Victorian Curriculum and Assessment Authority Annual Report 2014–15
Authorised and published by Victorian Curriculum and Assessment Authority Level 1, 2 Lonsdale Street Melbourne VIC 3000
ISSN 2204-0498 (Print) ISSN 2204-0501 (Online)
© Victorian Curriculum and Assessment Authority 2015
No part of this publication may be reproduced except as specified under the Copyright Act 1968 or by permission from the VCAA. For more information go to: www.vcaa.vic.edu.au/Pages/aboutus/policies/policy-copyright.aspx The VCAA provides the only official, up-to-date versions of VCAA publications. Details of updates can be found on the VCAA website: www.vcaa.vic.edu.au This publication may contain copyright material belonging to a third party. Every effort has been made to contact all copyright owners. If you believe that material in this publication is an infringement of your copyright, please email the Copyright Officer: [email protected] Copyright in materials appearing at any sites linked to this document rests with the copyright owner/s of those materials. The VCAA recommends you refer to copyright statements at linked sites before using such materials. The VCAA logo is a registered trade mark of the Victorian Curriculum Assessment Authority. This document is printed by On Demand, Port Melbourne, on Revive Laser, a 100 per cent FSC-certified recycled paper certified carbon neutral by the Department of Environment under the National Carbon Offset Standard. Made in Australia by an ISO 14001 certified mill. No chlorine bleaching occurs in the recycling process.
October 2015 The Hon. James Merlino MP Deputy Premier and Minister for Education 1 Treasury Place East Melbourne Victoria 3002
Dear Minister In accordance with the Education and Training Reform Act 2006 and the Financial Management Act 1994, I am pleased to present the Victorian Curriculum and Assessment Authority Annual Report for the year ending 30 June 2015.
Yours sincerely
Chris Wardlaw Chair
Contents
Report of operations—year in review 1 Report of the Chair 1 Report of the Chief Executive Officer 3 Objectives and functions 7 Vision 7 Mission 7 Values 7 Outcomes for learners 7 Outcomes for educators 8 Key achievements 8 Working with the community 10 International programs 12 Early Years and Foundation–10 13 Senior Secondary 17 Future plans and challenges 22 Summary of financial results 24 Report of operations—governance and organisational structure 25 Ministers 25 VCAA Board 25 Senior executives 30 Committees of the VCAA Board 32 Organisational structure (as of 30 June 2015) 34 Report of operations—workforce data 35 Occupational health and safety 35 Industrial relations 36 Workforce data 36 Report of operations—other disclosures and attestations 38 Victorian Industry Participation Policy 38 Consultancy expenditure 38 Freedom of Information 38 Compliance with the Building Act 1993 39 National Competition Policy 39 Compliance with the Protected Disclosure Act 2012 (formerly Whistleblowers Protection Act 2001) 39 Additional information available on request 41 Risk attestation compliance statement 42 Financial statements 43 Notes to the financial statements 51 Appendices 92
Report of operations—year in review
Report of the Chair What students learn, understanding how they learn, and knowing what students have learned is central to the development of Victoria as the Education State. The curriculum and assessment functions of the VCAA play a crucial role in realising the vision of creating lifelong learners as a result of their learning and development experiences as children and young people. This year, the VCAA has taken on many new challenges and has introduced exciting new initiatives that will ensure all Victorians have access to world-class curriculum and assessment programs. It is my privilege to outline some of these initiatives and to highlight the VCAA’s outstanding achievements in 2014–15. The VCAA continues to provide curriculum and assessment resources to support educators and learners from the early years through to senior secondary level. The VCAA is committed to supporting the foundational learning and development of children in the early years. This is a time when engagement and exploration of their capabilities is crucial. The VCAA has developed new resources to support the professional development of staff in the Early Childhood sector, including offering professional development programs and workshops. The VCAA also convened an Assessment for Learning Early Years Advisory Group to guide professional development programs and to evaluate the Assessment for Learning—Supporting Early Years Networks Training Manual. The VCAA also delivered many professional development programs for AusVELS to assist schools with whole-of-school curriculum planning. The AusVELS Curriculum Planning Resource website attracted nearly 30,000 users in 2014–15. We also conducted a school-readiness trial for the implementation of the new Digital Technologies curriculum. VCE offerings are under continuous improvement to ensure our curriculum meets contemporary and emerging needs. The VCAA appoints expert panels to review VCE study designs and ensure that students have access to relevant resources that will enable them to become active and responsible global citizens, with pathways into rapidly evolving and international industries. In 2015, the VCE studies for Art, Studio Arts, Music, Texts and Traditions, Religion and Society, Business Management, Economics, Food and Technology, Physical Education and Global Politics are all being reviewed with this end in mind. Two new study designs were implemented in 2015: VCE Algorithmics, a Higher Education Scored Study, and Units 1 and 2 of Chin Hakha, a language of Myanmar. The development of a Northern Hemisphere Timetable (NHT) VCE is a great example of the VCAA’s commitment to innovation and educational advancement. The NHT VCE will begin with Units 1 and 2 offered in September 2015, and the first end-of-school NHT VCE examinations will be held in June 2017. It will encourage partnerships between Victorian and international schools, and offer more flexibility and choice for Victorian schools and students locally and abroad. The introduction of the NHT will certainly reinforce the VCAA as a world leader in education and at the same time gain great feedback on our curriculum from students studying in different contexts. The VCAA has maintained its outstanding reputation for assessment and reporting. The task of coordinating the annual VCE examinations is extraordinary. In 2014, the VCAA administered VCE examinations to more than 82,000 students across Victoria. The VCAA issued an astonishing 258,811 study scores to more than 76,300 students. Senior secondary completion rates were also impressive in 2014. During the annual end-of-year results release, the VCAA recorded 48,809 VCE completions and 12,770 VCAL completions. The VCE (Baccalaureate), an additional achievement recognition
Report of operations—year in review 1
for students studying another language and mathematics, was issued to 3828 students for the first time in 2014. In 2014, National Assessment Program—Literacy and Numeracy (NAPLAN) tests were administered to more than 250,000 students in Victoria, and by mid-June 2015 the VCAA had completed the marking of more than 275,000 NAPLAN tests, including the NAPLAN writing tests administered in Tasmania. The 2014 NAPLAN reports for parents were delivered to schools two weeks earlier than the previous year. This is a clear demonstration of the VCAA’s commitment to improving efficiency in test marking. The success of VCAA curriculum and assessment programs is evident in the various events organised to celebrate student achievement. The VCE Season of Excellence is an impressive showcase of student achievement in VCE and VCE VET that provides us all with a glimpse of the future of technology, design and the visual and performing arts. The high level of attendance at the VCE Season of Excellence events and exhibitions demonstrates our community’s willingness and enthusiasm for engaging in arts, design and technology education. The Season of Excellence allows our students to exhibit their talents in Melbourne’s most iconic arts and cultural venues. The Board was deeply impressed by the 152 works displayed in Top Screen, Top Designs, and StArt Up: Top Arts. To show our appreciation, we established the VCAA Board Appreciation Award. This new award recognises the hard work, talent and dedication of these young artists, who each have incredibly bright futures in their chosen fields. The VCAL Achievement Awards honoured many remarkable VCAL students, teachers and providers. The stories of students who have undertaken the VCAL were truly inspiring, reminding us all of the importance of a senior secondary qualification that allows students to explore learning pathways that meet their various learning styles. The transition to a new State Government in December 2014 has led to many changes in the education portfolio. The VCAA will continue to work closely with the new Minister for Education, the Hon. James Merlino MP, and the Department of Education and Training to develop and implement the Education State vision. The year ahead is sure to be full of important developments across the entire sector and the VCAA will play its central part. My thanks to all VCAA Board members for their strong leadership; their commitment, creativity and professionalism speak volumes of their calibre. I also wish to acknowledge the outgoing Board members, Richard Bolt, Dr Esmerelda Bamblett, Vicki Miles and Professor Adrienne Clarke, for their years of service to the VCAA and for contributing their valued experience and skills. Equally important has been the resilient stewardship of the Secretary of the Department of Education and Training, Gill Callister, and the impressive leadership of VCAA CEO John Firth. John’s knowledge, passion and enthusiasm for education provides great leadership for the Board. Together with his senior managers and staff, John is positioning the VCAA to lead Victorian curriculum and assessment in an increasingly interactive, digital and global world.
Chris Wardlaw Chair
2 VCAA Annual Report 2014–15
Report of the Chief Executive Officer Over the 2014–15 reporting period, the VCAA’s continued delivery of high-quality curriculum and assessment programs made an essential contribution to the learning of all Victorian students. We are committed to continuous improvement and innovation. This commitment ensures that Victoria’s young people engage in the best possible education experience with well-established resources that assist teaching practice alongside exciting new initiatives. The VCAA has a long history of curriculum and assessment innovation, and we are building on that foundation through systematic and strategic planning. Our focus is on the long-term development of curriculum, assessment and reporting that is informed by contemporary research about teaching, learning and broader developmental and educational processes. The VCAA collaborates with other organisations, state and territory and national and international bodies to develop and deliver the best possible programs and outcomes across all learning areas. We have delivered a range of teaching and learning workshops and seminars to support improved teaching practices and curriculum implementation across Victoria. The VCAA has continued to make a strong contribution to the development by the Australian Curriculum, Assessment and Reporting Authority (ACARA) of the Australian Curriculum in recent years. Significant development work has been undertaken to prepare the second iteration of AusVELS, the new Victorian Curriculum F-10, which incorporates both the Australian Curriculum and Victorian priorities. The VCAA maintains a high level of expertise and program development in testing and assessment. This applies to full cohort assessment programs and to high-quality formative assessment for use in classrooms. The VCAA is also working towards expanding the digital delivery of curriculum and teaching resources, as well as reporting systems, examinations, testing and marking. The VCAA Board has endorsed a refreshed strategic plan that commits the VCAA to further development of digital delivery and an increasingly international perspective for all of our work.
International The VCAA continues to work closely with Victorian schools, tertiary providers and other government departments to promote and develop key policy frameworks for expanding the delivery of educational products and services internationally. We actively engage with the challenges of an increasingly global environment, and draw on international experience as it applies to education in Victoria. As a result of our collaboration with key local and international partners, schools in China, the Middle East, South Africa, Vanuatu and Timor Leste are continuing to deliver and expand their use of VCAA curriculum and assessment programs. In 2014, the VCAA committed to offering a Northern Hemisphere Timetable (NHT) for the VCE beginning with Units 1 and 2 in September 2015. A timetable for Unit 3 and 4 subjects will follow from September 2016 to June 2017. The new timetable will provide more opportunities for Victorian schools interested in forming partnerships with schools overseas. This will increase the expansion of the VCE internationally to the benefit of Victorian schools and students. The NHT will also be available to Victorian schools that wish to provide more flexibility for Victorian students. We expect that this will take time to grow but we have begun discussions and will work with Victorian schools interested in offering the new timetable.
Report of operations—year in review 3
Victorian Early Years Learning and Development Framework The VCAA will manage a review and update of the Victorian Early Years Learning and Development Framework (VEYLDF) during 2015–16, in partnership with DET colleagues and in consultation with practitioners, researchers and policymakers. The revised VEYLDF will be designed to guide evidence-based practice including new understanding of learning within the birth-to-three-years period, reflecting collaboration across the early years disciplines to improve outcomes for children. A series of supporting documents will be identified to influence ongoing implementation. We are responsible for developing, delivering and supporting assessment practice in the early years. This is part of a wide-ranging reform program involving education professionals across all early years networks. Our work on assessment in the early years is of particular significance. Together with university partners, our early years unit is involved in pioneering work that will assist early childhood professionals to identify children’s progress by using a broad range of assessment strategies. We assist providers in understanding and using the VEYLDF to enhance early learning. As part of our commitment to improved practice and support in the early years profession, the VCAA has delivered a range of professional learning resources, including seminars, workshops and the Assessment for Learning Training Manual.
AusVELS/Australian Curriculum The VCAA has continued its strong contribution to the development of the Australian Curriculum, and we are working closely with sector authorities in the Victorian government, Catholic and independent sectors to ensure a coordinated approach to the development and implementation of the Australian Curriculum in Victoria. The implementation of AusVELS continued throughout the reporting period, and our senior curriculum staff are all actively involved in development work within their respective learning areas. This work will soon lead to the release of a new curriculum that will replace the AusVELS in 2017. The Victorian Curriculum F–10 will incorporate the Australian Curriculum and reflect Victorian priorities and standards. I continued my role as a member of the ACARA Board until May 2015, having been nominated by the Minister for Education during 2013–14. Dr David Howes, our Executive Director, Curriculum, has since been appointed to the ACARA Board, in June this year. Our strong partnership with DET continued in 2014–15, providing regional offices and school leadership teams with up-to-date information about Foundation–10 curriculum planning and reporting. An extensive range of professional development programs has been facilitated by VCAA staff to support the familiarisation, planning and implementation of the AusVELS curriculum. The VCAA has also conducted a school-readiness trial for the implementation of a new curriculum area, Digital Technologies, to explore the challenges associated with its implementation. The Digital Technologies curriculum will be released in the second iteration of the Foundation–10 curriculum. As part of a National Partnership Agreement, the VCAA is managing the MoneySmart Teaching Project in Victoria. The project aims to increase consumer and financial numeracy and literacy in Victorian schools. The VCAA is also assisting the World Bank Group in collecting relevant information for Victoria as part of the World Bank Group’s research on international educational practices in the area of budget literacy.
National Assessment Program—Literacy and Numeracy ACARA coordinated the development of the NAPLAN tests in consultation with the VCAA and the other state and territory test administration authorities, the Commonwealth Government, and non-government school representatives.
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In 2014, the VCAA marked approximately 255,000 Victorian NAPLAN tests, and was also responsible for marking approximately 24,000 Tasmanian NAPLAN writing tests. NAPLAN 2014 reports to parents for Victorian students were delivered ahead of schedule and within budget. The results were delivered to schools in September 2014, two weeks earlier than the delivery of results in 2013. In 2015, the NAPLAN tests were held in May. Staff from across the VCAA contributed to their successful delivery to more than 250,000 Victorian students from approximately 2300 schools. The tests were administered by school staff, supported by VCAA training and resources. I would like to thank the teachers and principals throughout Victoria for their support in ensuring that the implementation of this national program was successful.
Victorian Certificate of Education The VCE continues to be a highly valued, end-of-school certificate accepted internationally as the basis for selection into university study. It is a high-quality curriculum undertaken by the overwhelming majority of Victorian Year 12 students. The VCE is also offered by schools in China, Vanuatu and Timor Leste, working in partnership with Victorian schools. The security and integrity of VCE examinations remains one of our top priorities. The 2014 examinations were conducted and marked accurately, securely and on schedule. Online marking of VCE examinations continued to grow in 2014, allowing the VCAA to employ marking staff from across Victoria and improve the efficiency, timeliness and accuracy of our marking processes. In 2014, results for all students were reported and distributed accurately and on schedule. This achievement requires substantial effort and coordination of staff. Our examination-setters, chief assessors, markers and numerous casual staff operate a 24-hour, seven-day-a-week program from October to early December to ensure that students receive their results in mid-December. This effort and commitment from staff allows students time to receive feedback, advice and counselling before finalising their tertiary entrance applications. Two new study designs were implemented in 2015. VCE Algorithmics, a Higher Education Scored Study with credit recognition in both VCE and as a first-year university course, was introduced at Unit 3 and 4 level in 2015. Units 1 and 2 of Chin Hakha (a language of Myanmar) were also implemented in 2015 with Units 3 and 4 to follow in 2016. A further 10 VCE studies are in review during 2015. They are: Art, Studio Arts, Music, Texts and Traditions, Religion and Society, Business Management, Economics, Food and Technology, Physical Education and Global Politics. The VCAA continues to provide students with a range of pathways and forms of recognition as they complete senior secondary studies. In 2014, the VCE (Baccalaureate) and Industry Pathways programs were successfully integrated into the VCE. The VCAA launched Industry Pathways in four industry areas: Building and Construction, Community Services and Health, Manufacturing and Engineering, and Sport and Recreation. In addition, two new VCE VET programs were approved for implementation in 2015. These are VCE VET Applied Languages, which includes a Certificate II and Certificate III qualification, and VCE VET Electrical Industry, which includes two distinct Certificate II qualifications. The VCAA also provided information and advice to international education authorities regarding the inclusion of vocational education within senior secondary certificates of education.
Victorian Certificate of Applied Learning The VCAL is a well-established and respected senior secondary certificate that provides a vital vocational pathway for senior secondary students. VCAL providers
Report of operations—year in review 5
comprise government, Catholic and independent schools, TAFE institutes, and Adult and Community Education centres. VCAL enrolments continued to grow and we have new providers offering the VCAL each year. In 2014, there were 23,262 certificate enrolments with 442 VCAL providers. In 2015, six new providers commenced delivery of VCAL. The annual VCAL awards ceremony was a great success this year and provided the opportunity for students to share their inspiring stories of how they have developed and thrived under the applied learning of VCAL. Many VCAL students reported that the VCAL allowed them to engage in practical hands-on learning and to pursue an area of specific vocational interest. A special feature of this year’s VCAL Awards was the launch of the Lynne Kosky Memorial Scholarship. This scholarship is a fitting tribute to the former Education Minister’s incredible contribution to the development of the VCAL. The VCAL continues to cement partnerships between schools and communities, especially in rural Victoria. We are working to further develop pathways from VCAL into higher-level VET studies and, in some cases, vocationally oriented university study. Many students who have completed the VCAL go on to further training at TAFE institutes, and some universities are now offering places to VCAL graduates.
VCAA Board The Board has continued to review and refine its strategic plan, ensuring that quality and integrity of curriculum and assessment in Victoria is maintained and consistently meeting the changing demands in schools locally and abroad. As Chair, Chris Wardlaw continued his exemplary leadership of the Board and I thank him for his passion and enthusiasm for strengthening Victoria’s education system. Dr Esmeralda Bamblett was appointed to the VCAA Board in July 2003 and retired in October 2014. Vicki Miles served on the Board from July 2008 until May 2015, and Professor Adrienne Clarke served on the Board from June 2012 until May 2015. Richard Bolt left our Board in December 2014, and the new Secretary of the Department of Education, Gill Callister, joined the Board. I would like to thank our former Board members for their valuable contributions and commitment to continuous improvement. The Governor in Council has appointed Professor Wayne Hodgson and Ms Pauline Jelleff as members of the VCAA. Both Professor Hodgson and Ms Jelleff started their appointments on 1 June 2015. I look forward to working with them in the years ahead. The quality of Board input is essential to driving change and building the best possible education system with valuable teaching and learning resources. All our Board members have exceptional knowledge and experience that will drive change and ensure that the best possible curriculum and assessment programs and services are available to Victorian teachers and their students. Finally, I would like to thank VCAA staff for their continuing commitment to our work. They actively engage in the shared purpose of improving learning experiences for all young Victorians. They work with a large team of casual staff, volunteers, advisory groups and working parties, and stakeholder representatives to ensure that we deliver the highest-quality curriculum and assessment. It is a privilege to lead them.
John Firth Chief Executive Officer
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Objectives and functions The Victorian Curriculum and Assessment Authority (VCAA) came into operation on 1 March 2001, succeeding the Board of Studies. It was established under the Victorian Curriculum and Assessment Authority Act 2000 (repealed) and is continued under the Education and Training Reform Act 2006 (the Act). The VCAA operates within the scope of the functions and powers conferred upon it by Part 2.5 of the Act and other relevant legislation. Under the Act, the VCAA is responsible for: • developing high-quality courses and curriculum and assessment products and services • providing linkages that will facilitate movement between those courses and other courses • carrying out functions as a body registered under Chapter 4 of the Act.
Vision To be a global leader in curriculum, assessment and reporting.
Mission To provide high-quality curriculum, assessment and reporting that enables lifelong learning.
Values The VCAA shares the core values of the Department of Education and Training: • collaboration and knowledge sharing • outcomes • respect and diversity • empowerment.
Outcomes for learners
Early Years Children build foundational learning and development capabilities.
Foundation–10 Students gain a breadth of knowledge, skills and personal attributes for self- development and further study.
Senior Secondary Young people are well prepared for adult educational, social, economic and civic participation.
Report of operations—year in review 7
Outcomes for educators • Design and delivery of study programs informed by contemporary teaching and learning principles. • Accurate assessments of how well learners are progressing, where improvements are required and which interventions are likely to succeed. • Improved knowledge of learning and the capacity to foster learning. • Effective support of learners during transitional stages from birth to adulthood.
Key achievements The following major achievements, specific to the VCAA outcomes, occurred during the reporting period.
Early Years and Foundation–10 • The development of the Assessment for Learning—Supporting Early Years Networks professional learning program was completed in 2014. • The VCAA convened an Assessment for Learning Early Years Advisory Group to operate across the period of delivery and the external evaluation of the Assessment for Learning—Supporting Early Years Networks Training Manual. • A diverse range of professional development opportunities were organised and/or facilitated by VCAA to support comprehensive whole-school curriculum planning and the development of teaching and learning programs based on the AusVELS curriculum. • In 2014, the VCAA committed to managing the MoneySmart Teaching Project in Victoria, as part of a National Partnership Agreement. The VCAA is also assisting the World Bank Group in collecting relevant information for Victoria for its research on international educational practices in the area of budget literacy. • Following the VCAA’s initial licensing of the On Demand assessment application to the Northern Territory Department of Education and Training in 2013, the licence has been renewed for 2015. The Northern Territory Department of Education and Training has provided positive feedback about the application.
Senior Secondary In its Strategic Plan 2014–18, the VCAA committed to: • develop, deliver and evaluate high-quality curriculum and senior secondary curriculum programs • deliver quality-assured VCE assessment programs • expand digital delivery of curriculum documents, testing and marking • broaden and strengthen senior secondary programs and pathways. The following achievements have assisted the VCAA to meet these commitments: • In 2014, the VCAA committed to offering a Northern Hemisphere Timetable VCE beginning with Units 1 and 2 in September 2015. A timetable for Unit 3 and 4 subjects will follow from September 2016 to June 2017, with examinations in May and June 2017. • Two new study designs were implemented in 2015: ‒ VCE Algorithmics (Higher Education Scored Study [HESS])—a Unit 3-4 study with credit recognition in VCE and as a first-year university course ‒ Units 1 and 2 of Chin Hakha (a language of Myanmar), with Units 3 and 4 to be implemented in 2016.
