Annual Report 2010 Annual Report Department of Education and Training – 11 Department of Education and Training

Department of Education and Training Annual Report 2010–11 www.det.qld.gov.au About this report

Welcome to the Department of Education and Training The online annual report contains additional Annual Report 2010–11. The annual report is an information about departmental activities, programs integral part of the department’s corporate governance and awards, and features photographs and videos that framework, describing our achievements, outlook and showcase the achievements of our staff. financial position for the year. The annual report also © State of Queensland (Department of Education and Training) 2011 The theme of this year’s online report is ‘recovery and plays an important role in fulfilling the department’s rebuilding’. ISSN: 1837-2899 commitment to accountability and transparency. The online Department of Education and Training The annual report is based on the department’s Annual Report 2010–11 can be downloaded and Strategic Plan 2010–2014, which outlines the Licence printed in full, in sections, or page by the page from department’s key objectives and key performance www.det.qld.gov.au/publications/annual-reports/10-11/ This annual report is licensed by the State of Queensland (Department of Education and Training) under a indicators. index.html Creative Commons Attribution (CC BY) 3.0 Australia licence. The strategies for achieving our objectives, as outlined in the Strategic Plan, are highlighted throughout the Providing feedback – our contact details document. We continually strive to meet best practice reporting The Strategic Plan’s key performance indicators are standards and value the views of our readers. We CC BY Licence Summary Statement identified throughout the annual report with this invite you to provide feedback on this report by email symbol. to [email protected], by contacting the In essence, you are free to copy, communicate and adapt this annual report, as long as you attribute the In 2010–11, in line with the government’s Performance Governance, Strategy and Planning Branch, work to the State of Queensland (Department of Education and Training). PO Box 15033, City East Qld 4002 or online at Management Framework, the department transitioned To view a copy of this licence, visit: www.creativecommons.org/licenses/by/3.0/au/deed.en from reporting on outputs and performance measures www.det.qld.gov.au/publications/annual-reports/10-11/ index.html to reporting against services and service standards. Attribution The new ‘service standards’ reflect departmental strategic priorities in measuring the efficiency and Interpreter services Content from this annual report should be attributed as: effectiveness of service delivery. The State of Queensland (Department of Education and Training) annual report 2010–11. The Queensland Government is committed to The annual report provides comprehensive information providing accessible services to Queenslanders from about the department’s financial position for the all culturally and linguistically diverse backgrounds. If Images 2010–11 financial year. It also provides information you need assistance to understand the annual report, All images included in this annual report are identified as ‘restricted’ and the following terms apply: about our: you can contact the Translating and Interpreting You may only use this image (in its entirety and unaltered) as an integrated part of this entire annual • performance against our objectives Service on telephone 131 450 to arrange an interpreter report or as an unaltered integrated part of an extract taken from this annual report. to effectively communicate the report to you. • diverse and dynamic organisational culture, For more information, go to: people management and corporate governance Photography: Brian Cassey, Peter Lik, Lime Photography, Michael Marston, MVA Viewfinder, www.communities.qld.gov.au/multicultural/services- Grant O’Neill, Tony Phillips, Lyle Radford, Kerry Trapnell and Department of Public Works. processes and-resources/translating-and-interpreting-services • future direction. In order to meet our commitment to the environment, the print run of this report, which has been tabled in Parliament, was limited to 130 copies. The tabled version contains compliance information as stipulated in the Annual report requirements for Queensland Changes to last year’s annual report Government agencies – Requirements for the 2010– Page 12 of the Department of Education and Training 2011 reporting period. 2009–10 Annual Report should have included the Training and Employment Recognition Council under the ‘Statutory bodies and entities’ section. Department of Education and Training Education House Machinery-of-government changes 30 Mary Street Brisbane QLD 4000 During the 2010–11 financial year, Skills Queensland was established as a statutory authority to provide General enquiries genuine industry leadership and ownership of PO Box 15033 Queensland’s skills and workforce development City East Brisbane QLD 4002 system. Detailed information about Skills Queensland is available in the 2010-11 Skills Queensland Annual www.det.qld.gov.au Report available at: www.skills.qld.gov.au Our vision

Clever, skilled and creative Queenslanders Our purpose

To provide Queenslanders with the knowledge, skills and confidence to maximise their potential, contribute productively to the economy and build a better Queensland Our values • Respect We respect each other and value our diversity • Excellence We have high expectations for all children and students and a commitment to high standards of service and performance • Accountability We are accountable for our actions, ensuring efficient and effective use of our resources • Productive relationships We achieve our objectives through productive partnerships with families, community and industry, and collaborative relationships in our workplaces, schools and TAFEs • Healthy, safe and sustainable environments Our practices focus on supporting the health and wellbeing of our staff and students, and creating safe and environmentally sustainable work and learning environments

1 Letters to the Ministers

14 September 2011

The Honourable Cameron Dick MP Minister for Education and Industrial Relations PO Box 15033 CITY EAST QLD 4002

Dear Minister

I am pleased to present the Annual Report 2010–11 for the Department of Education and Training. and the I certify that this annual report complies with: of the Financial Accountability Act 2009 requirements prescribed • the Financial and Performance Management Standard 2009 the Annual report requirements for Queensland set out in 11 reporting period. requirements the detailed • at Government agencies – Requirements for the 2010–20 can be accessed requirements reporting the annual outlining checklist A .au/publications/annual-reports/10-11/index.html www.det.qld.gov

Yours sincerely

Julie Grantham Director-General

2 Department of Education and Training | Annual Report 2010–11 14 September 2011

The Honourable Stirling Hinchliffe MP Minister for Employment, Skills and Mining PO Box 15216 CITY EAST QLD 4002

Dear Minister

I am pleased to present the Annual Report 2010–11 for the Department of Education and Training.

I certify that this annual report complies with:

• the prescribed requirements of the Financial Accountability Act 2009 Financial and Performance Management Standard 2009 and the

• the detailed requirements set out in the Government agencies – Requirements for Annual the 2010–20 report requirements for Queensland 11 reporting period. A checklist outlining the annual reporting requirements www.det.qld.gov.au/publications/annual-reports/10-11/index.html can be accessed at

Yours sincerely

Julie Grantham Director-General

Letters to the Ministers 3 Contents

Letters to the Ministers______2 Director-General’s overview______14 Recovery and rebuilding______15 Early childhood education and care______15 School education______16 Tertiary education______17 New Ministry – 2010–11______17 Calendar of events______18

Section 1 – About DET 20

Agency role and main functions ______21 Supporting government objectives______21 Our priorities______21 Our service standards______22 Early childhood education and care______22 School education______22 Tertiary education (VET and higher education)______22 Our locations______23 Our legislation______25 Organisational structure______26 Governance______27 Corporate governance______27 Key governance mechanisms______27 Executive Management Group______31 Governance committees______32 Statutory bodies and entities______32 Reconciliation______32 Our stakeholders______32 Planning for the future______33 Our challenges______34 Our 10 year journey of reform______34

4 Department of Education and Training | Annual Report 2010–11 Section 2 – Working with the Australian Government 36

Ministerial councils______37 National Partnership Agreement on the National Quality Agenda for Early Childhood Education and Care______37 National Partnership Agreement on Early Childhood Education______38 National Indigenous Reform Agreement ______38 Closing the Gap: National Partnership Agreement for Indigenous Early Childhood Development______39 Investing in the Early Years – A National Early Childhood Development Strategy ______39 National Partnership Agreement – TAFE Fee Waivers for Childcare Qualifications______40 Australian Curriculum______40 National Education Agreement ______40 National Partnership Agreement on Literacy and Numeracy______41 National Partnership Agreement on Low Socio-Economic Status School Communities______41 Improving Teacher Quality National Partnership Agreement______42 National Partnership Agreement on the Digital Education Revolution______42 Building the Education Revolution______43 Trade training centres in schools______44 National Partnership on the National Solar Schools Program ______44 National Agreement for Skills and Workforce Development______44 National Partnership Agreement on Youth Attainment and Transitions______44 National Partnership Agreement on Productivity Places Program______45 National Partnership Agreement on Pre-Apprenticeship Training______45 Intergovernmental Agreement for Regulatory Reform in Vocational Education and Training ______45

Section 3 – Chief Finance Officer report 46

Our income – where the funds come from______48 Our expenses – how the funds are spent______49 Our assets – what we own______49 Our liabilities – what we owe______49 Comparison of actual financial results with budget______49

Contents 5 Contents

Section 4 – Giving children a flying start 52

Key performance indicators ______53 Service______53 Service standards______53 Early childhood education and care______54 Toward Q2 – Early childhood education______54 Integration of early years services______54 Children and family centres______55 Universal access to kindergarten______56 Central governing bodies______56 Bilateral agreement targets______57 Low SES communities______57 Pre-Prep – Aboriginal and Torres Strait Islander communities ______57 School readiness______58 Queensland Kindergarten Learning Guideline______58 Early childhood workforce______58 Quality standards______59 Compliance history log book______59 Parent and community partnerships______59 The Early Childhood Development Forum______59 Kindergarten Implementation Reference Group ______60 Legislative and National Implementation Reform Committee ______60 Queensland Early Years Parent Roundtable______60 Children and Family Centre Implementation Reference Group______60 Future directions for early childhood education and care______61

6 Department of Education and Training | Annual Report 2010–11 Section 5 – Laying strong educational foundations 62

Key performance indicators ______63 Service______63 Service standards______63 School education______65 Seamless transitions______67 Primary school education______67 School and student performance______67 Queensland Education Performance Review______68 Teaching and Learning Audits______68 Quality teaching______68 Literacy and Numeracy Action Plan______69 Literacy – the Key to Learning: Framework for Action in state schools______69 Queensland Ready Reader Program______69 Numeracy: Lifelong Confidence with Mathematics – Framework for Action 2007–2010 in state schools______70 NAPLAN______70 International assessment______72 Science Spark ______72 Earth Smart Science schools program______72 Student support______73 Inclusive education ______73 Students with disabilities ______73 Auslan ______75 Low SES communities ______75 Every Child Counts______75 Youth Support Coordinator Initiative______75 Young carers ______76 Students in out-of-home care______76 Support for students from ESL backgrounds ______77 Isolated students (distance education)______77 Youth in detention centres______77 Home education______77

Contents 7 Contents

Strong futures for Aboriginal and Torres Strait Islander students ______78 Closing the Gap Education Strategy______78 Aboriginal and Torres Strait Islander Education Action Plan______78 Closing the Gap Education Grants______79 Embedding Aboriginal and Torres Strait Islander Perspectives______79 Cape York Aboriginal Australian Academy______79 Transition Support Service______79 2010–11 Deadly Ears Action Plan ______80 Indigenous Education Support Structures Project______80 Improving Aboriginal and Torres Strait Islander literacy and numeracy performance______80 Aboriginal and Torres Strait Islander student performance ______81 Indigenous student school attendance ______83 Positive schools and students______84 Improving the educational environment and student wellbeing______85 Student attendance______85 Quality teaching and learning______86 Australian Curriculum______86 Queensland Curriculum Assessment and Reporting Framework______86 Key learning areas______86 Parent and community partnerships______87 Parent and community engagement______87 Non-state education______88 Working with the non-state education sector______88 Non-state education funding______88 Non-state education students______88 Regulating providers and courses for overseas students______89 Future directions for school education______89

8 Department of Education and Training | Annual Report 2010–11 Section 6 – Developing skills for the economy 90

Key performance indicators ______91 Service standards______91 Services______91 Senior schooling______93 Youth transitions and attainment______93 School education – Years 10–12 ______93 Indigenous participation at school______94 School-based apprenticeships and traineeships ______94 Indigenous school-based apprenticeships and traineeships______96 School industry trade centres______96 Queensland Certificate of Education______97 Queensland Certificate of Individual Achievement______97 Year 12 outcomes______97 Queensland Year 12 destinations ______98 Indigenous student destinations______99 Learn Earn Legend! – Year 12 Destinations initiative ______99 Vocational education and training______100 Toward Q2: Tomorrow’s Queensland______100 Participation and improved outcomes______101 VET graduate results______102 User Choice reform______102 Skilling Solutions Queensland ______102 Recognition of prior learning______102 VET professional development______103 Out-of-Trade Register ______103 Apprentice retention and completion______103 Training Queensland Customer Centre ______103 Expanding options for women______104 Indigenous training and skilling ______104 Indigenous Employment and Training Strategy ______104 Positive Dreaming, Solid Futures: Indigenous Employment and Training Strategy______104 Cape York Employment and Training Strategy______105 Indigenous participation in vocational education and training______105 Indigenous participation in apprenticeships and traineeships______106

Contents 9 Contents

Indigenous industry partnerships and training initiatives______107 Indigenous Funding Pool ______107 Training for aspiring Indigenous performing artists______107 Training Initiatives for Indigenous Adults in Regional and Remote Communities______107 Regional and remote training for Aboriginal and Torres Strait Islander peoples______107 Indigenous Remote Area Strategy for Cape, Gulf and Torres Strait______107 Indigenous Lighthouse Grants Project______107 Quality standards______108 Maintaining a quality VET system______108 Satisfaction with VET services______109 TAFE capacity______109 TAFE Queensland ______109 TAFE responsiveness______109 TAFE governance changes______109 Barrier Reef Institute of TAFE ______110 Brisbane North Institute of TAFE ______110 Central Queensland Institute of TAFE ______110 Metropolitan South Institute of TAFE______110 Mount Isa Institute of TAFE ______111 SkillsTech Australia ______111 Southern Queensland Institute of TAFE ______111 Sunshine Coast Institute of TAFE ______111 The Bremer Institute of TAFE ______112 Tropical North Institute of TAFE ______112 Wide Bay Institute of TAFE ______112 TAFE Open Learning (distance delivery)______112 Industry partnerships ______113 Natural disasters response and recovery______113 Skills Queensland______113 Coal Seam Gas/Liquefied Natural Gas Industry Training Program______114 Green Building Skills Fund______114 Green Army Initiative ______115 Higher education______115 Quality accessible higher education______115 Higher education reform______116 Future directions in tertiary education – VET and higher education______117

10 Department of Education and Training | Annual Report 2010–11 Section 7 – Creating a capable, agile and sustainable organisation 118

Key performance indicators ______119 Workforce reform______119 Workforce Strategic Plan 2009–2011 ______119 Whole-of-government workforce strategies______119 Our people ______120 Attracting new employees______121 Developing our workforce______121 Principals’ Capability and Leadership Framework ______122 Capability development______122 Supervision______122 Improving teacher quality______122 Employee induction______123 Developing our leaders______123 Experienced senior teacher classification______123 Returning to teaching______123 Mentoring______123 Workforce diversity ______124 Women in our workforce______124 Indigenous employees______125 Raising cross-cultural awareness______125 Supporting multicultural diversity______126 Strengthening our commitment to people with a disability______126 Retaining our workforce______126 Recognising our staff and students______126 Organisational health______126 Reducing absenteeism______127 Supporting work–life balance______127 Human resource management______128 Code of Conduct and public sector ethics______128 Corporate knowledge______128 Information Access Officers Network______128 Recordkeeping training and awareness______128 Better workplace relations______129 Early retirement, redundancy and retrenchment ______129 Future directions – human resource management______129

Contents 11 Contents

Information and communication technologies______130 Information and Knowledge Strategic Plan 2011–2015______130 Smart Classrooms______130 Smart Classrooms eLearning Leaders Framework______130 The Learning Place______131 Computers for Teachers______131 OneSchool______131 Websites for schools ______132 Upgrading TAFE ICT capabilities______132 Stakeholder satisfaction with ICT resources______132 Performance enhancement______132 Risk management ______132 Internal audit and corporate assurance______133 External scrutiny ______133 Information privacy______134 Consultancies______134 Overseas travel______134 Access to information (right to information)______134 Administrative access______135 Keeping the public informed______135 Public disclosure ______135 Recordkeeping______136 Infrastructure______136 Our infrastructure______136 Building the Education Revolution______137 South East Queensland Schools Public Private Partnership Project______137 Asset maintenance______138 School facilities______138 TAFE facilities______138 Managing asbestos containing material in DET facilities ______138 Staff accommodation______139 Future directions – infrastructure ______139

12 Department of Education and Training | Annual Report 2010–11 Sustainability ______140 Our environmental footprint______140 Carbon emissions ______140 Energy savings______142 Solar and energy efficiency projects______142 Sustainability in the vocational education and training sector______142 Water use______143 Waste management______143 Sustainable building design______143 International partnerships______144 International engagement______144 International school students______144 Dependant Student Program______144 Study tour programs______144 Offshore projects______144 Queensland’s international VET sector – VET Export Office______145

Section 8 – Financial statements 146

Financial statements 2010–11______147

Appendix 1 – Governance committees______192 Appendix 2 – Statutory bodies and other entities______197 Appendix 3 – Queensland Government Reconciliation Action Plan (QRAP) DET 2010–11 implementation______204 Appendix 4 – Women on boards______206 Appendix 5 – Queensland Carers Charter______207 Appendix 6 – External scrutiny______208 Appendix 7 – Overseas travel______210 Appendix 8 – Figures and tables______242 Glossary______244 Acronyms and abbreviations______251

Contents 13 Director-General’s overview

We witnessed the best of human nature in the recovery and rebuilding process for our schools and training facilities.

Julie Grantham Director-General

14 Department of Education and Training | Annual Report 2010–11 During 2010–11, the department met many challenges and embraced opportunities as we continued to deliver world-class education and training for Queenslanders.

Recovery and rebuilding During Queensland Week this year, I had the great pleasure to honour departmental staff who went Although the year brought natural disasters on a above and beyond the call of duty during the past scale not seen before by Queenslanders, we also summer’s floods and Tropical Cyclone Yasi. More witnessed the best of human nature in the recovery than 90 staff received an Above and Beyond award at and rebuilding process for our schools and training local events held across the state. While the recipients facilities. demonstrated amazing determination and goodwill during the natural disasters, we also paid tribute As Premier Anna Bligh said, ‘Having schools back to to the countless other staff members who worked normal, having children back in the routine of school tirelessly and selflessly during a very difficult time for is very important as part of the community recovery. our department and our state. Normal communities, functional communities, have schools operational’. Despite the widespread damage, all students and staff Early childhood education were able to return to safe learning environments. In and care fact, the 2011 school year kicked off with the opening of eight new state schools. Brand new 21st century During 2010–11, the department continued to work facilities greeted students on the first day of the towards giving the youngest Queenslanders a flying school year at Woodlinks, Augusta, Coomera Rivers start to life and education. The department has and Springfield Central state schools and Springfield lead responsibility for the Q2 Smart target that, by Central State High School. Students in Bremer State 2020, all children will have access to quality early High School, Federal State School and the Brisbane childhood education, so they are ready for school. School of Distance Education started the year at The department has made good progress towards this relocated campuses. target — particularly to meeting the government’s commitment to provide up to 240 extra kindergarten The return to routine and comparative normality for services by 2014, in areas where they are most needed. many children across the state was made possible by the mighty effort of principals, teachers, volunteers, During 2010–11, a statewide curriculum for the army and QBuild, who worked extraordinary hours kindergarten programs was developed to maximise to beat the clock and have schools ready for day one. comparability and quality of education programs offered across Queensland. The department worked closely with Skills Queensland and the Department of Employment, Economic Development and Innovation to implement the Queensland Natural Disasters Jobs and Skills package to provide training opportunities to flood and cyclone affected Queenslanders.

Director-General’s overview 15 Director-General’s overview

School education During 2010–11, the department continued to strive to improve leadership, teaching and curriculum in all In June 2011, the Queensland Government announced schools in order to provide the best possible education exciting reforms to the education system, to be for all students. delivered through the Flying Start suite of initiatives, In August 2010, the Queensland Education Leadership which address three educational priorities: Institute was established. This joint venture, by the • getting ready for school three schooling sectors, ensures that education leaders • getting ready for secondary school have access to internationally recognised high-quality • boosting the performance of all schools. leadership programs and services. The reforms have been supported by education In March 2011, a two-day Principals Conference sectors, parent representatives and key stakeholders. provided a wonderful and rare opportunity for There has been an enormous amount of thought and more than 1200 principals from across the state to consultation involved in reaching these decisions, get together and share our vision for the future of including a transition process to ensure our schools, Queensland education. International guest speaker teachers and Year 7 students are ready for the move to Professor Ben Levin, from the University of Toronto, high school in 2015. spoke about best practice in education around the world. Professor Levin, who was involved in education The Flying Start initiatives include: reform in Ontario, Canada, reinforced that such • move of Year 7 to high school from 2015 reforms need a strong plan, alignment, teamwork, • introduction of Junior Secondary in state schools passion and commitment. These ideals were a major from 2013 focus of the conference, with the theme ‘United in our Pursuit of Excellence’. • strengthened pastoral care to support the Year 7 transition Schools worked hard in 2010–11 to improve student • up to 500 scholarships for state primary school learning outcomes, as evidenced by the state’s teachers to prepare them for teaching in Junior improved results in the NAPLAN report. They are Secondary improving at a faster rate than any other state or territory, which is encouraging. • strong support and financial assistance for eligible rural and remote students The Queensland Schools Alliance Against Violence • extra professional development programs for (QSAAV) made considerable progress throughout 2010 Junior Secondary teachers to ensure the safety and wellbeing of Queensland students. In October 2010, QSAAV delivered the • helping schools implement the new Australian Working Together report — the collaborative efforts Curriculum of the state and non-state education sectors to reduce • increased rate of Year 7 Living Away From Home violence and bullying in Queensland schools. Allowance to the secondary student rate for eligible students • a range of initiatives to better prepare children for the early years of school.

16 Department of Education and Training | Annual Report 2010–11 Tertiary education Following the establishment of Skills Queensland and staff movements, a transitional organisational The department continues to lead the Queensland structure was put in place. The Training and Tertiary Government’s Toward Q2 Smart target of three out of Education Queensland Division is now primarily four Queenslanders holding trade, training or tertiary responsible for leading Queensland’s vocational qualifications by 2020 through a focus on: education and training and tertiary sectors. • boosting industry ownership and investment in skills and workforce development New Ministry – 2010–11 • widening access to VET and higher education, In February this year, new ministerial arrangements and improving participation and completions, were announced for our portfolios. The Honourable particularly for disadvantaged Queenslanders Cameron Dick MP was sworn in as the new Minister • improving pathways to qualifications, and helping for Education and Industrial Relations, and the young people transition from school to education, Honourable Stirling Hinchliffe MP as the new Minister training and employment. for Employment, Skills and Mining. Through these strategies, we have seen solid I look forward to continuing to work with our staff improvements towards the Q2 target, with an increase and stakeholders as we implement exciting reforms to in rates of qualifications by young people in the deliver a world-class education and training system working age population. Gains in qualification levels for Queensland. can be seen across most age groups. During 2010–11, the department invested around $700 million in the state’s vocational education and training system to deliver programs to some 215 000 students in 13 TAFE institutes, and supported the regulation of some 1470 registered training organisations. Julie Grantham In July 2010, the Minister commissioned an Director-General independent review of Queensland post‑secondary education and training (the QPET Review) to help identify the challenges and opportunities for the next stage of tertiary education reform in Queensland following the completion of the 2006 Queensland Skills Plan. The establishment of Skills Queensland as the statutory authority to provide genuine industry leadership and ownership of Queensland’s skills and workforce development system has been a significant reform. Skills Queensland is tasked with providing a whole- of-economy, whole-of-state approach to prioritising workforce development, including skills, employment policy and skilled migration.

Director-General’s overview 17 Calendar of events

July 2010 August 2010 September 2010

• NAIDOC Week celebrations • National Science Week • Creative Generation Excellence Awards • Creative Generation – State Schools Onstage • Launch of Queensland Education in Visual Art and Design • Launch of DET Facebook and Twitter Leadership Institute • National Literacy and Numeracy Week • Announcement of the independent review • Fanfare 2010 – Grand Final Concert • Learn Earn Legend Indigenous Education of post-secondary education and training • Education on show – Ekka Forum (the Noonan review) • Disability Action Week • Review of Queensland’s post-secondary • Summer Schools education and training sector commissioned • Queensland Training Awards • BNIT and MSIT approved to operate as – State Final semi-commercialised business units • Queensland Training Awards 2010 Regional Presentation Ceremonies • Introduction of new fully demand-led, and contestable funding arrangements for User Choice programs

January 2011 February 2011 March 2011

• Recovery and rebuilding from • Recovery and rebuilding from • Harmony Day – celebrated our culturally Queensland’s floods – getting schools, Queensland’s Tropical Cyclone Yasi diverse organisation with a Latin– TAFEs and kindies ready for Day 1 • Commencement of Working Together American themed event • Establishment of Skills Queensland Against Bullying 2011 seminars by • International Women’s Day • Australia Day Achievement Awards Dr Michael Carr-Gregg • National Day of Action against Bullying –– 17 staff recognised • New Ministry sworn in – Minister for and Violence – Minister opened the Education and Industrial Relations and national symposium – Strategic Action • Training and Tertiary Education Minister for Employment, Skills and Against School Bullying Queensland Division established Mining • Visit by Prince William to Grantham • Launched of TAFE Made website • 2011 Principals’ Conference – future State School direction of Queensland Education • Announcement of the new Proud, skilled • Opening of the Great Barrier Reef and ready employment initiative to International Marine College in Cairns increase the number of Indigenous public sector employees • Establishment of the Australian Skills Quality Authority

18 Department of Education and Training | Annual Report 2010–11 October 2010 November 2010 December 2010

• 70 000 students completed the Premier’s • Release of Queensland Schools Alliance • Release of Year 12 results for 46 000 Reading Challenge Against Violence Report school leavers • 2010 Premier’s Awards for Excellence in • Remembrance Day • Vacation Professional Development Public Service Delivery • Farewell to Year 12 students for Teachers • Year of Environmental Sustainability in • Australian Training Awards • Finalisation of Queensland Skills Plan Queensland Schools State Symposium – National Final • National Children’s Week • Prime Minister, The Hon Julia Gillard MP visits SkillsTech Australia Acacia Ridge Training Centre

April 2011 May 2011 June 2011

• Announcement of the Queensland • Years 3, 5, 7 and 9 students NAPLAN • Announcement of Flying Start for Natural Disasters Jobs and Skills Package testing Queensland Children education reforms, • Launch of the Premier’s Reading • State Education Week including the transition of Year 7 to secondary from 2015 Challenge 2011 –– Director-General for a Day • Queensland Week • Creative Generation Young Artists’ –– Principal for a Day Awards • Above and Beyond recipients honoured –– P&C Day • Schools’ ANZAC Day commemorative • Announcement of DET Staff Excellence – ceremony – Showcase Awards for Excellence Awards 2011 winners in Schools • Worldskills regional events commenced • Announcement of 2011–12 State Budget • Commencement of Raising the Bar workshops • 2011 Queensland VET Symposium

Calendar of events 19 SECTION 1 About DET

20 Department of Education and Training | Annual Report 2010–11 Agency role and main Supporting government functions objectives The Department of Education and Training (DET) Under Toward Q2: Tomorrow’s Queensland, the engages Queenslanders in lifelong learning across the department has lead responsibility for the: entire continuum, by leading the delivery of high- SMART quality early childhood education and offering a delivering the world-class education and dynamic education and training and higher education training ambition, including the two 2020 targets: system. • all children will have access to quality early DET is a diverse organisation, with the largest childhood education, so they are ready for school workforce in the state, providing services through • three out of four Queenslanders will hold trade, three broad service delivery areas: training or tertiary qualifications. • early childhood education and care We also contribute to achieving the other Q2 ambitions: • school education STRONG • tertiary education (vocational education and creating a diverse economy powered training (VET) and higher education). by bright ideas through our investment in the skills Through DET, all Queenslanders, regardless of their development of Queenslanders, and partnerships with circumstances, have access to opportunities to enhance researchers to ensure our work is informed by a strong their personal, social and economic wellbeing and evidence base contribute to a vibrant, productive and cohesive GREEN Queensland. protecting our lifestyle and environment by providing young Queenslanders with the knowledge and skills they need to reduce their carbon footprint, providing green industry skills, and adopting energy-efficient practices at departmental sites

HEALTHY making Queenslanders Australia’s healthiest people by giving children the knowledge and skills to live healthy lifestyles, by skilling the health workforce, and through encouraging healthy workforce practices

FAIR supporting safe and caring communities through supporting access to education and training for disadvantaged Queenslanders, providing our students with the knowledge and tools to be informed and fair citizens, providing training for unemployed Queenslanders, including parents who need assistance to re-enter the paid workforce, and providing training to enhance the skills of volunteers.

