constant source of inspiration with their knowledge and support throughout the year. And throughout my studies I continued to work part-time.
My plan was to finish my nursing studies at Bendigo TAFE within the top 5 percent of the class. This has been achieved. I successfully applied to La Trobe University to gain additional qualifications through the Division 1 Nursing Conversion Course and will graduate in 2012. I am combining this study with part time employment at St John of God Hospital Bendigo. On completion of my studies I hope to volunteer my services for 12 months in either rural/remote Australia or a third world country. My long- term plan is to manage a nursing home.
I have already encouraged several of my aged care colleagues to apply for nursing. It has been a very enjoyable experience. My gratitude for the teachers, knows no bounds, they are a truly remarkable group whose knowledge, expertise and support has been endless and gratefully received.
Page 39 RESEARCH INITIATIVES
Short Course Review Skills Deepening Review The purpose of this review was to The Skills Deepening review was initiated in response to the policy shifts, changes in examine carefully short course delivery funding arrangements and anticipated reduction in skill deepening enrolments at at Bendigo TAFE. There was a need Bendigo TAFE. This phase of the project aims to: to review both the purpose and the • Identify current policy initiatives process for planning, implementing • Summarise relevant literature/research on the future of diploma and higher and reviewing short courses. Currently level qualifications in TAFE’s there are a range of definitions for short • Collate relevant data on enrolment for diploma and higher level qualifications courses. Short courses at Bendigo TAFE for Bendigo TAFE include areas of study less than 100 • Review other TAFE’s approaches and proposed future directions to higher nominal hours, skill sets or clusters and level qualifications delivery hobby courses. The key question which drove this investigation was, what type of higher level The outcome of this initiative was to qualifications (if any) should Bendigo TAFE deliver and what models or approaches provide the foundations for a more to delivery should we be pursuing? strategic and informed decision making In particular, are there specific vocational areas where the delivery of higher process in relation to short course delivery level qualifications is appropriate and viable and should Bendigo TAFE consider by Bendigo TAFE. delivering degrees? It is envisaged that the discussion paper will provide clearer direction for the future delivery of higher level qualifications at Bendigo TAFE. Given the changing environment it is anticipated that there will need to be an ongoing review of strategic directions.
Skills Deepening Demographic Trends The demographic profiles for 2008, 2009 and 2010YTD are broadly similar for diplomas and advanced diplomas. The main differences appear to be the increasing average hours for younger students and the increasing number of younger students, within the framework of a decline in total enrolments.
The decline in total enrolments is consistent with the indications from eligibility considerations. Even the Government funded places in 2010 were reduced due to cost pressure, being up to $2000 from a maximum of nearer $900 in 2009. Hence the fee increase impact is significant for even Government funded places. The higher cost to undertake VET may tip the balance for some students towards undertaking a course of higher education at University. Additionally La Trobe University has been aggressive with regional marketing, and successful in achieving offers, with 1978 in 2010 which is an increase from 1070 in 2009. Typical conversion rates for La Trobe as a whole are 66%.
Page 40 Overseas Visits, Initiatives, Strategies, Risk Management and Performance
In January 2010 Bendigo TAFE established The audit was successful and facilitated discussions on teaching and learning the ADEC (Abu Dhabi Education strategies, ensuring that assessments met the standards required. Bendigo Council) Summer Abroad Program TAFE provided VCARE with updated templates, which can be used in 2010 ‘working party’, to facilitate our assessment procedures. submission for this very exciting program. The submission included a five week A full audit report was forwarded to VCARE and other stakeholders by June timetable for a study tour for 40 young 2010, with suggested recommendations/improvements for teacher supervision, Emirate males and four chaperones. In assessment tools and record keeping. April 2010 the Premier Mr John Brumby, Three teachers were assessed for RPL in some or all of the units from the hairdressing at a function in Abu Dhabi, announced training package and evidence collected for RPL for beauty qualifications. This that Bendigo TAFE was successful in their was conducted via video skills demonstrations and interviews. submission for this highly sought after and very successful program. The assessments for completed students were validated and time was allocated to spend with the teaching staff, working through assessment tools and checklists In May 2010 Tara Kirk and Debra Burch, to help improve their assessment systems. representatives from Bendigo TAFE Hairdressing Department, travelled to In July 2010 the ADEC Summer Abroad Program saw 40 students and chaperones India (Chennai, Tamil Nadu) to visit arrive from the United Arab Emirates. The students subsequently graduated VCARE Trichology (Hair) Clinic. VCARE and were presented with certificates along with their chaperones at their own