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• Ten VCE studies were in review during 2015: Art, Studio Arts, Music, Texts and Traditions, Global Politics, Business Management, Economics, Food and Technology, Physical Education, and Religion and Society. • The new study VCE Bridging English as an Additional Language was developed in 2014 and will be implemented in 2016. • Three new VCE language studies are in development: VCE Karen; Vietnamese First Language; and Chinese Language, Culture and Society (provisional title). Consultation drafts of VCE Karen and Vietnamese First Language study designs were made available in 2015. It is expected that implementation of the studies will begin in 2016. • Following the successful implementation of the VCE Extended Investigation as a scored VCE study in 2014, enrolments in the study increased in 2015. • Additional forms of recognition, the VCE (Baccalaureate) and Industry Pathways programs, have been successfully integrated into the VCE. • The 2015 annual audit of school-based assessment has commenced. In 2014, a total of 1902 audits were completed. The audit notification process has been improved this year by providing, through the Victorian Assessment Software System (VASS), the capacity for schools and VCE providers to track the status of their audits. • VCE VET Furnishing was redeveloped during 2014 for implementation in 2015. Continuous improvement of training packages saw changes made to four additional VCE VET programs due to updates of units or changes to packaging rules. This was fewer than usual due to the impending review of all training packages as a consequence of the new standards for training packages. • Two new VCE VET programs were approved for implementation from 2015. These were VCE VET Applied Languages, which contains a Certificate II and Certificate III qualification, and VCE VET Electrical Industry, which contains two distinct Certificate II qualifications. • The VCAA launched Industry Pathways in the VCE and VCAL in four industry areas. • The VCAA provided information and advice to international education authorities regarding the inclusion of vocational education within Senior Secondary certificates of education. • The VCAA participated in the VET and Career and Technical Education working group of the Asia Society’s Global Cities Education Network. This saw senior education officials and researchers from eight cities in the United States, the Asia- Pacific region and Switzerland visit Melbourne for a three-day investigative workshop. This was followed by a four-day symposium in Toronto, Canada, where the Toronto Career and Vocational Education system was explored. • VCAL enrolments grew from 546 in 2002 to 23,262 in 2014, with a total of 442 providers comprising government, Catholic and independent schools, TAFE institutes, and Adult and Community Education centres. • The following professional development opportunities were provided to support VCAL providers: ‒ four VCAL Showcase events, in association with the Catholic Education Office Melbourne, that focused on best-practice VCAL programs and initiatives ‒ the VCAL Induction 2014 workshop for new VCAL providers and teachers ‒ the Victorian Applied Learning Association annual applied learning conference and induction workshop, presented with support from the VCAA ‒ twelve VET/VCAL statewide briefings.
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Working with the community The VCAA ensures that the diverse nature of Australian society is reflected in all aspects of its operations. It has a strong commitment to the principles set out in Victoria’s Multicultural Affairs and Citizenship Policy, Victoria’s Advantage—Unity, Diversity, Opportunity. The VCAA is committed to valuing, respecting and meeting the needs of Victoria’s culturally and linguistically diverse communities, as well as those of women, young people and Aboriginal people.
Cultural and linguistic diversity In 2014–15, the VCAA: • offered 46 languages at VCE level for Victorian students • provided Foundation–10 standards as part of the AusVELS curriculum for six categories of languages, including Australian Sign Language (Auslan), the language of the Australian deaf community • contributed to the Victorian Government’s plan for the ongoing implementation of its languages policy, The Victorian Government’s Vision for Languages Education 2013– 2025 • completed the second year of national coordination of the Australia-wide Collaborative Curriculum and Assessment Framework for Languages Project, preparing national examinations for 27 small-candidature community languages • conducted workshops to support teachers of Collaborative Curriculum and Assessment Framework languages in the development of their languages programs • implemented a new VCE Collaborative Curriculum and Assessment Framework study design for Chin Hakha • devised new VCE study designs for Vietnamese First Language and Karen • prepared a series of responses to ACARA Languages curriculum documents in consultation with the Department of Education and Training, the Catholic Education Commission of Victoria and Independent Schools Victoria • provided information for parents on the VCAA website about the VCE, the VCAL and the AusVELS curriculum in 24 community languages • supported Victorian schools wishing to offer VET Certificate II courses in Chinese, French, German, Greek, Indonesian, Italian and Japanese at Years 9 and 10 • conducted seminars and workshops on VCE languages and on strategies for teaching and assessing languages as part of AusVELS, the VCE auditing process, an introduction for teachers new to VCE languages, and approaches to teaching the intercultural understanding capability • provided a professional development program on course-writing for VCE language studies for teachers and principals from 90 community-based, single-study providers • provided access to VCE courses and assessment in English as an Additional Language for students from non-English-speaking backgrounds • participated on the panel of a symposium conducted by the Immigration Museum titled ‘Can we talk? Well, can we?—Language: the great divide’ to discuss the definition of a multilingual society • presented the keynote address at the annual conferences of the Victorian Indonesian Language Teachers’ Association and the Victorian Association of Teachers of Italian and conducted professional learning sessions for the Chinese Language Teachers’ Association of Victoria, the Ethnic Schools Association of Victoria, Victorian Association of Teachers of Spanish, the Association of French Teachers of Victoria, the Modern Greek Teachers’ Association of Victoria, the Modern Language Teachers’ Association of Victoria, Australian Catholic University trainee teachers’ forum and the Victorian School of Languages.
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Koorie people The VCAA, in collaboration with the Victorian Aboriginal Education Association Inc. and the Victorian Aboriginal Corporation for Languages, developed modules to support schools in the teaching of Koorie languages. The VCAA participated in a project to develop Koorie cross-curricular protocols for Victorian government schools. These protocols aim to guide schools in their consultations with the Traditional Owners or Custodians of the land and support meaningful learning for Victorian students about Koorie and other Aboriginal and Torres Strait Islander cultures, traditions, histories and experiences. Strong, ongoing support has been provided for these projects by the Koorie community. Koorie language programs are currently offered at Bright P–12 College, Chaffey Secondary College, Gowrie Street Primary School in Shepparton, Heywood and District Secondary College, Mildura Primary School, Robinvale Primary School, Swan Hill Primary School and Thornbury Primary School. These schools are using the VCAA interactive website and the materials developed by several curriculum working groups. The VCAA continued to offer professional learning workshops and curriculum resources to support schools that are teaching, or planning to teach, the VCE Indigenous Languages study, Indigenous Languages of Victoria: Revival and Reclamation. The VCAA participates in a working group set up by the Victorian Aboriginal Education Association Inc. The group aims to promote the teaching of Aboriginal and Torres Strait Islander cultures, histories and languages in Victorian schools and to compile a register of quality resources in this area for use in schools. The VCAA works in a further project group, hosted by DET, which is preparing curriculum material on the lives of distinguished Aboriginal community members based on material available in the Victorian Indigenous Honour Roll. The VCAA provided feedback on the draft Australian Curriculum Framework for Aboriginal Languages and Torres Strait Islander Languages.
Women The VCAA is committed to the promotion of gender equality, both in its communication with schools and within its own workforce. In developing educational programs that remain fair and accessible by males and females, the VCAA assures a commitment to equity and diversity at all times.
Youth The VCAA continues to provide advice and support for young people to help them make informed choices about pathways that will direct them into work and further study. This support includes the provision of a wide range of study options in the post- compulsory years of schooling. The VCAA also supports young people by providing a telephone and email enquiry service, a range of publications offering advice on post-compulsory study options, face- to-face advice to students at education expos and a post-VCE and VCAL results call centre service, established in collaboration with the Victorian Tertiary Admissions Centre (VTAC). The VCAA celebrates and promotes young people’s achievements in several ways: • The VCE Season of Excellence is an annual festival that showcases a representative sample of exemplary work by VCE students from the previous year. Students that participate in the Season of Excellence come from government, independent and Catholic schools from across Victoria. Works in design, technology, media and the visual arts are presented in two exhibitions: Top Designs and StArt Up: Top Arts. Top Screen, a short film program, screens films created by Media students. The performing arts subjects are showcased in the Top Class concert series with a final
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event, Top Acts, selected from these concerts. VCE Season of Excellence events are complemented by associated education programs, publications and online content • The VCE Leadership Awards recognise the efforts of VCE students in promoting leadership and participation in their local school and wider community. The awards celebrate students who demonstrate initiative, inspire others, work well in a team and are committed to making a difference. • The VCAL Achievement Awards recognise the outstanding achievements of young people who participate in the VCAL, as well as the contributions and achievements of VCAL teachers and partner organisations in the development and delivery of innovative VCAL programs. • The VCAA Plain English Speaking Award provides an excellent opportunity for students to build self-confidence and extend their skills in oral communication, speech-writing and research. The VCAA coordinates the Victorian section of this national public speaking competition and the state winner attends the national final each year. • The Margaret Schofield Memorial scholarships are coordinated by the VCAA on behalf of the Margaret Schofield Memorial Trust. There are two types of scholarships available to VCE students from government schools: the Music Performance Scholarship is awarded to students who have studied VCE Music Performance or Music Investigation as soloists. The Music Composition Scholarship is awarded to students who have studied VCE Style and Composition, VCE Music Investigation or VCE Music Performance. The recipients are students who have been accepted into a tertiary course in music and are committed to a career in music performance and/or composing.
People with a disability The VCAA continued to implement the DET Disability Action Plan, and to review and refine its processes to meet the needs of people with a disability. Each division has contributed to the action plan, which is aimed at improving outcomes for people with a disability in relation to accessible curriculum, assessment, consultation, information and communication, employment, physical access to facilities, and awareness among staff. Special arrangements are made each year to ensure equitable access for all students undertaking examinations, including checking the accessibility of rooms within examination venues, allowing time for students to enter and leave rooms, and permitting support people and Auslan interpreters to be present during examinations. Work was undertaken at the VCAA offices to improve accessibility and safety for VCAA staff and visitors including study review and examination panel members. The 2015 VCE Season of Excellence included events and information designed to improve accessibility for people with a disability, their carers and families. Season of Excellence and museum staff offered audio tours at Top Designs at Melbourne Museum. Auslan interpreters and braille programs were available at the Top Acts concert at the Melbourne Recital Centre. The Australian Centre for the Moving Image provided a hearing loop for use during screenings for Top Screen. Appropriate seating facilities for people with vision impairment and those in wheelchairs were provided at Top Class and Top Acts. Details about accessibility at all Season of Excellence event venues were available on the Season of Excellence web pages.
International programs The VCAA international program promotes partnerships between Victorian and overseas education providers and brings significant benefits to participating students, schools and teachers.
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More than 2900 students participated in offshore VCAA curriculum and assessment programs offered by 23 providers worldwide in 2014. The VCAA granted licences to five new VCE providers in China. The VCAA continues to work closely with Victorian schools, tertiary providers and government departments to promote and develop key policy frameworks for the delivery and expansion of school-sector education internationally.
Early Years and Foundation–10
Early Years The VCAA manages the implementation of the VEYLDF in partnership with DET. The VEYLDF is aligned with the Early Years Learning Framework for Australia and links to the AusVELS curriculum in the early years of school.
Achievements • Fifteen early childhood consultants and local network facilitators undertook the VCAA accreditation process developed for the delivery of the Assessment for Learning— Supporting Early Years Networks professional learning program. • The VCAA, in partnership with DET, developed a funding model and accreditation process to support Round 1 of the Assessment for Learning—Supporting Early Years Networks professional learning program in nine early years multidisciplinary networks in Victoria. • The Assessment for Learning Early Years Advisory Group advised the VCAA and DET on emerging opportunities and issues about delivery of the Assessment for Learning—Supporting Early Years Networks professional learning program, the impact of the professional learning program and related resource development, and opportunities for maximising local, national and international research, and policy and practice partnerships. • An external evaluation of Assessment for Learning—Supporting Early Years Networks professional learning was conducted by Urbis Pty Ltd, and an evaluation process and tool has been developed for the VCAA to monitor ongoing professional learning and support continuous improvement and ongoing revision. • Four Early Years twilight seminars were developed with the VCAA and researchers to support ongoing communication with the early years sector (September 2014–June 2015). An interactive model of communication was developed for the Early Years twilight seminars in collaboration with the Bastow Institute of Educational Leadership. This initiative provided the opportunity for early childhood professionals across Victoria to hear about collaborative research and to consider opportunities to deepen their assessment practice. The seminars were: Understanding and supporting young writers; Babies and toddlers: Amazing learners; Early Years assessment practice in multidisciplinary networks; and Developing thinking skills through the arts. These seminars were delivered as face-to-face presentations and via videoconference in 17 early years sites. • A web-based resource that links assessment in the early years with school curriculum, Supporting English as an Additional Language—Transition to School, was completed in partnership with DET and Dr Priscilla Clarke, OAM. • The Understanding and Supporting Young Writers Research Project was developed and implemented in partnership with the VCAA and Dr Noella Mackenzie, Charles Sturt University, focusing on early literacy development and specifically on the relationship between drawing and learning to write, writing development across the early years, and the transition experience for early writers from early childhood to school settings.
Report of operations—year in review 13
• Professionals from schools and early childhood education and care services clusters participated in the Understanding and Supporting Young Writers Research Project, attending a series of seminars to engage in evidence-collection with small groups of children in the classroom and early childhood settings, and to engage in ongoing dialogue with colleagues.
Foundation–10 curriculum The VCAA develops curriculum for the Foundation–10 years of schooling, as well as a range of curriculum and assessment support materials to assist teachers implement their teaching, learning and assessment programs. The VCAA also provides timely and high-quality advice to its stakeholders about implementing curriculum and developing teaching and learning programs.
AusVELS AusVELS is the Foundation–10 curriculum for Victorian government and Catholic schools. AusVELS incorporates four Australian Curriculum subjects—English, Mathematics, History and Science—and the remaining curriculum domains are from the Victorian Essential Learning Standards (VELS). AusVELS prescribes a single, coherent and comprehensive set of content and achievement standards which schools use to plan teaching and learning programs, assess student progress and report to parents. AusVELS uses an 11-level structure to reflect the design of the Australian Curriculum while retaining Victorian priorities and approaches to teaching and learning. It is a leading example of the effective integration of Australian Curriculum subjects into an existing state and territory curriculum framework. The VCAA’s dedicated AusVELS website, ausvels.vcaa.vic.edu.au, provides the curriculum, including an overview for each learning domain and the content and achievement standards. The VCAA website, vcaa.vic.edu.au, provides additional Foundation–10 curriculum advice and support, including audit and planning templates, progression point examples, and information about professional development opportunities for teachers. The AusVELS Curriculum Planning Resource website, curriculumplanning.vcaa.vic.edu.au, targets school leaders, providing resources to assess their current curriculum planning practices, identifying strengths and further challenges in planning and documenting a comprehensive school-wide curriculum.
Achievements • The AusVELS curriculum website continues to attract high usage, with more than 319,000 users and nearly four million page views, an increase of 30 per cent from the previous year. Twenty-six per cent of the users of this site were new. • The AusVELS Curriculum Planning Resource website, launched in February 2014, has maintained a steady flow of users. There were 28,000 users and 129,000 page views in 2014–15. The statistics are showing that users go to the website on multiple occasions over a one- or two-week period and find what they require to support their curriculum planning. • An extensive range of professional development programs have been facilitated by VCAA staff to support the familiarisation, planning and implementation of the AusVELS curriculum. These programs have engaged professionals from primary and secondary schools from government, Catholic and independent schools. These sessions reached approximately 4700 participants. • The VCAA delivered professional learning to 1120 Victorian teachers for the MoneySmart Teaching Project, presenting workshops and keynote addresses at several major state and national conferences. • Targeted implementation support was provided to small rural primary school networks to address the challenges of multi-aged classrooms, the lack of specialist staff and heavy teaching and administrative workloads. A range of approaches were
14 VCAA Annual Report 2014–15
used, including face-to-face workshops, and digital learning opportunities linking teachers and sharing resources and expertise to explore and develop teaching and learning programs based on the AusVELS curriculum. • The VCAA hosted a whole-day workshop for 80 delegates representing 43 teacher professional associations. The aim of this workshop was to support these associations to deliver high-quality professional learning for their members and place their work within current policy directions. • The partnership with DET regions continued in 2014–15, providing school leadership teams with up-to-date information about Foundation–10 curriculum planning and reporting. • The online AusVELS Update has nearly 4000 subscribers. • Significant development work has been undertaken to prepare the second iteration of the Foundation–10 curriculum as outlined in the F–10 curriculum planning and reporting guidelines released in February 2014. This work has involved refining structure and terminology across the curriculum areas to provide greater consistency, remove duplication and improve navigation and ease of use. • For the new curriculum area Digital Technologies a school-readiness trial was conducted to explore the challenges for its implementation. The Digital Technologies curriculum will be released in the second iteration of the Foundation–10 curriculum. • The primary and secondary schools involved in the Digital Technologies school- readiness trial were supported to interpret the curriculum and develop sample units of work. The findings and artefacts from this trial will be used to support implementation of this new curriculum area.
Foundation–10 assessment
NAPLAN 2014 The VCAA reported the results of NAPLAN 2014 to schools and parents on schedule in September 2014. The results were delivered to schools two weeks earlier in comparison to the release of the 2013 results. Student results were referenced to the national achievement scale, which consists of 10 bands. Each year level was reported against a range of six bands where the higher the band, the greater the complexity of the skills assessed: • Year 3: Bands 1–6 • Year 5: Bands 3–8 • Year 7: Bands 4–9 • Year 9: Bands 5–10. Parents of each child who undertook the NAPLAN 2014 tests were issued with an individual student report that showed their child’s achievement in reading, writing, language conventions (spelling, grammar and punctuation) and numeracy. Individual results were referenced to the national average and to the middle 60 per cent of all students who completed the test. The NAPLAN reports included an interpretation of results to assist parents in reading the report, described the content of each test, and provided a summary of the typical skills and knowledge assessed at each band for each subject area. One of the achievement bands for each year level is identified as the National Minimum Standard for that year level. The National Minimum Standard represents a wide range of the typical skills demonstrated by students at this level. Students with results in the band representing the National Minimum Standard typically demonstrate the basic elements of literacy and numeracy for that year level. These skills are published on the National Assessment Program website for each learning domain and for each year level.
Report of operations—year in review 15
Table 1—Relationship between year levels and the National Minimum Standard
Year level Below NMS At NMS Above NMS
Year 3 Band 1 Band 2 Bands 3–6
Year 5 Band 3 Band 4 Bands 5–8
Year 7 Band 4 Band 5 Bands 6–9
Year 9 Band 5 Band 6 Bands 7–10
NAPLAN 2015 The VCAA implemented the NAPLAN 2015 in Victoria in May 2015. More than 255,000 Victorian students from Years 3, 5, 7 and 9 undertook tests of language conventions (spelling, grammar and punctuation), writing, reading and numeracy within the testing period. The tests were developed under the project management of the ACARA. A variety of item development contractors were responsible for the production of test items. ACARA coordinated development of the tests in consultation with the VCAA and the other state and territory test administration authorities, the Commonwealth Government, and non-government school representatives. An independent Measurement Advisory Group of experts in educational measurement and assessment provided advice on the quality of the tests and integrity of the data, and guided the methodologies applied in constructing and reporting on the tests. To ensure the validity of NAPLAN testing, all test items were trialled with a sample group of students across Australia. Results from the trials were used to select the items that were included in the final tests. For the first time since the introduction of NAPLAN testing in 2008, two separate prompts were used for the writing tests—one for Year 3 and Year 5 students and one for Year 7 and Year 9 students. This change was generally well received by schools and students. To ensure that NAPLAN results can be reported on the same assessment scales from year to year, each year a common-person equating study is conducted with a representative sample of Australian schools. Equating tests were undertaken in 73 Victorian schools in the weeks before the implementation of the 2015 NAPLAN tests. Additionally, as in past years, a pairwise comparison of writing scripts was conducted during the marking of the tests. This process was undertaken in all jurisdictions and involved markers comparing the relative quality of pairs of scripts from the current and previous year. This comparison ensures that different writing test prompts do not affect student results from year to year. The VCAA was responsible for marking Tasmanian NAPLAN writing tests (approximately 24,000 tests) as well as Victorian tests (approximately 255,000 tests). The marking of spelling and written-answer numeracy and reading questions was undertaken by trained assessors employed by the VCAA’s NAPLAN contractor, Pearson’s Assessment and Training. In addition to VCAA staff, the training session for markers of the written-answer reading questions was attended by the ACARA NAPLAN Reading Project Manager and educational representatives from New South Wales, Tasmania and South Australia. Marking of all written-answer items was completed by mid-June 2015. Achievements • NAPLAN 2014 reports to parents for Victorian students from approximately 2300 schools were delivered on schedule and on budget. The results were delivered to schools two weeks earlier in comparison to the release of the 2013 results.
16 VCAA Annual Report 2014–15
• NAPLAN 2014 school reports were delivered on schedule via the secure NAPLAN Data Service and were supported with professional development workshops for teachers, principals and curriculum leaders at multiple locations across Victoria. • Tests for more than 255,000 Victorian students were delivered to, administered by and returned from more than 2300 schools during the NAPLAN 2015 testing period, within budget and on schedule.
On Demand On Demand is an online application that provides tests linked to the AusVELS. Both general ability tests and learning-domain-specific assessments are provided. Teachers can administer On Demand tests for a single student or an entire class. The application provides both linear and computer-adaptive tests, where adaptive tests automatically adapt to the ability of the student sitting them. Tests are available in English and Mathematics. On Demand is widely used in Victorian schools for: • assessing the ability levels of new-intake or late-arrival students • identifying strengths and weaknesses of individual students • corroborating teacher judgements of students’ abilities • assisting in the planning of teaching programs • assisting in curriculum planning • longitudinal analysis of student achievement.