Our priorities This annual report is based on the Strategic Plan 2010–2014, which focused on the following priority areas: • giving children a flying start • laying strong educational foundations • developing skills for the economy • creating a capable, agile and sustainable organisation.

About DET 21 About DET

Figure 1: Supporting government objectives for the community Clever, skilled and creative Queenslanders Giving children Laying strong Developing skills a flying start educational foundations for the economy

VET qualifications Early Childhood School Tertiary Education Education and Care Education

Services Higher Education qualifications

Early Childhood Student and School Performance Training and Skilling Education Teaching and Learning Queensland

Policy Development Policy Development Policy Development

Infrastructure Infrastructure Infrastructure Priorities Departmental Departmental Workforce Reform Workforce Reform Workforce Reform

Source: Department of Education and Training

Our service standards Tertiary education DET measures performance across the service areas of: (VET and higher education) • early childhood education and care DET worked with industry, the community and • school education registered training organisations (RTOs) to meet the • tertiary education (VET and higher education). skill needs of Queensland’s economy. In 2010–11, across the state, the department: Early childhood education • provided vocational education and training to and care over 280 000 students in TAFE institutes and other RTOs The department continued to implement universal • supported 97 000 apprentices and trainees across access to kindergarten and integrated early childhood a wide range of industries. programs and services from birth to eight years, and has responsibility for regulating the quality of child The department regulated the activities of some 1470 care services in Queensland. The department also RTOs and administered Queensland’s apprenticeship provided policy oversight and coordination on early and traineeship system. childhood issues across government. The department also provided policy and regulatory oversight for the nine universities and other higher School education education providers in Queensland. Together, our programs and services helped strengthen During 2010, the department delivered high-quality social cohesion and build a prosperous economy for public education to almost 490 000 state school all Queenslanders. students in 1237 schools across the state, around half of whom are in rural and remote locations. The department administered financial assistance for 467 Catholic and independent schools that educated almost 240 000 students.

22 Department of Education and Training | Annual Report 2010–11 Our locations The regional model aims to: • articulate performance expectations to focus on Our education, training and early childhood outcomes education services are integrated at a regional level. • provide greater regional input into central This integration enables cohesive service delivery, strategy and policy strengthens links between sectors and ensures decisions are made closer to our clients. • provide a single point of regional accountability through the establishment of a regional The seven regional boundaries generally align with leadership role the Department of Communities, to improve referrals • integrate regional planning and stakeholder and client services that are best addressed through engagement functions to enable effective interagency collaboration. The boundaries also responses to localised needs and demands generally follow local government areas, except where it is in the interest of particular communities to remain • establish leadership roles and frameworks to together. The regions also ensure support for effective support, guide and develop regional staff locally delivered services. • customise regional service delivery and support structures to maximise resource efficiency and Recognition of the value and depth of regional staff effectiveness. expertise in each of the service areas was a key component of the integration.

About DET 23 About DET

Figure 2: Map of Department of Education and Training – Queensland regions (as at 30 June 2011)

Metropolitan Region 253 state schools – 5 TAFE institutes

Far North Queensland Region 97 state schools – 1 TAFE institute

North Queensland Region 112 state schools – 2 TAFE institutes

North Coast Region Central Queensland Region 213 state schools – 189 state schools – 1 TAFE institute 2 TAFE institutes

Darling Downs South West Region 210 state schools – 1 TAFE institute

South East Region 163 state schools – 1 TAFE institute

TAFE institute

Source: Department of Education and Training

24 Department of Education and Training | Annual Report 2010–11 Our legislation DET’s functions and powers are derived from administering the Acts of Parliament in accordance with Administrative Arrangements Order (No. 2) 2011.

Table 1: Administrative Arrangements Order (No. 2) 2011 Acts administered by the Department of Principle responsibilities Education and Training

Minister for Education and Industrial Relations

Early Childhood Education and Care including— Australian Catholic University (Queensland) Act 2007 • Kindergarten Programs Bond University Act 1987 Education including— Child Care Act 2002 • Aboriginal and Torres Strait Islander Education Central Queensland University Act 1998 • Distance Education Community Services Act 2007 (jointly administered with the Minister for Transport and Multicultural Affairs, the Minister • Education of Students in Youth Detention Centres for Community Services and Housing and Minister for Women, • International Education and the Minister for Disability Services, Mental Health and • Primary Education Aboriginal and Torres Strait Islander Partnerships) • Secondary Education Education (Accreditation of Non-State Schools) Act 2001 • Special Education Education (Capital Assistance) Act 1993 Education (General Provisions) Act 2006 Higher Education including— Education (Overseas Students) Act 1996 • State Government Policy and Planning Education (Queensland College of Teachers) Act 2005 Non-State School Funding Education (Queensland Studies Authority) Act 2002 Registration of Teachers Education (Work Experience) Act 1996 Smart State Education Initiatives Grammar Schools Act 1975 Griffith University Act 1998 Higher Education (General Provisions) Act 2008 James Cook University Act 1997 Queensland University of Technology Act 1998 University of Queensland Act 1998 University of Southern Queensland Act 1998 University of the Sunshine Coast Act 1998

Minister for Employment, Skills and Mining

Vocational Education and Training including Technical and Vocational Education, Training and Employment Act 2000 Further Education International Vocational Education and Training Skills and Workforce Development (Administrative Unit – Skills Queensland)

Source: Department of the Premier and Cabinet

About DET 25 About DET

Figure 3: Department of Education and Training organisational structure

The Honourable Cameron Dick The Honourable Stirling Hinchliffe Minister for Education Minister for Employment, and Industrial Relations Skills and Mining

Training Ombudsman Education Statutory Bodies Training Statutory Bodies Education Ministerial Advisory Councils Training Ministerial Advisory Councils

Office of the Director-General Nick Seeley Executive Director Julie Grantham Director-General Corporate Assurance (Internal Audit) Neville Moo Strategic Policy and Director Research Gabrielle Sinclair Assistant Director-General School Performance Mark Campling Policy, Research, Legislation and Assistant Director-General Early Childhood Education and Care Office for Early Childhood Zea Johnston Education and Care Associate Director-General Student Services and Chief Officer Patrea Walton Assistant Director-General Legislation and Directorate Operations Education Queensland Teaching and Learning Cathy O’Malley Lyn McKenzie Yvana Jones Executive Director Deputy Director-General Assistant Director-General

School Operations Marg Pethiyagoda Executive Director

Institute TAFE Queensland Government Projects and Liaison Directors Carol Webb Sharon Mullins Robyn Dyer Assistant Director-General Executive Director Lynne Foley Nik Babovic Training Queensland and Training and Tertiary Kaylene Harth Support Services Education Queensland Regional Assistant School Gary Kinnon Deborah Walker Deb Daly Directors Regional Principals Mary Campbell A/Executive Director Deputy Director-General Wayne Butler Directors Trevor Schwenke Greg Dickman Linda Schlanger Skills, Tertiary and Clive Dixon Michael Thomas Non-State Education Glen Hoppner Joann Pyne Geoff Favell Mike Ludwig Greg Peach Ana Rodger A/Assistant Director-General Chris Rider

Human Resources Craig Allen Assistant Director-General

Operations Finance Infrastructure Delivery Adam Black Richard Eden Chief Finance Officer and Operations Associate Director-General Vince White Assistant Director-General A/Assistant Director-General Information and Strategy & Planning Infrastructure Services Technologies Dave O’Hagan Lee Callum Graham Atkins Chief Information Officer Executive Director A/Deputy Director-General Assistant Director-General

Infrastructure Program Corporate Procurement Management Craig Robinson Mike Heard Executive Director Executive Director

Indigenous Education and Governance, Strategy Indigenous Education Training Futures and Planning Steve Armitage Ian Mackie Corporate Strategy Lesley Robinson Executive Director Assistant Director-General and Performance Executive Director Jeff Hunt Assistant Director-General Performance Monitoring and Reporting Source: Department of Education and Training as at 30 June 2011 Boyd Paties A/Executive Director

26 Department of Education and Training | Annual Report 2010–11 Governance committees (Alignment) Governance The department’s governance committees are reviewed annually to ensure their structure, membership and Strategy: purpose continue to support the governance needs of Improve governance frameworks through the department. Each committee has a specific role stronger accountability, planning and project in overseeing key strategies and policies to ensure management throughout the organisation they align with the department’s goals and objectives. The roles and responsibilities of each committee are outlined in their terms of reference (see Appendix 1 Corporate governance for information about DET governance committees). The department’s Governance framework was reviewed in 2010 to ensure it continues to address our service Reporting (Accountabilities) obligations and legislative requirements. The department’s annual report is an integral part of The revised framework is underpinned by six the Governance framework. It is a key accountability foundation principles, and is based on best practice document, and the principal way in which the for public sector governance. It sets out the standards department reports on its activities to provide a full of accountability and transparency expected by and complete picture of the department’s performance government, the department’s stakeholders and the to Parliament and the wider community. Schools and people of Queensland. It is designed to support a focus non-statutory TAFE institutes are also required to on effective governance through strong leadership, publish annual reports. responsible and ethical decision-making, management and accountability, and performance improvement. Performance development plans The framework has seven integrated elements, as (Expectations) shown in Figure 4. Each element contributes to, and All employees are required to develop and negotiate supports, the other elements in the framework. performance development plans. Performance Each element is linked to a number of mechanisms, agreements for the chief executive and senior such as strategies, policies, processes and documents, executive officers are prepared before the beginning which are used to drive and support good governance of each financial year using a performance agreement in practice. template provided by the Office of the Public Service Commission.

Key governance mechanisms Program and project management Planning (Direction) (Delivery) The measures and targets in operational plans are The department’s Strategic Plan 2010–14 outlines our used to focus and define the activities of contributing vision, purpose, objectives, corporate strategies and programs and projects. Regular monitoring against performance indicators. It summarises the key issues these performance measures and targets allows for faced by the department in meeting its objectives, and early intervention where achievement is at risk. The clearly articulates the contribution of the department department encourages the use of the Queensland to whole-of-government objectives. All other plans Government Project Management Methodologies to cascade from the Strategic Plan, through to divisional, support program and project planning. regional, school and TAFE institute plans. The goals and objectives in departmental plans are reflected in the performance and development plans of individual employees.

About DET 27 About DET

Performance review and evaluation Governance relates to how an organisation is directed (Improvement) and managed as it works towards the achievement of corporate goals and targets. Good governance Performance reviews are embedded into the incorporates accountability and transparency department’s planning activities, particularly through mechanisms, integrates effective risk management, the annual strategic and operational planning encourages innovation and recognises good cycles. Scanning and reviewing processes not only performance. support the development of plans, but also provide key performance information for improving service The DET Governance framework outlines the delivery areas and promoting system improvement. principles, elements and mechanisms used in the The department also has a four-year rolling evaluation department to support a focus on effective governance schedule for all major programs and initiatives. through strong leadership, responsible and ethical Evaluations undertaken during, or at the close of, decision-making, sound management and performance programs and initiatives are timed to provide findings improvement. that can inform decisions on resource allocation and The framework is underpinned by the six key policy and program improvement. principles of public sector governance: accountability, transparency and openness, integrity, stewardship, Enterprise Risk Management Framework efficiency and leadership. It incorporates seven (Risk management) elements which describe the department’s direction, alignment, accountabilities, expectations, delivery, The department’s risk management process, outlined in performance and risk management. An important the Enterprise Risk Management Framework, provides aspect of the framework is the maintenance of a systematic approach to identifying, assessing and productive relationships with key stakeholders. treating risks. The department has adopted the process outlined in AS/NZS ISO 31000:2009.

28 Department of Education and Training | Annual Report 2010–11 Figure 4: Department of Education and Training Governance framework elements holder relations Stake hips Alignment Functions, structures and culture that align with our organisational goals

• Organisational structure • Governance committee structure • Cultural alignment and leadership

Risk Management Accountabilities Managing the effect of Clear and uncertainty (risk) on the transparent achievement of objectives accountabilities

• Risk Management • Legislation Framework • Legislative Compliance • Business Continuity Policy Management Strategy • Delegations • Risk and continuity policies • Terms of reference and plans • Position descriptions • Recordkeeping Direction A shared understanding of our purpose and direction

• Ministerial Charter of Goals • DET Strategic Plan • Service Delivery Statement • Other strategic documents • Operational planning • Internal budget Improvement Expectations Improving performance Clear understanding of through review and intervention, expectations of performance support and recognition and behaviour

• Performance analysis and • Performance agreements and review development plans • Performance improvement • Regional service agreements • Evaluation Strategy • Policies and procedures • Internal audit • Industrial agreements and • External audit and review directives • Change management • Public sector ethics • Developing capacity and • Code of Conduct capability Delivery • Code of School Behaviour • Recognition programs Effective planning, resource • TAFE Codes of Conduct management, monitoring, reviewing and reporting • Workplace health and safety • Capability and Leadership • Delivering on Framework planned performance • • Professional standards • Program and project A • Review mechanisms c management c • Resource management o ip un • Reporting on delivery to h t stakeholders rs ab e il ad ity e • L • T y ran nc sp cie aren Effi cy • ip • Integrity • Stewardsh Source: Department of Education and Training

About DET 29 Executive Management Group members

Julie Grantham Director-General, Department of Education and Training (Chair) As Director-General, Julie Grantham is responsible for leading and managing one of the state’s largest government departments, and for setting the education and training direction for Queensland. Julie was a secondary school teacher, principal and Executive Director (Schools) in Education Queensland before attaining the position of Assistant Director-General, School Resourcing and Administration in 2005. Prior to her appointment as Director-General of Education and Training in March 2009, Julie was the Director-General of the Department of Justice and Attorney-General.

Graham Atkins Deb Daly Richard Eden Acting Deputy Deputy Director-General, Associate Director-General, Director-General, Training and Tertiary Operations Infrastructure Services Education Queensland

As acting Deputy Director- As Deputy Director-General, As Associate Director- General, Infrastructure Training and Tertiary General, Operations, Dr Services, Graham Atkins Education Queensland, Deb Richard Eden is responsible is responsible for the Daly is responsible for leading for the department’s department’s infrastructure and providing strategic human resources, strategic strategy and planning, direction for TAFE Queensland, information and technologies, capital works planning, Training Queensland and finance, and corporate environmental sustainability, Support Services, as well as procurement. In addition, the infrastructure delivery and Skills, Tertiary and Non- seven regional directors report operations. Graham is also State Education within the directly to Richard. the State Coordinator for the Department of Education and Richard has worked in the Australian Government’s Training. department since 2002, when Building the Education Deb has extensive experience he was appointed the first Revolution. in education and training Chief Information Officer in Graham has worked in and across other areas of the former Department of education and training since the public service. Deb was Education. 2001, and previously the appointed Director, Corporate In 2005, Richard’s position Department of Public Works Services, Gold Coast Institute was redesignated Assistant for 20 years. of TAFE in 1997, then Institute Director-General, Strategic Prior to his appointment Director/CEO at Gold Coast Information and Technologies, as acting Deputy Director- Institute of TAFE from 2001. and in 2009, Richard was General, Infrastructure Deb served as Chair of TAFE appointed the Deputy Director- Services, Graham was the Directors Queensland in 2005, General, Corporate Services. Assistant Director-General, and Chair of the Board of TAFE In 2011, in a departmental Infrastructure Delivery and Directors Australia between realignment, the division was Operations. 2007 and 2010. renamed and Richard became the Associate Director- General, Operations.

30 Department of Education and Training | Annual Report 2010–11 Executive Management Group • developing, reviewing and evaluating policies, programs and strategies The purpose of the Executive Management Group • gauging performance against priorities (EMG) is to positively position the portfolio for • identifying and managing strategic risk the future. The EMG sets and reviews the strategic direction, priorities and performance objectives of • maintaining governance arrangements the department to enable the efficient and effective • making budget and investment decisions achievement of outcomes for Queensland. • creating workforce strategies, including The EMG considers and provides advice in relation to: organisational change • setting programs and strategies that support • complying with legislative responsibilities. government priorities

Jeff Hunt Zea Johnston Ian Mackie Lyn McKenzie Assistant Director-General, Associate Director-General Assistant Director-General, Deputy Director-General, Corporate Strategy and and Chief Officer, Policy, Indigenous Education and Education Queensland Performance Research, Legislation and Early Training Futures Childhood Education and Care

As Assistant Director-General, As Associate Director-General, Ian Mackie leads the division As Deputy Director-General, Corporate Strategy and Zea Johnston oversees of Indigenous Education and Education Queensland, Lyn Performance, Jeff Hunt is significant work in the areas of Training Futures, which has McKenzie provides leadership responsible for coordinating strategic policy development, a specific goal of improving in the development and corporate strategy and research and legislative reform outcomes for Indigenous implementation of innovative governance, strategic planning, in education and tertiary students across the state. and effective education performance monitoring and training. Ian’s diverse career has models and policies in reporting functions across the As Chief Officer, Zea also included the roles of science/ Queensland’s state schooling department. leads the Early Childhood mathematics teacher, sector. Prior to his current Education and Care division associate administrator Lyn brings more than 25 years appointment Jeff filled the in delivering improvements and school principal, and of experience in Queensland’s roles of Executive Director, in early education and child Director of Western Cape education and vocational Performance Monitoring care services, including the College. Ian was also Principal training sectors. She has and Reporting, Assistant rollout of universal access to Policy Advisor, Indigenous been a teacher, principal and Director, Human Resources, a kindergarten program in Education Queensland, Executive Director (Schools) Manager, Personnel Services Queensland. and Executive Director, in our state education sector, and Employee Relations, and Zea has worked in education Community Engagement in and has worked in education Manager, Education Services. and training in Queensland the Department of the Premier systems overseas. Jeff is also a former preschool since 1988. Prior to her and Cabinet. Prior to her appointment as and primary school teacher appointment as Associate Ian was the inaugural Training Deputy Director-General, and primary principal, and has Director-General and Chief Ombudsman in Queensland. Education Queensland, Lyn over 20 years experience in the Officer, Zea was Deputy was Assistant Director-General department. Director-General, Corporate for Education Programs Jeff currently represents the Strategy and Resourcing in and Services in the former department on a range of the former Department of Department of Education, committees and working Education, Training and the Training and the Arts. groups. These include Arts. While Lyn McKenzie was on the Non-State Schools At 30 June 2011, Annette leave, Yvana Jones acted Accreditation Board Eligibility Whitehead was acting in this in this position for part of for Government Funding position while Zea Johnston January and February 2011. Committee, Strategic Policy was on leave. From mid-February until June Working Group, National 2011, Patrea Walton acted in Assessment Reference Group this role. and the ACARA Reporting Reference Group.

About DET 31 About DET

Governance committees Reconciliation The EMG is supported by the following governance The Queensland Government Reconciliation Action committees: Plan (the RAP) is a whole-of-government initiative • Audit and Risk Management Committee aimed at closing the gap between Indigenous and non- Indigenous Australians in life expectancy, educational • Investment Committee achievement and economic opportunity. • Policy and Performance Committee The RAP has a number of aims and objectives • Integrated Service Delivery Board designed to: • Budget Committee • foster respect for Aboriginal and Torres Strait • special purpose taskforces (e.g. Right to Islander Traditional Owners and their cultures Information Taskforce). • help build trust, effective relationships and a These committees provide reports and escalate sense of belonging issues as needed. They meet annually at a minimum. • increase educational and economic opportunities Further information about the committees that were for Aboriginal and Torres Strait Islander peoples. operational during the 2010–11 financial year is provided in Appendix 1. Appendix 3 of this report outlines the department’s activities and achievements for 2010–11 under the RAP. Statutory bodies and entities Our stakeholders The following statutory bodies and entities produce their own annual reports to be tabled in Parliament, To assist in our planning and policy making, the or have reporting requirements independent from the department engages with a wide range of stakeholders department: including: • Gold Coast Institute of TAFE • parents and carers • Boards of Trustees of Grammar Schools • members of school councils • Non-State Schools Accreditation Board (including • parents and citizens associations Non-State Schools Eligibility for Government • parents and friends associations Funding Committee) • non-government schooling sectors • Queensland College of Teachers • students • Queensland Education Leadership Institute • volunteers • Queensland Studies Authority • unions • Skills Queensland • employees • Southbank Institute of Technology • business and industry • Building and Construction Industry Training Fund • universities and the broader higher (Qld), trading as Construction Skills Queensland education sector • Training and Employment Recognition Council • private training providers • Training Ombudsman • statutory bodies • Universities. • peak bodies and interest groups Further information about these statutory bodies is • related government organisations provided in Appendix 2. • interested groups • the Queensland community.

32 Department of Education and Training | Annual Report 2010–11 Planning for the future • focus on improving attendance, retention and attainment outcomes of Aboriginal and Torres The Queensland Government is committed to Strait Islander students through the continued giving all Queenslanders access to the best possible implementation of the department’s Closing the education, regardless of where they live. Gap Education Strategy To support this, the government is introducing the • continue to assist with rebuilding Queensland Flying Start suite of initiatives to address three key after the natural disasters through reconstruction educational priorities: of school and training infrastructure, financially assisting early childhood education and care • getting ready for school services, and supporting Queensland industries, • getting ready for secondary school businesses, apprentices and trainees to continue • boosting the performance for all schools. to increase their skills through the Queensland Natural Disasters Jobs and Skills package and Parents and carers have a key role in developing other training initiatives early literacy to help children get ready for school. The department will continue to promote the role of • support all Queenslanders to access and parents and carers through providing training and successfully complete a trade, training or tertiary resources, including extending the Queensland Ready qualification Readers program. • work with the Australian Government through partnerships in the areas of early childhood The most significant educational reform will be the development and early childhood education transition of Year 7 to secondary schooling from 2015. and care, Aboriginal and Torres Strait Islander This will enhance the educational opportunities for participation, improving teacher quality, literacy Queensland students under the Australian Curriculum, and numeracy, better outcomes for schools in including access to specialist teachers and facilities low socioeconomic status communities, school such as science laboratories. It will position Year 7 infrastructure, digital education, improving youth students to maximise their academic potential and attainment and transitions, skills and workforce support their developmental needs. development, as well as supporting reforms in the The government will create a single independent tertiary education sector. education standards authority in Queensland, which During 2010–11, the department’s research and will bring together and expand the functions of the development program included: current Queensland Studies Authority and the Non- State Schools Accreditation Board to develop shared • administering a comprehensive, robust and ethical high standards for all Queensland schools. review process to support quality research in state schools and on other departmental sites and to The Queensland Government is committed to ensuring protect the state’s intellectual property access to quality trade, training and tertiary education • participating in a major national longitudinal so that Queenslanders have opportunities to gain study — E4Kids — which is tracking post-secondary qualifications. Qualifications provide approximately 3000 children across Queensland individuals with the skills needed for sustainable and Victoria from pre-Prep settings through to employment and personal prosperity, and a skilled Year 3 over five years workforce supports economic growth. The Queensland Government has established Skills Queensland to provide • initiating and participating in several new industry leadership of the skills system, and drive the Australia Research Council linkage studies, state’s response to workforce development needs. including investigations into industry–school partnerships, Indigenous languages and literacy In addition, the department will: and numeracy outcomes, and educational • continue to implement the government’s reform and innovation in schools servicing low commitment to universal access to early socioeconomic status communities in provincial childhood education centres. • work with the Queensland Studies Authority and the schooling sectors to progressively implement the Australian Curriculum

About DET 33 About DET

Our challenges • ensuring educators have the confidence and skills to use technology in learning, teaching and Key challenges that face the department as we plan for skilling environments the future include: • resourcing infrastructure, information and • delivering early years, schooling and training communication technologies, and building services to a diverse and growing population, maintenance programs needed to provide safe, which includes increased numbers of vulnerable quality learning environments across the state and disadvantaged young Queenslanders • continuing to provide 21st century learning • providing access to universally available quality environments, while managing the department’s kindergarten programs across Queensland environmental footprint • lifting school literacy, numeracy and science • continuing to deliver on our long-term objectives, performance and striving for improved academic while helping communities across Queensland outcomes for every child in every classroom recover from natural disasters. • increasing retention and attainment rates for all young Queenslanders, while closing the gap Our 10 year journey of reform between Aboriginal and Torres Strait Islander and non-Indigenous student outcomes Almost 10 years ago, the department embarked on an exciting journey of reform. It commenced in 2002 • increasing the numbers of Queenslanders with with the landmark Education and Training Reforms for trade, training and tertiary qualifications that the Future. meet the needs of Queenslanders and Queensland industries What has followed has been a decade of significant • growing the level of industry investment in system improvements and advancements, including: the skills development of existing and future • a Prep trial workforces • new laws requiring all students 16–18 years to be • achieving further integration across early years, ‘learning or earning’ education and training services to support • implementation of Prep students at critical transition points • raising the compulsory entry age by six months • providing globally competitive international • the announcement of universal access to kindy education services, including international export by 2014. services in schooling and vocational education and training In June 2011, the Queensland Government announced • attracting, retaining and further developing high- the next phase of this continuing journey of reform quality teachers, staff and leaders in all settings – to progressively implement the Flying Start suite of and locations initiatives.