is the first Trichology Clinic established in Graduation Ceremony. Southern India and is promoted by Mrs Carolin Praba Reddy. Mrs Praba Reddy The risk to Bendigo TAFE in international operations for 2010 was minimal, as there acquired her qualification in Trichology was only one off-shore project delivered this year, in India. The total revenue to from the “International Association of Bendigo TAFE for 2010 was $460,000, which includes the very successful ADEC Trichologists” in Australia. Summer Abroad Program. Major objectives of the trips were to: • Validate assessments for trichology The following measures are taken to ensure that Bendigo TAFE’s International Unit and hairdressing students continues to align with the strategic direction of the Institute at all times: conducted by VCARE • Fortnightly reports to the Business Development Community of • Conduct an audit to check Practice meetings compliance against AQTF standards • Fortnightly updates are provided to the CEO • Provide Recognition of Prior Learning • Quarterly reports on international operations are tabled to the CEO and (RPL) for hairdressing teachers Bendigo TAFE Board meetings • Provide updates on resources and • All financial income/expenditure for proposed international projects training packages are submitted to the CEO and subsequently approved by the Executive • Consider expanding our partnership Management Committee (EMC) with VCARE to beauty therapy • Regular meetings are held with Teaching Departments, regarding current and qualifications. proposed CRICOS registrations • Tour VCARE’s Beauty Salon – modern • An International Planning Day was held in 2010, to ensure that all international facilities and latest technology activity both on-shore and off-shore, aligns with the Institute’s strategic plan. equipment being utilized.
AUSTRALIA
Page 41 Q&A with Jack: International student Certificates I, II and III in Information Technology
Where are you originally from? I am originally from Vanuatu, South West of Pacific. Half my childhood was spent on my home Island of Paama, (Malampa Province) in the Central Part of Vanuatu. For the majority of the time though, I grew up and worked in Port Vila.
Why did you choose to study in Bendigo, and at Bendigo TAFE? I wanted to come to Bendigo to study so that I could live with my Australian Grandmother and Mother. I had been here for six months on a holiday visa and fell in love with the town. I made many friends and just felt really accepted so, decided I would like to study in Bendigo.
I have really enjoyed my studies at Bendigo TAFE
What courses have you studied/are you studying? Prior to studying at TAFE, I completed a few short computer courses at Continuing Education. I then studied to become a Personal Trainer and Fitness Instructor (Master Trainer) at Lifestyle Gymnasium in Bendigo – studying through the Australian Institute of Fitness. Since commencing at Bendigo TAFE, I have studied 15 weeks of English, I have also completed Certificate I and II in Information Technology (IT) and am currently completing Certificate III.
Have you enjoyed your studies? I have really enjoyed my studies at Bendigo TAFE. I have made many, many friends and have found all the lecturers and staff to be very friendly and helpful.
What do you hope your study will help you to achieve? I am not only hoping to achieve a career in IT within the Aviation Industry but am also hoping to become a permanent resident of Australia.
Page 42 BENDIGO TAFE YOUTH PROFILE
In 2008 Bendigo TAFE adjusted the Institute’s strategic direction to specifically include and target youth within the region.
This strategy has been achieved with an increase of youth studying at Bendigo TAFE of 37% of the total student cohort. The 19 year old and under youth market has steadily grown with a 20.3% increase in enrolments from 2007 to 2010, with the 20 to 24 year old market increasing by 15.7% in the same period. This dramatic growth identified the need to invest more resources in the Student Support Services area. A restructure of this area took place in August 2009 that resulted in the establishment of an additional three positions to support youth. In addition, courses that attracted significant percentages of youth were strategically targeted to introduce the CAVSS (Course in Applied Vocational Skills) program, to support those young people enrolled in vocational courses that were struggling academically and to assist with retention and learning satisfaction.
A large part of the growth from the youth market has been due to the huge success of Bendigo Technical Education College (BTEC) which caters to the specific educational needs of young people to ensure an engaged, positive learning environment. BTEC avoids the traditional mainstream style of delivery with flexible online delivery allowing students to meet the requirements and expectations of TAFE, VCAA, the student’s employer and the college. The students are also given the opportunity to participate in community projects that are trade focused voluntary work for charity organisations or not for profit organisations, where they use their trade skills to help members of the community. BTEC has a high retention rate of students and this is largely due to the Student Mentor Program. The mentor endeavours to connect with each student in his/her group and develop a bond and mutual trust to enhance the students experience at BTEC and their overall development. It is encouraged that the mentor continues to support the student after completion of their course by providing valued assistance when the student enters the workforce in a full time capacity.