Achievements • Work to upgrade core elements of the On Demand application was completed in 2015, ensuring it remains functional and supportable into the future.
Senior Secondary The VCAA has responsibility for both the VCE and the VCAL. The VCAA develops high-quality curriculum and assessments, teacher support materials and related professional development activities to support the delivery of the two certificates. The VCAA is also responsible for developing and maintaining the recognition arrangements for vocational education and training within the VCE and the VCAL.
Senior Secondary curriculum
VCE The VCAA supports the delivery of the VCE curriculum by providing advice and resources to teachers, including a wide range of VCAA curriculum materials and resources on the VCAA website. Implementation sessions are held across the state to accompany the introduction of revised VCE studies. The VCE curriculum is subject to rigorous quality-assurance processes through annual monitoring and cyclical evaluation and reaccreditation to ensure that the highest-quality curriculum is available to all Victorian students. The VCE covers a broad range of studies: more than 130 study options are available at Year 12 level, including 44 languages, 21 VCE VET programs and 13 school-based apprenticeships and traineeships. VET programs are fully integrated within the VCE and provide students with credit in the VCE and credit for national training qualifications issued within the Australian Qualifications Framework.
Report of operations—year in review 17
VCAL There are three VCAL levels: Foundation, Intermediate and Senior. Students start at the VCAL level that matches their needs and abilities. A VCAL student’s learning program must comprise four compulsory curriculum strands: • literacy and numeracy skills • work-related skills • industry-specific skills • personal development skills. Themed VCAL programs are also available. They are intended to provide a learning program focus linked to skill-shortage areas in the labour market or to job opportunities. The programs assist students to choose future education, training or employment pathways such as apprenticeships, VET qualifications or employment. Students who have completed the Senior VCAL or the VCE are able to enrol in VCAL Senior Extension (Folio Enhancement). The VCAL Senior Extension is designed as a further year of study to develop skills, knowledge and understanding in areas where a folio is required for entry to higher education or employment, such as in the visual arts, design, photography or music.
VET VET programs allow students to combine general and vocational studies with Senior Secondary education. Students are also provided with pathways into training, further education and employment, and direct experience in business and industry. Students undertaking vocational education and training through either the VCE or the VCAL are able to include nationally recognised vocational education and training in their study program. In Victoria, the term ‘VCE VET’ has been adopted to describe the formalised arrangements under which VET certificates have been incorporated in the VCE. Most students undertaking vocational education and training as part of their VCE or VCAL are enrolled in VCE VET programs. The VCAA develops VCE VET programs from national training package VET qualifications or nationally recognised curriculum that can form part of a VCE or VCAL certificate. Students are able to select from a suite of vocational certificates approved by the VCAA for inclusion in the VCE or the VCAL. Students may enrol in a VET certificate undertaken as a school-based apprenticeship or traineeship program in a range of industry areas promoted by industry stakeholders. Students undertaking other VET training at or above Certificate II level are eligible for block credit recognition, which provides broader pathways for VCE students because they are given access to a range of VET programs and the opportunity to tailor their studies to local industry requirements and training opportunities. It enables greater student uptake of school-based apprenticeships and traineeships in a wider range of industries. Through both the industry and the work-related skills strands of the VCAL, students are able to gain credit for vocational education and training undertaken in any industry or training setting.
VET in Schools enrolments In 2014, a total of 50,628 students were enrolled in VET with 605 providers. This resulted in 70,357 certificate enrolmentsi across a range of industries, including 3928 enrolments in school-based or part-time apprenticeships or traineeships. The number of students enrolled in VET has grown steadily since the program was established. Enrolments in VET were at their highest in 2014.
i ‘Certificate enrolments’ counts the number of enrolments rather than the number of students; students may be enrolled in more than one certificate.
18 VCAA Annual Report 2014–15
Achievements • During February and March 2015, 16 VCE briefings for school leaders were conducted across regional and metropolitan Victoria, covering curriculum updates, enrolments, school assessment, examination conduct and administration, special provision, and statistical moderation. The briefings were attended by 465 participants from 270 schools. Teachers new to the responsibility of managing VCE programs indicated they found the sessions invaluable in providing an overview of the cycle from enrolments through to study score calculation. • VCE Art, Studio Arts, Music, Texts and Traditions, Global Politics, Business Management, Economics, Food and Technology, Physical Education and Religion and Society are being reviewed in 2015. • The VCE (Baccalaureate) was introduced as a VCE pathway in 2014. • The Industry Pathways Programs became available within the VCE or the VCAL in 2014. • The VCE Extended Investigation was successfully implemented as a scored VCE study in 2014, with preliminary enrolments in 2015 indicating an increase. A professional development/induction day was held for schools offering the course in 2015. Representatives from 23 schools attended this session. An additional session for schools/providers interested in offering the study in 2016 was attended by 17 schools. • Annual training days for teachers of studies that include school-assessed tasks (visual arts, technologies and computing) were conducted, with very good attendance rates and feedback. Sessions were also conducted online via Collaborate for teachers unable to attend the training days at the Coburg Assessment Centre. • The program for Higher Education Studies in the VCE continued to grow, with eight universities offering eligible VCE students a broad range of first-year undergraduate studies approved by the VCAA Board. • Statewide briefings were successfully completed in preparation for implementation from 2016 for VCE Geography, Computing (currently Information Technology), English, English as an Additional Language, Bridging English as an Additional Language, Literature, Mathematics (Foundation, Specialist, Further, Methods [CAS] and General), Biology, Chemistry, Environmental Science, Physics, Psychology, and History (Global Empires, Twentieth Century, Australian, Revolutions and Ancient). There were 170 briefings attended by approximately 5800 people. Additionally, the sessions were accessible online through Polycom. Video recordings of each session will, where relevant, be made available via the VCAA website. • New VCE studies in Algorithmics (HESS) and Chin Hakha were implemented. VCE Algorithmics (HESS) was implemented for Units 3 and 4, VCE Chin Hakha was implemented for Units 1 and 2. Nine schools have enrolled 96 students in VCE Algorithmics (HESS) in this first year of implementation. • The 2014 VCAL Achievement Awards recognised the outstanding achievements of young people who participated in the VCAL in 2014. The awards also recognise the contribution and achievement of VCAL teachers and partner organisations that have contributed to the development and delivery of innovative VCAL programs. This year, the VCAL awards celebrated the outstanding achievements of 29 students, five teachers and four partner organisations. The Chair’s Award was presented to the Outer Eastern Local Learning and Employment Network for its outstanding contribution to the promotion and development of the VCAL. • Six new providers— three government schools, one Catholic school, one Registered Training Organisation (RTO) and one community provider—were authorised to deliver the VCAL for the first time in 2015. • The VCE VET Furnishing program was redeveloped during 2014 for implementation in 2015. Continuous improvement of training packages saw changes made to four additional VCE VET programs due to updates of units of competency, new coding or changes to qualification packaging rules.
Report of operations—year in review 19
• The VCAA launched Industry Pathways in the VCE and VCAL. These have been set up initially to cover the four industry areas of Building and Construction, Engineering and Manufacturing, Health and Community Services, and Sport and Recreation. • The VCAA provided: ‒ statewide briefings on new developments in VCE VET programs and the VET sector as they related to VCE and VCAL students to more than 700 VET coordinators, VCAL coordinators, teachers, Local Learning and Employment Networks, and RTOs in 12 locations during November 2014 ‒ professional development seminars in partnership with professional teaching associations, tertiary providers and RTOs for VCE VET Business, Dance, Furnishing, Hospitality, Information Technology, Music and Sport and Recreation programs ‒ workshops for more than 250 teachers and trainers from schools and RTOs engaged in the delivery of scored VCE VET programs ‒ assistance to Department of Education and Early Childhood Development, Independent Schools Victoria and the Catholic Education Commission Victoria in relation to VET in VCE and the VCAL ‒ assistance to Department of Education and Training in the development of School Based Apprenticeship guidelines and the revised processes for engaging with RTOs for the provision of VET to VCE or VCAL students in schools ‒ advice to Industry Skills Councils on the structure and content of qualifications appropriate for students undertaking a senior secondary certificate ‒ assistance to the groups commissioned by the Commonwealth Department of Education to develop the Core Skills for Work ‒ advice and support to the Australian Government review into Vocational Education and Training in Schools (VETiS), culminating in the publication of Preparing Students for Work: A framework for vocational learning and VET delivered to secondary students ‒ support to the Australasian Curriculum, Assessment and Certification Authorities VET group and ACARA in gathering data and reporting of VET activity by students undertaking Senior Secondary certificates. • Materials were developed to support the implementation of training packages and scored assessment in VCE VET programs. • The VCAA: ‒ continued participation in teacher and trainer networks led by Curriculum Maintenance Managers and other industry organisations ‒ participated in all stages of planning and development with ACARA on the Work Studies curriculum at Year 9 and Year 10.
Senior Secondary assessment
Victorian Certificate of Education During the October–November 2014 VCE written examination period, 111 examinations from 108 VCE studies—including the Auslan examination and those provided by Collaborative Curriculum Assessment Framework for Languages (CCAFL)—were conducted over 17 days. Further Mathematics, Specialist Mathematics and Mathematical Methods CAS each had two written examinations in November. All student examinations were processed and assessed and examination scores finalised over a period of 56 days.
VCE graded assessment and study scores 2014 Graded assessment comprises School-assessed Coursework or School-assessed Tasks and external examinations. In 2014, there were 783,599 graded assessments. The median grade awarded was B and 56.8 per cent of grades were B or higher.
20 VCAA Annual Report 2014–15
Table 2 – Study scores 2009–2014
2009 2010 2011 2012 2013 2014
Number of study scores issued 258,184 262,936 260,978 259,007 257,940 258,811
Students with at least one study score 76,208 77,017 76,699 76,493 76,325 76,320
Students with at least one study score of 40+ 14,650 14,947 14,737 14,610 14,657 14,740
Students with at least one study score of 50 604 637 624 643 659 622
Number of study scores of 50 684 695 693 706 721 693
VCE VET programs From 2015, 23 VCE VET programs across 15 broad industry areas comprising 35 distinct qualifications were available. Thirteen VCE VET programs provided students with the option of undertaking scored assessment of designated Units 3 and 4 sequences. Scored assessment was available in the following VCE VET programs: Business, Community Services, Dance, Engineering Studies, Equine Industry, Furnishing, Hospitality, Information Technology, Integrated Technologies, Interactive Digital Media, Laboratory Skills, Music Industry, and Sport and Recreation. The study score for a VCE VET program is calculated through assessments on a set of coursework tasks and an examination at the end of the year. The score allows students to use their VCE VET programs for direct contribution to their Australian Tertiary Admissions Rank (ATAR).
VCAL The VCAL provides a Senior Secondary credential through which participating students can receive recognition for their achievements in programs that have traditionally not provided credit within a formal qualification. This can include recognition of learning that occurs in structured workplace settings, locally developed programs, community projects and youth development programs.
Achievements During the reporting period the VCAA: • recorded: ‒ 48,809 VCE completions ‒ 12,770 VCAL certificate completions ‒ 3828 VCE (Baccalaureate) completions ‒ 571 students who had successfully completed at least one unit of a Higher Education study • delivered to students’ homes: ‒ 80,143 VCE statements of results ‒ 77,521 General Achievement Test statements ‒ 17,352 VET statements of results ‒ 3728 VCAL statements of results ‒ 293 statements of Equivalent Qualification • delivered to students through their school: ‒ 67,869 VCE statements of results ‒ 33,398 VET statements of results ‒ 18,165 VCAL statements of results
Report of operations—year in review 21
• delivered: ‒ 607 General Achievement Test statements to overseas students (Crawford Schools) ‒ 424 certificates and 473 statements of results to overseas VCE providers • provided the VCAA and VTAC joint information service for students, whereby: ‒ 24,425 students accessed their results by SMS ‒ 63,601 students accessed their results online and 31,369 students accessed their online results via their mobile phones ‒ 15,961 students accessed their results using both the SMS and web services.
Future plans and challenges The following are planned for 2015–16: • The VCAA, in partnership with DET, will review and update the VEYLDF 2015–16 in consultation with practitioners and researchers. • The revised VEYLDF will be designed to guide practice for the next five years of reform, reflecting multidisciplinary collaboration within and across the early years and a deeper focus on assessment for learning to improve outcomes for children. A series of supporting documents will be identified in ongoing implementation. • The second iteration of the Foundation–10 curriculum, the Victorian Curriculum F–10, is due to be released in the second half of 2015. As outlined in the F–10 curriculum planning and reporting guidelines, this second iteration will incorporate the remaining Australian Curriculum learning areas and four capabilities. • The Victorian Curriculum F–10 will incorporate the Australian Curriculum and reflect Victorian priorities and standards. This curriculum will be offered alongside the AusVELS until the end of 2016. In 2017, the Victorian Curriculum F–10 will replace the AusVELS. • Resources to support the implementation of the Victorian Curriculum F–10 will be available to teachers as they are developed. • This second iteration of the Foundation–10 curriculum for Victorian schools will be made available in a digital format from a new dedicated curriculum website. This website will be available to the public, parents and teachers alike, and will allow filtering by curriculum areas and/or levels within the curriculum continuum. • A significant communication and professional development program will be required during 2015–16 to support schools to become familiar with the curriculum and plan for implementation at the local level. • The VCAA will continue to work collaboratively and cooperatively with ACARA towards the introduction of NAPLAN Online in 2017. Over the next year this work will include the provision of expert assessment advice and the facilitation of a range of research studies and online trials in schools. • Student responses for the 2015 NAPLAN writing tests will be made available to schools via the VCAA NAPLAN test administration site. • Implementation of two new VCE language studies—Karen and Vietnamese First Language—will begin in 2016, while an additional study related to Chinese language, culture and society is in development. • At least 13 new or revised VCE studies will be implemented in 2016: Bridging English as an Additional Language (EAL), English/EAL, English Language, Literature, Computing (formerly Information Technology), Geography, Mathematics, History, Biology, Chemistry, Environmental Science, Physics and Psychology. For English/EAL, Literature and the Sciences, Units 1 and 2 will be implemented in 2016 and Units 3 and 4 will be implemented in 2017. • The VCAA will review and redevelop approximately 12 VCE studies.
22 VCAA Annual Report 2014–15
• Collation of the Advice for Teachers and Assessment Handbook documents into a single publication Advice for Teachers for English Language, Mathematics and Computing will be available as a digital publication on Digipubs through the DET website. Useability testing on this will be conducted later in 2015. • All training packages are to be rewritten according to the guidelines prescribed in the new standards for training packages by the end of 2015. This will provide challenges for the VCAA in redeveloping VCE VET programs and making changes to VASS for all other VET qualifications. Additionally, the format of units of competency will change and this will need to be communicated to all schools with students undertaking VET within the VCE or VCAL. • Remaining abreast of the changes to the national VET sector and the review of the operations of the VET sector and subsequent reforms in Victoria.
Report of operations—year in review 23
Summary of financial results The table below provides a summary of financial information for 2014–15 and comparison with prior years. In 2014–15 income totalled $56.1 million, compared with $51.6 million in 2013–14. This was due to an increase in government appropriations of $4.1 million and an increase in Other Income of $0.4 million. Expenditure for 2014–15 was relatively stable, increasing by $0.8 million to $54.4 million from $53.6 million in the previous financial year. This was due to increases in supplies and services of $1.4 million, but offset by reductions in employee expenses of $0.3 million and depreciation and amortisation charges of $0.2 million. The VCAA recorded a net surplus of $1.6 million in 2014–15 compared with a deficit of $2.1 million in 2013–14. Total assets increased in 2014–15 by $0.8 million, primarily due to increased cash and cash equivalents of $1.0 million during 2014–15 to $9.5 million, being offset by a decrease in plant and equipment of $0.3 million. Total Liabilities decreased by $0.8 million due to a reduction in payables at year end.
Five-year financial summary
2014–15 2013–14 2012–13 2011–12 2010–11 $,000 $,000 $,000 $,000 $,000
Government appropriations 47,278 43,177 42,643 43,221 51,479
Other Income 8,772 8,380 9,703 7,554 7,270
Total Income from transactions 56,050 51,557 52,346 50,775 58,749
Total expenses from transactions 54,410 53,633 52,697 55,600 55,845
Net result from transactions 1,640 (2,077) (351) (4,825) 2,904
Net result for the period 1,587 (2,088) (351) (4,825) 2,936
Net cash flows from operations 1,547 (453) 881 (203) 5,362
Cash and cash equivalent 9,522 8,490 9,896 9,460 10,533
Total assets 12,500 11,701 13,270 13,950 17,762
Total liabilities 5,235 6,022 5,503 5,831 4,820
24 VCAA Annual Report 2014–15
Report of operations—governance and organisational structure
Ministers The VCAA is primarily accountable to the Minister for Education. It is also responsible to the Minister for Training and Skills and the Minister for Families and Children in relation to sections of Part 2.5 of the Education and Training Reform Act 2006.
VCAA Board
Mr Chris Wardlaw PSM, BEc(Hons), DipEd Chair, VCAA Board Chris Wardlaw held Deputy Secretary positions in education in Hong Kong (2002–08) and Victoria (2009–13) before retiring. In the Hong Kong Government, Mr Wardlaw was responsible for curriculum, assessment and quality assurance for pre-primary, basic education and senior secondary education and, in Victoria, for strategy and review across the portfolio. Before his time in Hong Kong, Mr Wardlaw had a long career in Victorian education, during which he took a leading role in major reforms supporting school-level decision- making and evaluation and review. Mr Wardlaw taught economics and history at university and secondary levels before moving into educational administration. Mr Wardlaw was awarded the Public Service Medal in the 2013 Queen’s Birthday Honours list. He was made a Fellow of Monash University in 2013.
Ms Gill Callister BA, BSW(Hons) Secretary, Department of Education and Training 1 January 2015–present Gill Callister commenced as Secretary of the Victorian Department of Education and Training on 1 January 2015. Before joining the Department, Ms Callister was Secretary of the Department of Human Services (2009 to 2014) and led policy, legislative and service delivery reform. In this role, Ms Callister led an organisation of more than 11,000 staff with an annual budget of approximately $4 billion. She was responsible for the delivery of child protection, disability, youth, housing and family violence services. Ms Callister began her career in the community sector serving disadvantaged Victorians. She then led child protection, family services and mental health units within the Department of Human Services and, in 2009, was Deputy Secretary at Skills Victoria. Ms Callister is President of the Institute of Public Administration Australia (Victoria). Her leadership in public policy was recognised in 2013 when she was named in the Australian Financial Review’s 100 Women of Influence, and received a Sir James Wolfensohn Public Service Scholarship to attend Harvard University’s Kennedy School of Government. In October 2014, Ms Callister was awarded the IPAA National Fellowship award and a Monash University Fellowship.
Report of operations—governance and organisational structure 25
Dr Esmerelda Bamblett PhD, MEd, GradDipArts, DipT Retired 29 October 2014 Dr Esmerelda Bamblett is a member of the Bangerang and Wiradjuri Aboriginal nations and has had a longstanding career in Aboriginal education and development. She was an inaugural member of the Council for Aboriginal Reconciliation from 1991 to 1994 and a member of the Australian Council of Women from 1993 to 1996. She was Vice- President of the Aboriginal Advancement League from 1998 until 2002. Dr Bamblett commenced her career in education working as a primary school teacher, eventually taking up a lecturing position in Indigenous Studies at the University of Melbourne in 1998. Dr Bamblett was a Koorie Education Development Officer for the Department of Education and Training from 1989 to 2003, research manager for the Institute of Koorie Education at Deakin University from 2000 to 2002 and acting manager of the Koorie Education Strategy Team for the Department of Education and Training in 2003. Dr Bamblett is currently the CEO of the Aborigines Advancement League and Managing Director of Neenann Multimedia and Consultancy. In 2010, Dr Bamblett completed a PhD at RMIT entitled Gurranyin Borinya (On Eagle’s Wings): Effecting Change for Koorie Youth.
Mr Richard Bolt BE(Electrical), MPPM Secretary, Department of Education and Training Retired 31 December 2014 Richard Bolt was Secretary of the Department of Education and Training until December 2014. Mr Bolt has had a diverse career in public service, policy research, public advocacy and engineering. Before joining DET, he was Secretary of the Department of Primary Industries (2006 to 2011) with responsibility for agriculture, energy, fisheries, mining and forestry. During his public service career, Mr Bolt has led work on energy industry regulation, national energy market reform, carbon trading design, transport security, agriculture science and policy, and education reform. Before joining the public service, Mr Bolt’s work in advocacy and research covered defence, foreign affairs, industrial relations, communications, environmental protection and consumer protection. Mr Bolt holds a bachelor degree in Electrical Engineering from the South Australian Institute of Technology (now the University of South Australia), a master degree in Public Policy and Management from Monash University, and a Graduate Diploma in Company Directorship. He is the Secretary of the Department of Economic Development, Jobs, Transport and Resources.
Ms Suzy Chandler BA, MEd, MEd, DipEd, MACE, FACEL Suzy Chandler was Vice-Principal of Westbourne Grammar School from 2000 to 2006 and taught at Camberwell Grammar from 1995 to 2000, Scotch College from 1993 to 1994, and Yeshivah College from 1987 to 1992. Ms Chandler has been an educator for more than 30 years. She has also served on the committees of a number of community groups and has been the Mayoress of Prahran and Stonnington. Ms Chandler is a member of the editorial board of Principal Matters (the official journal of the Secondary Principals’ Associations of Australia), a member of the Australian College of Educators, and a Fellow of the Australian Council for Educational Leaders. She is a supporter of the Northern Territory Danila Dilba Health Service, a non- government organisation that provides primary care to the Aboriginal and Torres Strait Islander peoples of the greater Darwin area. Ms Chandler is currently the Principal at Fintona Girls’ School.