The journey

2002 2003–4 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

Education Prep trial Curriculum New laws Prep begins First full year of Announced all Consultation Government Introduce new State Final Year 7 Year 7 in reforms changes require all Prep Queensland begins on announces Australian schools in primary high school announced announced students children would future of Year 7 Year 7 move Curriculum introduce school 16–18 years to Compulsory have access to Junior be learning or school entry kindy by 2014 Secondary earning age raised by for Years 8 six months and 9

34 Department of Education and Training | Annual Report 2010–11 So what have we achieved over the past decade? It also means that Queensland teenagers will have the same educational opportunities as students in other The ‘learning or earning’ laws, introduced in 2006, states under the new Australian Curriculum, which increased the number of school leavers going on will be implemented in 2012. to university, vocational education and training or employment. As a result of the reforms, young The Flying Start reform agenda includes the creation, Queenslanders have access to a broader range of in 2013, of a single independent education standards learning options and improved career planning. authority to perform curriculum, assessment and reporting functions and accredit all schools. The introduction of a Prep year in 2007 ensured all young Queenslanders the very best start to school by In addition, the decade of reform has delivered a more helping them make a smooth transition to Year 1, and integrated Queensland tertiary sector by bringing set them on the path to lifelong learning. 2008 was the together VET and higher education. In 2010–11, first full year of Prep, and we raised the entry age for a major innovation was the establishment of the Year 1 by six months, bringing Queensland into line industry led skills commission, Skills Queensland. with other states. Skills Queensland will strengthen partnerships with industry, align funding programs with skills and job In recognition of the importance of the early years in priorities, and ensure that training is increasingly shaping young people’s attitudes to learning, these responsive to the needs of learners and employers. reforms were followed by the announcement, in 2009, that all Queensland children would have access to A smarter Queensland is fundamental to the state’s kindy by 2014. Work is well underway across the state economic prosperity. A smarter Queensland drives to achieve this goal. productivity and economic growth, and is central to shaping our human capital and community capacity. The recently announced Flying Start builds on this We are proud of our achievements in this 10 year reform agenda. From 2015, Year 7 will become the journey of reform, and are excited by the possibilities first year of high school in Queensland. We believe for the future as we strive to achieve the Queensland that this move will benefit students in all Queensland Government’s Toward Q2 vision of a smart, strong, schools as: fair, healthy and green Queensland. • by 2015 more than half the children in Year 7 will turn 13 • children have gained an extra year of schooling with the introduction of Prep • teenagers are ready for the challenges of high school.

2002 2003–4 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

Education Prep trial Curriculum New laws Prep begins First full year of Announced all Consultation Government Introduce new State Final Year 7 Year 7 in reforms changes require all Prep Queensland begins on announces Australian schools in primary high school announced announced students children would future of Year 7 Year 7 move Curriculum introduce school 16–18 years to Compulsory have access to Junior be learning or school entry kindy by 2014 Secondary earning age raised by for Years 8 six months and 9

About DET 35 SECTION

Working with the 2 Australian Government

36 Department of Education and Training | Annual Report 2010–11 Strategy: • oversight of the national research priorities for tertiary education for 2011–2013 • Work in partnership with the Australian • consideration of options to strengthen the and other governments to deliver Australian Qualifications Framework increased learning and training • review of the Australian Apprenticeship system opportunities to all Queenslanders • reform of international education quality in VET and higher education Ministerial councils • continuation of work towards transition of the The Council of Australian Governments (COAG) is higher education sector to the Tertiary Education the peak intergovernmental forum in Australia. It Quality and Standards Agency comprises the Prime Minister, state premiers, territory • development of the national VET regulator and chief ministers and the President of the Australian National Standards Council Local Government Association. • reform of Australian Apprenticeships and In 2010–11, the Department of Education and Training development of Australian Apprenticeship (DET) worked closely with COAG to achieve positive Support Services. outcomes for Queensland children and young people. The department also supports ministers in their National Partnership roles on the Ministerial Council for Education, Early Childhood Development and Youth Affairs Agreement on the National (MCEECDYA) and the Ministerial Council on Tertiary Quality Agenda for Early Education and Employment (MCTEE). This has included collaboration on key initiatives of national Childhood Education and Care significance in order to maximise outcomes for Queensland is working with the Commonwealth Queensland and align with state policy. and other Australian jurisdictions to implement the National Partnership Agreement on the National The MCEECDYA agenda included: Quality Agenda for Early Childhood Education and • continuation of early childhood education and Care. The agreement includes a National Quality care reform Framework (NQF) that will result in new legislation • endorsement of the first Australian Curriculum from 1 January 2012 for early childhood education • improved transparency in reporting on school and care services. This means that Queensland’s performance through the enhancement of the Child Care Act 2002 will no longer apply to long day MySchool website care, family day care, outside school-hours care and • conduct of the National Assessment Program kindergarten services. • continuing reform in schools through the national The NQF will: partnerships on literacy and numeracy, low • deliver an integrated and unified national socioeconomic status (SES) school communities, regulatory system for early childhood education teacher quality and Aboriginal and Torres Strait and care Islander education. • reduce the regulatory burden on service providers The MCTEE agenda included: • drive continuous improvement in the quality • a continued focus on improving education and of services through a national quality standard, employment outcomes for Australians from low including the early years learning framework, and SES backgrounds a national quality rating system • introduction of national regulation and quality • provide better information for parents arrangements for the Vocational Education and • ensure children participating in early childhood Training (VET) sector education and care and outside school-hours care • final implementation of the Australian are engaged in, and benefiting from, educational Universities Quality Agency opportunities • a national assessment of the implications of • promote greater school readiness with programs market changes in international education including knowledge and skills for lifelong learning.

Working with the Australian Government 37 Working with the Australian Government

The NQF has four key components: National Partnership • a new national quality standard to provide clear and consistent standards in early childhood Agreement on Early Childhood education and care services across Australia, Education including staffing ratios and workforce qualification requirements Under the National Partnership Agreement on Early Childhood Education, the Australian and state and • a quality rating system to better inform parents territory governments committed to achieving about the quality of each early childhood universal access to early childhood education. The education and care service universal access commitment is that, by mid-2013, • a new national regulatory approach to streamline every child will have access to a kindergarten program regulation and quality assurance processes, and in the 12 months prior to full-time schooling. In reduce the administrative burden on service Queensland, this means that by mid-2013, 95 per cent providers of eligible children will be enrolled in a kindergarten • a national Early Years Learning Framework to guide program in the year prior to Prep. The kindergarten educators on delivering quality learning programs program is to be delivered by a university qualified for children from birth to five years of age. early childhood teacher, in accordance with a National Early Years Learning Framework, for at least 15 During 2010–11, the Queensland Government, hours per week, 40 weeks a year. The goal is for the in conjunction with the Australian Government, kindergarten program to be accessible in diverse continued to work towards implementing the NQF. settings, in a form that meets the needs of parents, and Key initiatives include: where cost does not present a barrier to access. • development of the Education and Care Services National Law Act and draft Education and Care National priorities under the agreement include Services National Regulations increasing participation rates, particularly for Indigenous and disadvantaged children, increasing • consultation on the draft Education and Care kindergarten program hours, ensuring cost is not a Services National Regulations, including 19 public barrier to access, strengthening program quality and forums across Queensland consistency, and fostering service integration and • development of a new national body — the coordination. Australian Children’s Education and Care Quality Authority — to be responsible for guiding, To achieve the objectives of the agreement, a Bilateral implementing and managing the NQF Agreement on Achieving Universal Access to Early Childhood Education was finalised between the • completion of a trial of the national rating Australian and Queensland governments. and assessment tool, with approximately 200 services, including long day care, family day care, kindergarten and school age care services, of National Indigenous Reform which 38 were Queensland services Agreement • development of a national IT system to support the implementation of the NQF Governments have agreed to take urgent action • ongoing training and development of regulatory to close the gap between the life outcomes of staff to ensure their readiness for implementing Aboriginal and Torres Strait Islander people and other the NQF from 1 January 2012. Australians. To drive action, the Prime Minister, Premiers and Chief Ministers have agreed through Queensland services participated in the trial of the the Council of Australian Governments (COAG) to six assessment and rating process, which concluded in ambitious targets: March 2011. • close the life expectancy gap within a generation • halve the gap in mortality rates for Indigenous children under 5 years old within a decade • halve the gap in employment outcomes between Indigenous and non-Indigenous Australians within a decade • halve the gap in reading, writing and numeracy achievements within a decade

38 Department of Education and Training | Annual Report 2010–11 • ensure all 4 year olds in remote communities Investing in the Early Years have access to early childhood education within five years – A National Early Childhood • at least halve the gap for Indigenous students in Development Strategy Year 12 attainment or equivalent attainment rates by 2020. The National Early Childhood Development Strategy — Investing in the Early Years — identifies seven key Linked to a wider reform of Commonwealth-State outcome areas for children from before birth to eight financial relations, these targets have been built years. into funding agreements between the Australian Government and state and territory governments and The strategy aims to improve the health, safety, early non-government education providers. learning and wellbeing of all Australian children, and better support disadvantaged children to reduce inequalities. Jurisdictions have agreed to initially focus Closing the Gap: National on implementing initiatives that achieve the following Partnership Agreement for immediate actions: • support for children, parents, carers and Indigenous Early Childhood communities Development • responsive early childhood development services The Indigenous Early Childhood Development • enabling elements, including quality and National Partnership Agreement is the first partnership regulation, workforce and leadership, agreement dedicated to closing the gap on Indigenous infrastructure, governance and funding, and disadvantage and ensuring all Indigenous children knowledge management and innovation. have access to a quality early childhood education To date, the department’s key achievements towards program within five years. implementing these immediate actions include: The agreement reflects a shared commitment to • Queensland Kindergarten Learning Guideline, improved outcomes for Indigenous children in their implemented in January 2011 in all early early years. childhood education and care services approved and funded to deliver a kindergarten program Priority areas to be implemented that can have a high • translation of relevant parent fact sheets on child level of impact on development outcomes include development into five community languages better access to early childhood education and care, parenting and family support, antenatal care, and • successful playgroup and child care service, child and maternal health services. expanding to accommodate increasing numbers of children, in Aurukun. Coen Kindergarten is also The agreement is split into three distinct elements: operating successfully • Element 1: Integration of early childhood services • completion of the pre-Prep facility on Mornington through the development of children and family Island, with the child and family centre scheduled centres to be completed by July 2011 • Element 2: Increased access to antenatal care, • establishment of an Australian Early Development pre-pregnancy and teenage sexual and Index (AEDI) coordinator in 2010 to support reproductive health (Queensland Health is leading communities and agencies to understand and use this element) the AEDI results in planning, policy development • Element 3: Increased access to, and use of, and service delivery maternal and child health services by Indigenous • work with the sector to support professional families (Queensland Health is leading this understandings of the Early Years Learning element). Framework and National Quality Framework, The department is leading implementation of Element 1. including public forums and workshops with a professional support coordinator • start of a teacher scholarship program to support universal access to kindergarten and NQF commitments.

Working with the Australian Government 39 Working with the Australian Government

National Partnership Each schooling sector has provided additional support to meet the specific needs of that sector. Agreement – TAFE Fee Waivers The state schooling sector has put in place 45 for Childcare Qualifications specialist project officers in English, mathematics and science to strengthen teachers’ expertise in these During 2010–11, TAFE institutes continued to learning areas. participate in the national partnership agreement to waive the regulated enrolment fees for diploma and The state schooling sector initiated the Curriculum into advanced diploma courses in children’s services. the Classroom project to support state school teachers in implementing the Australian Curriculum, with a As part of the initiative, students undertaking an comprehensive set of practical exemplars of quality eligible diploma or advanced diploma course in curriculum plans. children’s services do not pay the regulated enrolment fees that would normally apply. However, some costs The Australian Curriculum, Assessment and Reporting may still be incurred, as the regulated fees do not Authority is planning to complete the writing of cover all costs associated with the courses. the Years 11 and 12 courses during 2014, with implementation of Phase 1 learning area senior Enrolments in Queensland’s diploma and advanced courses commencing in 2015. diploma courses in children’s services increased from 2812 in June 2010 to 2916 in June 2011. This is a four per cent increase and may be directly attributed to the National Education Agreement federal government’s initiatives to waive the regulated fees. The 2011 projected figure of 4053 students is a 99 The department has maintained a strong commitment per cent increase on the 2038 students in 2008, before to achieving the outcomes of the National Education the fee waiver came into effect in 2009. Agreement (NEA), which articulates the commitment of all Australian governments to ensure that all To ensure a highly skilled early childhood workforce, Australian school students acquire the knowledge the Queensland Government offered scholarships and skills to participate effectively in society and in a to assist early childhood teachers to upgrade their globalised economy. qualifications and gain teacher registration, and many such scholarships have been taken up. The NEA contributes to the following outcomes: • all children are engaged in, and benefiting from, schooling Australian Curriculum • young people are meeting basic literacy and In December 2010, MCEECDYA endorsed the content numeracy standards, and overall levels of literacy of the Australian Curriculum for English, mathematics, and numeracy achievement are improving science and history for Foundation (Prep) to Year 10. • Australian students excel by international Queensland schools are planning to implement this standards curriculum from 2012. • schooling promotes social inclusion and reduces the education disadvantage of children, especially In 2010–11, the department has promoted Indigenous children collaboration between the three schooling sectors and the Queensland Studies Authority (QSA) to plan • young people make a successful transition from and prepare to implement the Australian Curriculum school to work and further study. for English, mathematics and science from 2012. National Partnership Agreements contribute to Implementation of history will commence in 2013. achieving the NEA outcomes, including: Between February and June 2011, the QSA held 50 • Smarter Schools National Partnership on Literacy workshops for more than 5000 teachers in regional and Numeracy centres. The workshops focused on the structure • Smarter Schools National Partnership for Low of the Australian Curriculum and implementation Socio-economic Status School Communities support materials. In March 2011, the QSA conducted • Smarter Schools National Partnership for a Tertiary Educator Forum involving 60 academics. Improving Teacher Quality More than 1500 educators attended the QSA annual conference, which focused on the implementation of • National Partnerships Agreement on the Digital the Australian Curriculum. Education Revolution.

40 Department of Education and Training | Annual Report 2010–11 The department has taken a highly consultative National Partnership Agreement on approach to the negotiation and early implementation Low Socio-Economic Status School of the three Smarter Schools National Partnership Communities Agreements. The Queensland Catholic Education Commission and Independent Schools Queensland The National Partnership Agreement on Low Socio- are the two peak bodies representing the non-state Economic Status School Communities aims to improve schooling sector in Queensland. Both have been educational outcomes for students in disadvantaged included at every step during 2010–11, and their communities. It demonstrates the commitment of views and preferences carefully considered. This the Queensland Government to address the issue of collaborative approach will continue in future to social inclusion, including responding to Indigenous ensure positive outcomes for all schools. disadvantage. Achieving sustained improvement in educational National Partnership Agreement on outcomes within participating schools is critical to Literacy and Numeracy raising Queensland’s overall educational performance. The National Partnership Agreement on Literacy and This agreement also contributes to the achievement Numeracy supports nationally significant reforms of the objectives and outcomes in the National which aim to improve the literacy and numeracy Indigenous Reform Agreement. Through this outcomes of all students, particularly those most agreement, funding is provided for a range of local in need. Queensland is committed to improving the initiatives delivered within schools, as well as broader literacy and numeracy achievements for all students in reforms, including: all schools. A suite of strategies has been implemented • incentives to attract high-quality teachers and to improve literacy and numeracy outcomes for principals to participating schools targeted schools, school communities and students. • greater flexibility for principals in staffing, A key outcome of this agreement is to build a management arrangements and school budgets national understanding of what works, and a • more flexible school operational arrangements shared accountability for the literacy and numeracy • innovative and tailored learning opportunities achievement of Queensland students. • strengthened school accountability This requires a considered and strategic approach, a • improved external partnerships with parents, commitment to ongoing implementation of long-term other schools, businesses and communities educational reform, the refinement of policies and strategies to improve every student’s achievement, and • access to a range of extended services. closing the gap for those students below the national The schools implementing these reforms in Queensland minimum standard. are better equipped to address the complex and Queensland’s agreement was developed to support interconnected challenges facing students in a targeted cohort of schools, the majority of which disadvantaged communities. have a high proportion of students at or below the The agreement contributes to five outcomes which are national minimal standard of achievement (NAPLAN set out in the NEA. A key outcome of this agreement 2008). While it should be acknowledged that student will be to support nationally significant reforms in low achievement is influenced by a range of factors, both SES communities. within and beyond the school’s control, this plan focuses predominantly on school factors. Integral This agreement provides an opportunity for schools to this is a systemic commitment to strengthening to trial new reforms in the way schooling is accountability, curriculum leadership and quality funded, structured and delivered in low SES school teaching in every school, every classroom, every communities, which, if shown to be successful, could school day. be developed into recommendations for system-wide transformational change. Many of these strategies The Queensland reforms encourage: continue to be trialled in Phase 1, 2 and 3 schools in • strong school leadership — effective teams Queensland. • high expectations — focused teaching The Queensland reforms will stimulate improved • differentiated intervention — improved learning. student outcomes across six priority reform areas in the 170 schools in this agreement.

Working with the Australian Government 41 Working with the Australian Government

Improving Teacher Quality National • expansion of the Remote Area Teacher Education Partnership Agreement Program to support Aboriginal and Torres Strait Islanders in remote communities to gain professional The Improving Teacher Quality National Partnership qualifications Agreement was established in 2009 to drive and • implementation of the Beyond the Range reward systemic reforms to improve the quality of program, providing 20 pre-service teachers with teaching and leadership in all Australian schools. support to undertake field studies in rural and The agreement, which runs until 2013, is delivering remote schools system-wide reforms targeting critical points in the • improved support for teachers working in teacher ‘life cycle’ to attract, train, place, develop and remote schools through the revised Remote Area retain quality teachers and leaders in Queensland’s Incentive Scheme schools and classrooms. It also has a specific focus • provision of a range of scholarship programs, on strengthening the profession through national including the Primary Science Scholarships and alignment of teaching standards and registration, the Professional Development Scholarships, to and on professional development and support for grow the capabilities of current and aspiring principals. These system-wide reforms provide the teachers. platform for raising student performance and building the foundation necessary to underpin the other two Smarter Schools National Partnership Agreements. National Partnership Queensland aims to cultivate a world-class teaching Agreement on the Digital workforce, for all school locations, that has the capacity to transform the lives of students, to inspire Education Revolution and nurture their development as learners, individuals The aim of the Digital Education Revolution (DER) and citizens, and to drive high standards of student partnership agreement is to contribute sustainable performance in all schools. These reforms provide and meaningful change to teaching and learning Queensland schools with a teaching workforce that in Australian schools that will prepare students for continues to grow and learn in the face of global further education and training, and to live and work and technological change. The agreement recognises in a digital world. that schools need teachers with broad career profiles, The department is implementing ICT-based learning who have entered the profession at different career and infrastructure strategies based on the 2008 stages, with a range of different life experiences and National Digital Education Revolution Strategic Plan, professional networks. which identifies four strands of change: The agreement contributes to the objectives, • leadership outcomes and targets for schooling under the COAG • infrastructure participation and productivity agenda, the NEA, and the 2008 National Declaration on Educational Goals • learning resources for Young Australians. • teacher capability. Queensland’s implementation plan has been developed Key elements of the DER are: to address the challenges of the unique context in • the National Secondary School Computer Fund Queensland — a highly geographically dispersed (NSSCF) to assist schools to provide for new or workforce with the associated challenges of sourcing upgraded ICT for secondary students in Years 9–12 and retaining teachers in rural, remote and regional • the Fibre Connections to Schools initiative to locations, and a comparatively younger than average support the development of fibre-to-the-premises teaching workforce. broadband connections to schools During 2010–11, outcomes delivered under the • collaboration with states and territories and agreement included: deans of education to ensure new and continuing • the launch of five teacher education centres of teachers have access to training in the use of ICT excellence to better prepare high calibre pre- that enables them to enrich student learning service teachers for working in contemporary state schools

42 Department of Education and Training | Annual Report 2010–11 • development of online curriculum resources to The BER program has three elements: promote useability of, and accessibility to, high- • Primary Schools for the 21st Century (P21) — to quality digital content for teaching and learning build or refurbish large-scale infrastructure in • development of online learning and access that primary, P–12 (primary component) and special will enable parents to participate in their child’s schools, including libraries, halls, indoor sporting education centres or other multipurpose facilities • support mechanisms to provide vital assistance • Science and Language Centres for 21st Century for schools in the deployment of ICT provided Secondary Schools (SLC) — to build science through NSSCF laboratories or language learning centres in • support for the implementation of the DER, and selected secondary schools via a competitive bid- to address the four strands of change identified based process in the Strategic Plan, including professional • National School Pride (NSP) — to refurbish or development for teachers. renew existing infrastructure and build minor infrastructure in all schools. Selected Queensland state schools received a further $5.4 million where growth impacted on the initial In 2010–11, DET delivered projects under all three ratio target of one computer for every two students elements of the BER program. All NSP projects have in Years 9 to 12 by 31 March 2011. A total of almost been completed, with the remainder of the SLC and all 40 000 computers were installed in eligible NSSCF but three P21 projects planned for completion by the state schools by the required date, which was almost end of 2011. 3000 more than the original allocation required, The Queensland Government engaged with a further 3000 computers still on order. Over PricewaterhouseCoopers (PwC) in 2009 to carry out $103 million has been provided towards on-costs the first independent and objective review of systems associated with the infrastructure required to deploy and processes put in place by DET to plan, coordinate the additional computers. and deliver the BER program in Queensland. In 2010, two further PwC reports were undertaken, Building the Education as well as the federal government’s independent Revolution BER Implementation Taskforce Interim Report, and a review by the Queensland Audit Office (QAO). The As part of its Nation Building: Economic Stimulus BER Taskforce singled out Queensland’s approach as Plan, the Australian Government announced in 2009 strategic, flexible and representing value for money. its $16.2 billion Building the Education Revolution (BER) program for Australian schools. This has All three PwC independent reviews also found that benefited over 1200 Queensland state schools, value for money was being achieved across the BER with nearly 4500 projects across the three program program. The QAO report found that the cost of elements, worth a total of $2.1 billion. construction associated with the BER program was — on average — 10 per cent cheaper for classrooms and The program’s two key objectives are to: halls and 5 per cent cheaper for libraries and covered • provide a stimulus to the national economy by areas when compared with pre-BER project costs. creating jobs through school construction and refurbishment • build facilities that enhance learning opportunities, support achievement and bring communities together.

Working with the Australian Government 43 Working with the Australian Government

Trade training centres in National Agreement for Skills schools and Workforce Development There are 36 school trade training centres and school The department has maintained a strong commitment clusters being established in Queensland. Of these, 22 to achieving the outcomes of the National Agreement trade training centres are currently completed. Under for Skills and Workforce Development (NASWD), the program, the Australian Government approved which affirms the commitment of Australian funding of $23.5 million for seven Round 3 trade governments to work in partnership, and with training centre projects in November 2010. In rounds businesses and industry, to develop the skills of 1 and 2 of the program, $89.6 million was approved Australians. It recognises that the centrepiece to for construction of 29 trade training centres in achieving this is a shared commitment to a national schools. training system which is responsive to local needs while delivering high-quality and nationally consistent The program is providing access to curriculum at new training outcomes. or upgraded training facilities to Queensland school students seeking a career in trades such as building The agreed outcomes for the NASWD reflect two clear and construction, automotive, manufacturing and themes: hospitality industries. • ensuring working age Australians have the skills they need to fully participate and prosper in a National Partnership on modern economy through a focus on improving adult literacy and numeracy skills the National Solar Schools • supporting Queenslanders to achieve a post- Program secondary qualification. Between July 2008 and July 2010, the department The outcomes for the NASWD are: had a cooperative funding partnership agreement • reduced gaps in foundation skills of working age in place with the Australian Government National population to enable effective educational, labour Solar Schools Program (NSSP). In July 2010, the market and social participation Commonwealth Department of Climate Change and • working age population has the depth and breadth Energy Efficiency decided that the National Solar of skills and capabilities required for the 21st Schools Program would be progressed under the COAG century labour market National Partnership Agreement (NPA) arrangements. • supply of skills provided by the national training From July 2010, the NSSP progressed with new system responds to meet changing labour market guidelines, and requested applications for project demand funding for the 2010–11 year from schools. • skills are used effectively to increase labour Applications closed in August 2010. market efficiency, productivity and innovation, In December 2010, 174 state school projects were and ensure increased use of human capital. approved for funding by the NSSP for a total of COAG has agreed to review the NASWD during $6.604 million. The NPA has not been signed for 2011–12. A new agreement is expected to commence 2010–2011, and therefore funding has not been on 1 July 2012. made available to the state schools. The department continues to work with the Commonwealth on the National Partnership Agreement on development and implementation of the NPA. Youth Attainment and Transitions The National Partnership Agreement on Youth Attainment and Transitions is to help all young Queenslanders complete Year 12 and attain a qualification. This partnership seeks to: • increase young people’s participation in education and training

44 Department of Education and Training | Annual Report 2010–11 • lift qualification levels to meet a national target National Partnership of 90 per cent of young people aged 20–24 attaining a Year 12 or equivalent qualification Agreement on Pre- by 2015 Apprenticeship Training • improve successful transitions from school. The Australian Government has established the Under the agreement, all states and territories have National Partnership Agreement on Pre-Apprenticeship individual targets. Queensland’s target is for 92.5 per Training. cent of young people aged 20–24 having achieved a Year 12 or equivalent qualification by 2015. The agreement complements the National Agreement for Skills and Workforce Development, which affirms the The National Partnership also includes the COAG commitment of all governments to work in partnership, national target for halving the gap in Indigenous Year and with businesses and industry, to develop the skills of 12 attainment. Queensland will seek to achieve an the Australian people. The agreement also complements Indigenous Year 12 attainment rate of 65.5 per cent by the NEA, which includes in its objectives that young 2015, and 77.6 per cent by 2020. people will make a successful transition from school to During 2010–11, Queensland state schools and TAFE work or further study. institutes have played a major role in achieving this Through the National Partnership on Pre- target by: Apprenticeship Training, pre-apprenticeship • implementing a range of strategies focused on opportunities will ultimately support the increasing the number of young people attaining apprenticeship and jobs growth in the economy. a qualification and making a successful transition Projects established under the agreement aim from school to further education, training or work to increase the number of pre-apprenticeship • broadening options for school students through opportunities available, and increase the number of the provision of VET, and aligning these VET better prepared individuals that have the option of options to deliver the skills sought by industry. taking up formal Australian apprenticeship training.