Bendigo TAFE intend to continue to strategically target youth in 2011 and beyond, by offering unique and flexible courses that appeal to this cohort and include specialist support to increase the overall retention rate of this group of students at Bendigo TAFE.
Page 43 A day in the life of BTEC
BTEC is a trade based school; it is a school that has the flexibility to work around you and your course, apprenticeship or work placement. BTEC is really different to other schools. Students are treated like adults and most of the students are working towards getting a job.
A day at BTEC starts with mentoring first off, which starts at 8.50am. In mentor we get our names marked off the role and we find out what classes we have for the day. Mentor ends at 9.10am. Our mentor also looks at how our work is going, and if we have been attending class.
On Fridays, mentor goes till 9.20am, so we can book our classes. In order to book our classes we have to figure out what skills sessions we have, and what classes we need to be in to help us complete our work and get assistance from the teachers.
We have a break at 10.50am until 11.10am, followed by our next class. Lunch is from 12.50pm to 1.20pm and we complete our last class. School finishes at 2.50pm and on Fridays we finish at 12.50pm.
At BTEC the teachers help us get into courses for our trades, which normally goes once a week. They also help you get work placement in your trade. You have to complete four lots of work experience a year, and our Industry Liaison Officers (ILO’s) help us try and line up apprenticeships, and work placement.
The traditional trade students also go out and do community based projects, BTEC promotes an alternative to the which means they go and help out in the community using their trade skills, helping mainstream delivery style with a flexible the community and learning at the same time. online delivery method allowing students to meet high level learning outcomes The traditional trade students are at the moment building an education room, while investigating and establishing an kitchen and surgery out at the local wildlife centre. apprenticeship simultaneously. Students meet all expectations of TAFE, Non-traditional trade students do things like working VCE and/or VCAL under the VCAA in hospitals, aged care facilities or child care centres. requirements, the student’s employer and BTEC. At BTEC we also have a very rewarding opportunity, where 18 students can fundraise money and go to The students are also given the the Northern Territory to help out in an Indigenous opportunity and are expected to community for 7 days. The BTEC students help participate in community projects that repair anything that may need to be fixed, help the are trade focused, including volunteer students in their class rooms, cook and prepare the work for charity organisations or not for dinner, and a whole lot of other things! profit organisations, where they practice their newly acquired trade skills helping members of the community. Christina Feather
Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 DISCLOSURE INDEX
The Institute’s Annual Report 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.
Clause Reporting Requirement Page Report of Operations 1. SD 4.2(g) The Report of Operations is to include qualitative and quantitative information on FRD 22 operations and be prepared on a basis consistent with the financial statements 1-44 prepared pursuant to the Financial Management Act 1994. This report is to provide users with information about: 49-50 • The Institute and its activities • Operational highlights for the reporting period 1-65F • Future initiatives, and • Other relevant information not included in the financial statements. 2. SD 4.2(h) The Report of Operations must be prepared in accordance with the requirements of 1-65F FRD 22 the Financial Reporting Directions. 3. SD 4.5.5 Signature of responsible person – FRD 22 Attestation on compliance with the Australian/New Zealand Risk Management 4 Standard. 4. SD 4.2(j) Signature of responsible person – FRD 22 The Report of Operations must be signed and dated by the Accountable Officer in 3 the case of a Government Department, or in the case of any other Public Sector Body, a member of the responsible Body. STANDARD DISCLOSURES IN THE REPORT OF OPERATIONS GENERAL INFORMATION 5. FRD 22 Manner of Establishment, including the relevant Minister 4 6. FRD 22 The Institute’s objectives, functions, powers and duties, linked to a summary of its 1-11 activities, programs and achievements for the reporting period. 7. FRD 22 Nature and range of service provision, including the communities served. 1-11, 18 8. FRD 22 Organisational chart(s) detailing members of the governing Board and the CEO, and organisational chart(s) detailing occupants of senior officers and their 9-10 responsibilities. GOVERNANCE Recommendation of TAFE Governance Review May 2003 9. 4.5.1.1 of TAFE Outline of the structure of the Board including Govt. • Committees of Board 11 Review • Description of their functions • Occupants of each committee 10. 4.5.1.1 of TAFE Outline of the structure of Board including Govt. • Names and qualifications of members of the Board including knowledge, 13-16 experience and skills. • Summary of number of meetings attended by each Board member.