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Professor Adrienne Clarke AC, FAA, FTSE Retired 31 May 2015 Professor Adrienne Clarke is a leading academic and world-renowned plant geneticist. She has been awarded numerous distinctions, including Companion in the Order of Australia (1991), and has served as the Lieutenant Governor of Victoria (1997–2000). Professor Clarke is the author of four major scientific books and has served the Commonwealth and Victorian governments on bodies including the Prime Minister’s Science and Engineering Council and the Victorian State Government’s Innovation Economy Advisory Board. She is a Fellow of the Australian Academy of Science and of the Australian Academy of Technology, Science and Engineering, a Foreign Associate of the National Academy of Science, USA, and a Foreign Member of the American Academy of Arts and Science. Professor Clarke was appointed Chancellor of La Trobe University in February 2011.
Professor Wayne Hodgson BSc, PhD, GradCertHighEd Professor Wayne Hodgson is Deputy Dean (Education) for the Faculty of Medicine, Nursing and Health Sciences at Monash University. In this role he is responsible for overseeing the undergraduate and postgraduate coursework programs of the faculty in Australia and overseas. Professor Hodgson is a past winner of the faculty’s Jubilee Teaching Prize and continues to teach pharmacology to students in a range of courses. Professor Hodgson has a keen interest in research examining the relationship between admissions criteria and subsequent performance at university, and widening access to courses for students from underserved populations. Professor Hodgson is an internationally renowned pharmacologist who specialises in toxinology (the study of toxins produced by living organisms). His laboratory has been responsible for characterising a wide range of animal venoms and associated toxins. He serves on a number of editorial boards of scientific journals.
Mrs Pauline Jelleff DipT, GradDipEdAd, GradDipComp Pauline Jelleff is the Principal of Grey Street Primary School in Traralgon and was Principal of Glengarry Primary School 2003–07. She has more than 25 years’ service with the Department of Education as a teacher, Assistant Principal and Principal. Her roles have extended to periods in the Gippsland Regional Office as an Acting Regional Network Leader and Senior Adviser. She taught English in Taizhou, China, in 2000 and has been an advocate of the Sister Schools Program. Mrs Jelleff’s work has been largely within the Latrobe Valley and focused on promoting and mentoring new principals and aspirant leaders. She is network chair for the Latrobe Valley Principals network and a representative on the Principals Reference group for the South-Eastern region.
Dr Anne Jones BSc(Hons), MSc, EdD, DipEd, Emeritus Professor Victoria University Dr Anne Jones is a researcher and consultant in vocational education and training. Her recent projects have included work on VET in schools and apprenticeships. Previously, as Deputy Vice-Chancellor (Academic and Students), Dr Jones was responsible for leading Victoria University’s educational and student services portfolio, including the development and implementation of a new curriculum framework for the university. She has had substantial experience in leading VET curriculum and other tertiary educational initiatives. Dr Jones originally trained and worked as a scientist with qualifications ranging from degrees in Zoology to a doctorate based on research into how VET teachers make professional judgements.
Report of operations—governance and organisational structure 27
Dr Jones has significant experience in workplace-based learning and international educational activity. She has worked for the former Bendigo College of Advanced Education, RMIT University, the former Flagstaff College of TAFE, and Box Hill Institute. Dr Jones has a longstanding interest in VET policy and practice. She has contributed to thinking and practice relevant to post-compulsory VET, with particular reference to disengaged youth, VET teaching practice, and to the structure and purpose of higher- level VET qualifications, their delivery and their role in supporting the economic and social inclusion missions of the tertiary education system.
Mr Tony Larkin BSc, MEd, MACE Tony Larkin has been a member of the Association of Heads of Independent Schools of Australia since 1998 and a member of the Australian College of Education since 1988. His other education activities have been focused on the teaching and assessment of Mathematics at senior secondary level. Mr Larkin has previously been a Board member with Independent Schools Victoria and the Queen Elizabeth Centre (Maternal and Child Care Hospital and Day Nurseries). He is currently Principal of Penleigh and Essendon Grammar School and Chairman of the Associated Grammar Schools of Victoria.
Ms Vicki Miles DipT, BEd, Med Retired 31 May 2015 Vicki Miles has a strong commitment to and solid experience in public education both as a teacher practitioner and senior administrator. She has been actively involved in curriculum provision in different educational settings, including as a Principal, lecturer in primary Mathematics and district curriculum consultant. Ms Miles is seconded to Pakenham Springs Primary where she is focused on the continued development of the Professional Learning Communities approach. Previously, as Associate Principal of Doveton College, her role included the development of a personalised curriculum in the college, provision of professional development, and developing partnerships with universities and international learning experts. As Principal of Trafalgar Primary School, Ms Miles implemented a Leading Teams program and was invited to undertake training in Mathematics with Math Perspectives in Denver, Colorado. Under her leadership, Trafalgar Primary School was the first primary school worldwide to implement the Musical Futures Approach to music, now a highly successful international program.
Mr Peter Moore DipT, BEd, MRE, GradCertRE Peter Moore is Principal of St Monica’s Catholic Primary School, Moonee Ponds, and was Principal of Our Lady of Immaculate Conception School, Sunshine, from 2003 to 2012. He is a registered teacher and has more than 25 years of experience in the Catholic primary school sector as a teacher and as a Deputy Principal and Principal. For the past decade, Mr Moore has been the volunteer Chief Executive Officer of Melbourne Overseas Missions, a humanitarian organisation providing assistance to communities in developing countries.
Mr Dale Pearce BA, DipEd Dale Pearce has more than 30 years of experience as a teacher and Principal in secondary school education. He is Chair of the Victorian Senior Secondary Principals Group, a member of the Regional Advisory Board of La Trobe University, and sponsor of the Victorian Virtual Learning Network.
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Mr Pearce was a member of the University of Melbourne Kwong Lee Dow Young Scholars Reference Group (2007–08) and has been actively involved in several mentoring projects for newly appointed principals. He has a strong interest in regional and international education including the establishment, in partnership with the Chinese Government, of a Confucius Classroom Program, which provides Mandarin language programs to more than 20 schools in the Bendigo region. Mr Pearce is Principal of Bendigo Senior Secondary College.
Mr Russell Pettis MAppSc, FAIM Russell Pettis was Chief Executive Officer of DENSO Automotive Systems Australia, where he worked for 19 years. Mr Pettis was responsible for the early implementation of the Certificate of Automotive Manufacturing at DENSO Australia. Before joining DENSO, Mr Pettis was employed within the aerospace industry in manufacturing management roles at Commonwealth Aircraft Corporation and, later, Aerospace Technologies Australia. His initial formative employment period, after gaining his tertiary qualifications, was with the Materials Research Laboratories within the Defence Science and Technology Organisation. He worked as a scientist undertaking marine research related to defence materials. In addition to his business career, Mr Pettis participates in a number of community activities including as a member of the board of the Sir Edward (Weary) Dunlop Medical Research Foundation and National President of the Naval Association of Australia.
Ms Andrée Poulter BA, DipEd, GCert TESOL Andrée Poulter has been involved in education for more than 30 years, having worked in government schools in western Queensland and Melbourne, and written curriculum materials for the ESL Companion to the Curriculum Standards Framework. She has led the implementation of whole-school curriculum change, introduced programs that promote the inclusion of all learners and delivered professional learning on a variety of topics including cognitive coaching, the integration of explicit teaching of higher order thinking skills into curriculum designs, literacy across the curriculum, collaborative learning, and philosophy for children. Ms Poulter is committed to pedagogies that engage young people with important ideas relating to our culture as well as equipping them with the skills and values that will allow them to have fulfilling lives and to become responsible adults and citizens. Ms Poulter is Assistant Principal responsible for Teaching and Learning at Melton Secondary College.
Ms Debra Punton DipT, BEd, MEd Debra Punton is a registered teacher who worked in government schools before taking up a teaching appointment in the Catholic education system. She has held various senior leadership roles including two principal positions and assistant director roles. She completed a Master of Educational Studies at Monash University in 1991, with a major in psychology and a focus on the psychology of educational leadership. Ms Punton is a Fellow of the Australian Council for Educational Leaders and a member of the Council of the Victorian Institute of Teaching. Ms Punton is Deputy Director, Catholic Education Office, Sale Diocese.
Professor Collette Tayler DipT, BEd, PhD, TCert, FACE Professor Collette Tayler holds the Chair in Early Childhood Education and Care at the University of Melbourne. Within the Graduate School of Education, Professor Tayler leads the academic direction of the Master of Teaching Early Childhood, a specialist birth-to-age-eight teaching course bridging care, education and health.
Report of operations—governance and organisational structure 29
Professor Tayler is leader of the E4Kids longitudinal study and a chief investigator in the National Science of Learning Centre and the 3a (Abecedarian Approach Australia) group of research and development projects. She has an extensive background in early childhood education and has held numerous positions, including as a primary school teacher.
Senior executives The Chief Executive Officer is responsible to the VCAA Board for policy and operational matters and to the Secretary of the Department of Education and Training for financial, human resources and other administrative matters.
Chief Executive Officer John Firth John Firth has been CEO of the VCAA since August 2005, having managed curriculum for the previous 12 years. John has been a curriculum leader for many years and was responsible for the development of the Victorian Essential Learning Standards as the curriculum for Victorian schools for the Prep to 10 years. John has overseen the continuing development of the VCE as a Year 12 credential of international status, the full recognition of VET within the VCE, and the implementation of the VCAL as an additional vocational pathway for senior secondary students. Under his leadership, the VCAA has considerably expanded its international work, especially increasing the number of schools working with international partners to offer the VCE. The VCAA has also developed and supported the implementation of the first educational framework for pre-school children, the VEYLDF. John is a member the Executive Board of DET. He has been a member of many state and national groups and speaks frequently at state and national forums. In 2008 he was appointed as a member of the Interim National Curriculum Board and in 2009 he was appointed to the board of ACARA. John holds a Bachelor of Commerce and a Diploma of Education, and is a Fellow of the Australian College of Educators.
Executive Director, Assessment and Reporting Dr David Philips The Executive Director, Assessment and Reporting Division, is responsible for policies and procedures associated with assessment, certification, analysis and reporting of student achievement, and for coordinating the division’s work programs, including the strategic redevelopment of the VCAA’s assessment technology. The division also collects and processes students’ enrolment and assessment data, manages the Victorian Student Register, and conducts measurement activities. David joined the VCAA in 2007 after working in senior roles with several government agencies in New Zealand, including the New Zealand Qualifications Authority, the Ministry of Education and the Education Review Office. He was also a secondary school English teacher, a university tutor in Education, a test development officer and education researcher, having won a PhD scholarship, and held a Senior Fulbright Award.
Director, Assessment Centre Joe Pellegrino The Director, Assessment Centre, is responsible for centre management, assessment programs, assessment services and assessment operations. The primary task of staff at the Assessment Centre is to develop and implement operational processes for developing, delivering, securing, assessing and processing the General Achievement
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Test and VCE written examinations, VCE Arts performance and Languages oral examinations, Years 3, 5, 7 and 9 NAPLAN tests, On Demand literacy and numeracy testing, and Select-entry High School testing. The centre is also responsible for the appointment of all sessional assessment staff. Joe has worked as an English and Media teacher and in the areas of curriculum and assessment development, teacher professional development, multimedia project management, and literacy and numeracy testing.
Executive Director, Curriculum Dr David Howes The Executive Director, Curriculum, is responsible for the operations of the Curriculum Division, which include leadership of Early Years project teams, AusVELS working groups, the Vocational Education Reference Group, VCE Study Review and Examination Setting panels, and the Curriculum and Assessment Committees of the VCAA Board. These groups and committees provide advice and recommendations to the VCAA on the development, implementation and monitoring of early childhood learning and development, the Foundation–10 curriculum (AusVELS), the VCE and VCAL, including VET programs, and setting VCE examinations. David’s professional background includes senior management roles within DET and international education advisory roles. David is the Victorian representative on the Board of ACARA.
Director, Curriculum Services Charmaine Taylor The Director, Curriculum Services, is responsible for leading the development of the VCAA digital delivery strategy. Charmaine commenced in this newly created role in May 2014. Before this, she was responsible for the coordination and effective delivery of professional services to schools to support the implementation of the curriculum from Early Years to Senior Secondary. Charmaine has had a range of school leadership positions at principal class level in suburban and regional colleges where she initiated blended learning pedagogies, online assessment and electronic student management systems. She has been previously employed at the VCAA as Information Technology Study Manager, Chief Examiner and Chief Assessor for several VCE studies. Charmaine has won a number of awards for curriculum innovation and excellence, including the South Australian Premier’s Award for Excellence in Educational Software and the Hume Council Inspiring Teacher Award.
Executive Director, Planning, Strategy and Corporate Support Lea Saddington The Executive Director, Planning, Strategy and Corporate Support, leads the Infrastructure and Business Services Division, which is responsible for providing support and information services to the community and supporting VCAA business operations including finance, human resources, governance, legal services, information technology infrastructure, communications and international. Lea has worked at executive level in several Victorian public sector entities and in the private sector.
Report of operations—governance and organisational structure 31
Committees of the VCAA Board
Executive Committee • The Executive Committee established under section 2.5.7 of the Act comprised the VCAA Chair, Mr Chris Wardlaw; the Chief Executive Officer, Mr John Firth; Mr Richard Bolt (to 31 December 2014) and Ms Gill Callister (from I January 2015); Mr Tony Larkin; and Ms Debra Punton.
Audit Committee • The VCAA Audit Committee comprised Board members Ms Vicki Miles (to 31 May 2015), Mr Russell Pettis and Mr Tony Larkin, and two co-opted external members, Mr Stuart Alford and Mr Peter McMullin • The Audit Committee is responsible for oversight of governance, risk and business assurance. The prime functions of the committee are to: ‒ foster an ethical culture within the VCAA in conjunction with senior management and the VCAA Board ‒ monitor compliance with relevant Acts and Regulations, and with any agreements negotiated with funding bodies ‒ provide advice to the VCAA Board on governance matters ‒ monitor, improve and maintain the credibility and objectivity of the accountability process (including financial reporting) ‒ provide a formal forum for communication between the VCAA Board and senior financial management ‒ improve the effectiveness of the internal and external audit functions, providing a forum for communication and reporting between the VCAA Board and the internal and external auditors ‒ monitor the quality of internal and external reporting of financial and non-financial information ‒ respond to the VCAA Board on matters referred by the VCAA Board to the committee for further consideration or advice.
Early Years–10 Curriculum and Assessment Committee The Early Years–10 Curriculum and Assessment Committee comprises VCAA Board members and representatives of the following organisations and sectors: • Catholic Education Commission of Victoria • Independent Schools Victoria • Department of Education and Training. The committee provides expert advice and makes recommendations to the VCAA in relation to the Early Years to Year 10 on: • development and approval of curriculum and assessment, including the implementation of the Australian Curriculum • policies, criteria and standards for curriculum and assessment • the relationship between the VEYLDF, the Foundation–10 curriculum, and the Senior Secondary pathways in education and training, including the VCE, VETiS and the VCAL • administration of the NAPLAN Program (Years 3, 5, 7 and 9) • monitoring and reporting of student participation and performance in assessment programs
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• provision of material for schools and early childhood settings and professional development for teachers and educators to support the implementation of curriculum and assessment programs • research on the curriculum, standards and assessment at a national and international level.
Senior Secondary Curriculum and Assessment Committee The Senior Secondary Curriculum and Assessment Committee comprised VCAA Board members and co-opted members. The committee includes representatives of the Catholic, independent, government, tertiary and industry sectors. The committee provides expert advice and makes recommendations to the VCAA Board on: • development, evaluation and approval of curriculum and assessment in the post- compulsory years • policies, criteria and standards for curriculum and courses designed to be undertaken as part of Senior Secondary qualifications • policies and procedures for the design, delivery and evaluation of assessments and assessment products and services for the VCE, the VCAL and other Senior Secondary qualifications • patterns of participation and quality of outcomes relating to courses of study in the Senior Secondary years, including related professional development and research • provision of material for schools and professional development for teachers to support the implementation of Senior Secondary curriculum and assessment programs • research on matters relating to Senior Secondary curriculum and assessments.
Review Committees A review committee is a committee of the VCAA Board. It consists of three members, one of whom must be a member of the Board, who chairs the committee. A review committee is established only when required, and is responsible for: • hearing student appeals against decisions of their school to impose penalties in respect of contraventions of VCAA assessment rules relating to school-based assessment • conducting hearings into allegations that students have breached VCE examination rules and imposing penalties where appropriate in accordance with the requirements of the Education and Training Reform Act. Penalties range from reprimanding students to amending or cancelling students’ grades.
Report of operations—governance and organisational structure 33
O ga sat o a c a t as at 30 Ju e 05
Organisational structure (as of 30 June 2015)
Minister for Minister for Minister for Education Families and Children Training and Skills
Chris Wardlaw Gill Callister Chair, VCAA Secretary, DET
John Firth CEO, VCAA
Lea Saddington Dr David Howes Dr David Philips Executive Director Executive Director Executive Director Planning, Strategy and Curriculum Assessment and Reporting Corporate Support
Charmaine Taylor Joe Pellegrino Director Director Curriculum Services Assessment Centre
VCAA staff establishment At 30 June 2015, the VCAA had an establishment of 169.7 full-time equivalent (FTE) ongoing employees. During the year, the VCAA also employed 4486 sessional and casual employees. More detail is provided in the following section of this report.
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Report of operations—workforce data
Occupational health and safety The VCAA follows DET occupational health and safety policies and procedures. The VCAA’s occupational health and safety objectives are: • to prevent injury/illness from occurring in the workplace • to maintain the good health and wellbeing of all staff • to comply with all statutory requirements of Acts and Regulations, codes of practice and standards. To fulfil these objectives the VCAA: • is proactive in ensuring that the workplace is safe and without risk to health • continually monitors the health and wellbeing of the employees and conducting quarterly risk assessments of the work environment • actively assists occupational health and safety representatives to maintain their knowledge and keep abreast of any legislative changes to the Occupational Health and Safety Act 2004 • develops and applies occupational health and safety policies, procedures and practices in accordance with statutory requirements and accepted health and safety standards. Major initiatives in 2014–15 included: • supporting management representatives and occupational health and safety representatives to maintain the skills and knowledge required for their roles • actively encouraging staff to report all occupational health and safety and first aid issues • continuing to review and upgrade the skills of all first aid officers, including automatic external defibrillator training • maintaining the knowledge level of all building wardens through practical drills • appointments of additional wardens • appointments of additional first aid officers.
Performance targets Occupational health and safety performance met or exceeded VCAA targets in 2014– 15. During the reporting period, the VCAA received one standard claim. No Improvement or Prohibition Notices were issued to the VCAA. The target for 2015–16 is to maintain this standard.
Workplace Consultative Committee The VCAA Workplace Consultative Committee is an employee representative committee whose membership was decided following an employee nomination and consultation process. It is also the VCAA’s Occupational Health and Safety Committee. The role of the committee is to foster an ethical, positive and healthy workplace culture. It is a consultation forum to identify and resolve matters related to accommodation, building safety and security, professional development and training, staff health and wellbeing, and matters related to human resources. The committee met once a month throughout the 2014–15 year.
Report of operations—workforce data 35
Merit training Three VCAA staff completed accreditation training during the reporting period. Eighty- eight current staff have trained in merit-based selection procedures. A merit protection-accredited person is required to be included on all selection panels and in many other situations where personnel decisions are made.
Industrial relations All VCAA employees are covered by industrial agreements providing that no industrial action will be taken on matters within the agreements during the term of the agreements. The Victorian Public Service Workplace Determination 2012 (Department of Education and Early Childhood Development) Agreement expires on 31 December 2015. No time was lost due to industrial action during 2014–15.
Industrial disputes and time lost due to injury
Industrial disputes There were no staff hours lost as a result of industrial disputes during the 2014–15 financial year.
Industrial accidents There was one standard claim in the 2014–15 financial year.
Workforce data
Table 3—Full-Time Equivalent staffing trends from 2011 to 2015
Year 2015 2014 2013 2012 2011 FTE 178.1 185.1 176.9 201.8 202.8
Table 4—Summary of employment levels in June of 2014 and 2015
Fixed term and casual Ongoing employees employees
Employees Full time Part time (headcount) (headcount) (headcount) FTE FTE
June 2015 178 152 26 169.7 8.4 June 2014 180 154 26 172.1 13.0
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Table 5—Details of employment levels in June 2014 and 2015
2015 2014
Ongoing employees Fixed-term Casual Ongoing employees Fixed-term Casual employees employee employees employees
Employees FTE FTE Employees Employees FTE FTE Employees (headcount) (headcount) (headcount) (headcount) Gender Male 67 65.4 5.0 1547 68 67.6 5.8 1478 Female 111 104.3 3.4 2939 112 104.5 7.2 2814 Total 178 169.7 8.4 4486 180 172.1 13.0 4292 Age Under 25 0 0 1.0 0 0.0 1.0 25-34 18 17.2 6.4 22 20.8 8.2 35-44 40 36.1 0.0 39 34.3 1.6 45-54 56 53.9 1.0 60 58.5 2.0 55-64 61 59.5 0.0 56 55.5 0.0 Over 64 3 3.0 0.0 3 3 0.2 Total 178 169.7 8.4 4486 180 172.1 13.0 4292 Classification VPSG1 0 0.0 0.0 0 0.0 0 VPSG2 11 9.6 4.0 15 14.2 5.0 VPSG3 37 34.8 2.4 37 34.2 4.2 VPSG4 29 26.4 2.0 28 25.0 3.6 VPSG5 61 58.9 0 60 58.7 0 VPSG6 33 33 0 33 33.0 0.2 STS 1 1 0 1 1.0 0 Executive Officers 6 6 0 6 6.0 0 Other1 0 0.0 0 0 0 0 Total 178 169.7 8.4 4486 180 172.1 13.0 4292
Figures are for Victorian Public Service staff on pay during the last full pay period in June of each year and exclude those on leave without pay or absent on secondment, external contractors and consultants, and temporary staff employed by employment agencies.