National Partnership Agreement on Intergovernmental Agreement Productivity Places Program for Regulatory Reform in The Productivity Places Program is a core element of the Australian Government’s Skilling Australia for Vocational Education and the Future policy. It aims to address higher level skills Training shortages and increase workforce participation and Queensland has actively engaged in the process to productivity. establish a national VET regulator — to be known As part of this agreement, the department is providing as the Australian Skills Quality Authority (ASQA) $124.3 million over four years from January 2009 to — which will be responsible for the registration and June 2012 to create around 88 000 additional training regulation of registered training organisations and places for existing Queensland workers, and around accreditation of VET courses. 82 000 additional training places for jobseekers. By focusing on improving the quality of training and These training places have been allocated through assessment, ASQA will provide students, employers a range of strategies, including industry brokerage and governments with improved confidence in the arrangements, direct contracts with registered training quality of Australia’s VET system and qualifications. organisations, and direct contracts with enterprises. Federal Government legislation to establish ASQA was In 2010–11, the department continued to leverage passed in March 2011, with the organisation scheduled additional contributions from the Australian to commence operations on 1 July 2011. Government, enterprises and industry as part of the While legislation to refer Queensland’s regulatory National Partnership Agreement on Productivity powers to the Commonwealth is yet to be introduced, Places Program to provide a combined investment of Queensland remains committed to the principles, $414.5 million over four years. as agreed by COAG, for establishing a national VET regulator.

Working with the Australian Government 45 SECTION

Chief Finance Officer 3 report

46 Department of Education and Training | Annual Report 2010–11 Strategies: and streamlined, automated or centralised functions, such as business activity statements, enabling more • Deliver cost-efficient services effective use of resources in schools. • Ensure effective forward planning for Skills Queensland was established during the year as resource allocation and future investment an industry-led statutory authority with the charter to engage industry in co-investing in priority skills areas through the Strategic Investment Fund. The The 2010–11 financial year has seen continued department worked closely with Skills Queensland economic uncertainty. This coincided with the winding in the development and implementation of the down of the Australian Government’s economic Natural Disasters Jobs and Skills Package to assist stimulus, including the Building the Education local communities and workforces recover from the Revolution program. summer’s natural disasters. Queensland communities were significantly impacted In accordance with my responsibilities as Chief by the summer floods and Cyclone Yasi, with the Finance Officer under the Financial Accountability Act damage to the department’s schools and training 2009 and Financial and Performance Management facilities estimated to be just over $70 million. Standard 2009, I have provided the Director-General In the face of these challenges, the department has with a statement that the financial internal controls remained financially strong and has achieved a of the department are operating efficiently, effectively balanced operating position at year end. and economically. With the establishment of the department’s Investment The department is financially well positioned to meet Committee in 2010, a Financial Sustainability the challenges of the future, as well as its objectives, Blueprint was implemented to enable the department as described in the Strategic Plan 2011–2015. to fulfil its strategic vision. Two major strategic initiatives were announced A Flying Start for Queensland Children, with an investment of $328.2 million in capital funding over four years and recurrent funding of $293.8 million over five years, and the Queensland post-secondary education and training review. Increased focus on how schools are funded was a key theme in 2010–11 with the commencement of the Australian Government Review of Funding for Schooling. Additionally, the release of MySchool 2.0 Adam Black FCPA included, for the first time, the recurrent funding Assistant Director-General, Finance and capital expenditure of each individual school in Chief Finance Officer Australia from all government and private sources. 2011 saw the commencement of the OneSchool finance release rollout to Queensland state schools. Once completed, this release will provide significant benefits to Queensland school communities, including better opportunities to develop bulk procurement strategies,

Chief Finance Officer report 47 Chief Finance Officer report

Table 2: Financial snapshot

2010–11 2009–10 2008–09 2007–08 2006–07 Financial snapshot $(000) $(000) $(000) $(000) $(000)

Controlled Revenue

Departmental services revenue 6 827 758 6 361 623 5 434 806 4 845 846 4 461 478

Other revenue 726 701 688 447 1 154 354 1 275 176 1 117 747

Controlled Expenses 7 553 279 7 048 818 6 588 438 6 120 394 5 530 523

Operating surplus/(deficit) 1 180 1 252 722 628 48 702

Administered grants 664 728 614 699 751 606 668 111 655 699

Capital outlays 1 437 739 2 063 375 680 344 674 710 652 911

Total assets 18 662 635 17 835 198 17 470 605 16 871 239 15 485 397

Total liabilities 1 017 233 1 241 759 957 913 937 659 721 626

Net assets/(liabilities) 17 645 402 16 593 439 16 512 692 15 933 580 14 763 771 2010–11 2009–10 2008–09 2007–08 2006–07

Employee expenses ($000) 5 325 565 4 981 683 4 718 681 4 429 245 3 934 980

Number of employees at 30 June (FTE) 66 716 65 829 63 732 63 445 61 972

Source: Department of Education and Training Notes: 1. Due to machinery-of-government changes, Early Childhood Education and Care functions were transferred from the Department of Communities on 1 January 2009. On 31 March 2009, Arts Queensland (including Corporate Administration Agency) was transferred to the Department of the Premier and Cabinet.

For a comprehensive set of financial statements The department also received $2.587 billion in covering all aspects of the department’s activities, administered funding which includes Commonwealth please refer to the Financial Statements section of funding transfers to non-state schools, as well as this annual report. No totals have been adjusted for state grants to statutory authorities, peak bodies for commercial-in-confidence requirements. non-state schools and other entities, enabling them to deliver agreed services to Queenslanders. Our income – where the funds Figure 5: Income 5% 2% come from 3% We received $7.554 billion for our operations, an increase of $504 million from the previous year. Departmental services revenue increased by $466 million. This is largely due to increased funding for depreciation following asset revaluation, enterprise bargaining outcomes and enrolment growth, offset by a decrease in funding for the Australian Government 90% Building the Education Revolution program due to the Departmental services revenue Grants and other contributions winding down of the program. User charges Other revenues Other revenue also increased by $38 million mainly Source: Department of Education and Training due to funding from the Queensland Reconstruction Authority in relation to the summer floods and Cyclone Yasi.

48 Department of Education and Training | Annual Report 2010–11 Our expenses – how the funds Our assets – what we own are spent The department held assets totalling $18.663 billion at 30 June 2011, an increase of $828 million on 2009–10. The department’s total expenses of $7.553 billion this year is an increase of $504 million from last year. This is mainly due to the significant capital programs These cost increases mainly relate to general wage being undertaken by the department including increases due to Enterprise Bargaining arrangements, Building the Education Revolution and State Schools enrolment growth, costs associated with the summer of Tomorrow. floods and Cyclone Yasi and increases in depreciation The majority of our assets are in land and buildings costs related to the increase in the department’s associated with schools, TAFE institutes and early asset base as a result of the Building the Education childhood facilities. Revolution program. Figure 8: Value of property, plant and equipment and Salaries and wages are still the agency’s major intangible assets expense component at 70 per cent of total expenses. 20 000 This is in line with the agency’s use of funds to retain 18 000 service delivery staff, including teachers and trainers 16 000 supporting the learning needs of students and clients. 14 000 12 000 Figure 6: Expenses 10 000 $ million 6% 2% 8 000 4% 6 000 4 000 2 000 18% 0 2006–07 2007–08 2008–09 2009–10 2010–11

Source: Department of Education and Training Our liabilities – what we owe 70% The department held liabilities totalling $1.017 billion Employee expenses Grants and subsidies Supplies and services Depreciation and amortisation at 30 June 2011, a decrease of $225 million from Other expenses 2009–10. Source: Department of Education and Training Leased assets and corresponding finance lease liabilities for the Southbank Education and Training Figure 7: Average cost per student in state schools Precinct and the South East Queensland Schools

$30 000 program are held by the department and form the majority of our financial liabilities. $25 000 Capital creditors from the delivery of the capital $20 000 program, including Building the Education Revolution,

$15 000 also make up a large portion of the creditors at 30 June 2011. $10 000 $5 000 Comparison of actual financial 0 Prep and Primary Secondary Students with results with budget (Prep–Year 7) (Year 8–Year 12) disabilities Provision of these statements allows comparison of Source: Department of Education and Training the actual financial results of the controlled operations of the department with the department estimates published in the State Budget papers 2010–11 Service Delivery Statements – Book 3. This is consistent with the government’s commitment to transparent financial reporting.

Chief Finance Officer report 49 Chief Finance Officer report

Table 3: Operating statement for the year ended 30 June 2011 2010–11 2010–11 Variation Controlled items – Parent entity Notes Actual Budget (%) $’000 $’000 Income Revenue Output revenue 6 827 758 6 843 379 0% User charges 196 795 198 943 -1% Grants and other contributions 1 378 065 298 552 27% Other revenues 151 841 134 289 13% Total income 7 554 459 7 475 163 1% Employee expenses 5 325 565 5 131 875 4% Supplies and services 2 1 388 832 1 507 143 -8% Grants and subsidies 291 259 293 116 -1% Depreciation and amortisation 430 040 454 852 -5% Other expenses 3 84 947 56 532 50% Finance/borrowing costs 32 636 31 645 3% Total expenses 7 553 279 7 475 163 1% Operating surplus/(deficit) continuing operations 1 180 – N/a

Source: Department of Education and Training Notes: The variances for these controlled items can be explained as follows: 1. The increase is mainly due to forecast grant funding from the Queensland Reconstruction Authority (QRA) to cover damage to school, TAFE and kindergarten infrastructure arising from the Queensland floods and Tropical Cyclone Yasi. 2. The decrease is mainly due to: a) accounting treatment change in relation to school based labour recoveries which have been re-classified as employee expenses; and b) lower than anticipated expense component of capital works program; offset by c) increased expenditures relating to Queensland floods and Tropical Cyclone Yasi. 3. The increase is mainly due to an accounting treatment change in relation to school transport charges.

50 Department of Education and Training | Annual Report 2010–11 Table 4: Balance sheet as at 30 June 2011 2010–11 2010–11 Variation Notes Actual Budget (%) $’000 $’000 Current assets Cash and cash equivalents 1 329 789 254 520 30% Receivables 146 434 124 804 17% Inventories 2 928 2 653 10% Other current assets 111 539 106 428 5% Non-current assets classified as held for sale 2 120 260 30 325 297% Total current assets 710 950 518 730 37% Non-current assets Property, plant and equipment 3 17 861 164 19 913 042 -10% Intangible assets 4 90 521 18 111 400% Total non-current assets 17 951 685 19 931 153 -10% Total assets 18 662 635 20 449 883 -9% Payables 414 497 385 900 7% Accrued employee benefits 5 124 718 81 021 54% Other financial liabilities 6 7 728 184 773 -96% Provisions – 695 N/a Other 7 46 432 98 104 -53% Total current liabilities 593 375 750 493 -21% Interest bearing liabilities 8 423 858 238 228 78% Provisions – 304 N/a Total non-current liabilities 423 858 238 532 78% TOTAL LIABILITIES 1 017 233 989 025 3% NET ASSETS 17 645 402 19 460 858 -9% Contributed equity 5 071 013 4 917 025 3% Retained surpluses 42 905 40 472 6% Asset revaluation reserve 9 12 531 484 14 503 361 -14% TOTAL EQUITY 17 645 402 19 460 858 -9%

Source: Department of Education and Training Notes: The variances for these controlled items can be explained as follows: 1. The variance is mainly due to: a) higher capital payables associated with the Australian Government Building the Education Revolution (BER) program; and b) timing of payments for employee benefits such as employer superannuation subsidy. 2. The variance is mainly due to increases in the number of properties classified as held for sale. 3. The decrease is due to revaluation and indexation process undertaken during the year. 4. The variance is mainly due to completion and recognition of new software assets. 5. The variance is mainly due to the requirement in the financial statements to treat payables for Annual Leave Central scheme and Long Service Levy as accrued employee benefits instead of payables. 6. The decrease is mainly due to: a) reclassification between current and non-current liabilities under the Public Private Partnership (PPP) arrangements; and b) delayed draw down of borrowings. 7. The decrease is mainly due to a reduction in unearned revenue due to change in accounting treatment. 8. The increase is mainly due to additions and related liabilities under the South East Queensland Schools PPP arrangements. 9. The decrease is due to revaluation and indexation process undertaken during the year.

Chief Finance Officer report 51 SECTION

Giving children 4 a flying start

52 Department of Education and Training | Annual Report 2010–11 Objective: 2010–11 key highlights Queensland children will have access to quality early childhood education ✔✔ extraordinary efforts made by early and care childhood education and care workers to ensure all children were safe during the floods and Cyclone Yasi

✔✔ exceptional community support which Key performance indicators assisted child care services to open • Proportion of Queensland children enrolled in a shortly after the devastating floods and quality kindergarten program cyclone of 2011 • Proportion of Indigenous children and children in disadvantaged communities enrolled in a quality ✔✔ $55.5 million to support the delivery of kindergarten program kindergarten programs ✔✔ release of the Queensland Kindergarten Service Learning Guideline

Early childhood education and care: ✔✔ community consultation on the draft NQF • providing children with access to quality early national Regulations, and the trialling childhood education, including establishing and of the new NQF assessment and ratings funding kindergarten services, funding a range process of parent and family support programs, and licensing and regulating early childhood services. ✔✔ extra kindergarten services on state school sites Service standards

Table 5: Service standards – Early Childhood Education and Care

2010–11 Service standards Notes target/ actual estimate

Number of child care licensing transactions undertaken 1 1633

Proportion of Queensland children enrolled in a quality kindergarten program 2 36% 40%

The proportion of enrolments in a quality kindergarten program:

• Indigenous children 2 33% 35% 2, 3 55% 38% • Children in disadvantaged communities Percentage of licensed child care services receiving at least one visit per annum from 98% 99% the Office for Early Childhood Education and Care

Percentage of complaints relating to serious safety breaches in licensed child care 100% 100% services that are responded to by the Office within two working days

Source: Queensland State Budget 2010–11 (2010–11 target/estimate) and 2011–12 (2010–11 actual) Service Delivery Statements and the Performance, Monitoring and Reporting Branch, Department of Education and Training Notes: 1. Activity measures have been discontinued in the SDS to accurately reflect the government’s transition to service standards with greater focus on efficiency and effectiveness. 2. New service standards reflect the government’s focus on efficiency and effectiveness. 3. 2010 figures are not comparable with previously reported figures and are likely to underestimate the values for this performance indicator.

Giving children a flying start 53 Giving children a flying start

Early childhood education • trialling the new NQF assessment and ratings process against new national standards in and care preparation for commencement on 1 January 2012 • promoting the benefits of participation in Toward Q2 – Early childhood education kindergarten programs, and encouraging parents to enrol their children in an approved The department is committed to providing Queensland kindergarten program through a statewide children with the flying start to life they deserve. awareness campaign Under Toward Q2: Tomorrow’s Queensland, the • investing $8.1 million to provide integrated department has lead responsibility for the Smart target: early childhood services to Queensland families • all children will have access to quality early with children from birth to eight years, through childhood education so they are ready for school. existing early years centres and a new centre in Cairns The department recognises the intrinsic link that exists between early education and child care and aims • amending the Child Care Regulation 2003 to allow to provide high-quality, integrated early childhood services in disaster affected areas to apply for a education and care services for all Queensland refund or waiver of certain licensing fees. children from birth to 12 years. A key priority for the department is to ensure that, Integration of early years by 2014, all Queensland children can access a quality services kindergarten program in the year before they start Prep, as measured by 95 per cent participation by mid-2013. Strategy: During 2010–11, the department strived to achieve this by: • Work in partnership with stakeholders • providing $55.5 million to support the delivery to establish centres that integrate early of kindergarten programs in community years services kindergarten services, kindergarten services operated by non-state schools, and long day care During 2010–11, the department continued to invest services. Of this, $11.2 million was allocated to in the provision of integrated early years services fund more than 340 long day care services to to Queensland families. Early years centres provide deliver a kindergarten program to up to 9700 four integrated early childhood education and care, year olds family support and health services to families with • delivering pre-Prep early learning programs children aged from birth to eight. In December 2010, across 35 Aboriginal and Torres Strait Islander services commenced in Cairns, in addition to existing communities early years centres operating in Caboolture, Browns Plains and North Gold Coast. Early years centres are • releasing the Queensland Kindergarten Learning delivered from a main facility, two or more linked Guideline developed by the Queensland Studies satellite locations, and outreach, mobile and home Authority (QSA), providing clear expectations for visiting services. the delivery of approved kindergarten programs across the state During 2010–11, the department: • offering 108 scholarships to eligible early • announced a service operator for the Cairns Early childhood education and care educators Years Centre, with services commencing from to upgrade their qualifications for teacher temporary premises. Construction of the new registration in Queensland facility, which includes a kindergarten service, • developing an Early Childhood Education and commenced in February 2011, and is due for Care Workforce Action Plan 2010–13, and completion by the end of 2011 investing $1.4 million to support strategies to • announced a service operator for the early increase the professional standing of the sector years centre satellite facilities at Beaudesert and and the supply of qualified educators Acacia Ridge. Construction of the new facilities, • consulting the community on the draft National including a long day care and kindergarten Quality Framework (NQF) national Regulations, service, commenced in March 2011 including 19 public forums across Queensland, in • refurbished facilities at Caboolture to enable partnership with the Australian Government provision of a kindergarten program.

54 Department of Education and Training | Annual Report 2010–11 Children and family centres Significant achievements during 2010–11 include: • establishing an Implementation Reference Group, Under the National Partnership Agreement for comprising representatives from peak Aboriginal Indigenous Early Childhood Development, 10 children and Torres Strait Islander non-government and family centres are being established in Queensland organisations, to advise on implementation of the to provide integrated early childhood education and National Partnership Agreement for Indigenous care, parenting and family support, and maternal and Early Childhood Development child health services. The locations include Cairns, • finalising service models that consider local Doomadgee, Ipswich, Logan, Mackay, Mareeba, community needs for Mornington Island, Mornington Island, Mount Isa, Palm Island and Doomadgee, Mount Isa, Mareeba, Cairns and Rockhampton. While all families will be able to access Ipswich children and family centres these services, the children and family centres will focus on providing services to Aboriginal and Torres • continuing community engagement to support the Strait Islander families with children from pre-birth to establishment of children and family centres eight years. • undertaking funding rounds. Non-government organisations were invited to apply to establish Children and family centres in Mornington Island, and operate the children and family centres Doomadgee, Mount Isa, Mareeba, Cairns and Ipswich in Mornington Island, Doomadgee, Mount Isa, are scheduled to commence from temporary premises Mareeba, Cairns and Ipswich. from mid-2011. All 10 children and family centres are scheduled to deliver services from permanent premises Additionally, four Aboriginal and Torres Strait Islander in 2012. child and family support hubs provide parenting education and support to Aboriginal and Torres Strait Islander families in the communities of Pormpuraaw, Aurukun, Mt Morgan and Mackay.

Giving children a flying start 55 Giving children a flying start

Universal access to • funding of $26 million, including $1.8 million from the Australian Government, to Queensland kindergarten Catholic Education Commission and Independent Schools Queensland to establish 28 extra Strategies: kindergarten services on non-state school sites • Establish up to 240 extra kindergarten across the state by 2013 services • $2.4 million in construction and refurbishment of • Tailor implementation strategies to early years centres facilities at Browns Plains and Caboolture address disadvantage • funding support to establish a new kindergarten • Support services to provide a quality service at Oakleigh State School and refurbish an learning program and teaching resources existing community kindergarten service at • Ensure greater integration of service The Gap delivery responsive to community needs • expansion of child care capacity at Blackwater and Moranbah as part of the government’s • Provide flexible delivery options for small Sustainable Mining Communities initiative. or isolated communities • Support the Bound for Success and pre- Central governing bodies Prep initiatives which provide access to During 2010–11, the department approved five early education in discrete Indigenous organisations as central governing bodies (CGBs): communities • Queensland Catholic Education Commission • Independent Schools Queensland The Queensland Government has committed $321 million over five years for the delivery of up to 240 • The Gowrie (Qld) Inc extra kindergarten services by 2014. • Queensland Lutheran Early Childhood Services In 2009, the proportion of children enrolled in • The Crèche and Kindergarten Association of early childhood education (that is, a kindergarten Queensland. program) in Queensland was 32 per cent. In 2010, this CGBs provide support to kindergarten services to participation rate increased to 40 per cent. provide quality and inclusive kindergarten programs. During 2010–11, the department made strong progress All new and existing kindergarten services are in the rollout of universal access to kindergarten with required to be a member of a CGB in order to access the approval of more than 340 long day care services kindergarten funding. Existing DECKAS funded to deliver kindergarten programs, and the creation of community kindergarten services had until 30 June up to 9700 additional funded places. 2011 to finalise membership with a CGB. The CGB The department also made a significant investment is then the service’s primary contact for all matters in early childhood education and care infrastructure relating to the delivery of their kindy program. CGBs during 2010–11, including: provide professional development and administration support to ensure kindergarten services meet financial • $20 million for extra kindergarten services on and performance reporting requirements. state school sites at Beachmere, Beaconsfield, Carina, Crestmead, Deception Bay, Fairview Meeting the targets set for providing universal access Heights, Flagstone, Gaven, Sunset (Mt Isa), to kindergarten will continue to be a major challenge Mudgeeraba, Oonoonba, Rochedale South, for Queensland. Seaforth, Slade Point, Tin Can Bay and Woodford • provision of a solar panel system to all new kindergartens and eligible existing kindergartens by 2014

56 Department of Education and Training | Annual Report 2010–11 Bilateral agreement targets During 2010–11, the department: • continued to finalise the commitment to expand In 2010, Queensland exceeded all but one of the key child care services in the Bowen Basin mining performance benchmark targets set in the Bilateral communities of Moura, Moranbah, Dysart, Agreement on Achieving Universal Access to Early Blackwater and Middlemount Childhood Education relating to a quality kindergarten program in the year before Prep. • commenced construction at the Townsville ELCC, while tenders have closed for the Cairns In 2010–11, 35 per cent of Indigenous children ELCC. A builder is to be appointed to commence and 38 per cent of children in disadvantaged construction of the Gladstone ELCC. communities were enrolled in a quality kindergarten program. Pre-Prep – Aboriginal and Torres Strait The average number of hours per week of Islander communities attendance at a quality kindergarten program Under the department’s Foundations for Success: increased to 17 hours. Guidelines for an early learning program in Aboriginal The number of four-year university trained (or and Torres Strait communities, pre-Prep is a part- equivalent) and early childhood qualified teachers time, targeted education program for kindergarten-age delivering a kindergarten program increased to 809 children who turn 4 years of age by 30 June in the in 2010. year they participate in a kindergarten program, and who live across 35 discrete Aboriginal and Torres Low SES communities Strait communities. Pre-Prep builds children’s early language skills, improves family participation in early As part of the Queensland Government’s commitment learning, and enables smoother transitions into the to providing universal access to kindergarten, the school setting. The pre-Prep program gives young department is working to ensure that children in Aboriginal and Torres Strait Islander children an extra disadvantaged communities are provided with the year of education, giving them a head start in lifelong opportunities to participate in a kindergarten program. learning. To ensure all Aboriginal and Torres Strait During 2010–11, the department continued delivery of Islander children have access to a quality early pre-Prep early learning programs across 35 Aboriginal childhood education program within five years, the and Torres Strait Islander communities. Commonwealth, state and territory governments will establish at least 38 children and family centres around the country, including 10 in Queensland. In addition, the Queensland and Commonwealth governments have increased access to long day care for children from birth to school age through the establishment of early learning and care centres (ELCCs) in areas of unmet need for child care.