Page 51 Clause Reporting Requirement Page 11. 4.5.1.1 of TAFE Summary of training undertaken by Board members throughout the year, including 16 Govt. Review the number and type of programs. 12. 4.5.1.1 of TAFE Brief description of the values of the Board and whether there is a Code of Conduct Govt. Review used to guide decisions of the Board, including a summary of performance and 17 activities of the Board. 13. FRD 22 Statement on Workforce data for the current and previous reporting period 21 14. FRD 22 Statement on the application of employment and conduct principles 22 15. FRD 22 Statement on occupational health and safety including appropriate performance indicators, outlining the Institute’s performance against such indicators and details 22 of assessments and measures taken to improve the occupational health and safety of employees. 16. FRD 22 A general statement on industrial relations within the Institute and details of time lost 22 through industrial accidents and disputes. FRD 10 DISCLOSURE INDEX 17. FRD 10 The Disclosure Index is to contain a list identifying the relevant clauses of Victorian 51-59 legislation with statutory disclosure requirements. 18. FRD 10 A short description of the relevant requirement. 51-59 19. FRD 10 The page in the Annual Report where the disclosure in satisfaction of the relevant 51-59 requirement is made. DISCLOSURES Disclosure of ex gratia payments 20. FRD 11 Disclosure in aggregate of the nature and amount of any ex gratia payments incurred and written off during the reporting period. This is to be included in the 26 notes to the financial statement. Disclosures of responsible persons 21. FRD 21A (1)(a) The name of each person holding a position that meets the definition of responsible 49F person of the reporting entity at any time during the reporting period. Disclosures of remuneration of executive officers 22. FRD 21A (1)(b) Where there is more than one responsible person during any reporting period, the total remuneration of all responsible persons received or receivable in connection 44F to their employment. 23. FRD 21A(1)(c) An analysis of remuneration of responsible persons • in bands of $10,000 51F • listing the number of responsible persons whose actual remuneration for the period falls within each band 24. FRD 21A (1)(d) A table disclosing the aggregate amount of related party transactions at the reporting date, including but not limited to the aggregate amount of repayments, shares and share options and other sources of remuneration that do not come 53F under the definition of any of the above mentioned categories received by the responsible person in addition to base remuneration.
Page 52 DISCLOSURE INDEX Clause Reporting Requirement 23Page 25. FRD 21(2)(a) Total remuneration of all executive officers received or receivable in connection to their employment: • Including the remuneration of executive officers acting in the position of an 44F accountable officer at any time during the reporting period; and • To ensure disclosures are meaningful, additional information may need to be disclosed about the nature of such remuneration. 26. FRD 21(2)(b) Base remuneration disclosed separately from actual remuneration. • Significant variations between total and base remuneration should be 44F supported by explanatory commentary. 27. FRD 21(2) (c) Accrual principles that apply in determining remuneration levels. All amounts 44F received or receivable by the individual are to be disclosed. FINANCIAL INFORMATION
28. FRD 22 Summary of financial results with comparative information for preceding four years 23 29. FRD 22 Summary of significant changes in financial position 23 30. FRD 22 Summary of operational and budgetary objectives, including performance against 1-3 objectives and significant achievements 31. FRD 22 Events subsequent to balance date which may have a significant effect on operations in subsequent years, including a summary of major changes affecting 45 the achievement of operational objectives. 32. FRD 22 For each consultancy valued in excess of $100,000, set out • Schedule listing the consultants engaged • Summary of project involved 25-26 • Total project fees approved (excluding GST) • Expenditure for the reporting period (excluding GST) • Future commitments relating to consultant 33. FRD 22 Total number of consultancies individually valued at less than $100, 000 25 (exclusive of GST). 34. FRD 22 Total expenditure (exclusive of GST) of these consultancy engagements. 25-26 35. FRD 22 Financial information must be consistent with that included in the financial 23, 25-26 statements. 36. FRD 22 The Report of Operations should be presented in a format that complements the financial report as a whole, • Containing any additional information the accountable officer or the governing board considers appropriate, or • Any information which has been mandated by other authoritative 1-3 pronouncements
The Report of Operations must contain general and financial information, including other relevant financial information, outlining and explaining an entity’s operations 23 and activities for the reporting period.