1 VCAA Public Service staff are also included in the DET workforce data.
Report of operations—other disclosures and attestations
Victorian Industry Participation Policy The Victorian Industry Participation Policy Act 2003 requires departments and public sector bodies to report on the implementation of the Victorian Industry Participation Policy. Departments and public sector bodies are required to apply the Victorian Industry Participation Policy in all procurement activities valued at $3 million or more in metropolitan Melbourne and for statewide projects, or $1 million or more for procurement activities in regional Victoria. During the 2014–15 reporting period the VCAA did not enter into any new or conclude any contractual engagements requiring application of the Victorian Industry Participation Policy provisions.
Consultancy expenditure In 2014–15, there were two consultancies where the total fees payable to the consultants were $10,000 or greater. The total expenditure incurred during 2014–15 in relation to these consultancies is $49,718 (excluding GST). Details of individual consultancies are outlined below
Total approved Expenditure Future project fee 2014–15 expenditure ($ excluding ($ excluding ($ excluding Consultant Purpose of consultancy GST) GST) GST) CPT Global Business case for proposed 70,400 35,400 — assessment software systems Australian Council for Recommendations for proposed 14,318 14,318 — Educational Research design of future assessments.
In 2014–15 there were three consultancies where the total fees payable to the consultants were less than $10,000. The total expenditure incurred during 2014–15 in relation to these consultancies is $6,509 (excluding GST).
Freedom of Information The Freedom of Information Act 1982 (Vic) (FOI Act) allows the public a right of access to documents held by the VCAA. For the 12 months ending 30 June 2015, the VCAA received three applications from the public. Of these requests, one was withdrawn, one request was not pursued, and the other request was not due for response until after 30 June 2015. The information required to be published pursuant to section 7 of the FOI Act is available at http://www.vcaa.vic.edu.au.
Making a request Access to documents may be obtained through written request to the Freedom of Information officer, as detailed in section 17 of the FOI Act. In summary, the requirements for making a request are: • it should be in writing • it should identify as clearly as possible which document is being requested • it should be accompanied by the appropriate application fee ($26.50 as at 1 July 2014—the fee may be waived in certain circumstances).
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Requests for documents in the possession of the VCAA should be addressed to: Freedom of Information Officer Victorian Curriculum and Assessment Authority 2 Lonsdale Street Melbourne Victoria 3000 Telephone: (03) 9032 1662 Email: [email protected] Access charges may also apply once documents have been processed and a decision on access is made; for example, photocopying and search and retrieval charges. Further information regarding freedom of information can be found at www.foi.vic.gov.au.
Compliance with the Building Act 1993 The VCAA does not own or control any government buildings and consequently is exempt from notifying its compliance with the building and maintenance provisions of the Building Act.
National Competition Policy In 1995, the Commonwealth, state and territory governments agreed to implement the National Competition Policy to promote greater competition and encourage economic growth. Three requirements of the policy are: • legislative reviews to eliminate restrictions on competition • assessment of new legislation and regulation to ensure continued compliance with the policy • competitive neutrality to ensure consistency in pricing of goods and services.
Legislative reviews The VCAA did not undertake any reviews of legislation under the National Competition Policy in 2014–15.
Assessment of new legislation and regulations No new acts or regulations relating to the VCAA were enacted during 2014–15.
Competitive neutrality Competitive neutrality requires government businesses to ensure, where services may compete with the private sector, that any advantages arising from their government ownership are removed if they are not in the public interest. The VCAA does not conduct any businesses. The VCAA was not involved in any complaints for the year 2014–15.
Compliance with the Protected Disclosure Act 2012 (formerly Whistleblowers Protection Act 2001) The Protected Disclosure Act 2012 encourages and assists people in making disclosures of improper conduct by public officers and public bodies. The Act provides protection to people who make disclosures in accordance with the Act and establishes a system for the matters disclosed to be investigated and rectifying action to be taken. The VCAA does not tolerate improper conduct by its employees or officers, nor the taking of detrimental action against a person in reprisal for the disclosure of such conduct. The VCAA recognises the value of transparency and accountability in its administrative and management practices and supports the making of disclosures that reveal corrupt
Report of operations—other disclosures and attestations 39
conduct, conduct involving a substantial mismanagement of public resources or conduct involving a substantial risk to public health and safety or the environment. The VCAA will take all reasonable steps to protect people who make such disclosures from any detrimental action in reprisal for making the disclosure. It will also afford natural justice to the person who is the subject of the disclosure to the extent it is legally possible. Under the Act, the VCAA is not able to receive disclosures of improper conduct or detrimental action by the VCAA or any of its employees or officers. Disclosures of improper conduct or detrimental action by the VCAA or any of its Board members and/or employees should be made to the Independent Broad-based Anti-corruption Commission (IBAC): Level 1, North Tower, 459 Collins Street Melbourne Victoria 3000 Phone: 1300 735 135 Internet: www.ibac.vic.gov.au – see the website for online complaint form Email: [email protected] – see the IBAC website for complaint form
Further information The VCAA’s Protected Disclosure procedures which outline the VCAA’s responsibilities in respect of protected disclosures are available online at www.vcaa.vic.edu.au/Pages/aboutus/index.aspx under Corporate Policies. A hard copy of these procedures can also be obtained by requesting a copy by mail from the VCAA’s Protected Disclosure Coordinator: Ms Lea Saddington Executive Director, Planning, Strategy and Corporate Support Level 1, 2 Lonsdale Street Melbourne Victoria 3000
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Additional information available on request In compliance with the requirements of the Standing Directions of the Minister for Finance, details in respect of the items listed below have been retained by the VCAA and are available on request, subject to the provisions of the Freedom of Information Act 1982. • a statement that declarations of pecuniary interests have been duly completed by all relevant officers • details of shares held by a senior officer as nominee or held beneficially in a statutory authority or subsidiary • details of publications produced by the entity about itself, and how these can be obtained • details of changes in prices, fees, charges, rates and levies charged by the entity • details of any major external reviews carried out on the entity • details of major research and development activities undertaken by the entity • details of overseas visits undertaken including a summary of the objectives and outcomes of each visit • details of major promotional, public relations and marketing activities undertaken by the entity to develop community awareness of the entity and its services • details of assessments and measures undertaken to improve the occupational health and safety of employees • a general statement on industrial relations within the entity and details of time lost through industrial accidents and disputes • a list of major committees sponsored by the entity, the purposes of each committee and the extent to which the purposes have been achieved • details of all consultancies and contractors including: ‒ consultants/contractors engaged ‒ services provided ‒ expenditure committed to for each engagement. The information is available on request from: Chief Executive Officer Victorian Curriculum and Assessment Authority 2 Lonsdale Street Melbourne VIC 3000
Report of operations—other disclosures and attestations 41
Risk attestation compliance statement We, Chris Wardlaw and John Firth, certify that the VCAA has risk management processes in place consistent with the Australian/New Zealand Risk Management Standard AS/NZS ISO 31000:2009 (or its successor) and an internal control system in place that enables the executive to understand, manage and satisfactorily control risk exposures. The Audit Committee verifies this assurance and that the risk profile of the VCAA has been critically reviewed within the last 12 months.
John Firth Chris Wardlaw Chief Executive Officer Chair
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Financial statements
ACCOUNTABLE OFFICER’S AND CHIEF FINANCE AND ACCOUNTING OFFICER’S DECLARATION
The attached financial statements for the Department of Technology have been prepared in accordance with Standing Directions 4.2 of the Financial Management Act 1994, applicable Financial Reporting Directions, Australian Accounting Standards including Interpretations, and other mandatory professional reporting requirements. We further state that, in our opinion, the information set out in the comprehensive operating statement, balance sheet, statement of changes in equity, cash flow statement and accompanying notes, presents fairly the financial transactions during the year ended 30 June 2015 and financial position of the VCAA at 30 June 2015. At the time of signing, we are not aware of any circumstance which would render any particulars included in the financial statements to be misleading or inaccurate. We authorise the attached financial statements for issue on 2 September 2015.
Chris Wardlaw Chair Melbourne 2 September 2015
John Firth Chief Executive Officer Melbourne 2 September 2015
Bruce Rohde Chief Finance and Accounting Officer Melbourne 2 September 2015
Financial statements 43
44 VCAA Annual Report 2014–15
Financial statements 45
Comprehensive operating statement for the year ended 30 June 2015
2015 2014 Note(s) $ $
Continuing operations
Income from transactions
Operating appropriations 2(a) 47,278,323 42,227,468
Capital appropriations 2(a) - 950,000
Interest 2(b) 165,310 185,033
Other income 2(c) 3,471,876 4,015,136
Grants 2(d) 2,869,495 1,779,716
Resources received free of charge 2(e) 2,265,170 2,399,201
Total income from transactions 56,050,174 51,556,554
Expenses from transactions Employee expenses 3(a) 33,897,438 32,455,754
Depreciation and amortisation expense 3(b) 756,414 1,090,926
Supplies and services 3(c) 17,491,022 17,687,461
Resources received free of charge 3(d) 2,265,170 2,399,201
Total expenses from transactions 54,410,044 53,633,342
Net result from transactions (net operating balance) 1,640,130 (2,076,788)
Other economic flows included in net result Net gain/(loss) on non-financial assets 4(a) 4,880 14,214
Net gain/(loss) on financial instruments 4(b) (58,363) (25,883)
Net result from continuing operations 1,586,647 (2,088,457)
Net result 1,586,647 (2,088,457)
Comprehensive result 1,586,647 (2,088,457)
The above comprehensive operating statement should be read in conjunction with the notes to the financial statements.
46 VCAA Annual Report 2014–15
Balance sheet as at 30 June 2015
2015 2014 Note(s) $ $
Assets Financial assets
Cash and deposits 15, 16 9,522,303 8,490,056
Receivables 5, 15 1,450,696 1,368,628
Total financial assets 10,972,999 9,858,684
Non-financial assets
Plant and equipment 6 1,180,863 1,453,556
Other non-financial assets 8 346,030 388,369
Total non-financial assets 1,526,893 1,841,925
Total assets 12,499,892 11,700,609
Liabilities Payables 9, 15 5,096,736 5,848,548
Borrowings 10, 15 138,327 173,879
Total liabilities 5,235,063 6,022,427
Net assets 7,264,829 5,678,182
Equity Accumulated surplus 2,566,337 979,690
Contributed capital 4,698,492 4,698,492
Net worth 7,264,829 5,678,182
13 Commitments for expenditure Contingent assets and contingent liabilities 14
The above balance sheet should be read in conjunction with the notes to the financial statements.
Financial statements 47
Statement of changes in equity for the year ended 30 June 2015
Accumulated Contributions surplus by owner Total Notes $ $ $
Balance at 1 July 2013 3,068,147 4,698,492 7,766,639
Net result for the year (2,088,457) - (2,088,457)
Balance at 30 June 2014 979,690 4,698,492 5,678,182
Net result for the year 1,586,647 - 1,586,647
Balance at 30 June 2015 2,566,337 4,698,492 7,264,829
The above statement of changes in equity should be read in conjunction with the notes to the financial statements.
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Cash flow statement for the year ended 30 June 2015
2015 2014 Note(s) $ $
Cash flows from operating activities
Receipts
Receipts from Government 50,147,818 44,957,184
Interest received 165,310 185,033
Goods and Services Tax recovered from ATO 21,717 100,557
Other receipts 3,354,334 3,929,506
Total receipts 53,689,179 49,172,280
Payments
Payments to employees (33,676,698) (32,354,525)
Goods and Services Tax paid to ATO (61,002) (48,393)
Payments to suppliers (18,404,839) (17,222,789)
Total payments (52,142,539) (49,625,707)
Net cash flows from/(used in) operating activities 16(b) 1,546,640 (453,427)
Cash flows from investing activities
Payments for non-financial assets (34,557) (81,440)
Proceeds from sale of non-financial assets 16,136 -
Payments for work in progress (460,419) (942,947)
Net cash flows from/(used in) investing activities (478,840) (1,024,387)
Cash flows from financing activities
Proceeds from borrowings 23,550 121,336
Repayment of finance leases (59,103) (49,687)
Net cash flows from/(used in) financing activities (35,553) 71,649
Net increase/(decrease) in cash and cash equivalents 1,032,247 (1,406,165)
Cash and cash equivalents at the beginning of the financial year 8,490,056 9,896,221
Cash and cash equivalents at the end of the financial 16(a) 9,522,303 8,490,056 year
Consisting of:
Committed cash (Government grant funding received in advance) 4,599,059 3,461,180
Non-committed cash (cash reserve for short term liabilities) 4,923,244 5,028,876
The above cash flow statement should be read in conjunction with the notes to the financial statements.
Financial statements 49
Notes to the financial statements
Note 1 Summary of significant accounting policies 52 Note 2 Income from transactions 65 Note 3 Expenses from transactions 66 Note 4 Other economic flows included in net result 67 Note 5 Receivables 67 Note 6 Plant and equipment 68 Note 7 Intangible assets 71 Note 8 Other non-financial assets 72 Note 9 Payables 72 Note 10 Borrowings 73 Note 11 Superannuation 73 Note 12 Leases 74 Note 13 Commitments for expenditure 75 Note 14 Contingent assets and contingent liabilities 75 Note 15 Financial instruments 76 Note 16 Cash flow information 84 Note 17 Ex gratia payments 84 Note 18 Economic dependency 84 Note 19 Responsible persons 85 Note 20 Remuneration of executives 87 Note 21 Remuneration of auditors 87 Note 22 Subsequent events 87 Note 23 Glossary of terms and style conventions 88
Notes to the financial statements 51
Note 1 Summary of significant accounting policies The annual financial statements represent the audited general purpose financial statements for the Victorian Curriculum and Assessment Authority (VCAA) for the period ended 30 June 2015. The purpose of the report is to provide users with information about the VCAA’s stewardship of resources entrusted to it.
(a) Statement of compliance These general purpose financial statements have been prepared in accordance with the Financial Management Act 1994, and applicable Australian Accounting Standards (AAS) which include Interpretations issued by the Australian Accounting Standards Board (AASB). In particular, they are presented in a manner consistent with the requirements of AASB 1049 Whole of Government and General Government Sector Financial Reporting. For the purposes of preparing financial statements, VCAA is classed as a not-for-profit entity. Where appropriate, those AAS paragraphs applicable to not-for-profit entities have been applied. Accounting policies are selected and applied in a manner which ensures that the resulting financial information satisfies the concepts of relevance and reliability, thereby ensuring that the substance of the underlying transactions or other events is reported. To gain a better understanding of the terminology used in this report, a glossary of terms can be found in Note 23.
(b) Basis of accounting preparation and measurement The accrual basis of accounting has been applied in the preparation of these financial statements, whereby assets, liabilities, equity, income and expenses are recognised in the reporting period to which they relate, regardless of when cash is received or paid. Judgements, estimates and assumptions are required to be made about carrying values of assets and liabilities that are not readily apparent from other sources. The estimates and associated assumptions are based on professional judgements derived from historical experience and various other factors that are believed to be reasonable under the circumstance. Actual results may differ from these estimates. Revisions to accounting estimates are recognised in the period in which the estimate is revised and also in future periods that are affected by the revision. Judgements and assumptions made by management in the application of AAS that have significant effects on the financial statements and estimates are disclosed throughout the notes to the financial statements. These financial statements are presented in Australian dollars, the functional and presentation currency of the VCAA and prepared in accordance with the historical cost convention with the exception of non-current physical assets which, subsequent to acquisition, are measured at a revalued amount being their fair value at the date of the revaluation less any subsequent accumulated depreciation and subsequent impairment losses. Revaluations are made with sufficient regularity to ensure that the carrying amounts do not materially differ from their fair value. The fair value of an asset other than land is generally based on its depreciated replacement value. Historical cost is based on the fair values of the consideration given in exchange for assets. Consistent with AASB 13 Fair Value Measurement, the VCAA determines the policies and procedures for both recurring fair value measurements such as plant and equipment and financial instruments in accordance with the requirements of AASB 13 and the relevant Financial Reporting Directions. All assets and liabilities for which fair value is measured or disclosed in the financial statements are categorised within the fair value hierarchy, described as follows, based on the lowest level input that is significant to the fair value measurement as a whole:
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• Level 1—Quoted (unadjusted) market prices in active markets for identical assets or liabilities • Level 2—Valuation techniques for which the lowest level input that is significant to the fair value measurement is directly or indirectly observable • Level 3—Valuation techniques for which the lowest level input that is significant to the fair value measurement is unobservable. For the purpose of fair value disclosures, the VCAA has determined classes of assets and liabilities on the basis of the nature, characteristics and risks of the asset or liability and the level of the fair value hierarchy as explained above. In addition, the VCAA determines whether transfers have occurred between levels in the hierarchy by re- assessing categorisation (based on the lowest level input that is significant to the fair value measurement as a whole) at the end of each reporting period. The accounting policies set out below have been applied in preparing the financial statements for the period ended 30 June 2015 and the comparative information presented in these financial statements for the year ended 30 June 2014.
(c) Reporting entity The financial statements include all the controlled activities of the VCAA which was established under the Education and Training Reform Act 2006. Its principal address is: Victorian Curriculum and Assessment Authority Level 1, 2 Lonsdale Street Melbourne Vic 3000 The VCAA is headed by the Chief Executive Officer (CEO), whose powers and functions are set out in Part 2.5 of the Act. The CEO is responsible to the Board for the VCAA policy and operational matters and to the Secretary of the Department of Education and Training (DET) for budgetary, personnel and other administrative matters.
Objectives and funding The VCAA’s objective is to provide high-quality curriculum, assessment and reporting that promotes individual lifelong learning. The VCAA is predominantly funded by accrual-based appropriations (excluding depreciation funding) from DET for the provision of outputs. As a statutory authority, the VCAA also derives revenue from a number of external sources, including the Commonwealth Government, overseas student fees, publication sales, student services, royalties and other administrative fees. As in previous years, DET has provided VCAA with a letter of comfort recognising that, if required, DET will provide cash flow support to the VCAA to meet its current and future financial commitments as and when they fall due.
(d) Scope and presentation of financial statements
Comprehensive operating statement The comprehensive operating statement comprises three components, being ‘net result from transactions’ (or termed as ‘net operating balance’), ‘other economic flows included in net result’, as well as ‘other economic flows—other comprehensive income’. The sum of the former two represents the net result. The net result is equivalent to profit or loss derived in accordance with AAS. ‘Other economic flows’ are changes arising from market remeasurements. They include • gains and losses from disposals of non-financial assets • revaluations and impairments of non-financial physical and intangible assets • remeasurement arising from defined benefit superannuation plans • fair value changes of financial instruments and agricultural assets • depletion of natural assets (non-produced) from their use or removal.
Notes to the financial statements 53
This classification is consistent with the whole-of-government reporting format and is allowed under AASB 101 Presentation of Financial Statements.
Balance sheet Assets and liabilities are presented in liquidity order with assets aggregated into financial assets and non-financial assets. Current and non-current assets and liabilities (non-current being those assets or liabilities expected to be recovered or settled more than 12 months after the reporting date) are disclosed in the notes, where relevant. The net result is equivalent to profit or loss derived in accordance with AAS.
Statement of changes in equity The statement of changes in equity presents reconciliations of each non-owner and owner changes in equity from opening balances at the beginning of the reporting period to the closing balances at the end of the reporting period. It also shows separately movements due to amounts recognised in the comprehensive result and amounts recognised in other comprehensive income related to other non-owner changes in equity.
Cash flow statement Cash flows are classified according to whether or not they arise from operating activities, investing activities or financing activities. This classification is consistent with requirements under AASB 107 Statement of Cash Flows.
(e) Changes in accounting policies Subsequent to the 2013–14 reporting period, the following new and revised Standards have been adopted in the current period with their financial impact detailed as below.
AASB 10 Consolidated Financial Statements AASB 10 provides a new approach to determine whether an entity has control over an entity, and therefore must present consolidated financial statements. The new approach requires the satisfaction of all three criteria for control to exist over an entity for financial reporting purposes: (a) The investor has power over the investee (b) The investor has exposure, or rights to variable returns from its involvement with the investee (c) The investor has the ability to use its power over the investee to affect the amount of investor’s returns. Based on the new criteria prescribed in AASB 10, the VCAA has reviewed the existing arrangements to determine if there are any entities that need to be consolidated into the group. The VCAA has concluded that no entity has met the control criteria.
AASB 11 Joint Arrangements In accordance with AASB 11, there are two types of joint arrangements, i.e. joint operations and joint ventures. Joint operations arise where the investors have rights to the assets and obligations for the liabilities of an arrangement. A joint operator accounts for its share of the assets, liabilities, revenue and expenses. Joint ventures arise where the investors have rights to the net assets of the arrangement; joint ventures are accounted for under the equity method. Proportionate consolidation of joint ventures is no longer permitted. The VCAA has reviewed its existing contractual arrangements with other entities to ensure they are aligned with the new classifications under AASB 11. It has concluded that there are no joint arrangements.
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AASB 12 Disclosure of Interests in Other Entities AASB 12 Disclosure of Interests in Other Entities prescribes the disclosure requirements for an entity’s interest in subsidiaries, associates, joint arrangements and extends to the entity’s association with unconsolidated structured entities. The VCAA has no interests in associates and joint ventures. The VCAA has also reviewed its current contractual arrangements to determine if there are any unconsolidated structured entities that the VCAA has involvement with. It has not identified any unconsolidated structured entities during the assessment.
(f) Income from transactions Income is recognised to the extent that it is probable that the economic benefits will flow to the entity and the income can be reliably measured. Amounts disclosed as revenue are, where applicable, net of returns, allowances and duties and taxes. Revenue is recognised for each of the major activities as follows:
Grants Grants are recognised as income when the VCAA gains control of the underlying assets. Where grants are reciprocal, income is recognised as performance occurs under the grant. Non-reciprocal grants are recognised as income when the grant is received or receivable. Conditional grants may be reciprocal or non-reciprocal depending on the terms of the grant.
Royalties VCAA intellectual property is captured and maintained in a register, with royalties recognised as income when the VCAA gains control of the underlying asset.