Giving children a flying start 57 Giving children a flying start

School readiness Early childhood workforce The department has developed an Early Childhood Strategies: Education and Care Workforce Action Plan 2010– • Develop and implement a quality early 2013. The plan encapsulates numerous programs to years curriculum attract and retain qualified early childhood teachers, up-skill the existing early childhood workforce, and • Work with early education and care develop an Aboriginal and Torres Strait Islander early sector to attract and retain a diverse and childhood workforce. These programs include the highly skilled early childhood workforce, Early Childhood Teacher Scholarship Program and the including qualified early childhood Children’s Services Skilling Plan 2006–10. teachers In 2010–11, the department continued the • Assist parents and carers to gain skills implementation of the Early Childhood Teacher that support early literacy and numeracy Scholarship Program, upgrading teachers’ qualifications so they can deliver an approved development kindergarten program. Queensland Kindergarten Learning As part of the universal access to kindergarten initiative, approximately $4 million has been allocated Guideline to support the offering of up to 300 Early Childhood The Queensland Kindergarten Learning Guideline Teacher Scholarships from 2010–11 to 2013–14. represents Queensland’s first statewide kindergarten To date, 108 scholarships have been awarded to early program curriculum. The guideline, developed by childhood education and care educators. the QSA, provides specific advice and guidance to support teachers in delivering approved kindergarten The kindergarten teacher recognition process was also programs. streamlined, making it easier for qualified teachers to find work, and making it easier for kindergarten and A suite of online professional development materials long day care services to find qualified teachers. support kindergarten teachers with the implementation of the Queensland Kindergarten Learning Guideline.

58 Department of Education and Training | Annual Report 2010–11 Quality standards Parent and community Strategies: partnerships • Implement a national quality framework, Strategies: including national standards, and • Establish formal mechanisms to support streamline regulatory requirements and the engagement of parents and the quality ratings for all early childhood community in the early years agenda education and care services • Work with funded non-government early • Provide parents and the community with years services to provide parenting information on quality and standards of support and promote kindergarten care at child care facilities participation • Create better information management A range of early childhood development consultative systems to monitor participation mechanisms have been created, with a particular focus The department is responsible for regulating and on delivering the Toward Q2 kindergarten commitment licensing child care services in Queensland and is and consulting with stakeholders on proposed national leading Queensland’s implementation of the new NQF. reforms. A new quality assessment and rating system and The department continues to fund more than 200 National Quality Standard for long day care, services to deliver early childhood education and care kindergartens, family day care and outside school- services, including child and family support hubs and hours care services will commence on 1 January 2012. playgroups, and early childhood development services Services will be assessed against seven quality areas, such as family support and parenting programs. and be assigned a quality rating and provided with an During 2010–11, the department continued to overall rating. This rating will then be required to be encourage parents to enrol their children in an displayed by the service. approved kindergarten program. Strategies to achieve The department is also leading Queensland’s input this included a statewide awareness campaign and a into the national early childhood reform agenda range of Best Start Initiatives, which included: being progressed through the Council of Australian • Reading to Children program, an early literacy Governments, including initiatives related to early program available in 15 locations across childhood education, and Aboriginal and Torres Strait Queensland Islander early childhood development (see Section 2 – • Early Years Health and Wellbeing program, which Working with the Australian Government). supports Prep children and their families in Ipswich and Mackay Compliance history log book • Expanded Parenting Program, which provides From 1 July 2010, all child care services were required parent education through child and family to keep and maintain a compliance history log support hubs in Aboriginal and Torres Strait book, allowing parents to access compliance history Islander communities, Parentline and Triple P information at the service. – Positive Parenting Program. The department provides information, including fact The following forums and groups have been sheets and a letter to parents about the log book on established to support the engagement of parents and the Early Childhood Education and Care website: the community in the early years agenda. www.deta.qld.gov.au/earlychildhood The Early Childhood Development Forum The Early Childhood Development Forum facilitates discussion with a broad cross-section of early childhood development stakeholders to inform the implementation of state and national early years reforms.

Giving children a flying start 59 Giving children a flying start

Kindergarten Implementation Reference Group The Kindergarten Implementation Reference Group involves stakeholders who provide advice and information to inform the gradual implementation of Queensland’s strategy for achieving universal access to kindergarten.

Legislative and National Implementation Reform Committee The Legislative and National Implementation Reform Committee (LNIRC) provides an avenue for the early childhood education and care sector and union representatives to contribute to the implementation of key state and national early childhood education and care reform agendas. During 2010–11, LNIRC contribution informed the development of the: • Education and care services national laws and regulations • Workforce Action Plan to support the up-skilling of the early childhood education and care workforce • the sector engagement communication plan for the NQF • Queensland legislation to regulate early childhood education and care services not captured under the NQF.

Queensland Early Years Parent Roundtable The roundtable formed in June 2010. It was established as a consultative mechanism to discuss early years reforms and how these might affect parents. The group includes parent representatives from a range of locations, backgrounds and specific needs.

Children and Family Centre Implementation Reference Group The Children and Family Centre Implementation Reference Group was formed in September 2010 to provide advice to inform implementation of ‘element one’ of the National Partnership Agreement for Indigenous Early Childhood Development, and strategies for increasing participation of Aboriginal and Torres Strait Islander children in approved kindergarten programs. Members include key peak Aboriginal and Torres Strait Islander non-government organisations.

60 Department of Education and Training | Annual Report 2010–11 Future directions for early Significant investment in infrastructure during 2011–12 will include: childhood education and care • investing $75 million to establish kindergarten The department will invest over $237 million in services on state school sites, as part of a $321 recurrent funding for 2011–12 to support high-quality, million commitment to provide up to 240 extra integrated early childhood services for all Queensland kindergarten services by 2014 children. • fast-tracking 40 kindergarten services, originally scheduled for 2013 and 2014, as part of a program Highlights in 2011–12 will include: to construct 85 new services by the end of 2012 • investing $91 million to support delivery of • providing a solar panel system to all new kindergarten programs in new and existing kindergartens and eligible existing kindergartens kindergarten services, as well as kindergarten by 2014 under the second year of the $5.8 million programs in long day care services four-year program • continuing to build the quality of Queensland • extending the capacity of integrated early early childhood education and care services childhood services for families with children from through the implementation of the NQF from birth to eight years by investing $3.1 million as 1 January 2012 for approximately 2700 part of the $32 million commitment to establish Queensland services four early years centres and satellite services in • expanding investment to $4 million over four Cairns, Acacia Ridge, Beaudesert and Woodford years for scholarship schemes to support eligible • investing $24.3 million as part of a $75 million early childhood education and care educators commitment to establish 10 children and family to upgrade their qualifications for teacher centres to cater for the needs of Indigenous registration in Queensland children from birth to eight years at locations • improving access to early childhood development including Doomadgee, Mareeba and Mornington services for Aboriginal and Torres Strait Islander Island by 2012, as part of a joint initiative with families in Cairns, Doomadgee, Ipswich, Logan, the Australian Government Mackay, Mareeba, Mornington Island, Mount Isa, • finalising construction of ELCCs at Cairns and Palm Island and Rockhampton (a joint initiative Gladstone, in partnership with the Australian with the Australian Government) Government. • continuing to support the delivery of integrated quality early childhood services, and their satellite services, for Queensland families in early years centres in Browns Plains, Caboolture, Cairns and north Gold Coast.

Giving children a flying start 61 SECTION

Laying strong 5 educational foundations

62 Department of Education and Training | Annual Report 2010–11 Objective: Every young Queenslander will be prepared 2010–11 key highlights with the educational foundations to support successful transitions to further education, ✔✔ extraordinary efforts made by principals, teachers and the community to ensure training and work all schools were ready for day one after Queensland’s natural disasters Key performance indicators ✔✔ improved results in 19 of the 20 NAPLAN • Proportion of students at or above the National test areas Minimum Standard (NMS) and in the upper two bands in reading, writing and numeracy ✔✔ announcement of the introduction of • Queensland’s relative performance against other Junior Secondary from 2013 Australian jurisdictions in literacy, numeracy and science ✔✔ implementation of the Working Together Against Bullying suite of resources • The gap between Indigenous and non-Indigenous reading and numeracy achievements ✔✔ preparation for the implementation of the • The gap between Indigenous and non-Indigenous Australian Curriculum attendance ✔✔ establishment of Queensland Education Service Leadership Institute School Education: ✔✔ implementation of the Literacy and Numeracy Action Plan • delivering Preparatory to Year 12 in Queensland state schools to prepare young people for ✔✔ training and deployment of Queensland successful transitions into further education, Ready Readers to support young readers training and/or work and administering funding for Queensland non-state schools. Service standards Table 6: Service standards – School Education 2010–11 Service standards Notes target/ actual estimate Literacy and Numeracy Outcomes Year 3 Test — Percentage of students at or above the National Minimum Standard: 1, 2 • all: –– reading 92% 89.3% –– writing 93% 89.5% –– numeracy 92% 91.3% • Indigenous: 3 –– reading 79% 77.8% –– writing 76% 75.4% –– numeracy 73% 79.5% Year 5 Test — Percentage of students at or above the National Minimum Standard: 1, 2 • all: –– reading 88% 82.7% –– writing 90% 86.8% –– numeracy 93% 90%

Laying strong educational foundations 63 Laying strong educational foundations

2010–11 Service standards Notes target/ actual estimate • Indigenous: 3 –– reading 66% 62.1% –– writing 70% 68.9% –– numeracy 78% 72.4% Year 7 Test — Percentage of students at or above the National Minimum Standard: 1, 2 • all: –– reading 93% 91.7% –– writing 91% 89.6% –– numeracy 95% 94% • Indigenous: 3 –– reading 76% 77.3% –– writing 72% 75.1% –– numeracy 85% 82.4% Year 9 Test — Percentage of students at or above the National Minimum Standard: 1, 2 • all: –– reading 90% 84.7% –– writing 84% 83.3% –– numeracy 94% 90.2% • Indigenous: 3 –– reading 72% 64.5% –– writing 63% 66% –– numeracy 82% 74.2% Students with disabilities Number of students with disabilities who have: • been awarded a Queensland Certificate of Individual Achievement 500 481 • completed 12 years of schooling 980 1049 Cost and satisfaction measures Satisfaction of parents with their child’s school 4 84% 83.5% Average cost of service per student in state schools ($) • Primary (Prep–Year 7) $10 144 $10 476 • Secondary (Year 8–Year 12) $12 205 $12 551 • Students with disabilities $26 031 $26 881 Source: Queensland State Budget 2010–11 (2010–11 target/est.) and 2011–12 (2010–11 actual) Service Delivery Statements Notes: 1. The first national tests for literacy and numeracy were conducted in May 2008. 2. The estimated actual is an estimate and the errors bounds are not reported. 3. This is based on self-identified Aboriginal and Torres Strait Islander students. 4. This measure is based on information provided by parents/caregivers and students in the School Opinion Survey, administered in all state schools in July 2010. Satisfaction is calculated as those respondents either satisfied or very satisfied.

64 Department of Education and Training | Annual Report 2010–11 School education • launching the Queensland Education Leadership Institute to drive professional development and In 2010, the Department of Education and Training mentoring for principals and teachers (DET) provided services to 309 661 full-time students • continuing the implementation of the Queensland in state primary schools, 172 749 full-time students in Curriculum Assessment and Reporting (QCAR) state secondary schools and 3388 full-time students Framework and commencing preparation for the in state special schools as indicated in Table 7. implementation of the Australian Curriculum During 2010–11, the department consulted on the from 2012 discussion paper A Flying Start for Queensland • providing funding of $34.6 million as part of the Children and established a panel of experts to guide Australian Government’s contribution to state future directions for schools in Queensland. In June schools involved in the Low Socio-economic 2011, the Queensland Government announced the Status School Communities National Partnership transition of Year 7 to secondary schooling from 2015. Agreement to continue implementation of Placing Year 7 in the secondary school environment, targeted strategies to improve student learning with access to specialist teachers and facilities such as outcomes. This included providing ongoing science laboratories, will better position Queensland support for 10 Turnaround Teams to work with students to take advantage of the new Australian school leaders and staff to help lift student Curriculum. performance in over 100 state schools Other key initiatives during 2010–11 included: • implementing the Working Together Against Bullying suite of resources for schools and • employing an additional 347 full-time equivalent parents, and holding 30 seminars in 10 locations (FTE) teachers and teacher aides to meet across the state with workshops for school enrolment growth and to support students with leaders, staff and parents from state, Catholic and special needs in Queensland state schools independents schools • providing an additional 5000 teacher aide hours • continuing the Every Child Counts program per week at a cost of $14.1 million as part of the with disadvantaged students in 12 Logan government’s $43 million three-year commitment schools, increasing attendance and student to allocate an additional 15 000 hours of teacher outcomes, and the Edmund Rice Bridge Program aide time each week to support primary students to provide innovative models of support and from Prep to Year 7 early intervention for young people at risk of • embedding into ongoing funding models for disengaging from education schools an additional $10 000 in grant funding for each school, with an extra $3000 per school for schools in disadvantaged areas

Table 7: Number of full-time students in Queensland state schools

School Education 2006 2007 2008 2009 2010

Primary (Prep–Year 7) 286 869 307 079 307 143 308 597 309 661

Secondary (Year 8–Year 12) 165 285 168 761 169 577 172 726 172 749

Special 2921 3043 3130 3292 3388

Total 455 075 478 883 479 850 484 615 485 798

Source: Department of Education and Training, Statistics and Information website Note: 1. 2006–2009 primary and secondary enrolments include ungraded students. Full-time enrolments as at August of each year.

Laying strong educational foundations 65 Laying strong educational foundations

• investing $9.8 million to complete the $30 million • continuing to work with young people who are four-year commitment to implement Australian at risk of disengaging or already disengaged from Sign Language (Auslan) as the language of education, training or employment, including instruction for deaf and hearing impaired students providing support through Youth Support using signed communication Coordinators • providing $2.5 million to complete the $10 million • trialling by the Queensland College of Teachers of four-year commitment for the Indigenous Education new literacy, numeracy and science tests for pre- Support Structures pilot operating across five service primary school teachers clusters of state schools and a number of non-state • implementing the Literacy and Numeracy Action schools to improve the attendance, achievement and Plan, where the department has funded 91 FTE school completion of Indigenous students coaches, established 72 Summer Schools sites • continuing the implementation of the Smart to improve outcomes for students in Years 5 to Classrooms initiatives and Computers for Teachers 7 requiring additional literacy and numeracy program to improve student, teacher and parent support, and provided between 10 and 20 hours access to digital learning materials of intensive teaching for students not meeting • investing over $64.8 million in more than national standards in literacy and numeracy 19 800 computers and infrastructure for • continuing the implementation of the Literacy – Queensland state school students in Years 9 to the Key to Learning: Framework for Action in state 12, under the Australian Government’s Digital schools through the provision of $8 million to Education Revolution provide access to professional development for Prep • implementing the Let’s Stay Put mobility program to Year 9 teachers and early years teacher aides through funding received from the Australian • training more than 1600 ‘Ready Readers’ to be Government to assist schools to implement placed in state and non-state schools to build solution-focused strategies that respond to, and young readers confidence in, and enjoyment of, support, the educational and social inclusion of reading mobile Indigenous students • funding 15 Regional Science Managers and 100 • providing over $23.8 million in Closing the Gap FTE Primary Science Facilitators as part of the Indigenous Education Grants to support the Science Spark program implementation of the Closing the Gap Education • increasing the number of Earth Smart Science Strategy and improve attainment, attendance and Schools from 307 to more than 620, providing retention outcomes of Aboriginal and Torres Strait professional development for staff to monitor and Islander students reduce each school’s ecological footprint • investing more than $1.6 million to expand • supporting the Science, Technology, Engineering and develop the Indigenous Transition Support and Mathematics (STEM) working group under Service, and continuing the Indigenous the Higher Education Forum to investigate how Lighthouse Grants programs the higher education sector can contribute to the • continuing to support state schools to develop improvement of STEM education through the strategies to incorporate Aboriginal and Torres selection and training of prospective teachers and Strait Islander perspectives in all aspects of the ongoing professional development of existing the schooling practice and process through teachers. implementation of the Embedding Aboriginal and Torres Strait Islander Perspectives in Schools (EATSIPS) initiative • commencing the implementation of the Learn, Earn, Legend! Year 12 Destinations initiative, in partnership with the Australian Government, to assist all Indigenous Year 12 students, in all sectors, to successfully transition from schooling to further education, training or meaningful employment

66 Department of Education and Training | Annual Report 2010–11 Seamless transitions School and student Strategy: performance • Facilitate improved transitions between Strategies: early years, primary and secondary • Implement targeted initiatives to improve school to ensure a seamless learning performance of all students in literacy, experience numeracy and science Primary school education • Develop and build upon existing school leadership to foster a culture Primary school establishes the foundations for lifelong of high expectations and boost school learning and personal wellbeing. During these years, children develop their literacy and numeracy, oral performance language, independence, social skills, physical skills • Improve the quality of teaching across all and creativity. schools at all stages of teachers’ career The primary years focus on: cycles • helping children make smooth transitions across • Improve students’ educational outcomes the year levels across all schools, including those in • developing students’ skills in literacy and disadvantaged communities numeracy • Strengthen educational outcomes for • encouraging active learning, problem solving, students with a disability effective communication, creativity, social adjustment and participation • Implement strategies aimed at improving • building continuity between children’s prior student attendance rates to ensure all experiences and their future learning in schools. children are engaged in learning • Close the gap in educational outcomes for Indigenous students through a particular focus on achievement, attendance and retention

Figure 9: Satisfaction of parents with their child’s school – primary and secondary school, 2006–10

100 90 80 70 60 50 40

Percentage (%) Percentage 30 20 10 0 2006 2007 2008 2009 2010 Primary School parents Secondary School parents

Source: School Opinion Survey – Department of Education and Training Note: 1. Satisfaction is calculated as those respondents either satisfied or very satisfied.

Laying strong educational foundations 67 Laying strong educational foundations

Queensland Education Performance Teaching and Learning Audits Review In 2010–11, the department conducted Teaching During 2010–11, the department continued to and Learning Audits in all 1257 Queensland state implement the government’s response to the educational institutions. The Teaching and Learning independent review by Professor Geoff Masters Audit was developed in conjunction with Professor (Chief Executive of the Australian Council for Geoff Masters, and focused on key curriculum, Educational Research) of Queensland’s primary teaching, learning and assessment practices of each schools. Professor Masters’ report — The Queensland school. Following an audit, the school is provided Education Performance Review: A Shared Challenge: with a detailed report relating to its progress against Improving Literacy, Numeracy and Science Learning in system expectations and accountabilities. The report Queensland Primary Schools — was released in 2009. is designed to inform future developmental needs of each school, as well as developmental needs for The report, known as the Masters Review, made five the system. recommendations to improve teaching and assessment of literacy, numeracy and science in primary school. Quality teaching The department is now in the final stages of The department acknowledges the critical role of implementation of a range of initiatives to improve the teacher in driving high standards of student the performance of Queensland students in literacy, performance, and is committed to improving the numeracy and science. quality of teaching and leadership in Queensland The Masters Review also recommended a range of schools. strategies to support current teachers and school During 2010–11, the Queensland Education Leadership leaders, and ensure that aspiring teachers demonstrate Institute was launched to drive professional competency in the knowledge of, and ability to teach, development and mentoring for principals and literacy, numeracy and science. teachers, and opened five new teacher education Among these is the implementation of pre-registration centres of excellence. testing for primary school graduate teachers to ensure In addition to initiatives under the National they possess the required level of literacy, numeracy and Partnership, as part of the A Flying Start for science content area knowledge and pedagogical skills. Queensland Children strategy, DET conducted a review In late 2010, the department released a progress report of teacher education and school induction. The review on the implementation of the Queensland Education resulted in a number of reforms to teacher education Performance Review. This is available at: program content, the nature of partnerships between www.education.qld.gov.au/mastersreview/pdfs/masters- schools and teacher education institutions, and review-progress-2010.pdf induction of beginning teachers into the profession. Through 2011, a taskforce will be developing an implementation plan for the reforms. Further information about improving teacher quality can be found in Section 2 – ‘Working with the Australian Government’ and Section 7 – ‘Creating a capable, agile and sustainable organisation’.

68 Department of Education and Training | Annual Report 2010–11 Literacy and Numeracy Action Plan Literacy – the Key to Learning: As part of the Literacy and Numeracy Action Plan, the Framework for Action in state schools department is providing funding of $72.3 million over The department continued the implementation of the three years. In 2010–11, implementation of the action $8 million Literacy – the Key to Learning: Framework plan included: for Action in state schools to provide access to • funding 91 FTE Literacy and Numeracy Coaches professional development for Prep to Year 9 teachers to work with teachers in the classroom to build and early years teacher aides. teacher capacity in literacy and numeracy. The By the end of the program, which was completed in coaches were allocated to 175 Literacy and December 2010, up to 28 000 teachers from Prep to Numeracy National Partnership (Cohort One) Year 9 were trained. A further 5800 early years teacher schools, and 16.7 FTE NP Literacy and Numeracy aides were trained in the three-day version of the Coaches in 35 Literacy and Numeracy National literacy professional development program. During Partnership (Cohort Two) schools. All newly 2010, there were up to 8500 Year 8–9 teachers trained appointed coaches receive Level 1 Coach Training in the five-day literacy program. and ongoing additional support and training • establishing 72 Summer Schools sites to improve The Literacy and Numeracy – A Framework for Action outcomes for student in Years 5 to 7 requiring 2011–2013 builds on the actions achieved through the additional literacy and numeracy support. In 2006–2009 framework. 2010–11, more than 2052 state school students in Years 5, 6 and 7 were provided with the Queensland Ready Reader Program opportunity to improve their literacy and The Queensland Ready Reader Program, an initiative numeracy achievement through participation in of the Queensland Government’s A Flying Start for this unique learning program Queensland Children, provides training to both parents • providing $12.25 million per year over three years and volunteers so they can assist young children’s for the Years 3 and 5 Intensive Teaching Grant, development of early literacy. The department which provided between 10 and 20 hours of is training and deploying up to 3000 volunteer intensive teaching for students not meeting NMS Queensland Ready Readers to be placed in schools to in literacy and numeracy build young readers confidence in, and enjoyment of, • conducting the Vacation Professional reading. Development for Teachers program, through By the end of June 2011: which 1947 teachers registered for 83 programs • more than 1600 people had attended the Ready across the seven regions. The initiative included a Reader training. More than 1000 of these were range of quality assured professional development volunteers in schools to assist young readers in activities focusing on literacy and numeracy. classrooms with a structured support process to build literacy confidence • in excess of 400 schools benefited from the assistance of these community volunteers • more than 2400 parents had attended workshops to build strategies to support their children’s enjoyment of reading. Based on this success, the Queensland Ready Reader program has been extended to include parents of children in Prep to Year 3.

Laying strong educational foundations 69 Laying strong educational foundations

Numeracy: Lifelong Confidence with NAPLAN outcomes Mathematics – Framework for Action NAPLAN assesses and reports on a student’s ability in 2007–2010 in state schools four result areas of literacy (reading, writing, spelling, The Numeracy: Lifelong Confidence with Mathematics and grammar and punctuation) and numeracy. – Framework for Action 2007–2010 emphasises The results are reported across a 10-band national professional development to ensure teachers scale for Years 3, 5, 7 and 9, with results for any one thoroughly understand numeracy, the implications of year level reported across six bands as follows: numeracy across the curriculum, and the promotion • Year 3 – bands 1 to 6 of best practice in numeracy teaching. The framework • Year 5 – bands 3 to 8 finished in 2010, and an evaluation was undertaken in June 2011. • Year 7 – bands 4 to 9 • Year 9 – bands 5 to 10. NAPLAN The NMS is located at the second lowest band for In May 2010, students from all state and non-state each year level. Students whose results are in the NMS schools across Australia undertook the third year of band are considered to have demonstrated the basic testing under the National Assessment Program – elements of literacy and numeracy for the year level. Literacy and Numeracy (NAPLAN). The national tests assess the skills of all students in Years 3, 5, 7 and 9 Upper two bands in reading, writing, language conventions (spelling, In terms of the proportion of students who achieved grammar and punctuation) and numeracy. in the upper two bands of each year level, Queensland The NAPLAN tests measure how all students are improved in 15 of the 20 result areas between 2008 performing against national standards and provide and 2010. students, parents, teachers, schools and school systems Also, in 2010, the best ranking achieved by with information about the literacy and numeracy Queensland, relative to other states and territories, achievements of students. was in Year 9 spelling and Year 9 grammar and NAPLAN was developed collaboratively by punctuation, where Queensland ranked fourth. the Australian Government, state and territory governments and non-state school sectors. The National Minimum Standard national reports on NAPLAN test results are produced by the Ministerial Council for Education, Between 2008 and 2010, Queensland improved its Early Childhood Development and Youth Affairs NMS performance in 11 of the 20 result areas. Between (MCEECDYA). 2008 and 2010, Queensland’s overall ranking against other states and territories remained the same at sixth. The administration, marking and reporting of the NAPLAN tests in Queensland is coordinated by the In 2010, the best ranking achieved by Queensland, Queensland Studies Authority (QSA). relative to other states and territories, was in Years 7 and 9 numeracy, where Queensland ranked third. The 2010 NAPLAN outcomes report, providing results for all Queensland schools by test area, is available at: www.naplan.edu.au/reports/national_report.html Mean scale scores Between 2008 and 2010, Queensland improved its mean scale score performance in 14 of the 20 result areas. In 2010, the best ranking achieved by Queensland, relative to other states and territories, was in Year 7 numeracy and Year 9 spelling and Year 9 grammar and punctuation, where Queensland ranked fourth.

70 Department of Education and Training | Annual Report 2010–11 Figures 10–12 show the percentage of all Queensland Figures 13–15 show the percentage of Queensland students at or above the NMS in reading, writing and state school students at or above the NMS in reading, numeracy compared to the nation. writing and numeracy compared to the nation.