Page 53 Clause Reporting Requirement Page 37. FRD 27 The Report of Operations must include in its report of operations an audited statement of performance including: • The relevant performance targets and indicators as determined by the responsible Minister; • The actual results achieved for that financial year against pre-determined 27 performance targets and indicators; and • An explanation of any significant variance between the actual results and performance targets indicators • The TAFE Statement of Performance Management Certificate 50 OTHER RELEVANT INFORMATION 38. FRD 22 Summary of Application of Freedom of Information Act (1982) (Including 29 amendments of 3 August 2007) 39. FRD 22 Statement on compliance with building and maintenance provisions of the Building 29 Act 1993 (Including amendments of 1 July 2007) 40. FRD 22 Summary of the application and operation of the Whistleblowers Protection Act 2001, including disclosures required by the Act (including amendments of 1 July 30 2007) 41. FRD 22 Statement on implementation and compliance with National Competition Policy, including statement on compliance with policy statements– • “Competitive Neutrality: A Statement of Victorian Government Policy” 30 • “Victorian Government Timetable for the Review of Legislative Restrictions on Competition” and • Any subsequent reforms 42. FRD 22 Summary of environmental performance. 32 43. FRD 22 Statement, to the extent applicable that the information listed in Appendix 1 is available on request to the relevant Minister, members of Parliament or the public. 31 This includes additional information available on request subject to provision of FOI Act. 44. FRD 22 Statement that declarations of pecuniary interests have been duly completed by all 32 relevant officers. 45. FRD 22 Details of shares held by senior officers (as nominees or held beneficially in a 32 statutory authority or subsidiary) 46. FRD 22 Details of publications produced by the entity about itself and how they can be 33 obtained. 47. FRD 22 Details of major promotional, public relations and marketing activities undertaken to 33 develop community awareness of the Institute and its services. 48. FRD 22 Details of changes in prices, fees, charges, rates and levies charged by the Institute. 35 49. FRD 22 Details of any major external reviews carried out on the Institute. 37-38 50. FRD 22 Details of major research and development activities undertaken by the Institute. 40
Page 54 DISCLOSURE INDEX Clause Reporting Requirement Page 51. FRD 22 Details of overseas visits undertaken including a summary of the objectives and 41 outcomes of each visit. 52. FRD 22 List of major committees sponsored by the Institute, the purposes of each 31 committee and the extent to which the purposes have been achieved. OVERSEAS OPERATIONS OF VICTORIAN TAFE INSTITUTES 53. PAEC (Dec 1997) Financial and other information on initiatives taken or strategies relating to the 41 Institute’s international operations. Recommendation of Auditor General, Overseas Operations of Victorian TAFE Institutes – 3.110 Auditor General Special Reviews, June 2002 54. 3.110 Information in Annual reports of TAFE Institutes should include: • Nature of strategic and operational risks • Strategies established to manage such risks 41 • Performance measures and targets formulated for off shore operations • Extent to which expected outcomes have been achieved Recommendation of Auditor General, Performance Indicators TAFE Institutes 55. FRD 27 Annual reports should report against Key Performance Indicators (KPIs) The eleven recommended KPIs are: 1. Participation of 15-24 year olds 2. Participation of 25-64 year olds 3. Module Load Completion Rate 4. Student Satisfaction 5. Total cost per student contact hour (SCH) 6. Working capital ratio 27 7. Net operating margin 8. Fee for service revenue 9. Revenue per EFT staff 10. Student contact hours 11. Energy Consumption
A Statement of Performance Management Certificate. 50 FINANCIAL STATEMENTS Part 7 of the Financial Management Act 56. FMA 1994 49(a) Must contain such information as required by the Minister. 1-65F 57. FMA 1994 49(b) Must be prepared in a manner and form approved by the Minister. 1-65F 58. FMA 1994 49(c) Must present fairly the financial transactions of the department or public body 1-65F during the financial year to which they relate. 59. FMA 1994 49(d) Must present fairly the financial position of the department or public body as at the 1-65F end of that year. 60. FMA 1994 (e) Must be certified by the accountable officer for the Department or public body in 45-48 the manner approved by the Minister.