Fees, publications and other miscellaneous revenue Fees from overseas students are recognised in the period that the service is provided. Where student fees of a reciprocal nature have been received in respect of services to be delivered in the following financial year, such amounts are deferred and disclosed as fees in advance. Publication and other miscellaneous revenue received is recognised as revenue on provision of service. Interest revenue is recognised on a time proportionate basis that takes into account the effective yield on the financial asset.
Fair value of resources received free of charge or for nominal consideration Contributions of resources received free of charge or for nominal consideration are recognised at their fair value when the VCAA obtains control over them, irrespective of whether these contributions are subject to restrictions or conditions over their use. Contributions in the form of services are only recognised when a fair value can be reliably determined and the services would have been purchased if not received as a donation. The value of the VCAA accommodation costs from DET is recognised in the comprehensive operating statement as an expense offset by an increase to revenue as resources received free of charge.
(g) Expenses from transactions Expenses from transactions are recognised as they are incurred and reported in the financial year to which they relate.
Grants and other payments Grants and other payments to third parties are recognised as an expense in the reporting period in which they are paid or payable. They include transactions such as grants, subsidies and other transfer payments.
Notes to the financial statements 55
Employee expenses Employee expenses include all costs related to employment including wages and salaries, leave entitlements, redundancy payments and superannuation contributions. These are recognised when incurred, except for contributions in respect of defined benefit plans.
Superannuation—State superannuation defined benefit plans The amount recognised in the comprehensive operating statement in relation to employer contributions for members of defined superannuation plans is simply the employer contributions that are paid or payable to these plans during the reporting period. The level of these contributions will vary depending upon the relevant rules of each plan, and is based upon actuarial advice. The Department of Treasury and Finance (DTF) discloses in its Annual Financial Statements on behalf of the State as the sponsoring employer the net defined benefit cost related to the members of these plans as an administered liability. Refer to the DTF Annual Financial Statements for more detailed disclosures in relation to these plans.
Depreciation and amortisation All plant and equipment and other non-financial physical assets that have finite useful lives are depreciated. Depreciation is generally calculated on a straight-line basis, at rates that allocate the asset’s value, less any estimated residual value, over its estimated useful life. Amortisation is provided on computer software and other intangible assets. Amortisation is generally calculated on a straight-line basis so as to write off the net cost or other revalued amount of each asset over its expected useful life to its estimated residual value. The estimated useful lives, residual values and depreciation method are reviewed at the end of each annual reporting period, and adjustments made where applicable. The following are typical estimated useful lives for the different asset classes for 2015 and 2014 financial years.
Useful life (years)
Asset 2015 2014
Plant and equipment (including computer equipment) 3–5 3–5
Leased assets (motor vehicles) 5–10 5–10
Intangible assets 4 4
Where items of plant and equipment have separately identifiable components, which are subject to regular replacement, those components are assigned useful lives distinct from the item of plant and equipment to which they relate.
Supplies and services Supplies and services are recognised as an expense in the reporting period in which they are incurred and generally represent cost of goods sold and the day-to-day running costs, including school requisites and maintenance costs, incurred in the normal operations of the VCAA. Inventories are expensed when purchased.
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Bad and doubtful debts Bad and doubtful debts are assessed on a regular basis. Those bad debts considered as written off by mutual consent are classified as a transaction expense. Those written off unilaterally and the allowance for doubtful receivables are classified as other economic flows.
(h) Other economic flows included in net result Other economic flows measure the change in volume or value of assets or liabilities that do not result from transactions.
Net gain/(loss) on non-financial assets Net gain/(loss) on non-financial assets and liabilities includes realised and unrealised gains and losses from revaluations, impairments, and disposals of all physical assets and intangible assets.
Disposal of non-financial assets Any gain or loss on the sale of non-financial assets is recognised at the date that control of the asset is passed to the buyer and is determined after deducting from the proceeds the carrying value of the asset at that time.
Impairment of non-financial assets All assets are assessed annually for indications of impairment. If there is an indication of impairment, the assets concerned are tested as to whether their carrying value exceeds their possible recoverable amount. Where an asset’s carrying value exceeds its recoverable amount, the difference is written off as another economic flow within the statement of comprehensive income. It is deemed that, in the event of the loss of an asset, the future economic benefits arising from the use of the asset will be replaced unless a specific decision to the contrary has been made. The recoverable amount for most assets is measured at the higher of depreciated or amortised replacement cost and fair value less costs to sell.
Net gain/(loss) on financial instruments Net gain/(loss) on financial instruments includes: • realised and unrealised gains and losses from revaluations of financial instruments at fair value • impairment and reversal of impairment for financial instruments at amortised cost • disposals of financial assets and derecognition of financial liabilities.
Other gains/(losses) from economic flows Other gains/(losses) from other economic flows include the gains or losses from reclassifications of amounts from reserves and/or accumulated surplus to net result, and from the revaluation of the present value of the long service leave liability due to changes in the bond interest rates.
(i) Financial instruments Financial instruments arise out of contractual agreements that give rise to a financial asset of one entity and a financial liability or equity instrument of another entity. Due to the nature of the VCAA’s activities, certain financial assets and financial liabilities arise under statute rather than contract. Such financial assets and financial liabilities do not meet the definition of financial instruments in AASB 132 Financial Instruments: Presentation. For example, statutory receivables arising from taxes, fines and penalties do not meet the definition of financial instruments as they do not arise under contract. Where relevant for note disclosure purposes, a distinction is made between those financial assets and financial liabilities that meet the definition of financial instruments in accordance with AASB 132 and those that do not. The following refers to financial instruments unless otherwise stated.
Notes to the financial statements 57
Categories of non-derivative financial instruments Loans and receivables Loans and receivables are financial instrument assets with fixed and determinable payments that are not quoted on an active market. These assets are initially recognised at fair value plus any directly attributable transaction costs. Subsequent to initial measurement, loans and receivables are measured at amortised cost using the effective interest method, less any impairment. Loans and receivables category includes cash and deposits (refer to Note 1 (j)), term deposits with maturity greater than three months, trade receivables, loans and other receivables, but not statutory receivables. Financial liabilities at amortised cost Financial instrument liabilities are initially recognised on the date they are originated. They are initially measured at fair value plus any directly attributable transaction costs. Subsequent to initial recognition, these financial instruments are measured at amortised cost with any difference between the initial recognised amount and the redemption value being recognised in profit and loss over the period of the interest- bearing liability, using the effective interest rate method. Financial instrument liabilities measured at amortised cost include all of the VCAAs contractual payables, deposits held and advances received, and interest-bearing arrangements other than those designated at fair value through profit or loss.
(j) Financial assets
Cash and cash deposits Cash and deposits recognised in the statement of financial position comprise cash on hand and cash at bank, deposits at call and those highly liquid investments (with an original maturity of three months or less), which are held for the purpose of meeting short-term cash commitments rather than for investment purposes, and readily convertible to known amounts of cash with an insignificant risk of changes in value.
Receivables Receivables consist predominantly of amounts owing from the Victorian Government, debtors in relation to goods and services and GST input tax credits recoverable. Receivables that are contractual are classified as financial instruments and categorised as loans and receivables. Amounts owing from the Victorian Government, taxes and other statutory receivables are not classified as financial instruments. Receivables are recognised initially at fair value and subsequently measured at amortised cost, using effective interest rate method, less an allowance for impairment. A provision for doubtful receivables is made when there is objective evidence that the debts may not be collected. Bad debts are written off when identified.
Derecognition of financial assets A financial asset (or, where applicable, a part of a financial asset or part of a group of similar financial assets) is derecognised when: • the rights to receive cash flows from the asset have expired; or • the VCAA retains the right to receive cash flows from the asset, but has assumed an obligation to pay them in full without material delay to a third party under a ‘pass through’ arrangement; or • the VCAA has transferred its rights to receive cash flows from the asset and either: ‒ has transferred substantially all the risks and rewards of the asset; or ‒ has neither transferred nor retained substantially all the risks and rewards of the asset, but has transferred control of the asset. Where the VCAA has neither transferred nor retained substantially all the risks and rewards or transferred control, the asset is recognised to the extent of the VCAA’s continuing involvement in the asset.
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(k) Non-financial assets
Plant and equipment, leased improvements and leased assets (motor vehicles) Plant and equipment, leasehold improvements and leased assets are measured initially at cost and subsequently revalued at fair value less accumulated depreciation and impairment. More details about the valuation techniques and inputs used in determining the fair value of non-financial physical assets are discussed in Note 6—Plant and equipment. The fair value of non-financial assets is normally determined by reference to the asset’s depreciated replacement cost. For plant, equipment and vehicles, existing depreciated historical cost is generally a reasonable proxy for depreciated replacement cost because of the short lives of the assets concerned. Unless otherwise disclosed, the current use of non-financial physical assets will be their highest and best uses.
Intangible assets Purchased intangible assets are initially recognised at cost. Subsequently, intangible assets with finite useful lives are carried at cost less accumulated amortisation and impairment losses. Cost incurred subsequent to initial acquisition are capitalised when it is expected that additional future economic benefits will flow to VCAA. Intangible assets with finite useful lives are amortised on a systematic (typically straight-line) basis over the asset’s useful life. Amortisation begins when the asset is available for use, that is, when it is in the location and condition necessary for it to be capable of operating in the manner intended by management. The amortisation period and the amortisation method for an intangible asset with a finite useful life are reviewed at least at the end of each annual reporting period.
(l) Other non-financial assets
Prepayments Other non-financial assets include prepayments which represent payments in advance of receipt of goods or services or that part of expenditure made in one accounting period covering a term extending beyond that period.
(m) Liabilities
Payables Payables consist of: • contractual payables, such as accounts payable, and unearned income including deferred income from concession arrangements. Accounts payable represent liabilities for goods and services provided to the VCAA prior to the end of the financial year that are unpaid, and arise when the VCAA becomes obliged to make future payments in respect of the purchase of those goods and services • statutory payables, such as goods and services tax and fringe benefits tax payables. Contractual payables are classified as financial instruments and categorised as financial liabilities at amortised cost. Statutory payables are recognised and measured similarly to contractual payables but are not classified as financial instruments and not included in the category of financial liabilities at amortised cost because they do not arise from a contract.
Employee benefits Long service leave and annual leave The liabilities for long service leave and annual leave are recognised by DET. When a staff member accesses their leave entitlement, it is paid by DET out of the accumulated balances in the provision accounts in the DET balance sheet.
Notes to the financial statements 59
On-costs Provisions for on-costs such as payroll tax, workers compensation and superannuation are recognised separately from the provision for employee benefits.
(n) Leases A lease is a right to use an asset for an agreed period of time in exchange for payment. Leases are classified at their inception as either operating or finance leases based on the economic substance of the agreement so as to reflect the risks and rewards incidental to ownership. Leases of infrastructure, property, plant and equipment are classified as finance infrastructure leases whenever the terms of the lease transfer substantially all the risks and rewards of ownership from the lessor to the lessee. All other leases are classified as operating leases.
Finance leases VCAA as lessee At the commencement of the lease term, finance leases are initially recognised as assets and liabilities at amounts equal to the fair value of the lease property or, if lower, the present value of the minimum lease payment, each determined at the inception of the lease. The lease asset is accounted for as a non-financial physical asset. If there is certainty that the VCAA will obtain the ownership of the lease asset by the end of the lease term, the asset shall be depreciated over the useful life of the asset. If there is no reasonable certainty that the lessee will obtain ownership by the end of the lease term, the asset shall be fully depreciated over the shorter of the lease term and its useful life. Minimum finance lease payments are apportioned between reduction of the outstanding lease liability, and periodic finance expense which is calculated using the interest rate implicit in the lease and charged directly to the comprehensive operating statement. Contingent rentals associated with finance leases are recognised as an expense in the period in which they are incurred.
Operating leases VCAA as lessee Operating lease payments, including any contingent rentals, are recognised as an expense in the comprehensive operating statement on a straight-line basis over the lease term, except where another systematic basis is more representative of the time pattern of the benefits derived from the use of the leased asset. The leased asset is not recognised in the statement of financial position. All incentives for the agreement of a new or renewed operating lease are recognised as an integral part of the net consideration agreed for the use of the leased asset, irrespective of the incentive’s nature or form or the timing of payments. In the event that lease incentives are received to enter into operating leases, the aggregate cost of incentives are recognised as a reduction of rental expense over the lease term on a straight-line basis, unless another systematic basis is more representative of the time pattern in which economic benefits from the leased asset are consumed.
(o) Equity
Contributions by owners Additions to net assets which have been designated as contributions by owners are recognised as contributed capital. Other transfers that are in the nature of contributions or distributions have also been designated as contributions by owners. Transfers of net assets arising from administrative restructuring are treated as distributions to or contributions by owners.
(p) Commitments Commitments for future expenditure include operating and capital commitments arising from contracts. These commitments are disclosed by way of a note (refer to Note 13) at their nominal value and inclusive of the goods and services tax (GST) payable. In addition, where it is considered appropriate and provides additional relevant information
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to users, the net present values of significant individual projects are stated. These future expenditures cease to be disclosed as commitments once the related liabilities are recognised in the statement of financial position.
(q) Contingent assets and contingent liabilities Contingent assets and contingent liabilities are not recognised in the statement of financial position, but are disclosed by way of a note (refer to Note 14) and, if quantifiable, are measured at nominal value. Contingent assets and liabilities are presented inclusive of GST receivable or payable respectively
(r) Goods and services tax (GST) Income, expenses and assets are recognised net of the amount of associated goods and services tax (GST), except: • where the amount of GST incurred is not recoverable from the taxation authority, it is recognised as part of the cost of acquisition of an asset or as part of an item of expense; or • or receivables and payables which are recognised inclusive of GST receivable or payable. The net amount of GST recoverable from, or payable to, the taxation authority is included with other receivables or payables in the statement of financial position. Cash flows are presented on a gross basis. The GST component of cash flows arising from investing and financing activities which is recoverable from, or payable to, the taxation authority are presented as operating cashflows. Commitments and contingent assets and liabilities are also stated inclusive of GST.
(s) Events after the reporting date Assets, liabilities, income or expenses arise from past transactions or other past events. Where the transactions result from an agreement between the VCAA and other parties, the transactions are only recognised when the agreement is irrevocable at or before the end of the reporting period. Adjustments are made to amounts recognised in the financial statements for events which occur after the reporting period and before the date the financial statements are authorised for issue, where those events provide information about conditions which existed at the reporting period. Note disclosure is made about events between the end of the reporting period and the date the financial statements are authorised for issue where the events relate to conditions which arose after the end of the reporting period and which may have a material impact on the results of subsequent reporting periods.
(t) Rounding Amounts in the financial statements have been rounded to the nearest dollar, unless otherwise stated. Figures in the financial statements may not equate due to rounding. Please refer to Note 23 for a style convention for explanations of minor discrepancies resulting from rounding.
(u) AAS issued that are not yet effective Certain new AAS have been published that are not mandatory for the 30 June 2015 reporting period. DTF assesses the impact of all these new standards and advises the VCAA of their applicability and early adoption where applicable. As at 30 June 2015, the following AAS have been issued by the AASB but not yet effective. They become effective for the first financial statements for reporting periods commencing after the stated operative dates as follows:
Notes to the financial statements 61
Standard/Interpretation Summary Applicable Impact on entity for annual financial statements reporting periods beginning on
AASB 9 Financial Instruments The key changes 1 January The assessment has include the simplified 2018 identified that the requirements for the financial impact of classification and available for sale (AFS) measurement of assets will now be financial assets, a new reported through other hedging accounting comprehensive income model and a revised (OCI) and no longer impairment loss model recycled to the profit and to recognise loss. impairment losses earlier, as opposed to While the preliminary the current approach assessment has not that recognises identified any material impairment only when impact arising from AASB incurred. 9, it will continue to be monitored and assessed.
AASB 15 Revenue from The core principle of 1 January The changes in revenue Contracts with Customers AASB 15 requires an 2017 recognition requirements entity to recognise in AASB 15 may result in (Exposure revenue when the Draft 263- changes to the timing and entity satisfies a potential amount of revenue performance obligation recorded in the financial deferral to 1 by transferring a Jan 2018) statements. The standard promised good or will also require additional service to a customer. disclosures on service revenue and contract modifications. A potential impact will be the upfront recognition of revenue from licences that cover multiple reporting periods. Revenue that was deferred and amortised over a period may now need to be recognised immediately as a transitional adjustment against the opening returned earnings if there are no former performance obligations outstanding.
AASB 2014-1 Amendments to Amends various AAS 1 January This amending standard Australian Accounting to reflect the AASB’s 2018 will defer the application Standards [Part E Financial decision to defer the period of AASB 9 to the Instruments] mandatory application 2018-19 reporting period date of AASB 9 to in accordance with the annual reporting transition requirements. periods beginning on or after 1 January 2018; as a consequence of Chapter 6; and to amend reduced disclosure requirements.
62 VCAA Annual Report 2014–15
Standard/Interpretation Summary Applicable Impact on entity for annual financial statements reporting periods beginning on
AASB 2014-4 Amendments to Amends AASB 116 1 January The assessment has Australian Accounting Property, Plant and 2016 indicated that there is no Standards—Clarification of Equipment and AASB expected impact as the Acceptable Methods of 138 Intangible Assets revenue-based method is Depreciation and Amortisation to: not used for depreciation [AASB 116 & AASB 138] and amortisation. • establish the principle for the basis of depreciation and amortisation as being the expected pattern of consumption of the future economic benefits of and asset • prohibit the use of revenue-based methods to calculate the depreciation or amortisation of an asset, tangible or intangible, because revenue generally reflects the pattern of economic benefits that are generated from operating the business, rather than the consumption through the use of the asset.
AASB 2015-6 Amendments to The amendments 1 January The amending standard Australian Accounting extend the scope of 2016 will result in extended Standards— Extending AASB 124 Related disclosures on the entity’s Related Party Disclosures to Party Disclosures to key management Not-for-Profit Public Sector not-for-profit public personnel (KMP), and the Entities [AASB 10, AASB 124, sector entities. A related party transactions. & AASB 1049] guidance has been included to assist the application of the standard by not-for- profit public sector entities.
In addition to the new standards and amendments above, the AASB has issued a list of other amending standards that are not effective for the 2014-15 reporting period (as listed below). In general, these amending standards include editorial and references changes that are expected to have insignificant impacts on public sector reporting. • AASB 2010-7 Amendments to Australian Accounting Standards arising from AASB 9 (December 2010) • AASB 2013-9 Amendments to Australian Accounting Standards—Conceptual Framework, Materiality and Financial Instruments • AASB 2014-1 Amendments to Australian Accounting Standards [PART D— Consequential Amendments arising from AASB 14 Regulatory Deferral Accounts only]1 • AASB 2014-3 Amendments to Australian Accounting Standards—Accounting for Acquisitions of Interest in Joint Operations [AASB 1 & AASB 11]
1 This Standard or Amendment may not be relevant to Victorian not-for-profit entities when operative.
Notes to the financial statements 63
• AASB 2014-5 Amendments to Australian Accounting Standards arising from AASB 15 • AASB 2014-6 Amendments to Australian Accounting Standards—Agriculture: Bearer Plants [AASB 101, AASB 116, AASB 117, AASB 123, AASB 136, AASB 140 & AASB 141] • AASB 2014-7 Amendments to Australian Accounting Standards arising from AASB 9 (December 2014) • AASB 2014-8 Amendments to Australian Accounting Standards arising from AASB 9 (December 2014)—Application of AASB 9 (December 2209) and AASB 9 (December 2010) [AASB 9 (2009 & 2010)] • AASB 2015-2 Amendments to Australian Accounting Standards—Disclosure Initiative: Amendments to AASB 101 [AASB 7, AASB 101, AASB 134 & AASB 1049] • AASB 2015-3 Amendments to Australian Accounting Standards arising from the Withdrawal of AASB 1031 Materiality • AASB 2015-4 Amendments to Australian Accounting Standards—Financial Reporting Requirements for Australian Groups with a Foreign Parent [AASB1 127, AASB 128]1 • AASB 2015-5 Amendments to Australian Accounting Standards—Investment Entities: Applying the Consolidation Exception [AASB1 10, AASB 12 & AASB 128]1
1 This Standard or Amendment may not be relevant to Victorian not-for-profit entities when operative.
64 VCAA Annual Report 2014–15
Note 2 Income from transactions
2015 2014 $ $
(a) Output appropriations
Operating appropriations 47,278,323 42,227,468
Capital appropriations - 950,000
Total output appropriations 47,278,323 43,177,468
(b) Interest
Interest on bank deposits 165,310 185,033
Total interest 165,310 185,033
(c) Other income
User charges 2,453,537 2,317,665
Royalties 293,417 654,707
Miscellaneous income 724,922 1,042,764
Total other income 3,471,876 4,015,136
(d) Grants
General purpose grants 2,869,495 1,779,716
Total grants 2,869,495 1,779,716
(e) Fair value of assets and services received free of charge or for nominal consideration
Accommodation 2,265,170 2,399,201
Total fair value of assets and services received free of charge or 2,265,170 2,399,201 for nominal consideration
VCAA receives an operating appropriation from DET, from which the employee costs are met. Fair value of assets and services received free of charge or for nominal consideration relates to two separate building occupancy agreements: • 2 Lonsdale Street, Melbourne. • VCAA’s Assessment Centre at Coburg. Accommodation was paid on the VCAA’s behalf by DET. These amounts have been recognised in the comprehensive operating statement as expenditure offset by an increase to revenue as resources received free of charge.