Figure 10: NAPLAN 2008, 2009 & 2010 Reading Figure 13: NAPLAN 2008, 2009 & 2010 Reading comparative data: Queensland & Australia comparative data: Queensland state schools & Australia 100 100 90 90 80 80 70 70 60 60 50 50 40 40 Percentage (%) Percentage 30 (%) Percentage 30 20 20 10 10 0 0 Year 3 Year 5 Year 7 Year 9 Year 3 Year 5 Year 7 Year 9 Queensland 2008 Australia 2008 Queensland state schools 2008 Australia 2008 Queensland 2009 Australia 2009 Queensland state schools 2009 Australia 2009 Queensland 2010 Australia 2010 Queensland state schools 2010 Australia 2010

Figure 11: NAPLAN 2008, 2009 & 2010 Writing Figure 14: NAPLAN 2008, 2009 & 2010 Writing comparative data: Queensland & Australia comparative data: Queensland state schools & Australia

100 100 90 90 80 80 70 70 60 60 50 50 40 40 Percentage (%) Percentage 30 (%) Percentage 30 20 20 10 10 0 0 Year 3 Year 5 Year 7 Year 9 Year 3 Year 5 Year 7 Year 9 Queensland 2008 Australia 2008 Queensland state schools 2008 Australia 2008 Queensland 2009 Australia 2009 Queensland state schools 2009 Australia 2009 Queensland 2010 Australia 2010 Queensland state schools 2010 Australia 2010

Figure 12: NAPLAN 2008, 2009 & 2010 Numeracy Figure 15: NAPLAN 2008, 2009 & 2010 Numeracy comparative data: Queensland & Australia comparative data: Queensland state schools & Australia

100 100 90 90 80 80 70 70 60 60 50 50 40 40 Percentage (%) Percentage Percentage (%) Percentage 30 30 20 20 10 10 0 0 Year 3 Year 5 Year 7 Year 9 Year 3 Year 5 Year 7 Year 9 Queensland 2008 Australia 2008 Queensland state schools 2008 Australia 2008 Queensland 2009 Australia 2009 Queensland state schools 2009 Australia 2009 Queensland 2010 Australia 2010 Queensland state schools 2010 Australia 2010

Source: Data is drawn from NAPLAN – National Assessment Source: Data is drawn from NAPLAN – National Assessment Program – Literacy and Numeracy Stage II Data Program – Literacy and Numeracy Stage II Data

Laying strong educational foundations 71 Laying strong educational foundations

International assessment Science Spark The Programme for International Student Assessment The Queensland Government has committed $37.7 (PISA) 2009 test and the Trends in International million over three years to ignite a renewed interest Mathematics and Science Study (TIMSS) 2007 test and passion for science among teachers and students, provide information about Queensland’s relative and encourage further study in the science fields to performance against other Australian jurisdictions in maintain and grow the state’s economy. science (for both state and non-state schools). The Science Spark initiative has required the Both of these international assessments use a sample employment of 15 Regional Managers (Science) of students. For PISA 2009, just over 14 000 students and 100 FTE Primary Science Facilitators. Regional from 353 Australian schools participated, from all Managers (Science) deliver one day of science states and territories, and all sectors of schooling. professional development to Years 4–7 teachers. By June 2011, 60 per cent of Years 4–7 teachers had The student population for the PISA test is students received one day of science professional development. aged 15 years, and the student population for the TIMSS test is students in Year 4 (approximately 9 years An evaluation of the Science Spark Initiative is of age) and Year 8 (approximately 13 years of age). currently being undertaken. On the PISA 2009 test, on the basis of the mean score, Professional development for Science Spark personnel Queensland was ranked fourth of the eight states and has included: territories in scientific literacy. This result represents • three-day workshop for Regional Managers a significant improvement on the 2006 data, with (Science) in August 2010, with a focus on Queensland performing above both the Australian and Queensland Comparable Assessment Tasks OECD averages in all assessment domains. (QCATs) and moderation processes For the TIMSS 2007 test, more than 8000 students • two-day conference for Primary Science from 457 Australian schools participated, again from Facilitators, Regional Managers (Science) and all states and territories, and all sectors of schooling. Earth Smart Science Facilitators on 3–4 February 2011 at the Griffith University Nathan campus On the TIMSS 2007 test for Year 4 students, on the basis of the mean score, Queensland was ranked eighth of the • three-day workshop for Regional Managers eight states and territories in scientific literacy. (Science) in May 2011, with a focus on the Australian Curriculum: science, and development On the TIMSS test for Year 8 students, on the basis of the science exemplars for the Curriculum into of the mean score, Queensland was ranked fourth of the Classroom Project. the eight states and territories in scientific literacy, although performance was similar across the jurisdictions, with no significant differences in Earth Smart Science schools program mean scores. The Queensland Government has committed $5.8 million over three years to expand the number of The most recent National Assessment Program – environmentally sustainable Earth Smart Science Science Literacy (NAP-SL) test occurred in October schools to 1000 by 2012. 2009, and this also provides information about Queensland’s relative performance against other Earth Smart Science schools are working to reduce Australian jurisdictions in Year 6 science. their ecological footprint through the development and implementation of School Environmental Management This national assessment uses a sample of students. Plans (SEMPs). The implementation and monitoring Just over 13 000 students from 618 schools of a SEMP encourages a whole-school approach participated, from all states and territories, and all to managing school resources. The SEMP focuses sectors of schooling. on waste minimisation, water conservation, energy Queensland’s mean score results in 2009 were efficiency and biodiversity improvements. statistically similar to the national average and also to Western Australia, South Australia and Tasmania. Queensland’s mean score results in 2009 were also statistically similar to those of 2006.

72 Department of Education and Training | Annual Report 2010–11 By the end of 2010, there were 307 schools engaged Student support in the Earth Smart Science schools program. By June 2011, the number of schools engaged in the program had increased to 620. Inclusive education The key to the Earth Smart Science schools program Inclusive education recognises education’s role in is to foster knowledge of, and commitment to, redressing social disadvantage and social injustice. environmental sustainability through integration Inclusive education requires schools to provide quality of the SEMP process into the curriculum, with a support and services that engage all students, teachers particular focus on science and mathematics. and members of the school community. Schools are committed to ensure that all students feel a sense of The program builds on the Queensland belonging, interact respectfully with others, appreciate Environmentally Sustainable Schools Initiative (QESSI) diversity and involve members of the community. through the establishment of an additional 21 QESSI regional hubs. The department’s policies and programs aim to: • assist schools to improve the achievement, From 2010–12, Earth Smart Science facilitators based participation and retention of marginalised at the QESSI regional hubs will work with a number of students primary schools each year to support them to develop their SEMP and begin (or continue) to become more • ensure all students acquire the knowledge and environmentally sustainable. skills required for working and living with people from all backgrounds This program targets Queensland state primary • support students to develop healthy personal schools, including P–10 and P–12 schools. relationships • actively shape social, economic and political life.

Students with disabilities A key goal of Queensland state schools is to provide high-quality education across primary, secondary and special schools for students with disabilities and educational support needs.

Laying strong educational foundations 73 Laying strong educational foundations

A broad range of educational programs and support Figure 16: Percentage of parents of students with a disability attending services, including specialist teachers and teacher a special school satisfied with their child’s school, 2006–10 100 aides, therapy, nursing and guidance services are 91.7 91.4 92.4 93 92.9 available in primary, secondary and special schools. 90 80 During 2010–11, the department: 70 • reviewed disability policy and service provision to 60 state schools 50 40 • trialled a new methodology for supporting all Percentage (%) Percentage 30 students, including students with disabilities 20 and education support needs. This trial, the 10 Recognition and Response project, is occurring 0 across six state primary schools and will be 2006 2007 2008 2009 2010 completed by the end of 2011. Source: School Opinion Survey – Department of Education and Training Note: As Table 8 below shows, the department supports a 1. Satisfaction is calculated as those respondents either satisfied or very satisfied. growing number of students with disabilities each year. Figure 17: Percentage of parents of students with a disability attending Figures 16 and 17 show that parents of children with a state school satisfied with their child’s school, 2006–10 disabilities value Queensland’s approach to educating 100 these students. In 2010–11, parents of students with 90 80.4 79.1 80.1 78.2 77.8 disabilities in special schools continued to report very 80 high levels of satisfaction, with over 90 per cent of 70 parents satisfied with their child’s school. 60 50 This satisfaction level might have been influenced by 40

the specialised nature of the programs that special (%) Percentage 30 schools offer. 20 10 0 2006 2007 2008 2009 2010

Source: School Opinion Survey – Department of Education and Training Note: 1. Satisfaction is calculated as those respondents either satisfied or very satisfied. Table 8: Summary data – students with disabilities

Students with disabilities 2006 2007 2008 2009 2010

Number of students with disabilities identified as needing specialist support enrolled in state primary and secondary schools1 14 678 16 450 17 497 18 944 19 316

Number of students in special schools1 2929 3164 3198 3379 3506

Source: Department of Education and Training Note: 1. Full-time enrolments as at August of each year. 2. Includes Prep students attending a special school. Table 9: Summary data – schools supporting students with disabilities

Students with disabilities 2007 2008 2009 2010 20112

Number of state schools providing special education programs (SEP)1 478 505 557 569 578

Number of state special schools3 47 47 47 43 43

Source: Department of Education and Training Notes: 1. Schools with multiple SEPs will be counted only once. Prior to 2008, programs were identified by centre types — SEU, SEU(SEC), SEDU and SEDC, and also included schools with an associated service of SEC. Schools with multiple programs (of any type above) will be counted only once. 2. Official school counts are reported in August of each year. The 2011 count is a preliminary figure as at 30 June. 3. During 2010, the Mater Hospital School, the Royal Brisbane Hospital School, the Barrett Adolescent Centre and the Tennyson Special School, previously classified as special schools, were reclassified as special purpose schools. This reduced the special school count by four. The 43 special schools include Innisfail State College – Diverse Learning Centre, a special campus of Innisfail State College.

74 Department of Education and Training | Annual Report 2010–11 Auslan Low SES communities During 2010–11, the department invested $9.8 million In 2010–11, the department continued to implement in the final year of its $30 million commitment to strategies to improve student learning outcomes in continue the transition to Auslan as the language of disadvantaged communities through the Low Socio- instruction for deaf and hearing impaired students economic Status (SES) School Communities National using signed communication. Partnership Agreement. This funding provided: These strategies include: • an additional 91.18 FTE teacher aides to work • four-year strategic plans being implemented in across the state as educational interpreters, Auslan 77 low SES schools language models and note-takers to support • 63 principal performance reviews conducted access and participation in the classroom for deaf • 10 Turnaround Teams operating across the state in and hearing impaired students over 100 schools • an additional 9.12 FTE teacher positions to • targeted professional development and induction support students who use signed communication sessions conducted for newly appointed principals • professional development in the areas of Auslan and newly appointed or transferred teachers at skill development and bilingual pedagogy for low SES schools. teachers and teacher aides During 2010–11, an allocation of $15 million provided • a statewide project manager to coordinate the an additional $10 000 in grant funding for each transition program’s implementation, including: school, with an additional $3000 for schools in –– staff coaching and mentoring disadvantaged areas. –– professional development for teachers and teacher aides around the state to improve Every Child Counts their Auslan skills, and implement teaching techniques to improve students’ English and The Every Child Counts initiative is a three-year pilot Auslan skills program to improve the educational outcomes in 12 low SES schools in the Logan area by providing a –– a service agreement with Deaf Australia to whole child, whole-school, whole-family approach to deliver Auslan short courses service delivery. –– development and delivery of Griffith University’s four-semester course of Auslan During 2010–11, the department continued the studies for teachers and teacher aides program, providing these disadvantaged schools with additional resources and services to improve learning • production of DVD resources that capture stories outcomes, student attendance, family support services, told using Auslan, for staff and parents to use to parenting skills, community confidence and whole- improve their Auslan skills. school approaches to positive behaviour support. Oral and English literacy skills are vitally important to young deaf and hearing impaired students. The Youth Support Coordinator Initiative department continues to support oral language skills for hearing impaired students who do not require The Youth Support Coordinator Initiative (YSCI) Auslan. supports at-risk 14–17 year olds to stay at school or make a successful transition to further education, training or employment. The department invests $9.6 million per annum and employs 113 FTEs to deliver the YSCI. In 2010, over 5000 young people were supported by the initiative.

Laying strong educational foundations 75 Laying strong educational foundations

Seven Regional Youth Support Coordinator positions The department undergoes regular reviews of have been established in 2010–11 to support better policy, and includes consultation with the carers’ coordination across schools and other organisations representative body where appropriate. and services, including the Commonwealth-funded In the future, the department will continue to: program Youth Connections. • provide input into Caring for the Carers – An action plan for Queensland carers Young carers • communicate to staff on the flexible arrangements The department appreciates the challenges faced by available to them to achieve balance between young carers as they seek to continue their education work and their personal life, including to raise while assuming significant family responsibilities. awareness and understanding of the Queensland The department is committed to recognising and Carers Charter supporting young carers to help them maintain a • have a departmental representative on the balance between their family responsibilities and Queensland Carers Advisory Council their education. • consult with carers on the development of policies A carer is an individual who provides non-contractual, and procedures for the department. unpaid, ongoing care or assistance to another person who, because of disability, frailty, chronic illness or Further information about how the department has pain, requires assistance with everyday tasks. Young met requirements outlined in the Queensland Carers carers need support to ensure they can successfully Charter is available in Appendix 5. complete their education and manage challenges such as attendance and achievement affected by their role Students in out-of-home care as carers. The department makes a significant contribution to School communities are provided with support materials, the wellbeing of students in out-of-home care, who including electronic brochures on the Young Carer can face additional challenges in their schooling. The Counselling Service and the Young Carer Information Department of Communities (Child Safety Services) and Advice Service, as well as the Supporting young provides some additional funding under the Education carers in secondary schools resource via the Senior Support Funding Program to address individual Guidance Officers and Guidance Officers network, and educational needs, participation and performance of Youth Support Coordinators via the YSC hubs. students in out-of-home care. The department keeps staff updated on services and Departmental staff work cooperatively with child resources relevant to carers, in particular young carers, safety officers, foster carers, specialist support staff through the Schools Update. and others with an interest in the wellbeing of individual students to develop education support plans The department is represented on the Queensland for each student in out-of-home care. Carers Advisory Council. The Council has been appointed by the Queensland Government to advise In 2010–11, $6.306 million was distributed to promote the Minister for Disability Services and Multicultural improved educational outcomes for students in out-of- Affairs on: home care and support the delivery of a wide range of • strategies and materials aimed at increasing programs and resources, including: recognition of carers by public authorities • literacy and numeracy support • ways in which public authorities can improve • teacher aide support for individual students their recognition of carers • intensive learning support • the results of consultation Council undertakes • homework and tutoring support with carers and carer organisations on issues and • behaviour and social skills support developments concerning carers • coaching and anger management counselling • ways in which public authorities can improve their compliance. • social skill training.

76 Department of Education and Training | Annual Report 2010–11 Support for students from ESL Youth in detention centres backgrounds The department provides a range of education and English as a second language (ESL) students come training programs for students in youth detention from various backgrounds. In 2010–11, the department centres. General education programs include: provided 199.3 FTE teachers and 2705 teacher aide • literacy P–10 levels hours per week to support ESL students. • numeracy P–10 levels In addition, the department provided $2.49 million • life skills: interpersonal relations, nutritious to regions to meet the needs of students from refugee affordable cooking, sewing, personal presentation, backgrounds. personal hygiene and self care, personal health During 2010–11, 6739 Queensland students • driver education (learner licence) participated in the Adult Migrant English Program. • Building Site Safety Induction Course (White Card) The After Hours Ethnic Schooling Program is managed by the department in partnership with • career education, including Try-a-Trade Ethnic Schooling Association of Queensland. It is and career expo days. a community-based, not-for-profit program that Vocational education and training courses provided provides community language classes outside regular by DET include: school hours to students from a range of language • Certificate I in orkW Education backgrounds, including heritage or first-language speakers. • Certificate I in Construction • Certificate I in IT The program complements the department’s commitment to provide all students with access to a • Certificate I in Furnishing broad range of second languages and cultures. • Certificate I in Automotive (includes welding units) Currently, classes are held at more than 64 sites across Queensland — often on state school premises — to • Certificates I & II in Creative Industries provide instruction to over 6000 students. • Certificates I & II in Visual Arts & Contemporary Craft Instructors in the program work mostly on a voluntary basis to provide tuition after school-hours or at • Certificates I & II in Horticulture weekends. • Certificate II in Access 10 • Certificate II in Hospitality. Isolated students (distance education) More than half of Queensland’s state schools are located Home education in rural and remote areas. These schools cater for In Queensland, the Education (General Provisions) approximately one-quarter of all students in the public Act 2006 recognises home education as a lawful education system. The department supports students alternative for educating children. The department from regional and remote Queensland areas through processes applications for registration for home innovative delivery models and options, such as: education. To home educate children, parents must • seven state schools of distance education demonstrate that the child will receive high-quality • digitised workbooks for email delivery, and online education that meets the child’s needs. Parents must student courses delivered through 24/7 access to also provide an annual report for the child to the The Learning Place department to ensure that the education program maintains its high quality. In August 2010, there were • eLearning Regional Advisors 772 children provisionally registered or registered for • School ICT eLearning Index. home education. In 2011–12, the department will invest over $100 million in the Smart Classrooms initiatives to improve student, teacher and parent access to digital learning materials.

Laying strong educational foundations 77 Laying strong educational foundations

Strong futures for Aboriginal Closing the Gap Education Strategy and Torres Strait Islander During 2010–11, the department continued to focus on improving attendance, retention and attainment students outcomes of Aboriginal and Torres Strait Islander students through implementation of the Closing the More than 47 700 Aboriginal and Torres Strait Gap Education Strategy. Islander students were enrolled in Queensland schools in 2010 — which is nearly one-third (29.5 per cent) The Closing the Gap Education Strategy is the of Australia’s Aboriginal and Torres Strait Islander overarching departmental strategy on Indigenous student population. More than 40 000 (about 85 per education in Queensland. The strategy has set three cent) of Aboriginal and Torres Strait Islander students intermediate targets in order to meet the Council of were enrolled in Queensland state schools in 2010 Australian Government’s (COAG) targets for closing — making up a little over eight per cent of all state the gap between outcomes for Aboriginal and Torres school students. Strait Islander and non-Aboriginal and Torres Strait Islander students. These targets are: Enrolments of Aboriginal and Torres Strait Islander students in state schools continue to increase. Over • halving the gap in Year 3 reading, writing and the past five years (from 2006 to 2010) Aboriginal numeracy by 2012 and Torres Strait Islander enrolments grew by 17.1 • closing the gap in student attendance by 2013 per cent, compared with 6.7 per cent for all students. • closing the gap in Year 12 retention by 2013. Approximately 27 253 students (67.5 per cent of state school Aboriginal and Torres Strait Islander students) The strategy’s service lines are: were enrolled in primary year levels, and almost • foundation learning with a focus on literacy and 12 870 students (31.9 per cent) were enrolled in numeracy secondary year levels. • health and physical activity as a precondition to There were approximately 253 Aboriginal and Torres learning Strait Islander students (0.6 per cent) enrolled in • participation to employment special schools. In 2010, Queensland had the highest • culture and enterprise. number of Aboriginal and Torres Strait Islander students enrolled in Year 12 in Australia, with close to An addendum to the strategy was released in March 1550 students. 2011 due to: • development of new regional targets as a result of the new regions 2010–11 key highlights • addition of writing targets in 2010.

During 2010–11, the department: Aboriginal and Torres Strait Islander Education Action Plan ✔✔ continued implementation of the Closing the Gap strategy A draft Aboriginal and Torres Strait Islander Education Action Plan was developed and endorsed by ✔✔ continued the EATSIPS initiative MCCEEDYA in April 2010, and ratified by the COAG in April 2011. Preparation to commence implementation ✔✔ continued the Indigenous Lighthouse of the Action Plan is underway. Grants programs Under the Action Plan, each state and territory is to ✔✔ completed the Indigenous Education identify focus schools to ensure that those Aboriginal and Torres Strait Islanders students most in need Support Structures pilot benefit from education reforms. ✔✔ commenced the Learn, Earn, Legend! Year 12 Destinations initiative.

78 Department of Education and Training | Annual Report 2010–11 There have been 207 focus state schools identified The implementation of EATSIPS in all state schools in Queensland, accounting for more than 16 600 across Queensland by 2012 is a target under the Aboriginal and Torres Strait Islander primary school Queensland Government Reconciliation Action Plan students, or 60 per cent of total Aboriginal and Torres (see Appendix 3 for further information). Strait Islander primary school enrolments. $6.3 million During 2010–11, the department: in funding has been allocated for three Queensland projects: • continued to implement EATSIPS across seven regions — approximately 600 schools have been • Principals as Literacy Leaders with Indigenous linked in the implementation process Communities • employed nine principal project officers for the • Moving Together life of the project (until June 2012) • Bridging the Language Gap. • developed an EATSIPS resource guide to support all teachers, schools and local communities to Closing the Gap Education Grants provide a more inclusive education In 2010–2011, nearly $23.8 million in Closing the • continued to develop the EATSIPS online learning Gap Indigenous Education Grants was distributed to process through website and podcast regions to support the implementation of the Closing • completed the Closing the Gap EATSIPS survey the Gap Education Strategy. Regions distributed 2010 report these funds to schools to implement initiatives that • progressed the development of the department’s concentrate effort and investment on what works website to an online learning program for over the long term to close the gap. This included an individuals, school communities and Aboriginal expectation that there will be strong investment in the and Torres Strait Islander community members to early years, including programs to support Aboriginal engage in the embedding process. and Torres Strait Islander ESL learners, literacy, numeracy and parental engagement. Cape York Aboriginal Australian Embedding Aboriginal and Torres Strait Academy Islander Perspectives The Cape York Aboriginal Australian Academy is a unique partnership between Cape York Partnerships and To cater for Aboriginal and Torres Strait Islander DET to improve the educational outcomes of Aboriginal students in Queensland schools, the school workforce and Torres Strait Islander students in Cape York. must have appropriate cross-cultural skills, knowledge and understandings. Including Aboriginal and Torres An additional $7.72 million is to be invested over Strait Islander perspectives in school practices gives three years to continue supporting the pilot program. all students a greater understanding of the histories, A three-year trial commenced in 2010 in Aurukun cultures, values, beliefs, languages, lifestyles and roles and Coen, and was extended to Hope Vale from 2011. of Aboriginal and Torres Strait Islander people. The Parents and community members have been very EATSIPS framework offers educational administrators supportive of the initiative, and there are early signs and teachers the strategies to embed Aboriginal and of improvements in student behaviour, engagement Torres Strait Islander perspectives across all areas and achievement. of school practice, giving all students access to a The department will examine the outcomes at the end balanced educational curriculum. of the pilot phase.

Transition Support Service The Transition Support Service assists Aboriginal and Torres Strait Islander students to make the transition from the primary phase of schooling in their remote home communities to secondary schooling in large metropolitan or urban areas.

Laying strong educational foundations 79 Laying strong educational foundations

In 2010–11, the department provided a further $1.571 The IESS pilot, the department’s component of the million to support students from the Torres Strait, initiative, was conducted in cluster sites in Cairns, Cape York and Palm Island while they studied away Charleville–Cunnamulla, Moreton, Mount Isa and from home at rural and urban secondary schools. Rockhampton. As a key part of the three-year pilot, 10 professional support teachers coached and In 2010, more than 430 students participated, with the mentored classroom teachers in the cluster schools majority remaining at school each term. to increase their capacity to meet the learning needs Community Support Officers and Transition Support of Aboriginal and Torres Strait Islander students, and Officers support students and their families in the five case managers and five learning support teachers school selection and enrolment process, travel, and worked directly with students and their families to the challenges encountered with the adjustment of support attendance and achievement. attending a new boarding school. An evaluation of the pilot, which concluded in 2010, found it had been highly successful in raising staff 2010–11 Deadly Ears Action Plan cultural awareness and competence, and increasing The Deadly Ears program is a statewide ear health the capacity of cluster schools to implement local program for Aboriginal and Torres Strait Islander strategies to improve educational outcomes for children. Aboriginal and Torres Strait Islander students. Success stories emerged from all clusters about support The department developed the Deadly Ears, Deadly strategies that were making a difference to educational Kids, Deadly Communities Action Plan 2009–2010 to outcomes for Aboriginal and Torres Strait Islander address ear health issues that impact on the presence, students. Independent Schools Queensland (ISQ) and participation and achievement of Aboriginal and Queensland Catholic Education Commission (QCEC) Torres Strait Islander children in Queensland schools. also report positive outcomes from their respective An online course for teachers and teacher aides is activities. being facilitated by DET staff during 2011, specifically Throughout 2011, state school clusters, ISQ and related to the early years of education and the QCEC are continuing selected support activities at management of otitis media. A pilot course was the local level. held in Term 1 2011, trialled by 15 staff. 25 staff are currently participating in the first course, which was rolled out in May 2011. Improving Aboriginal and Torres Strait Islander literacy and numeracy Yearly action plans will be developed as part of the performance department’s commitment to the Deadly Ears, Deadly Kids, Deadly Communities 2009–2013 framework for In Queensland, Aboriginal and Torres Strait Islander action. students are over-represented among students who are under-achieving in literacy and numeracy. Indigenous Education Support Aboriginal and Torres Strait Islander or urban areas Structures Project are often learners of Standard Australian English (SAE) as a second language or dialect. As English In 2010–11, the department invested over $2.5 as a Second Language or Dialect (ESL/D) learners, million in the final year of its $10 million Indigenous these students are in the process of acquiring the Education Support Structures (IESS) Project, a cross- language of school instruction and performance. sectoral initiative aimed at improving attendance, How proficient students are in SAE impacts on their retention and achievement of Aboriginal and Torres access to classroom learning, including literacy and Strait Islander students. numeracy. It also represents an operative variable in their achievement in literacy and numeracy. For these reasons, the SAE language learning needs of Aboriginal and Torres Strait Islander ESL/D learners have remained a focus, with major projects being initiated.