Page 55 Clause Reporting Requirement Page The financial statements must be prepared in accordance with:
61. SD 4.2 (a) Australian Accounting Standards (AAS and AASB standards) and other mandatory professional reporting requirements (including Urgent Issues Group Consensus Views 6-22F and Statements of Accounting Concepts). 62. SD 4.2 (a) Financial Reporting Directions. 6-22F 63. SD 4.2 (a) Business rules. 6-22F The financial statements are to comprise the following: 64. SD 4.2(b) Comprehensive operating statement. 1F 65. SD 4.2(b) Balance sheet. 2F 66. SD 4.2(b) Statement of recognised income and expenses. 1F 67. SD 4.2(b) Cash flow statement. 4F 68. SD 4.2(b) Notes to financial statements. 6-65F The financial statements must, where applicable, be signed and dated by the Accountable Officer, CFAO and a member of the Responsible Body stating whether, in their opinion: 69. SD 4.2(c) The financial statements present fairly the financial transactions during the reporting 49 period and the financial position at the end of the period. 70. SD 4.2(c) The financial statements are prepared in accordance with this direction and 6-65F applicable Financial Reporting Directions. 71. SD 4.2(c) The financial statements comply with applicable Australian account standards (AAS and AASB standards) and other mandatory professional reporting requirements 6-65F (including Urgent Issues Group Consensus Views and Statements of Accounting Concepts). SUPERANNUATION LIABILITIES AND DISCLOSURES 72. FRD 23 Name and type of superannuation scheme to which the Institute contributes. 47-48F 73. FRD 23 Basis for calculating superannuation contributions, including: • Cost to the Institute during the year, distinguishing between defined benefit schemes and defined contribution schemes 47-48F • Amount (if any) of contributions to defined contribution schemes outstanding at balance date 74. FRD 23 Details of any loans to the Institute from the scheme. NA 75. FRD 23 If superannuation liabilities are recognised, details for: • Each plan in aggregate • The Institute’s portion of accrued benefits • The new market value of the plan assets NA • Difference between these items and vested benefits as disclosed in the most recent report of the financial plan, or instead • Where available, most recent information of the amount of these items, its basis and date of preparation
Page 56 DISCLOSURE INDEX Clause Reporting Requirement Page The financial statements must be expressed in the nearest dollar except where the total assets, or revenue, or expenses of the public sector agency are greater than: 76. $10,000,000 the amounts shown in the financial statements may be expressed NA by reference to the nearest $1,000. 77. $1,000,000,000 the amounts shown in the financial statements may be expressed by NA reference to the nearest $100,000. 78. The financial statements must be reviewed and recommended by the Audit 50 Committee or Responsible Body prior to finalisation and submission. Financial statements (Statement on complying with Financial Statement Guidelines from the Department of Treasury and Finance) 79. Income from transactions. 23-24 80. Expenses from transactions. 25-26 81. Borrowing costs expense. NA 82. Result from continuing operations. 1F 83. Extraordinary items. NA 84. Comprehensive result. 1F 85. Increase (decrease) on adoption of Accounting Standard. 21F 86. Net increase (decrease) in asset revaluation reserve. 37F 87. Total revenues, expenses and valuation adjustments recognised directly in equity. 37F 88. Current assets. 2F 89. Non-current assets. 2F 90. Classes of assets including: cash assets, receivables, inventories, other financial 2F assets, other assets, intangible assets, property plant and equipment. 91. Total assets. 2F 92. Current liabilities. 2F 93. Non-current liabilities. 2F 94. Classes of liabilities including: payables, interest bearing liabilities and provisions. 2F 95. Total liabilities. 2F 96. Reserves. 2F 97. Contributed capital. 2F 98. Total equity. 2F Statement of cash flows
99. Cash flow statement activities: operating activities, investing activities and financing 4F activities. 100. Cash at the beginning and end of the year. 4F