Notes to the financial statements 65
Note 3 Expenses from transactions
2015 2014 $ $
(a) Employee expenses
Salary and wages (including annual leave and long service 17,791,247 17,252,383 leave)
Fees for setting, vetting and assessing examinations 11,487,229 10,795,602
Superannuation 2,779,385 2,594,507
Other on-costs (fringe benefits tax, payroll tax and WorkCover 1,839,577 1,813,262 levy)
Total employee expenses 33,897,438 32,455,754
(b) Depreciation and amortisation expense
Depreciation of plant and equipment
Plant and equipment 697,804 1,036,432
Amortisation expense
Amortisation of leased assets (motor vehicles) 58,610 54,494
Total depreciation and amortisation expense 756,414 1,090,926
(c) Supplies and services
Examination centre, supervisor and other grants 3,320,640 4,289,483
Teacher release and development grants 503,812 384,656
Contractors and consultants 7,352,739 7,021,851
Administrative expenses 2,117,349 1,927,767
Information, technology and communication expenses 1,840,777 1,903,885
Operating lease expenses 671,000 606,334
Other 1,684,705 1,553,484
Total supplies and services 17,491,022 17,687,461
(d) Fair value of assets and services provided free of charge or for nominal consideration
Accommodation 2,265,170 2,399,201
Total fair value of assets and services provided free of 2,265,170 2,399,201 charge or for nominal consideration
66 VCAA Annual Report 2014–15
Note 4 Other economic flows included in net result
2015 2014 $ $
(a) Net gain/(loss) on non-financial assets
Net gain/(loss) on disposal of plant and equipment 4,880 14,214
Total net gain/(loss) on non-financial assets 4,880 14,214
(b) Other gains/(losses) from other economic flows
Net gain/(loss) on receivables (58,363) (25,883)
Total other gains/(losses) from other economic flows (58,363) (25,883)
Note 5 Receivables
2015 2104 $ $
Current receivables
Contractual
Fee-paying overseas students1 714,572 637,565
Provision for doubtful receivables (see Note 5(a)) (28,109) (12,000)
Other receivables 754,233 733,063
1,440,696 1,358,628
Statutory
Amounts owing from the Department of Education and Training 2 10,000 10,000
10,000 10,000
Total current receivables 1,450,696 1,368,628
Total receivables 1,450,696 1,368,628
1 The average credit period for fee-paying overseas students is 45 days and for other receivables is 30 days. A provision has been made for estimated irrecoverable amounts from the fee-paying services when there is objective evidence that an individual receivable is impaired. 2 The Statutory amount incorporates funding for all commitments included in the appropriations drawn down from the Consolidated Fund.
Notes to the financial statements 67
(a) Movement in provision for doubtful contractual receivables
2015 2014 $ $
Balance at beginning of the year (12,000) (10,000)
Increase in provision recognised in the net result (58,363) (25,883)
Reversal of provision of receivables written off during the year as uncollectible 42,254 23,883
Balance at end of the year (28,109) (12,000)
(b) Ageing analysis of contractual receivables Please refer to table 15.3 in Note 15 for the ageing analysis of contractual receivables.
(c) Nature and extent of risk arising from contractual receivables Please refer to table 15.5 in Note 15 for the nature and extent of risks arising from contractual receivables.
Note 6 Plant and equipment
Table 6.1—Classification by ‘Purpose Group’—Carrying amounts
Education Total Table 6.3 Table 6.3
2015 2014 2015 2014 Table disclosure reference $ $ $ $
Plant and equipment1 648,424 1,097,887 648,424 1,097,887
Motor vehicles 136,779 172,089 136,779 172,089
Work In Progress 395,660 183,580 395,660 183,580
Net carrying amount 1,180,863 1,453,556 1,180,863 1,453,556
1 Plant and equipment are classified primarily by the ‘purpose’ for which the assets are used according to one of six ‘purpose groups’ based upon government purpose classifications. All assets within a purpose group are further sub categorised according to the asset’s ‘nature’ (i.e. plant and equipment, etc.), with each sub-category being classified as a separate class of asset for financial reporting purposes.
68 VCAA Annual Report 2014–15
Table 6.2—Gross carrying amount and accumulated depreciation/amortisation
Accumulated Gross carrying amount depreciation/amortisation Net carrying amount
2015 2014 2015 2014 2015 2014 $ $ $ $ $ $
Plant and 4,582,259 4,597,604 (3,933,835) (3,499,717) 648,424 1,097,887 equipment
Motor 229,473 231,101 (92,694) (59,012) 136,779 172,089 vehicles
Work in 395,660 183,580 - - 395,660 183,580 progress
5,207,392 5,012,285 (4,026,529) (3,558,729) 1,180,863 1,453,556
Table 6.3—Classification by Purpose Group ‘Education’—Movements in carrying amounts
Plant and equipment Motor vehicles WIP Total
2015 2014 2015 2014 2015 2014 2015 2014 $ $ $ $ $ $ $ $
Opening 1,097,887 1,360,540 172,089 103,590 183,580 41,750 1,453,556 1,505,880 balance
Additions 109,269 519,368 34,557 164,302 351,152 423,582 494,978 1,107,252
Disposals - (27,341) (11,257) (41,309) - - (11,257) (68,650)
Transfer to 139,072 281,752 - - (139,072) (281,752) - - plant and equipment
Depreciation (697,804) (1,036,432) (58,610) (54,494) - - (756,414) (1,090,926) amortisation expense
Closing 648,424 1,097,887 136,779 172,089 395,660 183,580 1,180,863 1,453,556 balance
Notes to the financial statements 69
Table 6.4—Fair value measurement hierarchy for assets as at 30 June 2015
Carrying Fair value measurement at end of amount as reporting period using: at 30 June 2015
Level 11 Level 21 Level 31 $ $ $ $
Plant, equipment and vehicles at fair value
Vehicles2 136,779 - - 136,779
Plant and equipment3 648,424 - - 648,424
Total of plant, equipment and 785,203 - - 785,203 vehicles at fair value
Carrying Fair value measurement at end of amount as reporting period using: at 30 June 2014
Level 11 Level 21 Level 31 $ $ $ $
Plant, equipment and vehicles at fair value
Vehicles2 172,089 - - 172,089
Plant and equipment3 1,097,887 - - 1,097,887
Total of plant, equipment and 1,269,976 - - 1,269,976 vehicles at fair value
Vehicles The VCAA acquires new vehicles and at times disposes of them before the end of their economic life. The process of acquisition, use and disposal in the market is managed by experienced fleet managers in the Department of Treasury and Finance who set relevant depreciation rates during use to reflect the utilisation of the vehicles.
Plant and equipment Plant and equipment is held at fair value. When plant and equipment is specialised in use, such that it is rarely sold other than as part of a going concern, fair value is determined using the depreciated replacement cost method. There were no changes in valuation techniques throughout the period to 30 June 2015. For all assets measured at fair value, the current use is considered the highest and best use.
1 Classified in accordance with the fair value hierarchy, see Note 1(b). 2 Vehicles are categorised to Level 3 assets as the depreciated replacement cost is used in estimating the fair value. 3 Plant and equipment are classified primarily by the ‘purpose’ for which the assets are used according to one of six ‘purpose groups’ based upon government purpose classifications. All assets within a purpose group are further sub-categorised according to the asset’s ‘nature’ (i.e. plant and equipment, etc.), with each sub-category being classified as a separate class of asset for financial reporting purposes.
70 VCAA Annual Report 2014–15
Table 6.5—Reconciliation of Level 3 fair value
Vehicles Plant and equipment
2015 2014 2015 2014 $ $ $ $
Opening balance 172,089 103,590 1,097,887 1,360,540
Purchases (sales) 23,300 122,993 248,341 773,779
Transfers in (out) of Level 3 - - - -
Gains or losses recognised in net result
Depreciations (58,610) (54,494) (697,804) (1,036,432)
Impairment loss - - - -
Subtotal (58,610) (54,494) (697,804) (1,036,432)
Gains or losses recognised in other economic flows—other comprehensive income
Revaluation - - - -
Subtotal - - - -
Closing balance 136,779 172,089 648,424 1,097,887
Table 6.6—Description of significant unobservable inputs to Level 3 valuations
Significant Valuation technique unobservable inputs
Vehicles, plant and equipment Depreciated replacement cost Useful life of vehicles, plant and equipment
Note 7 Intangible assets
2015 2014 $ $
Gross carrying amount
- 4,266,414 Opening balance
Disposals - (4,266,414)
Closing balance - -
Accumulated amortisation
- (4,266,414) Opening balance
Disposals - 4,266,414
Closing balance - -
Net book value at the end of the financial year - -
Notes to the financial statements 71
Note 8 Other non-financial assets
2015 2014 $ $
Current other assets
Prepayments 346,030 388,369
Total current other assets 346,030 388,369
Total other non-financial assets 346,030 388,369
Note 9 Payables
2015 2014 $ $
Current payables Contractual
Supplies and services1 1,803,695 2,342,366
Accrued wages and salaries 1,514,284 1,293,545
Accrued expenses 1,065,765 1,445,630
Other payables 438,742 394,136
4,822,486 5,475,677
Statutory
FBT payable - 32
Group tax payable 1,850 -
Amounts payable to government departments 2 272,400 372,839
274,250 372,871
Total current payables 5,096,736 5,848,548
Total payables 5,096,736 5,848,548
(a) Maturity analysis of payables Please refer to table 15.4 in Note 15(c) for the ageing analysis of contractual payables.
(b) Nature and extent of risk arising from payables Please refer to Note 15 for the nature and extent of risk arising from contractual payables.
1 The average credit period is 30 days. 2 Terms and conditions of amounts payable to other government agencies vary according to a particular agreement with that agency.
72 VCAA Annual Report 2014–15
Note 10 Borrowings
2015 2014 $ $
Current borrowings
Finance Lease Liabilities1 94,141 60,280
Total current borrowings 94,141 60,280
Non-current borrowings
Finance Lease Liabilities1 44,186 113,599
Total non-current borrowings 44,186 113,599
Total borrowings 138,327 173,879
(a) Maturity analysis of borrowings Please refer to table 15.4 in Note 15(c) for the maturing analysis of borrowings.
(b) Nature and extent of risk arising from borrowings Please refer to Note 15 for the nature and extent of risk arising from borrowings.
(c) Defaults and breaches During the current and prior year there were no defaults and breaches of any of the borrowings.
Note 11 Superannuation As per the Education and Training Reform Act 2006, all employees of the VCAA are recognised as employees of the Department of Education and Training and are entitled to receive superannuation benefits. The Department contributes to both defined benefit and defined contribution plans. The defined benefit plan(s) provides benefits based on years of service and final average salary. The VCAA does not recognise any defined benefit liability in respect of the plan(s) because the entity has no legal or constructive obligation to pay future benefits relating to its employees; its only obligation is to pay superannuation contributions as they fall due. The Department of Treasury and Finance recognises and discloses the state’s total defined benefit liabilities in its disclosure for administered items. However, superannuation contributions paid or payable for the reporting period are included as part of employee benefits in the comprehensive operating statement of the VCAA. Superannuation contributions for the reporting period are included as part of salaries and associated costs in the comprehensive operating statement of the VCAA. The VCAA paid contributions on behalf of eligible casual and sessional employees into 163 different funds. Contributions are calculated at a rate of 9.5 per cent (2014: 9.25 per cent) pursuant to the provisions of the Superannuation Guarantee Act 1992. The names, details and amounts of the major employee superannuation funds and contributions made by the VCAA are as follows:
1 Secured by the assets leased. Finance leases are effectively secured as the rights to the leased assets revert to the lessor in the event of default.
Notes to the financial statements 73
Paid contribution for Contribution the year outstanding at year end
2015 2014 2015 2014 $ $ $ $
Defined contribution plans:
Victorian Superannuation Scheme 631,155 627,253 188,315 179,524
Catholic Superannuation Fund 34,579 24,181 9,991 9,042
Tertiary Education Superannuation Scheme 13,023 13,998 14,898 8,805
Various other 131,822 86,543 32,404 23,359
Total 810,579 751,976 245,608 220,730
Note 12 Leases
Disclosure for lessees—finance leases The lease commitments relate to the VCAA’s motor vehicle leases. The VCAA entered into leasing arrangements with VicFleet to lease motor vehicles for lease periods between 24 and 36 months.
Minimum future lease Present value of minimum payments future lease payments
2015 2014 2015 2014 $ $ $ $
Not longer than one year 98,372 68,424 94,141 60,280
Longer than one year and not 44,648 117,416 44,186 113,599 longer than five years
Longer than five years - - - -
Minimum future lease payments 143,020 185,840 138,327 173,879
less future finance charges (4,693) (11,961) - -
Present value of minimum lease 138,327 173,879 138,327 173,879 payments
74 VCAA Annual Report 2014–15
Disclosure for lessees—operating leases
Minimum future lease Present value of payments minimum future lease payments
2015 2014 2015 2014 $ $ $ $
Non-cancellable operating lease payable
Not longer than one year 170,881 235,616
Longer than one year and not longer 13,158 161,077 than five years
Total non-cancellable operating 184,039 396,693 lease payable
All amounts shown above are nominal amounts inclusive of GST.
Note 13 Commitments for expenditure The following commitments have not been recognised as liabilities in the financial statements:
2015 2014 $ $
Capital expenditure commitments
Payable
Not longer than one year 65,980 67,015
Longer than one year and not longer than five years - -
Total capital expenditure commitments 65,980 67,015
Operating expenditure commitments
Payable
Not longer than one year 6,669,864 3,264,989
Longer than one year and not longer than five years 136,070 -
Total operating expenditure commitments 6,805,934 3,264,989
All amounts shown in the commitments note are nominal amounts inclusive of GST.
Note 14 Contingent assets and contingent liabilities At 30 June 2015 the VCAA had no contingent assets (nil at 30 June 2014) and no contingent liabilities (nil at 30 June 2014).
Notes to the financial statements 75
Note 15 Financial instruments
(a) Financial risk management objectives and policies The VCAA’s principal financial instruments comprise: • cash and deposits • receivables (excluding statutory receivables) • payables (excluding statutory payables) • finance lease payables. Details of the significant accounting policies and methods adopted, including the criteria for recognition, the basis of measurement and the basis on which income and expenses are recognised, in respect of each class of financial asset and financial liability are disclosed in Note 1 to the financial statements. The main purpose in holding financial instruments is to prudentially manage VCAA’s financial risks within the government policy parameters. VCAA’s main financial risks include credit risk, liquidity risk and interest rate risk. VCAA manages these financial risks in accordance with its financial risk management policy. The carrying amounts of the VCAA’s contractual financial assets and financial liabilities by category are in Table 15.1.
76 VCAA Annual Report 2014–15
Table 15.1—Categorisation of financial instruments
Contractual Contractual financial financial assets—loans liabilities at and amortised receivables cost Total $ $ $
2015
Contractual financial assets
Cash and deposits 9,522,303 - 9,522,303
Receivables 1 1,440,696 - 1,440,696
Total contractual financial assets 10,962,999 - 10,962,999
Contractual financial liabilities
Payables1
Supplies and services - 4,822,486 4,822,486
Borrowings
Lease liabilities - 138,327 138,327
Total contractual financial liabilities - 4,960,813 4,960,813
2014
Contractual financial assets
Cash and deposits 8,490,056 - 8,490,056
Receivables1 1,358,628 - 1,358,628
Total contractual financial assets 9,848,684 - 9,848,684
Contractual financial liabilities
Payables1
Supplies and services - 5,475,677 5,475,677
Borrowings
Lease liabilities - 173,879 173,879
Total contractual financial liabilities - 5,649,556 5,649,556
(b) Credit risk Credit risk arises from the contractual financial assets of the VCAA, which comprise cash and cash equivalents and receivables. The VCAA’s exposure to credit risk arises from the potential default of a counter party on their contractual obligations resulting in financial loss to the VCAA. Credit risk is measured at fair value and is monitored on a
1 The total amounts disclosed here exclude statutory amounts (e.g. amounts owing from Victorian Government and GST input tax credit recoverable and taxes payable).
Notes to the financial statements 77
regular basis. Credit risk associated with the VCAA’s financial assets is minimal because the main debtor is the Victorian Government. Provision of impairment for contractual financial assets is recognised when there is objective evidence that the VCAA will not be able to collect a receivable. Objective evidence includes financial difficulties of the debtor, default payments, debts which are more than 60 days overdue, and changes in debtor credit rating. Except as otherwise detailed in the following table, the carrying amount of contractual financial assets recorded in the financial statements, net of any allowance for losses, represents the VCAA’s maximum exposure to credit risk without taking account of the value of any collateral obtained. The carrying amount of financial assets recorded in the financial report represents the VCAA’s maximum exposure to credit risk as indicated in Table 15.2.
Table 15.2—Credit quality of contractual financial assets that are neither past due nor impaired
Financial Institutions (AA- credit rating) Other Total $ $ $
2015
Contractual financial assets
Cash and deposits 9,522,303 - 9,522,303
Receivables 1 - 1,440,696 1,440,696
Total contractual financial assets 9,522,303 1,440,696 10,962,999
2014
Contractual financial assets
Cash and deposits 8,490,056 - 8,490,056
Receivables1 - 1,358,628 1,358,628
Total contractual financial assets 8,490,056 1,358,628 9,848,684
Currently VCAA does not hold any collateral as security nor credit enhancements relating to any of its financial assets. There are no financial assets that have had their terms renegotiated so as to prevent them from being past due or impaired, and they are stated at the carrying amounts as indicated. Table 15.3 indicates the ageing analysis of contractual financial assets.
1 The total amounts disclosed here exclude statutory amounts (e.g. amounts owing from Victorian Government and GST input tax credit recoverable).
78 VCAA Annual Report 2014–15
Table 15.3—Ageing analysis of financial assets
Past due but not impaired
Not past due 3 Carrying and not Less than 1– months 1–5 amount impaired 1 month 3 months –1 year years $ $ $ $ $ $
2015
Receivables 1 1,440,696 961,434 214,918 229,889 587 33,868
1,440,696 961,434 214,918 229,889 587 33,868
2014
Receivables1 1,358,628 758,995 108,219 443,462 33,224 14,728
1,358,628 758,995 108,219 443,462 33,224 14,728
(c) Liquidity risk Liquidity risk is the risk that the VCAA would be unable to meet its financial obligations as they fall due. The VCAA operates under the government fair payments policy of settling financial obligations within 30 days and, in the event of a dispute, making payments within 30 days from the date of resolution. The VCAA’s maximum exposure to liquidity risk is the carrying amounts of financial liabilities as disclosed on the face of the statement of financial position. VCAA manages its liquidity risk by: • close monitoring of its short-term and long-term borrowings by senior management, including monthly reviews on current and future borrowing levels and requirements • maintaining an adequate level of uncommitted funds that can be drawn at short notice to meet its short-term obligations • holding investments and other contractual financial assets that are readily tradeable in the financial markets • careful maturity planning of its financial obligations based on forecasts of future cash flows • a high credit rating for the State of Victoria (Moody’s Investor Services and Standard & Poor’s AAA), which assists in accessing the debt market at a lower interest rate. The VCAA’s exposure to liquidity risk is deemed insignificant based on prior periods’ data and current assessment of risk. Table 15.4 discloses the contractual maturity analysis for the VCAA’s contractual financial liabilities.
1 The total amounts disclosed here exclude statutory amounts (e.g. amounts owing from Victorian Government and GST input tax credit recoverable).
Notes to the financial statements 79
Table 15.4—Maturity analysis of contractual financial liabilities
Maturity dates
Less Carrying Nominal than 1–3 3 months– 1–5 amount amount 1 month months 1 year years $ $ $ $ $ $
2015
Payables1
Supplies and services 4,822,486 4,822,486 4,822,486 - - -
Borrowings
Lease liabilities 138,327 143,020 7,845 15,690 70,606 44,186
4,960,812 4,965,506 4,830,331 15,690 70,606 44,186
2014
Payables1
Supplies and services 5,475,677 5,475,677 5,475,677 - - -
Borrowings
Lease liabilities 173,879 185,840 5,023 10,047 45,210 113,599
5,649,556 5,661,517 5,480,700 10,047 45,210 113,599
(d) Market risk
Interest rate risk Fair value interest rate risk is the risk that the fair value of the financial instrument will fluctuate because of changes in market interest rates. The VCAA does not hold any interest-bearing financial instruments that are measured at fair value, therefore has no exposure to fair value interest rate risk. Cash flow interest rate risk is the risk that the future cash flows of a financial instrument will fluctuate because of changes in market interest rates. The VCAA has minimal exposure to cash flow interest rate risks through its cash and deposits and term deposits that are at floating rates. The VCAA manages this risk by mainly undertaking fixed rate or non-interest-bearing financial instruments with relatively even maturity profiles, with only insignificant amounts of financial instruments at a floating rate. Management has concluded for cash at bank, as a financial asset that can be left at floating rate without necessarily exposing the VCAA to significant bad risk, management monitors movement in interest rates on a daily basis. The carrying amount of financial assets and financial liabilities that are exposed to interest rates are set out below. In addition, the VCAA’s sensitivity to interest rate risk is set out in Table 15.5.
1 The carrying amounts disclosed exclude statutory amounts (e.g. GST payable).
80 VCAA Annual Report 2014–15
Table 15.5—Interest rate exposure of financial instruments
Weighted Interest rate risk exposure average effective Fixed Variable Non- interest Carrying interest interest interest rate amount rate rate bearing % $ $ $ $
2015
Financial assets
Cash and deposits 1.86 9,522,303 - 9,522,303 -
Receivables 1 1,440,696 - - 1,440,696
Total financial assets 10,962,999 - 9,522,303 1,440,696
Financial liabilities
Payables1
Supplies and services 4,822,486 - - 4,822,486
Borrowings
Lease liabilities 138,327 138,327 - -
Total financial liabilities 4,960,813 138,327 - 4,822,486
2014
Financial assets
Cash and deposits 2.03 8,490,056 - 8,490,056 -
Receivables1 1,358,628 - - 1,358,628
Total financial assets 9,848,684 - 8,490,056 1,358,628
Financial liabilities
Payables1
Supplies and services 5,475,677 - - 5,475,677
Borrowings
Lease liabilities 173,879 173,879 - -
Total financial liabilities 5,649,556 173,879 - 5,475,677
1 The total amounts disclosed here exclude statutory amounts (e.g. amounts owing from Victorian Government and GST input tax credit recoverable and taxes payable).