80 Department of Education and Training | Annual Report 2010–11 The Federal Government funded Bridging the Aboriginal and Torres Strait Islander Language Gap project will be implemented over student performance two years. It aims to build capacity in Queensland schools for identifying, supporting and monitoring In the 2010 NAPLAN results, Queensland Indigenous Aboriginal and Torres Strait Islander students who are students ranked fifth on average in all jurisdictions ESL learners through ESL EsSentiaLs and Leadership across all result areas of literacy and numeracy. in Language workshops, and through the Adopt-A- In absolute terms, a higher proportion of Queensland School approach. Indigenous students achieved the NMS than The Principals as Literacy Leaders with Indigenous Indigenous students nationally in 19 of the 20 test Communities project builds on the Smarter Schools results in 2010, and 15 of the 20 test results in 2009. National Partnership initiative, Principals as Literacy In 2010, across all year levels and result areas, 64.9 to Leaders (PALL). It is being delivered in partnership 82.5 per cent of Indigenous students in Queensland with the Australian Primary Principals Association and achieved the NMS, compared with 59.5 to 80.2 per Griffith University. The project involves collaboration cent in 2009. between education systems and schools in Queensland, the Northern Territory and South Australia. Comparing 2009 and 2010, Queensland Indigenous students scored higher in 15 of the 20 test results The project aims to enhance the leadership capabilities in 2010. The largest gains for Indigenous students of principals, school staff and community members to occurred in Year 7, with improvements in five work to improve literacy outcomes for Aboriginal and domains. Torres Strait Islander students. For Queensland Indigenous state school students, there Queensland is also implementing the YuMi Deadly was an improvement between 2009 and 2010 in the Maths program. This is a train-the-trainer program percentage of students achieving NMS in 10 of the 20 to increase the capacity of Aboriginal, Torres Strait tested result areas. Islander and low SES schools to teach mathematics. Since 2009, the gap between Indigenous state school The department developed the YuMi Deadly Maths students and non-Indigenous state school students program in conjunction with the YuMi Deadly Centre, in Queensland narrowed in 13 of the 20 tested result a research centre within the Faculty of Education of areas in the percentage of students achieving NMS. Queensland University of Technology. The project runs for three years, focusing on Years Prep to 3 in 2010, The strongest improvement for Queensland Indigenous Years 4 to 7 in 2011, and Years 8 to 9 in 2012, and state school students was Year 3 numeracy. covers all Queensland syllabus’ mathematics strands: In absolute terms, Queensland Indigenous students number, patterns and algebra, space, measurement, have achieved higher mean scale scores in 20 of and chance and data. the 20 test results in 2010 when compared with The program focuses on the enhancement of Indigenous students across the nation. For each of the mathematics learning outcomes, improving years 2008, 2009 and 2010, Queensland Indigenous participation in higher mathematics subjects, and students achieved a statistically higher result in Year 7 contributing to increased employment and life chances spelling than Australian Indigenous students. and participation in tertiary courses. The YuMi Deadly In 2010, across all year levels and result areas, Professional Development Program prepares principals, Indigenous students in Queensland achieved mean teachers and teacher aides using the train-the-trainer scale scores ranging from 318.5 to 528.2, compared model to build both local leadership and community with 317.2 to 520.4 in 2009. involvement. Comparing 2009 and 2010, the mean scale score for Queensland Indigenous students was higher in 18 of the 20 test results in 2010. Of these, one test result shows statistically significant improvement (Year 9 writing). This represents a greater number of instances of improvement than were achieved by Indigenous students nationally, where there were 10 improved test results, none of which achieved statistical significance.

Laying strong educational foundations 81 Laying strong educational foundations

Figures 18–20 show the percentage of Queensland Figures 21–23 show the percentage of Queensland Indigenous students in all schools, compared with all Indigenous students from state schools compared Queensland students at or above the NMS in reading, with all Queensland students at or above the NMS in writing and numeracy. reading, writing and numeracy. Figure 18: NAPLAN 2008, 2009 & 2010 Reading Figure 21: NAPLAN 2008, 2009 & 2010 Reading comparative data: Queensland students & Queensland comparative data: Queensland students & Queensland state Indigenous students school Indigenous students 100 100 90 90 80 80 70 70 60 60 50 50 40 40 Percentage (%) Percentage Percentage (%) Percentage 30 30 20 20 10 10 0 0 Year 3 Year 5 Year 7 Year 9 Year 3 Year 5 Year 7 Year 9 Queensland 2008 Queensland Indigenous 2008 Queensland state schools Indigenous students 2008 Queensland 2008 Queensland 2009 Queensland Indigenous 2009 Queensland state schools Indigenous students 2009 Queensland 2009 Queensland 2010 Queensland Indigenous 2010 Queensland state schools Indigenous students 2010 Queensland 2010

Figure 19: NAPLAN 2008, 2009 & 2010 Writing Figure 22: NAPLAN 2008, 2009 & 2010 Writing comparative data: Queensland students & Queensland comparative data: Queensland students & Queensland state Indigenous students school Indigenous students 100 100 90 90 80 80 70 70 60 60 50 50 40 40 Percentage (%) Percentage 30 (%) Percentage 30 20 20 10 10 0 0 Year 3 Year 5 Year 7 Year 9 Year 3 Year 5 Year 7 Year 9 Queensland 2008 Queensland Indigenous 2008 Queensland state schools Indigenous students 2008 Queensland 2008 Queensland 2009 Queensland Indigenous 2009 Queensland state schools Indigenous students 2009 Queensland 2009 Queensland 2010 Queensland Indigenous 2010 Queensland state schools Indigenous students 2010 Queensland 2010

Figure 20: NAPLAN 2008, 2009 & 2010 Numeracy Figure 23: NAPLAN 2008, 2009 & 2010 Numeracy comparative data: Queensland students & Queensland comparative data: Queensland students & Queensland state Indigenous students school Indigenous students 100 100 90 90 80 80 70 70 60 60 50 50 40 40 Percentage (%) Percentage 30 (%) Percentage 30 20 20 10 10 0 0 Year 3 Year 5 Year 7 Year 9 Year 3 Year 5 Year 7 Year 9 Queensland 2008 Queensland Indigenous 2008 Queensland state schools Indigenous students 2008 Queensland 2008 Queensland 2009 Queensland Indigenous 2009 Queensland state schools Indigenous students 2009 Queensland 2009 Queensland 2010 Queensland Indigenous 2010 Queensland state schools Indigenous students 2010 Queensland 2010 Source: Data is drawn from NAPLAN – National Assessment Source: Data is drawn from NAPLAN – National Assessment Program – Literacy and Numeracy Stage II Data Program – Literacy and Numeracy Stage II Data

82 Department of Education and Training | Annual Report 2010–11 Figures 24–26 show the percentage of Queensland Indigenous student school attendance Indigenous students from all schools compared with Attending school is fundamentally important in all Australian Indigenous students at or above the helping all students to learn. There is evidence to NMS in reading, writing and numeracy. suggest that the more regularly students attend Figure 24: NAPLAN 2008, 2009 & 2010 Reading school, the greater their success in learning. This is comparative data: Queensland Indigenous students & why school attendance for all students, particularly Australian Indigenous students 100 Indigenous students, is a major priority for all 90 Queensland state schools. 80 Queensland has 29.5 per cent of the full-time 70 Indigenous students in Australia. 60 50 The gap between Queensland Indigenous state school 40 student attendance rates and Queensland non- Percentage (%) Percentage 30 Indigenous state school student attendance rates is 20 6.8 percentage points. 10 0 Year 3 Year 5 Year 7 Year 9 Queensland Indigenous 2008 Australian Indigenous 2008 Queensland Indigenous 2009 Australian Indigenous 2009 Queensland Indigenous 2010 Australian Indigenous 2010

Figure 25: NAPLAN 2008, 2009 & 2010 Writing comparative data: Queensland Indigenous students & Australian Indigenous students 100 90 80 70 60 50 40

Percentage (%) Percentage 30 20 10 0 Year 3 Year 5 Year 7 Year 9 Queensland Indigenous 2008 Australian Indigenous 2008 Queensland Indigenous 2009 Australian Indigenous 2009 Queensland Indigenous 2010 Australian Indigenous 2010

Figure 26: NAPLAN 2008, 2009 & 2010 Numeracy comparative data: Queensland Indigenous students & Australian Indigenous students 100 90 80 70 60 50 40

Percentage (%) Percentage 30 20 10 0 Year 3 Year 5 Year 7 Year 9 Queensland Indigenous 2008 Australian Indigenous 2008 Queensland Indigenous 2009 Australian Indigenous 2009 Queensland Indigenous 2010 Australian Indigenous 2010

Source: Data is drawn from NAPLAN – National Assessment Program – Literacy and Numeracy Stage II Data

Laying strong educational foundations 83 Laying strong educational foundations

Positive schools and students The department recognises the interrelationships between learning, achievement and behaviour. Strategies: During 2010–11, the department implemented a range • Implement focused strategies to support of strategies and programs to promote positive student positive behaviour, counter bullying and behaviour, address bullying and explicitly teach positive relationships and resilience skills, including: teach social and emotional literacy • Inaugural National Day of Action Against • Support children’s holistic wellbeing Bullying and Violence on 18 March 2011 through fostering skills and attributes • expansion of the number of schools trained in that encourage them to be healthy, green SWPBS to implement evidence-based behaviour and fair citizens support practices to more than 300 schools

The department recognises that a safe and supportive • the From Theory to Practice: Schoolwide environment for all students and staff is vital for Positive Behaviour Support Conference for 300 effective learning. participants • the Action Against Bullying Education Series State schools promote positive behaviours in all presented by Dr Michael Carr-Gregg from May to students. Many schools do this by implementing August 2010 in 10 locations across Queensland, Schoolwide Positive Behaviour Support (SWPBS). with more than 3000 parents, school leaders and SWPBS helps schools create positive learning school staff participating environments by developing proactive, whole-school systems to define, teach and support appropriate • a further seminar series for parents, school leaders student behaviours. and school staff presented by Dr Carr-Gregg, which commenced in February 2011 All students have the right to learn in classroom • the release of the cross-sector Queensland Schools environments free from disruption and poor Alliance Against Violence (QSAAV) report, with behaviour. Principals’ powers to take action against eight recommendations for further action inappropriate student behaviour were strengthened in November 2010, when legislation came into effect • availability of all QSAAV resources for parents allowing state school principals to exclude students and schools on the DET website from their school. • the engagement of Dr Michael Carr-Gregg as the government’s anti-bullying expert to provide A key component of creating a safe, supportive advice on more effective ways to address bullying and disciplined school environment policy is the in schools implementation of a Responsible Behaviour Plan for Students by each state school. These plans are • resources and support for students affected by the developed in consultation with the school community, natural disasters experienced in Queensland in and outline the expected standards of behaviour for 2010–11. This included facts sheets and vodcasts students at the school, and the possible consequences available on the DET Student Services website for students who do not meet the expected standards • support for schools in the most disadvantaged areas of the state to embed social and emotional These consequences may include suspension or learning programs as an essential component of exclusion from the school. student wellbeing Suspensions and exclusions are last resort options • professional development opportunities to for addressing unacceptable student behaviour, after support schools in implementing social and all other appropriate support strategies have been emotional learning. This included seminars considered. conducted by Professor Michael E Bernard, and Due to the legislative requirement to table agency a video conference broadcast to participants annual reports in September 2011, data for a summary at more than 30 sites around Queensland as table of state school disciplinary measures was part of the Encouraging Diversity professional not available at the time of printing. The data will development series. be uploaded to the DET online annual report on the department’s website immediately it becomes available at: www.det.qld.gov.au/publications/annual- reports/10-11/resources/graphs-tables.html

84 Department of Education and Training | Annual Report 2010–11 Improving the educational environment Student attendance and student wellbeing Student attendance can significantly affect a student’s In 2010–11, the department improved the educational education, and can be associated with a student environment by: leaving school early or having limited employment and life opportunities. Schools have guidelines to • extending the funding for the state government address chronic absenteeism, school refusal and Chaplaincy/Pastoral Care Program to support truancy. In many cases, schools may involve other students in eligible primary and secondary schools agencies, including the Queensland Police Service, to 2013 Child Safety Services (Department of Communities) • building on the existing Guide to Social and and other local, non-government organisations to Emotional Learning in Queensland State Schools, assist students and their families. and previous work on pastoral care, to develop the Learning, and Wellbeing Framework, In 2010–11, the Every Day Counts campaign continued which acknowledges the strong connection to raise awareness of the importance of regular school between wellbeing and learning, and aims to attendance. The Every Day Counts website provides provide schools with an overarching framework brochures, posters, postcards and fact sheets for use that connects the elements of curriculum, by parents, students and the community. Resources environment, policy and community that enhance such as an Attendance Improvement Plan and Student wellbeing Attendance Profile are also available to assist schools plan and document their approach to improving • implementing key tasks in the Queensland school attendance. Many schools are taking positive Government Suicide Prevention Strategy steps to improve school attendance, and a range of • providing professional development and resources case studies are published on the Every Day Counts to support mental health promotion, illness website. prevention and early intervention • providing professional development opportunities (in conjunction with the Mater Hospital Developmental Group) to support children and young people with diverse learning and health needs.

Table 10: Summary of directions and orders – Queensland state schools

Directions or Directions or orders given to orders given to Type of direction or order personnel other children than children 2010–11 2010–11 State schools

Direction about conduct or movement — section 337 142 16

Direction to leave and not re-enter — section 339 3 0

Prohibition from entering premises for up to 60 days — section 340 14 2 Prohibition from entering premises for more than 60 days but not more 3 0 than one year — section 341 Review of direction — section 338: • the number of review applications made 9 0 • the number of directions confirmed 6 0 • the number of directions cancelled 3 0

Prohibition from entering premises of all state education institutions 0 0 for up to one year — section 353

Source: Department of Education and Training Note: 1. Data for a summary table of directions and orders in non-state schools, including prohibition under section 352, was not available at the time of printing this report. The data will be uploaded to the online annual report and updated on the department’s website immediately it becomes available at: www.det.qld.gov.au/publications/annual-reports/10-11/resources/graphs-tables.html

Laying strong educational foundations 85 Laying strong educational foundations

Quality teaching and learning • professional development — particularly in areas where the Australian Curriculum differs from the Strategies: current Queensland curriculum • Support students’ engagement and • practical resources to support teachers and principals. learning through the provision of quality curriculum and rich learning experiences Queensland Curriculum Assessment and • Implement processes to ensure high Reporting Framework standards for curriculum, teaching and The QCAR Framework has continued to provide school assessment are set and monitored communities with the direction and resources to • Continue implementation of Queensland improve learning across all key learning areas, and has Curriculum Assessment and Reporting prepared schools well for the implementation of the Framework Australian Curriculum. • Implement the Australian Curriculum During 2010–11, the department supported student learning through: Australian Curriculum • full implementation of the QCATs for English, The Australian Curriculum sets out the core mathematics and science in Years 4, 6 and 9 knowledge, understanding, skills and general • maintenance of information technology capabilities important for all Australian students. The infrastructure to support the operation of the Australian Curriculum, developed by the Australian Assessment Bank and data collection from QCATs. Curriculum, Assessment and Reporting Authority, The national curriculum will build on the QCAR describes the learning entitlement of students as a Framework by: foundation for their future learning, growth and active • identifying the fundamental concepts, participation in the Australian community. It makes understanding and skills which students need to clear what all young Australians should learn as develop across the years of schooling they progress through schooling. It is the foundation for high-quality teaching to meet the needs of all • providing an expectation of the quality Australian students. of learning that students should typically demonstrate in relation to the content by a In December 2010, MCEECDYA endorsed the content particular point in their schooling of the Australian Curriculum for English, mathematics, • providing a cohesive, common curriculum across science and history in Foundation (Prep) to Year all states. 10. The former Minister for Education and Training announced the implementation of the Australian Curriculum in Queensland schools in English, Key learning areas mathematics and science from 2012, and history During 2010–11, Queensland students in Years 1 from 2013. to 9 studied the curriculum described in the QCAR During 2010–11, the department worked closely with Framework Essential Learnings in eight key learning QSA and all schooling sectors to plan and prepare for areas — English, mathematics, science, study of society the implementation of the Australian Curriculum in all and the environment, languages, technology, health Queensland schools. and physical education, and the arts. Support to schools to implement the Australian During the transition to the Australian Curriculum, Curriculum includes: Queensland teachers will continue to teach using the QCAR Framework Essential Learnings in the • advice on planning the transition to the key learning areas until they are replaced by the Australian Curriculum and on meeting curriculum Australian Curriculum. This transition will begin in requirements 2012, with Phase 1 implementation of the Australian Curriculum for English, mathematics and science in Prep to Year 10.

86 Department of Education and Training | Annual Report 2010–11 The Queensland Government believes that learning Parent and community languages as part of mainstream education provides our students with a range of intellectual, social, partnerships cultural and economic benefits in the future. Learning languages provides students with analytical and Strategies: communication skills that will enhance their learning • Implement parent and community in other areas. engagement strategies that support In 2010, the Queensland Government reaffirmed improved student outcomes its policy commitment to the mandatory study of • Educate and help parents and carers to languages for Years 6, 7 and 8 state school students. become involved with their children’s From 2011, schools, in consultation with their local learning Aboriginal or Torres Strait Islander community, are able to implement the community’s Indigenous Parent and community engagement language based on the QSA’s Aboriginal and Torres Strait Islander Languages P–10 Queensland Syllabus In 2010-11, the department implemented a range 2010 or the Aboriginal and Torres Strait Islander of strategies to support parent and community Languages Trial Senior Syllabus 2011. Principals, engagement, including: in consultation with the community, the cluster and • developing a memorandum of understanding with the region, can determine the language to be taught the Queensland Council of Parents and Citizens’ to ensure continuity of language instruction. The Association (QCPCA), outlining the relationship department is providing support to schools wishing to between the QCPCA and Education Queensland to implement these languages. support the provision of joint advice to principals and parents and citizens associations The department is in the second year of implementing the COAG National Asian Languages and Studies in • providing funding to, and supporting, the Torres Schools Program (NALSSP). The NALSSP concentrates Strait Island Regional Education Council (REC), on the four languages and cultures of our Asian which provides a mechanism for students, parents neighbours — China (Mandarin), Japan, Indonesia and community members to discuss education in and Korea. The aim of NALSSP is for 12 per cent of the Torres Strait students to exit Year 12 with one of the four NALSSP • recruiting senior officers –Parent Awareness languages. Strategy in regional offices to assist individual schools with their communication and parent To meet the target by 2020, initiatives and activities engagement strategies are being undertaken to increase the supply and quality of language teachers, stimulate student • publishing a new schools and parents online demand and build strategic partnerships. monthly newsletter and web pages • incorporating parental engagement strategies into the planning of all schools involved in the Low SES National Partnership, including activities such as school open days, Positive Parenting Programs, hosting of cultural and multicultural events and activities, and employment of parent/community liaison officers.

Laying strong educational foundations 87 Laying strong educational foundations

The second annual event celebrating successful and • providing secretariat support to the Non-State effective parent and community engagement and Schools Accreditation Board in accrediting and partnerships was held in Bundaberg, with a focus monitoring non-state schools, and providing on rural engagement. These celebration events occur secretariat support to the Non-State Schools annually as part of the Low SES National Partnership. Eligibility for Government Funding Committee to enable the committee to perform its statutory As an initiative of A Flying Start for Queensland functions, including making recommendations Children, a successful trial of volunteer Ready Readers to the Minister on non-state school eligibility for was held in Toowoomba, Townsville and Wide Bay government funding. in 2010. Following the trial, volunteer training was progressively rolled out across Queensland. These volunteers received training to assist young readers in Non-state education funding classrooms across the state to build their confidence In 2010–11, the department administered state in, and enjoyment of, reading. As of June 2011, the recurrent funding of just over $467.1 million, department had recruited and trained 1300 community including $31 million for students with disabilities, to volunteers. In excess of 400 schools have received support non-state school operations. It also allocated volunteers. These numbers continue to increase as capital assistance of $101.4 million, including $50 Ready Reader volunteer training sessions are held million specifically for special assistance schools, across Queensland. through the State Capital Assistance and External Infrastructure Subsidy schemes to help construct and refurbish educational facilities, and meet associated Non-state education external infrastructure costs.

Working with the non-state Non-state education students education sector The non-state school sector supports approximately The non-state education sector is an essential part of 33 per cent of Queensland’s school students. See Table Queensland’s education system. It offers Queensland 11 for the number of students attending Queensland students and parents a diverse choice of educational non-state schools. philosophies and religious affiliations. The department All non-state schools must undertake a cyclical maintains strong links and works collaboratively with review, usually once every five years, to determine the non-state sector in key schooling areas, such as: their compliance with statutory requirements for • meeting targets identified in the COAG National accreditation. Further details about non-state schools, Education Agreement and the National and the cyclical review process, are available through Partnership Agreements the independent Non-State Schools Accreditation • administering recurrent and capital funding to the Board annual report. non-state sector, which includes non-state schools and community-based organisations for students with special needs • monitoring and developing policy and legislation that underpins the sector’s sustainability

Table 11: Number of students in Queensland non-state schools Students in Queensland 2006 2007 2008 2009 2010 non-state schools Primary (Prep–Year 7) 105 995 119 376 123 795 128 204 131 443

Secondary (Year 8–Year 12) 96 727 99 644 102 817 105 169 107 715

Total 202 722 219 020 226 612 233 373 239 158

Source: ABS, Schools, Australia Note: 1. Primary and secondary enrolments include ungraded students. Full-time enrolments as at August of each year.

88 Department of Education and Training | Annual Report 2010–11 Regulating providers and courses for Future directions for school overseas students education State and Commonwealth legislative frameworks underpin the regulation of providers and courses The department will invest $7.154 billion in recurrent for overseas students studying in Australia on funding to deliver education in Queensland state international student visas. These statutory schools and support school education in Queensland arrangements serve first and foremost to protect the non-state schools to prepare young people for interests and welfare of overseas students, and the successful transitions to further education, training reputation of Australia’s education export industry. and work. The department, as the state designated authority, The government will provide additional capital provides recommendations to the Australian funding for state schools totalling $328.2 million over Government in relation the registration, on the four years from 2011–12 to implement the Flying Start Commonwealth Register of Institutions and Courses suite of initiatives, which introduces Year 7 as the first for Overseas Students (CRICOS), of providers seeking year of secondary schooling from 2015. to operate in Queensland. The government is providing additional recurrent The type and number of approved Queensland CRICOS funding of $293.8 million over five years to providers are listed below: implement the Flying Start suite of initiatives, including funding of $81.3 million to the non-state • 22 higher education providers sector in the form of capital assistance. Initiatives • 139 vocational education and training providers include supporting the role of parents and carers in • 124 non-state schools developing early literacy, introducing Year 7 as the • 1 state school registration with 72 campuses first year of secondary school, and establishing a (individual state schools registered against single independent education standards authority for Education Queensland International’s CRICOS all Queensland schools. registration) In 2012, Queensland schools will implement the • 31 English Language Intensive Courses for Australian Curriculum for English, mathematics and Overseas Students providers. science in Prep to Year 10; and prepare to implement history from 2013 in Prep to Year 10. As part of the Education Services for Overseas Students Amendment (Re-registration of Providers and The department will consider how best to support Other Measures) Act 2010, all CRICOS providers were the learning needs of students with significant required to be re-registered by 31 December 2010. educational support needs following advice from the Australian Curriculum Assessment and Reporting The re-registration process included two new Authority regarding additional curriculum content and registration criteria (a requirement that the providers achievement standards, expected in November 2011, to principle purpose is the provision of education provide an Australian Curriculum that is inclusive of services, and that the provider clearly demonstrated every learner. their capacity to provide education of a satisfactory standard). The re-registration process was successfully completed, with all Queensland providers scrutinised using the strengthened powers available under the Commonwealth legislation.

Laying strong educational foundations 89 SECTION

Developing skills for 6 the economy

90 Department of Education and Training | Annual Report 2010–11 Objective: Services Queenslanders will be skilled to maximise School education: their opportunities and productively • delivering Preparatory to Year 12 in Queensland contribute to Queensland’s economy state schools to prepare young people for successful transitions into further education, training and/or work, and administering funding Key performance indicators for Queensland non-state schools. • Proportion of 20–24 year olds having attained Tertiary education – vocational education and training Year 12 or equivalent or Certificate II (VET), and higher education: • The gap between Indigenous and non-Indigenous • supporting the skilling needs of Queensland Year 12 or equivalent attainment outcomes through the funding and delivery of VET and • Proportion of students who, six months after providing support to higher education providers. completing Year 12, are participating in education, training or employment • Proportion of 25–64 year olds with Certificate III or higher qualifications Service standards Table 12: Service standards – School education (Years 10–12), tertiary education (vocational education and training, and higher education) 2010–11 Service standards Notes target/est. actual School education (Year 10–Year 12) Attainment 1 Percentage of students awarded a Queensland Certificate of Education (QCE) by 71.0% 75.4% the end of Year 12

Percentage of Year 12 students who are completing or completed a school- based apprenticeship and traineeship (SAT) or were awarded one or more of 90.9% 91.8% the following: QCE, IBD or VET qualification

Percentage of OP/International Baccalaureate Diploma (IBD) eligible students 68.0% 69.0% with an OP 1–15 or IBD Post-schooling destinations 1 Percentage of students who, six months after completing Year 12, are 2, 3, 4, 5 88.0% 85.6% participating in education, training or employment Tertiary education (vocational education and training, and higher education) VET participation Number of 15–19 year olds enrolled in VET at Certificate II and above 2, 6 75 400 72 189 Number of Indigenous 15–19 year olds enrolled in VET at Certificate II and above 2, 6 4200 4758 Number of apprenticeship commencements 2, 7 18 000 17 000 Number of traineeship commencements 2, 7 44 000 47 000 Number of School-based Apprenticeship and Traineeship (SAT) 2, 8 9000 9500 commencements Number of students completing Certificate III and above 2, 9 60 000 68 105 Number of Indigenous students completing Certificate III and above 2, 10 2300 2766 Number of apprenticeships completed 2, 11 12 000 12 000

Developing skills for the economy 91 Developing skills for the economy

2010–11 Service standards Notes target/est. actual Number of school-based apprenticeships and traineeships completed 2, 13 4000 5000

Percentage of successful competencies as a proportion of all attempted 2, 14 87% 89% competencies

Satisfaction with VET training services and products Level of stakeholder satisfaction with VET training services and products • Student Outcomes Survey 15 89% 89% • Survey of Employer Views 16 –– nationally recognised training 83% 83% –– apprentices and trainees 84% 84% Cost Average cost per competency successfully completed ($) 17 $720 $683 Higher education Stakeholders’ rating of: • departmental management of approval process (percentage of applicants 80% 93% rating satisfactory, good or better) • departmental contribution to quality improvement in the higher education 2, 18 90% 100% sector (percentage of higher education institutions rating satisfactory, good or better)

Source: Queensland State Budget 2010–11 (2010–11 target/est.) and 2011–12 (2010–11 actual) Service Delivery Statements and State Training Agency Clearing House Database Notes: 1. These service standards are confined to only the state schooling sector. 2. New service standards reflect the government’s focus on efficiency and effectiveness. 3. The 2009–10 estimated actual is an estimate and the errors bounds are not reported. 4. This service standard is constructed from voluntary responses to the Next Step survey conducted in May 2011. 5. This service standard does not separate students engaged in employment and/or education/training to ensure students are not counted more than once. 6. New service standard introduced to disclose the number of 15–19 year olds enrolled. This reflects Queensland’s contribution to meeting the expectations of the National Youth Transitions Agreement. 7. New service standard introduced to disclose the estimated number of individuals who commenced, or are expected to commence, an apprenticeship or traineeship during the reporting period. Recent improvements in the economic situation are reflected in higher apprenticeship numbers. 8. New service standard introduced indicates a small growth from an already high SATs base. Queensland currently has over 40 per cent of Australia’s SATs commencements. 9. New service standard introduced to monitor the number of students completing a Certificate III and above. This has an immediate contribution to Queensland meeting Tomorrow’s Queensland Smart target — three out of four Queenslanders will hold trade, training or tertiary qualifications. Growth in Certificate III and above completions is a continuation of recent trends where students undertake and complete higher value courses. 10. New service standard introduced to monitor the number of Indigenous students completing higher level courses. The increasing number is indicative of successful training support mechanisms that have been facilitated across the communities. 11. New service standard introduced to monitor the number of apprenticeships completed. An increase in numbers reflects a history of higher commencements and higher retention rates. 12. New service standard introduced to monitor the number of traineeships completed. An increase in numbers reflects a history of higher commencements and higher retention rates. 13. New service standard introduced to monitor the number of SATs completed, including those school students that transition into a mainstream apprenticeship or traineeship after leaving school. 14. New service standard introduced to disclose the student success rate. Increased intakes of the target groups (i.e. jobseekers) relative to the overall VET student population are expected to slightly decrease the overall success rate. 15. Student satisfaction is obtained from the annual National Centre for Vocational Education Research (NCVER) Student Outcomes Survey using the measure for the percentage of VET graduates satisfied with the overall quality of their training. 16. Employer satisfaction regarding VET is obtained from the biennial NCVER survey, Employers’ Use and Views of the VET System. 17. Service standard represents the average cost to the department of purchasing each successful training competency. Movement to higher level courses, in line with the Queensland Skills Plan and Q2 goals, is expected to result in an increase in the cost per successfully completed competency. 18. Service standard introduced to monitor stakeholder satisfaction with the department’s contribution to quality improvement in the higher education sector.