Page 57 Clause Reporting Requirement Page 101. Financing arrangements. NA 102. Non cash financing and investing activities. NA Notes to and forming part of the financial statements 103. Note 1 – Statement of significant accounting policies. 6F 104. Note 1 – Policies – Historical cost. 6F 105. Note 1 – Policies – Rounding off. 20F 106. Note 1 – Policies - Investments. 12F 107. Note 1 – Policies – Depreciation and amortisation. 10F 108. Note 1 – Policies – Depreciation methods. 10F 109. Note 1 – Policies - Inventories. 14F 110. Note 1 – Policies – Wages and salaries, annual leave and sick leave. 18F 111. Note 1 – Policies - Superannuation. 19F 112. Note 1 – Policies – Doubtful debts. 12F 113. Note 1 – Policies – Leases (Leasehold improvements). 13F 114. Note 1 – Policies – Valuation of non-current assets. 15F 115. Note 1 – Policies - Cash. 12F 116. Note 1 – Policies - Statement of significant accounting policies. 6F 117. Note 1 – Policies – Recognition of assets not previously recognised. 12-13F 118. Note 2 – Revenue – Government financial assistance. 23F 119. Note 2 – Revenue – Revenue from government contributions - operating. 23F 120. Note 2 – Revenue – Revenue from government contributions - capital. 23F 121. Note 2 – Revenue – Revenue from fee for service. 23F 122. Note 2 – Revenue – Revenue from Investment. 23F 123. Note 2 – Revenue – Revenue from other income. 24F 124. Note 3 – Expenses – Employee related expenses. 25F 125. Note 3 – Expenses – Repairs and maintenance. 26F 126. Note 3 – Expenses – Other expenses. 26F 127. Note 3 – Expenses – Depreciation and amortisation. 25F 128. Note 4 – Gain/(loss) on disposal of non-current assets. 27F 129. Note 5 – Cash and cash equivalents. 28F 130. Note 6 - Receivables. 29F 131. Note 8 - Inventories. 32F 132. Note 7 – Investments, loans and other financial assets. 31F 133. Note 9 – Other assets. 32F Page 58 DISCLOSURE INDEX Clause Reporting Requirement Page 134. Note 10 – Property, plant and equipment. 33F 135. Note 10 - Disposals. 33F 136. Note 10 – Revaluation increments (decrements). 33F 137. Note 10 – Depreciation/amortisation expense. 33F 138. Note 11 – Intangible assets. 35F 139. Note 12 - Payables. 35F 140. Note 14 – Employee benefits – current and non current. 36F 141. Note 14 – Provisions. 36F 142. Note 16 – Other liabilities. 37F 143 Note 17 – Equity and movements in equity. 37F 144 Note 18 – Cash flow information. 38F 145 Note 19 – Commitments for expenditure. 40-42F 146 Note 20 – Leases – Finance and Operating. 43F 147 Note 22 – Contingencies. 45F 148 Note 24 – Events occurring after the balance sheet date. 45F 149 Note 25 – Auditor remuneration. 46F 150 Note 26 - Superannuation. 47F 151 Note 27 – Key management personnel disclosures. 49-53F 152 Note 28 – Related parties. 53F 153 Note 30 – Institute details. 53F 154 Note 31 – Financial Instruments – Terms, conditions and accounting policies. 54-56F 155 Note 31 – Financial Instruments – Composition and maturity analysis. 59F 156 Note 31 – Financial Instruments – Summarised sensitivity analysis. 57-58F 157 Note 31 – Financial Instruments – Fair value estimation. 62F 158 Note 31 – Financial Instruments – Financial risk management. 54F 159 Note 31 – Financial Instruments – Market risk. 54F 160 Note 31 – Financial Instruments – Foreign currency risk. 54F 161 Note 31 – Financial Instruments – Price risk. 55F 162 Note 31 – Financial Instruments – Interest rate risk. 55F 163 Note 31 – Financial Instruments – Funding risk. 55F 164 Note 31 – Financial Instruments – Credit risk. 55F 165 Note 31 – Financial Instruments – Liquidity risk. 56F 166 Note 23 – Economic dependency. 45F
Page 59
This publication has been printed on Mega Recycled, an A2+ quality double coated paper. This environmentally considered sheet Bendigo consists of 50% post consumer waste and 50% City Campus FSC certified fibre. 23 Mundy Street, Bendigo VIC 3550
Bendigo Charleston Road Campus Charleston Road, Bendigo VIC 3550
Castlemaine Campus 65 - 67 Templeton Street, Castlemaine VIC 3450
Echuca Campus Corner Hare and Darling Streets, Echuca VIC 3564
Kerang Campus For all enquiries contact Echuca Campus
Kyneton Campus 73-79 Edgecombe Street, Kyneton VIC 3444 w: www.bendigotafe.edu.au p: 1300 554 248 e: [email protected] CRICOS provider No. 03059A