Notes to the financial statements 81
Sensitivity disclosure analysis and assumptions VCAA’s sensitivity to market risk is determined based on the observed range of actual historical data for the preceding five-year period, with all variables other than the primary risk variable held constant. The following movements are “reasonably possible” over the next 12 months: A movement of 100 basis points up and down (2014: 100 points up and down) in the market interest rates (AUD) The VCAA has performed a sensitivity analysis relating to its exposure to interest risk at balance date. This sensitivity analysis demonstrates the effect on the current year results and equity which could result from a change in this risk.
Table 15.6—Interest rate sensitivity analysis At 30 June 2015, the effect on the net result and equity as a result of changes in the interest rate, with all other variables remaining constant, would be as follows:
Interest Rate
- 100 basis points + 100 basis points
Available- Available- for-sale for-sale Carrying Net revaluation Net revaluation Amount Result surplus Result surplus $ $ $ $ $
2015
Contractual financial assets
Cash and deposits 9,522,303 (95,223) - 95,223 -
Total contractual financial assets 9,522,303 (95,223) - 95,223 -
2014
Contractual financial assets
Cash and deposits 8,490,056 (84,901) - 84,901 -
Total contractual financial assets 8,490,056 (84,901) - 84,901 -
The above interest rate sensitivity analysis has been performed on the assumption that all other variables remain unchanged. Only cash and cash equivalents would be affected by a movement in interest rates as other financial instruments are either interest-free or subject to fixed interest rates. No sensitivity analysis has been performed on foreign exchange risk, as the VCAA is not exposed to foreign currency fluctuations.
82 VCAA Annual Report 2014–15
(e) Fair value The fair values and net fair values of financial instrument assets and liabilities are determined as follows: • Level 1 – the fair value of financial instrument with standard terms and conditions and traded in active liquid markets are determined with reference to quoted market prices • Level 2 – the fair value is determined using inputs other than quoted prices that are observable for the financial asset or liability, either directly or indirectly • Level 3 – the fair value is determined in accordance with generally accepted pricing models based on discounted cash flow analysis using unobservable market inputs. The VCAA considers that the carrying amount of financial assets and financial liabilities recorded in the financial statements approximates their fair values because of the short-term nature of the financial instruments and the expectation that they will be paid in full. Table 15.7 shows that the fair values of most of the contractual financial assets and liabilities are the same as their carrying amounts.
Table 15.7—Comparison between carrying amount and fair value
Carrying Carrying amount Fair value amount Fair value 2015 2015 2014 2014 $ $ $ $
Contractual financial assets
Cash and deposits 9,522,303 9,522,303 8,490,056 8,490,056 Receivables 1 1,440,696 1,440,696 1,358,628 1,358,628
Total contractual financial assets 10,962,999 10,962,999 9,848,684 9,848,684
Contractual financial liabilities
Payables1
Supplies and services 4,822,486 4,822,486 5,475,677 5,475,677
Borrowings
Lease liabilities 138,327 138,327 173,879 173,879
Total contractual financial liabilities 4,960,813 4,960,813 5,649,556 5,649,556
The VCAA did not have any financial instruments that are measured subsequent to initial recognition at fair value as at 30 June 2015 (2014: Nil).
1 The total amounts disclosed here exclude statutory amounts (e.g. amounts owing from Victorian Government and GST input tax credit recoverable and taxes payable).
Notes to the financial statements 83
Note 16 Cash flow information
(a) Reconciliation of cash and deposits For the purposes of the cash flow statement, cash includes cash on hand and in banks. Cash at the end of the financial year as shown in the cash flow statement is reconciled to the related items in the statement of financial position as follows:
2015 2014 $ $
Total cash and deposits disclosed in the balance sheet 9,522,303 8,490,056
Balance as per cash flow statement 9,522,303 8,490,056
(b) Reconciliation of net result for the period
2015 2014 $ $
Net result for the period 1,586,647 (2,088,457)
Non-cash movements
(Gain)/loss on disposal of non-current assets (4,880) (14,214)
Depreciation and amortisation of non-current assets 756,414 1,090,926
Movements in assets and liabilities
(Increase)/decrease in receivables (98,177) 248,058
(Increase)/decrease in other non-financial assets 42,339 (139,195)
Increase/(decrease) in payables (751,812) 447,455
Increase/(decrease) in provisions 16,109 2,000
Net cash flows from/(used in) operating activities 1,546,640 (453,427)
Note 17 Ex gratia payments As at 30 June 2015 the VCAA had not made any ex gratia payments (nil at 30 June 2014).
Note 18 Economic dependency The VCAA is dependent on the State Government, through DET, for a significant volume of its operating revenue, provision of human resources, information system support, financial facilities and ongoing financial support as reported in Note 1.
84 VCAA Annual Report 2014–15
Note 19 Responsible persons In accordance with the Ministerial Directions issued by the Minister for Finance under the Financial Management Act 1994, the following disclosures are made regarding responsible persons for the reporting period.
Names The persons who held the positions of Responsible Minister, and Members of the VCAA are: • Responsible Minister—Minister for Education: ‒ The Hon. James Merlino, MP (from 4 December 2014) ‒ The Hon. Martin Dixon, MP (until 4 December 2014) ‒ The Hon. Steve Herbert, MP acted while Minister Merlino was on leave. • Responsible Minister—Minister for Families and Children: ‒ The Hon. Jenny Mikakos, MLC (from 4 December 2014) • Responsible Minister—Minister for Children and Early Childhood Development: ‒ The Hon. Wendy Lovell, MLC (until 4 December 2014) • Responsible Minister—Minister for Training and Skills (international education): ‒ The Hon. Steve Herbert, MP (from 4 December 2014) • Responsible Minister—Minister for Higher Education and Skills: ‒ The Hon. Nick Wakeling MP (until 4 December 2014) • Accountable Officer—Chief Executive Officer ‒ Mr John Firth • VCAA Board Members ‒ Mr Chris Wardlaw, Chair ‒ Dr Esmerelda Bamblett—term completed 29 October 2014 ‒ Mr Richard Bolt (Ex Officio)—term completed 31 December 2015 ‒ Ms Suzy Chandler ‒ Professor Adrienne Clarke—term completed 31 May 2015 ‒ Ms Gill Callister (Ex Officio)—term commenced 1 January 2015 ‒ Ms Pauline Jelleff—term commenced 1 June 2015 ‒ Dr Anne Jones ‒ Professor Wayne Hodgson—term commenced 1 June 2015 ‒ Mr Tony Larkin ‒ Ms Vicki Miles—term completed 31 May 2015 ‒ Mr Peter Moore ‒ Mr Dale Pearce ‒ Mr Russell Pettis ‒ Ms Andree Poulter ‒ Ms Debra Punton ‒ Professor Collette Tayler
Notes to the financial statements 85
Remuneration Remuneration received or receivable by Board members including the Accountable Officer in connection with the management of the VCAA during the reporting period was in the range:
2015 2014 Income Band Number Number
$0 10 7
$1 to $9,999 6 7
$20,000 to $29,999 - 1
$30,000 to $39,999 1 -
$280,000 to $289,999 - -
$290,000 to $299,999 - 1
$300,000 to $309,999 1 -
Total numbers 18 16
Total amount $358,831 $352,786
Amounts relating to the Ministers are reported in the Financial Statements of the Department of Premier and Cabinet.
Related party transactions Ms Gill Callister is the Secretary of DET. According to the Education and Training Reform Act 2006, membership of the authority must include the Secretary of the Department. Accordingly, the value of transactions between the VCAA and DET were:
2015 2014 $ $
Revenue received 5,130,665 4,618,667
Expenditure incurred 2,728,559 3,011,556
The revenue and expenditure disclosed in this note represents transactions conducted between the parties on normal commercial terms, excluding appropriations, and includes resources received and provided free of charge. Other related transactions and loans requiring disclosure under the Directions of the Minister for Finance have been considered and there are no matters to report.
86 VCAA Annual Report 2014–15
Note 20 Remuneration of executives The number of executive officers, other than Responsible Persons, and their total remuneration during the reporting period are shown in the first two columns in the table below in their relevant income bands. The base remuneration of executive officers is shown in the third and fourth columns. Base remuneration is exclusive of bonus payments, long service leave payments, redundancy payments and retirement benefits. Several factors have affected total remuneration payable to executives over the year, including contract renegotiation, new appointments, retirements and bonus payments. These bonus payments depend on the terms of the individual employment contracts. This had an impact on total remuneration due to the inclusion of annual leave, long service leave payments and retirement benefits. The executive officers receiving total remuneration exceeding $100,000 during the reporting period are shown in the table below in their relevant income bands.
Total remuneration Base remuneration
2015 2014 2015 2014 Income Band Number Number Number Number
$140,000–$149,999 - 1 - 1
$150,000–$159,999 1 - 1 -
$160,000–$169,999 - - - -
$170,000–$179,999 - 1 1 1
$180,000–$189,999 1 - - -
$190,000–$199,999 - - - 2
$200,000–$209,999 - 2 2 1
$210,000–$219,999 3 1 1 -
Total number of executives 5 5 5 5
Total annualised employee equivalents 5 5 5 5 (AEE)1
Total amount $979,065 $956,217 $948,183 $921,270
Note 21 Remuneration of auditors
2015 2014 $ $
Victorian Auditor-General’s Office
Audit of the financial statements 30,180 29,300
30,180 29,300
Note 22 Subsequent events There were no significant events that have occurred subsequent to 30 June 2015.
1 Annualised employee equivalents is based on paid working hours of 38 ordinary hours per week over the 52 weeks for a reporting period.
Notes to the financial statements 87
Note 23 Glossary of terms and style conventions
Actuarial gains or losses on superannuation defined benefit plans Actuarial gains or losses are changes in the present value of the superannuation defined benefit liability resulting from: (a) experience adjustments (the effects of differences between the previous actuarial assumptions and what has actually occurred) (b) the effects of changes in actuarial assumptions.
Comprehensive result The net result of all items of income and expense recognised for the period. It is the aggregate of operating result and other comprehensive income.
Commitments Commitments include those operating, capital and other outsourcing commitments arising from non-cancellable contractual or statutory sources.
Employee benefits expenses Employee benefits expenses include all costs related to employment including wages and salaries, leave entitlements, redundancy payments and superannuation contributions.
Financial asset A financial asset is any asset that is: • cash • an equity instrument of another entity • a contractual right ‒ to receive cash or another financial asset from another entity; or ‒ to exchange financial assets or financial liabilities with another entity under conditions that are potentially favourable to the entity • a contract that will or may be settled in the entity’s own equity instruments and is: ‒ a non-derivative for which the entity is or may be obliged to receive a variable number of the entity’s own equity instruments ‒ a derivative that will or may be settled other than by the exchange of a fixed amount of cash or another financial asset for a fixed number of the entity’s own equity instruments.
Financial liability A financial liability is any liability that is: • a contractual or statutory obligation: ‒ to deliver cash or another financial asset to another entity ‒ to exchange financial assets or financial liabilities with another entity under conditions that are potentially unfavourable to the entity; or • a contract that will or may be settled in the entity’s own equity instrument and is: ‒ a non-derivative for which the entity is or may be obliged to deliver a variable number of the entity’s own equity instruments; or ‒ a derivative that will or may be settled other than by the exchange of a fixed amount of cash or another financial asset for a fixed number of the entity’s own equity instruments. For this purpose the entity’s own equity instruments do not include instruments that are themselves contracts for the future receipt or delivery of the entity’s own equity instruments.
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Financial statements A complete set of financial statements comprises: • a balance sheet as at the end of the period • a statement of profit or loss and other comprehensive income for the period • a statement of changes in equity for the period • a statement of cash flows for the period • notes, comprising a summary of significant accounting policies and other explanatory information • comparative information in respect of the preceding period as specified in paragraph 38 of AASB 101 Presentation of Financial Statements • a statement of financial position as at the beginning of the preceding period when an entity applies an accounting policy retrospectively or makes a retrospective restatement of items in its financial statements, or when it reclassifies items in its financial statements in accordance with paragraph 41 of AASB 101.
Grants and other transfers Transactions in which one unit provides goods, services, assets (or extinguishes a liability) or labour to another unit without receiving approximately equal value in return. Grants can either be operating or capital in nature. While grants to governments may result in the provision of some goods or services to the transferor, they do not give the transferor a claim to receive directly benefits of approximately equal value. Receipt and sacrifice of approximately equal value may occur, but only by coincidence. For example, governments are not obliged to provide commensurate benefits, in the form of goods or services, to particular taxpayers in return for their taxes. For this reason, grants are referred to by the AASB as involuntary transfers and are termed non- reciprocal transfers. Grants can be paid as general purpose grants, which refer to grants that are not subject to conditions regarding their use. Alternatively, they may be paid as specific-purpose grants, which are paid for a particular purpose and/or have conditions attached regarding their use.
Grants for on-passing All grants paid to one institutional sector (e.g. a state general government) to be passed on to another institutional sector (e.g. local government or a private non-profit institution).
Intangible assets Intangible assets represent identifiable non-monetary assets without physical substance.
Interest expense Costs incurred in connection with the borrowing of funds. Interest expenses include interest on bank overdrafts and short-term and long-term borrowings, amortisation of discounts or premiums relating to borrowings, interest component of finance leases repayments, and the increase in financial liabilities and non-employee provisions due to the unwinding of discounts to reflect the passage of time.
Interest income Interest income includes unwinding over time of discounts on financial assets and interest received on bank term deposits and other investments.
Net result Net result is a measure of financial performance of the operations for the period. It is the net result of items of income, gains and expenses (including losses) recognised for
Notes to the financial statements 89
the period, excluding those that are classified as ‘other economic flows – other comprehensive income’.
Net result from transactions/net operating balance Net result from transactions or net operating balance is a key fiscal aggregate and is revenue from transactions minus expenses from transactions. It is a summary measure of the ongoing sustainability of operations. It excludes gains and losses resulting from changes in price levels and other changes in the volume of assets. It is the component of the change in net worth that is due to transactions and can be attributed directly to government policies.
Non-financial asset Non-financial assets are all assets that are not ‘financial assets’.
Other economic flows included in net result Other economic flows included in net result are changes in the volume or value of an asset or liability that do not result from transactions. They include: (a) gains and losses from disposals, revaluations and impairments of non-financial physical and intangible assets (b) depletion of natural assets (non-produced) from their use or removal (c) fair value changes of financial instruments.
Payables Includes short-term and long-term trade debt and accounts payable, grants and interest payable.
Receivables Includes short-term and long-term trade credit and accounts receivable, grants, taxes and interest receivable.
Sales of goods and services Refers to revenue from the direct provision of goods and services and includes fees and charges for services rendered, sales of goods and services, fees from regulatory services and work done as an agent for private enterprises. It also includes rental income under operating leases and on produced assets such as buildings and entertainment, but excludes rent income from the use of non-produced assets such as land. User charges include sale of goods and services revenue.
Supplies and services Supplies and services generally represent cost of goods sold and the day-to-day running costs, including maintenance costs, incurred in the normal operations of the VCAA.
Transactions Transactions are those economic flows that are considered to arise as a result of policy decisions, usually an interaction between two entities by mutual agreement. They also include flows within an entity such as depreciation where the owner is simultaneously acting as the owner of the depreciating asset and as the consumer of the service provided by the asset. Taxation is regarded as mutually agreed interactions between the government and taxpayers. Transactions can be in kind (e.g. assets provided/given free of charge or for nominal consideration) or where the final consideration is cash. In simple terms, transactions arise from the policy decisions of the government.
90 VCAA Annual Report 2014–15
Style conventions Figures in the tables and in the text have been rounded. Discrepancies in tables between totals and sums of components reflect rounding. Percentage variations in all tables are based on the underlying unrounded amounts.
- or 0 zero, or rounded to zero
(xxx) negative numbers
20xx year period
20xx–xx year period
Notes to the financial statements 91
Appendices
Appendix 1 – Disclosure index
Ministerial direction Requirement Page
Report of operations—Financial Reporting Direction guidance
Charter and purpose FRD 22F Manner of establishment and the relevant Ministers 7, 25
FRD 22F Purpose, functions, powers and duties 7
FRD 8C Departmental objectives, indicators and outputs NA
FRD 22F Initiatives and key achievements 8
FRD 22F Nature and range of services provided 7
Management and structure
FRD 22F Organisational structure 34
Financial and other information
FRD 8C, Performance against output performance measures NA SD 4.2(k)
FRD 8C Budget portfolio outcomes NA
FRD 10 Disclosure index 92
FRD 12A Disclosure of major contracts NA
FRD 15B Executive officer disclosures 87
FRD 22F Employment and conduct principles 7
FRD 22F Occupational health and safety policy 35
FRD 22F Summary of the financial results for the year 24
FRD 22F Significant changes in financial position during the year 24
FRD 22F Major changes or factors affecting performance 24
FRD 22F Subsequent events 87
Financial Report
FRD 22F Application and operation of Freedom of Information Act 1982 38
FRD 22F Compliance with building and maintenance provisions of Building 39 Act 1993
FRD 22F Statement on National Competition Policy 39
FRD 22F Application and operation of the Protected Disclosure 2012 39
FRD 22F Application and operation of the Carers Recognition Act 2012 NA
FRD 22F Details of consultancies over $10,000 38
FRD 22F Details of consultancies under $10,000 38
92 VCAA Annual Report 2014–15
Ministerial direction Requirement Page
FRD 22F Statement of availability of other information 41
FRD 24C Reporting of office-based environmental impacts NA
FRD 25B Victorian Industry Participation Policy disclosures 38
FRD 29A Workforce data disclosures 36
SD 4.5.5 Risk management compliance attestation 42
SD 4.2(g) Specific information requirements 1, 3, 24
SD 4.2(j) Sign-off requirements i
Financial statements required under Part 7 of the FMA
SD4.2(a) Statement of changes in equity 48
SD4.2(b) Operating statement 46
SD4.2(b) Balance sheet 47
SD4.2(b) Cash flow statement 49
Other requirements under Standing Directions 4.2
SD4.2(c) Compliance with Australian accounting standards and other 52 authoritative pronouncements
SD4.2(c) Compliance with Ministerial Directions 52
SD4.2(d) Rounding of amounts 61
SD4.2(c) Accountable officer’s declaration 43
SD4.2(f) Compliance with Model Financial Report 52
Other disclosures as required by FRDs in notes to the financial statements
FRD 9A Disclosure of Administered Assets and Liabilities by Activity NA
FRD 11A Disclosure of Ex gratia Expenses 84
FRD 13 Disclosure of Parliamentary Appropriations NA
FRD 21B Disclosures of Responsible Persons, Executive Officers and other 85 Personnel (Contractors with Significant Management Responsibilities) in the Financial Report
FRD 102 Inventories NA
FRD 103E Non-Financial Physical Assets (pending revision) 68
FRD 104 Foreign Currency 82
FRD 106 Impairment of Assets 57
FRD 109 Intangible Assets 59
FRD 107A Investment Properties NA
FRD 110 Cash Flow Statements 49
FRD 112D Defined Benefit Superannuation Obligations 73
FRD 113 Investments in Subsidiaries, Jointly Controlled Entities and Associates NA (pending revision)
Appendices 93
Ministerial direction Requirement Page
FRD 114A Financial Instruments–General Government Entities and Public Non- 57 Financial Corporations
FRD 119A Transfers through Contributed Capital 60
Legislation
Freedom of Information Act 1982 38
Building Act 1993 39
Protected Disclosure Act 2001 39
Carers Recognition Act 2012 NA
Victorian Industry Participation Policy Act 2003 38
Financial Management Act 1994 52
94 VCAA Annual Report 2014–15
Appendix 2 – Board meeting attendance
30 July 2014 27 August 29 October 10 December 25 February 29 April 2015 17 June 2015 Attendance Board Member 2014 2014 2014 2015
Dr Esme Bamblett Yes Yes Yes n/a n/a n/a n/a 3/3
Richard Bolt (ex-officio) Delegated Delegated Delegated Delegated n/a n/a n/a 4/4
Gill Callister (ex-officio) n/a n/a n/a n/a Delegated Delegated Delegated 3/3
Suzy Chandler Yes No Yes Yes No Yes No 4/7
Prof Adrienne Clarke No Yes Yes Yes Yes Yes n/a 5/6
Prof Wayne Hodgson n/a n/a n/a n/a n/a n/a No 0/1
Pauline Jelleff n/a n/a n/a n/a n/a n/a Yes 1/1
Dr Anne Jones Yes Yes Yes No No Yes No 4/7
Tony Larkin Yes Yes Yes Yes No Yes Yes 6/7
Vicki Miles No Yes Yes Yes Yes Yes n/a 5/6
Peter Moore Yes Yes Yes No Yes Yes Yes 6/7
Dale Pearce Yes Yes Yes No Yes Yes Yes 6/7
Russell Pettis Yes Yes Yes Yes Yes Yes Yes 7/7
Andrée Poulter Yes Yes Yes Yes Yes Yes Yes 7/7
Debra Punton Yes Yes Yes Yes Yes Yes Yes 7/7
Prof Collette Tayler No Yes Yes No Yes Yes No 4/7
Chris Wardlaw Yes Yes Yes Yes Yes Yes Yes 7/7
Appendix 3 – Acronyms and abbreviations
AASB Australian Accounting Standards Board
ABS Australian Bureau of Statistics
BP3 Budget Paper No. 3
BP4 Budget Paper No. 4
CAE Centre for Adult Education
DET Department of Education and Training
DTF Department of Treasury and Finance
EMS Environmental Management System
FRD Financial Reporting Direction
FTE Full-time equivalent
GST Goods and services tax
IBAC Independent Broad-based Anti-corruption Commission
NAPLAN National Assessment Program—Literacy and Numeracy
RTO Registered Training Organisation
TAFE Technical and further education
VASS Victorian Assessment Software System
VCAA Victorian Curriculum and Assessment Authority
VCAT Victorian Civil and Administrative Tribunal
VET Vocational education and training
VEYLDF Victorian Early Years Learning and Development Framework
VIT Victorian Institute of Teaching
VPS Victorian Public Service
VRQA Victorian Registration and Qualifications Authority
96 VCAA Annual Report 2014–15