92 Department of Education and Training | Annual Report 2010–11 Senior schooling Figure 27 demonstrates the apparent retention rate of students from Years 10 to 12. The apparent retention rates are a broad but limited indicator of young Youth transitions and attainment people’s participation in secondary school education Strategies: or its equivalent. It is only one measure of positive engagement for young people, who may choose to • Provide multiple pathways and diverse participate in a range of school, training or work learning experiences to engage senior options. students and increase Year 12 attainment The 2010 Year 10 to 12 retention rate for all • Develop and support more effective Queensland schools (81.0 per cent) is higher than for pathways from school, between school Australia overall (78.5 per cent). In 2010, the retention and tertiary education and training, and rate for female students in Years 10 to 12 in all into work Queensland schools was higher, at 83.9 per cent, than male students, at 78.2 per cent. School education – Years 10–12 In Queensland, 61.4 per cent of Year 10 to 12 students attended a state school. More than three in five of In Queensland, young people must stay in school until these students in Years 10 to 12 indicated that they they finish Year 10 or turn 16 years of age, whichever were satisfied or very satisfied with their school. In comes first. A ‘compulsory participation’ requirement 2010, the satisfaction levels of state school students means that young people must take part in education in Years 10 to 12 are higher at 64.9 per cent than the or training for a further two years, or until they have 63.7 per cent satisfaction levels reported in 2009. attained one of the following: • a Queensland Certificate of Education (QCE) (or Figure 27: Apparent retention rates of Queensland and equivalent) Australian students in Years 10–12, 2006–10 • a Certificate III vocational qualification 100 • the age of 17 years. 80 Young people can leave education or training to enter the workforce during this period, as long as they are 60 working at least 25 hours a week. 40

Queensland’s compulsory participation requirement (%) Percentage meets the strengthened participation requirements 20 mandated at a national level through the National Partnership Agreement on Youth Attainment and 0 2006 2007 2008 2009 2010 Transitions. To support the compulsory participation Queensland Australia phase, the department provides young people with opportunities to set education and career goals, and Source: ABS, Schools, Australia to work towards those goals in a broad range of Note: 1. Queensland state and non-state students compared with Australian education settings, including school, TAFE and other state and non-state students. training. In Queensland, as part of the commitment to improving young people’s attainment and transitions, 15 to 19 year olds not at school are entitled to a government-subsidised training place (subject to admission requirements and course availability). The number of students enrolled in Years 10 to 12 in state schools continues to rise. In 2010, there were 99 866 students enrolled in Years 10 to 12, an increase of 1.7 per cent on the previous year and 5.5 per cent since 2008.

Developing skills for the economy 93 Developing skills for the economy

Indigenous participation at school Queensland continues to be a national leader in the uptake of SATs, as evidenced by figures from the The department is committed to closing the gap in National Centre for Vocational Education Research Year 12 or equivalent attainment, and has a range of (NCVER). Queensland accounts for about half of all strategies to retain Indigenous senior students SAT commencements in Australia. The number of SAT at school. commencements in Queensland increased 10 per cent In line with national data, there was an increase in the from 8600 in 2009–10 to 9500 in 2010–11, and has number of Indigenous young people in Years 10 to 12 increased by 53 per cent on the 2006 baseline. in 2010. The Queensland Year 10 to 12 retention rate In 2010, 14.8 per cent of Year 12 students had of 64.0 per cent is still well above the national figure completed or were completing a SAT. This represented of 52.5 per cent (see Figure 28). a slight increase on the previous year’s figure of 13.4 Figure 28: Apparent retention rates for Indigenous students per cent. in Years 10–12, 2006–10, Queensland and Australia The department invested $18.7 million of User Choice 100 funds in SAT training for the financial year 2010–11.

80 SATs are available in fields ranging from rural to retail, business to building, hospitality to hairdressing, 60 and automotive to arts. SAT completions overall have also increased by 40 per 40

Percentage (%) Percentage cent from 3580 completions in 2006–07 to 5000 in

20 2010–11. SAT apprenticeship completions have shown a much larger proportional increase, from 312 to 800 0 (or 256 per cent) in those 5 years. 2006 2007 2008 2009 2010 Queensland Australia Figure 29: Number of school-based apprenticeship and traineeship (SAT) commencements Source: ABS, Schools, Australia Note: 10000 1. Queensland state and non-state school Indigenous students 9000 compared with Australian state and non-state school

Indigenous students. 8000 6900 5980 5884 5908

7000 5908 School-based apprenticeships and 6000 traineeships 5000 4000 School-based apprenticeships and traineeships (SATs) 3000 provide high school students, typically in Years 11 2000 3123 2681 2708 2600

and 12, with: 1000 2466 0 • a pathway to transition from school to 2006–07 2007–08 2008–09 2009–10 2010–111 employment after school Apprenticeship Traineeship

• the opportunity to incorporate employment with Source: Department of Education and Training – Contract of training towards a recognised qualification Training Database (DELTA) Note: • credit towards their QCE. 1. Projected result. SATs are designed to support student career choices. Many students can complete a school-based traineeship while at school, depending on the vocational qualification and when they commence. A school- based apprenticeship provides a head start into a full-time or part-time apprenticeship and trade career. Young people may complete up to one-third of an apprenticeship while at school.

94 Department of Education and Training | Annual Report 2010–11 Figure 30: Number of school-based apprenticeship and The percentage of Queensland students completing traineeship (SAT) completions Year 12 with a VET qualification has increased 6000 markedly over the past five years, from 39.4 per cent in 2006 to 59.5 per cent in 2010 (see Figure 32). 4200

5000 4016 Figure 32: Percentage of Year 12 Queensland students with a 3577

4000 3345 VET qualification 3268 100 3000 90 80 2000 70 56.9 59.5 1000 800 60 623

568 52.2 469 312 50 39.4 40.3 0 40 2006–07 2007–08 2008–09 2009–10 2010–111 Apprenticeship Traineeship (%) Percentage 30 20 Source: Department of Education and Training – Contract of Training 10 Database (DELTA) 0 Note: 2006 2007 2008 2009 2010 1. Projected result. Source: Queensland Studies Authority Figure 31: Uptake of school-based apprentices and trainees – top 7 industries of employment The proportion of Queensland people aged 20 to 24 3000 who completed Year 12 (or equivalent) or attained a Certificate II or above increased from 85.6 per cent 2500 in 2009 to 87.9 per cent in 2010 (see Figure 33). This 2000 was higher than the Australian figures over the same period (84.5 per cent to 85.6 per cent). These figures 1500 show that the state is well on the way to achieving the 1000 2015 target of 92.5 per cent, as set out in the National Partnership Agreement on Youth Attainment and 500 Transitions.

0 Figure 33: Proportion of 20 to 24 year olds having attained Year 12 or equivalent or Certificate II (both state and non- Retail Business state schools) Hospitality Automotive Engineering Construction 90 Sports & recreation 87.9 86.0 85.6 Source: Department of Education and Training – Training 84.3 85 System Information Notes: 81.7 1. Number of Queensland SAT commencements between 1 January 2010 and 31 December 2010. 80 2. Includes the seven industries with the highest number of

commencements. (%) Percentage 75 3. Projected result.

70 2006 2007 2008 2009 2010 Source: ABS Education and Work Australia May 2010 (Catalogue No. 6227.0) (Additional Datacube)

2006 2007 2008 2009 2010 81.7% 86.0% 84.3% 85.6% 87.9%

Developing skills for the economy 95 Developing skills for the economy

Indigenous school-based School industry trade centres apprenticeships and traineeships During 2010–11, the department continued to work SATs continue to provide valuable learning with key industry groups to establish five school opportunities for Indigenous students, supporting industry trade centres. pathways to employment or further education and The first, the School Industry Trade Centre for Civil training. Construction at Caboolture State High School, offers Figure 34 shows that some 650 Indigenous students civil construction training in the North Coast Region. commenced a SAT in 2010, which is over 50 per cent The centre provides a new model for training and more than the 410 commencements in 2006. The skills development for students who are potentially number of SATs completed by Indigenous students in new entrants to the industry. 2010, displayed in Figure 35, was over 350; more than The Great Barrier Reef International Marine College triple those completed in 2006. in Cairns was opened in February 2011. The college Figure 34: Number of Indigenous school-based apprentice is a partnership between the department (represented and trainee commencements by Woree State High School and the Tropical North 1000 Queensland Institute of TAFE) and the Australian Marine Training Network Cairns. It provides authentic 800 industry training for Year 11 and 12 students, leading to school-based traineeships and the awarding 600 of Certificate II qualifications. Exiting students

400 are prepared for a career in a range of local and international marine industries. 200 The Gold Coast School of Construction was established

0 in collaboration with Hutchinson Builders and is 2006 2007 2008 2009 20101 located at Yatala. The school provides real-world Apprenticeship Traineeship Total training for school students interested in pursuing Source: Department of Education and Training – Contract of Training Database (DELTA) a career in the building and construction industry. Note: Twenty-eight senior students from five different 1. Projected result. schools in the Gold Coast area commenced training Figure 35: Number of Indigenous school-based apprentice during 2010–11. and trainee completions The Mackay-based Manufacturing and Engineering

400 School Industry Trade Centre was successful in

350 attracting additional funding through the Australian Government’s Trade Training Centre Program. Strong 300 support from industry enabled the expansion of this 250 trade centre. The facility will be built within the 200 Central Queensland University site, adjacent to the 150 new TAFE trade training building. This will provide 100 training to young people in Years 10, 11 and 12 for 50 careers in the manufacturing and engineering industry. 0 2006 2007 2008 2009 20101 Heatley Secondary College, in close partnership with Apprenticeship Traineeship Total the local creative digital industry, has established the Source: Department of Education and Training – Contract of Townsville Creative Technologies College in North Training Database (DELTA) Note: Queensland. The college commenced the delivery 1. Projected result. of programs in Semester 1, 2011. Delivery includes training activities from Certificate I to IV in the creative technology, business, design and production areas to ensure graduates are well prepared for careers in artistic, multimedia and related industries. The college received federal funding through the Building the Education Revolution program to expand the centre’s capacity.

96 Department of Education and Training | Annual Report 2010–11 Queensland Certificate of Education The certificate provides these students with a summary of their skills and knowledge, which they can present to The Queensland Studies Authority administers the employers and training providers. Table 14 shows the QCE. The QCE offers flexibility in what is learnt, as numbers of students who received the QCIA in 2010. well as where and when learning occurs. A student’s learning options include: Table 14: Number of Year 12 Queensland state school students who received a QCIA, or students with disabilities • senior school subjects who completed 12 years of schooling in 2010 • VET • SATs Number of state school students: 2010–11

• recognised workplace and community learning who received a QCIA 481 • university subjects undertaken while at school. with disabilities who completed 12 years of schooling 1049 The QCE indicates to employers that an individual has achieved a significant amount of learning at a Source: 2011–12 Queensland State Budget – Service Delivery Statements (Department of Education and Training and Queensland set standard and a pattern which meets literacy and Studies Authority) numeracy requirements. It also provides young people with a valuable passport to further education, training Year 12 outcomes and employment. Queensland students have shown a broad pattern In December 2010, 81 per cent of all Year 12 students of improved outcomes, leaving schools with a graduated with a QCE (see Table 13). qualification of some kind and ready to continue Students who did not meet the QCE requirements at learning or enter the workforce. the end of Year 12 can continue to work towards their The 2010 Year 12 outcomes report, recently released in certificate for up to seven years after leaving school. the Queensland media, shows diverse achievements of students who graduated at the end of last year. Table 13: Percentage of students awarded a Queensland Certificate of Education (QCE) by the end of Year 12 Table 15: Percentage of Year 12 students who are completing or completed a SAT or were awarded one or more of: QCE, Measure 2008 2009 2010 IBD or VET qualification

Students awarded a QCE State All Measure by the end of Year 12 75.5% 78.2% 81.0% schools schools Source: Queensland Studies Authority SAT, QCE, IBD or VET qualification 91.8% 92.8% Queensland Certificate of Individual Source: Queensland Studies Authority Achievement The Queensland Certificate of Individual Achievement (QCIA) recognises and reports the learning achievements of students who have completed at least 12 years of education. To be eligible for a certificate, students need to have impairments or difficulties in learning.

Developing skills for the economy 97 Developing skills for the economy

Overall achievement of Year 12 completion has Figure 36: Percentage of Year 12 Queensland OP-eligible or improved as students have the opportunity to move International Baccalaureate students with an OP 1-15 or an between learning outcomes, with study options suited International Baccalaureate Diploma to learning styles. 100 90 Overall Positions (OPs) provide a statewide rank order 80 73.3 75.0 69.0 69.0 72.1 of students from 1 (highest) to 25 (lowest). OPs show 70 how well students have performed in their senior 60 studies when compared with the performances of all 50 other OP-eligible students in Queensland. 40

Percentage (%) Percentage 30 The International Baccalaureate Diploma (IBD) is 20 an internationally recognised pre-university level 10 qualification that allows subjects to be accelerated 0 and graduating students to study at Australian tertiary 2006 2007 2008 2009 2010 institutes, as well as overseas universities. Source: Queensland Studies Authority Note: OPs and IBDs are used in the selection of students for 1. IBD award has only been included in this data since 2008. tertiary education courses. An OP 1 to 15 is the range generally used to indicate those students most likely to Queensland Year 12 destinations succeed at tertiary level. Each year, the department undertakes the Next Step In 2010, 19 498 students achieved an OP of 1 to 15 survey of Year 12 graduates from state, Catholic or an IBD, an increase on previous years as shown in and independent schools. Results identify the future Figure 36. This indicates that more students had the employment, study and life choices that these students option of gaining entrance into a tertiary education are making. course. The results of the survey also give an insight into how well schools are preparing students for adult life, and help to formulate policy and develop services.

Figure 37: Main destinations of Year 12 completers, Queensland, 2007–11

40

35

30

25

20

Percentage (%) Percentage 15

10

5

0 University VET VET VET Cert I–II/ Apprentice Trainee Working Working Seeking Not studying/ (degree) Cert IV+ Cert III other full-time part-time work not in labour force 2007 2008 2009 20010 2011

Source: 2007–11 Next Step Surveys

98 Department of Education and Training | Annual Report 2010–11 The survey showed that the vast majority of young Learn Earn Legend! – Year 12 Queenslanders who completed Year 12 in 2010 were Destinations initiative engaged in education, training or employment six months after completing school (see Figure 38). The Learn Earn Legend! Year 12 Destinations initiative is a joint funding initiative of the Department of Figure 38: Proportion of students who, six months after Education and Training (DET), the Commonwealth completing Year 12, are participating in education, training Department of Education, Employment, and Workplace or employment Relations (DEEWR), the Department of Communities and the Department of Employment, Economic 100 93.0 92.7 89.9 88.6 88.9 90 Development and Innovation (DEEDI). The Queensland 80 Indigenous Education Consultative Committee is also a 70 project partner. 60 The two-year trial aims to increase the Year 12 50 attainment rates of Indigenous students across all 40

Percentage (%) Percentage 30 Queensland schools, and to successfully transition 20 students into further education, training or meaningful 10 employment opportunities. Students are case managed 0 throughout the final year of schooling, and then for a 2007 2008 2009 2010 2011 minimum of six months post-schooling. Source: 2007–11 Next Step Surveys The initiative is being implemented as a component of Indigenous student destinations the department’s Indigenous Education Strategy and is closely aligned with the achievement of two Closing The 2011 Next Step survey provides information about the Gap targets: post-school destinations of Indigenous students who • to halve the gap for Indigenous students in Year completed Year 12 in 2010. 12 attainment or equivalent attainment by 2020 • to halve the gap in employment outcomes between Indigenous and non-Indigenous Australians within a decade.

Figure 39: Main destinations of Indigenous Year 12 completers, Queensland, 2007–11

25

20

15

10 Percentage (%) Percentage

5

0 University VET VET VET Cert I–II/ Apprentice Trainee Working Working Seeking Not studying/ (degree) Cert IV+ Cert III other full-time part-time work not in labour force 2007 2008 2009 20010 2011

Source: 2007–11 Next Step Surveys

Developing skills for the economy 99 Developing skills for the economy

Vocational education and Toward Q2: Tomorrow’s training Queensland Under Toward Q2: Tomorrow’s Queensland, DET has 2010–11 key highlights lead responsibility for the Smart – delivering world- class education and training ambition, with the target that three out of four Queenslanders will hold a trade, ✔✔ established Skills Queensland training or tertiary qualification by 2020. ✔✔ implemented the Queensland Natural Developing skills is fundamental to Queensland’s Disasters Jobs and Skills Package economic prosperity. It is a key driver of productivity and economic growth, and is central to shaping our ✔ ✔ delivered career information and human capital and community capacity. training referral services through Skilling Solutions Queensland The state is making progress towards the goal of having 75 per cent of Queenslanders aged 25–64 years ✔✔ reformed the Queensland User attaining Certificate III or above qualifications by Choice initiative from a centralised 2020. According to the ABS survey of education and contract‑driven program to a highly work, the proportion was 54.1 per cent in 2010, an flexible and demand‑led system informed increase from 50 per cent in 2006.

by industry Figure 40: Proportion of 25 to 64 year olds with Certificate III or higher qualifications ✔✔ created additional training places under the National Partnership Agreement on 100 90 Productivity Places Program 80 70 ✔✔ finalised an innovative collaboration with 60 54.4 54.1 50.0 50.3 51.4 universities, VET providers and schools 50 40 ✔ ✔ worked with the Coal Seam Gas/ (%) Percentage 30 Liquefied Natural Gas (CSG/LNG) industry 20 to implement Industry Training Programs 10 0 ✔✔ completed the Great Barrier Reef 2006 2007 2008 2009 2010 International Marine College Source: ABS Education and Work May 2010 (Catalogue No. 6227.0) Additional Datacube

100 Department of Education and Training | Annual Report 2010–11 Participation and improved Figure 41: Number of apprentice and trainee commencements 80 000 outcomes 70 000 Strategies: 60 000 50 000

• Increase participation in Certificate III 40 000 and above qualifications 30 000 • Improve completion rates including 20 000 through targeted apprenticeship 10 000 0 monitoring and support strategies 2006–07 2007–08 2008–09 2009–10 2010–111 Apprenticeship Traineeship Total • Improve participation and qualification Source: Department of Education and Training – Contract of Training outcomes for Indigenous Queenslanders, Database (DELTA) focusing particularly on Certificate III and Note: above qualifications 1. Projected result. • Continue to build a robust and Apprentice completions reached 12 000 for the responsive training market that is able to 12 months ending June 2011. Traineeship completions respond to the state’s dynamic workforce reached 25 000 for the same period. Figure 42: Number of apprentice and trainee completions

40 000 The department supports a range of programs aimed at 35 000 stimulating increased participation within the state’s 30 000 VET sector. Programs such as User Choice support 25 000 apprenticeship and traineeship training, VET Revenue General supports targeted training through the 20 000 Public Provider, and the Productivity Places Program 15 000 supports training in partnership with the Australian 10 000 Government and industry. 5 000

0 1 In total, DET increased the skills of over 280 000 2006–07 2007–08 2008–09 2009–10 2010–11 Apprenticeship Traineeship Total Queenslanders in 2010–11. Source: Department of Education and Training – Contract of Training VET in schools comprises a range of training options Database (DELTA) for school students in secondary school (Years 10 Note: to 12), including courses delivered at school, SATs, 1. Projected result. and courses offered at a TAFE institute or by another training organisation. VET in schools can count towards a QCE. Apprenticeship new commencements achieved a level of 17 000 for the 12 months ending June 2011. This is consistent with the new commencements recorded for the 12 months ending June 2010, but lower than the peak at around 22 300 for the 12 months ending June 2008. The reduction in recent years reflects impacts of economic conditions, but current new commencements are stronger than before 2005–06.

Developing skills for the economy 101 Developing skills for the economy

VET graduate results • implements a simplified government purchasing strategy which increases choice of training Queensland’s VET sector continues to strive to address provider and ensures that funding responds to the needs of Queensland’s economy, achieving strong demand for apprentices and trainees. results in producing job-ready graduates. Figure 43: Number of TAFE qualifications awarded Skilling Solutions Queensland

30 000 Skilling Solutions Queensland provides a one-stop shop for Queenslanders to obtain free training and 25 000 career information, and assists skilled individuals, 20 000 without qualifications, to gain formal qualifications through recognition of prior learning. Skilling 15 000 Solutions Queensland assists new and emerging Number 10 000 industries in meeting their need for trained and qualified staff. 5 000 During 2010–11, Skilling Solutions Queensland 0 provided over 30 000 face-to-face interviews across 2006–07 2007–08 2008–09 2009–10 2010–11 the state. Over 11 000 were referred to a registered Cert IV+ Cert III Cert I & II training organisation (RTO) for formal recognition of Source: Department of Education and Training – Training System Information prior learning. Additionally, career information was provided to over 15 000 Queenslanders. Table 16: Total number of VET qualifications awarded During 2010–11, over 2400 individuals were provided – all qualification levels with a tailored Skilling Solutions Queensland service for the construction industry, in partnership with 2006–07 2007–08 2008–09 2009–10 2010–11 Construction Skills Queensland and Energy Skills 96 947 92 820 109 921 104 836 119 561 Queensland.

Source: Department of Education and Training – Training System As at the end of April 2011, 27 000 callers had been Information assisted on the Skilling Solutions Queensland hotline, operated by the Training Queensland Contact Centre. Figure 43 demonstrates the VET system has become more effective in delivering vocational programs that Recognition of prior learning lead to successful student outcomes, particularly the gaining of awards. Recognising an individual’s skills and experience using recognition of prior learning (RPL) assessment In 2010–11, 74 300 Certificate III and above is one of the department’s strategies to efficiently and qualifications were awarded, which is more than effectively address Queensland’s future skills needs. double the completions (36 300) reported in 2006–07. RPL and the credit transfer process are effective ways of qualifying individuals — they save time and User Choice reform resources by negating the need for people to retrain in A new demand-driven User Choice program was skills and knowledge they already possess. implemented from 1 July 2010. The program provides In 2010, 9.8 per cent of all full-year training employers with greater choice of training provider, equivalents in Queensland were assessed through and ensures that funding provided for the training of RPL, up from 5.3 per cent in 2006. The Queensland apprentices and trainees is aligned to the skills needs proportion of RPL is about two percentage points of industry. above national average. The program: • prioritises funding based on industry advice received through Skills Queensland • establishes consistent and appropriate pricing, with the government contribution to the cost of training varying with the priority of the training

102 Department of Education and Training | Annual Report 2010–11 Figure 44: Full year training equivalents in Recognition of Apprentice retention and completion Prior Learning — Queensland’s position relative to Australia, 2006–10 The department operates a proactive visit service to employers, apprentices and trainees. Regional 12 officers visit workplaces to assess the progression of 10 apprentices and trainees, and identify any issues which may prevent the completion of the training contract. 8 Follow-up activities are conducted to resolve the 6 issues at a local and systemic level as required. Visits are mostly aimed at apprentices in areas identified as

Percentage (%) Percentage 4 requiring additional support.

2 Training Queensland Customer Centre 0 2006 2007 2008 2009 2010 The Training Queensland Customer Centre (TQCC) Queensland Australia operates a number of customer service activities for Source: Australian vocational education and training statistics: the department, including the Apprenticeships Info Students and courses 2010, NCVER Service, the Training Queensland Line, the Skilling Note: 1. Full year training equivalents measure the training activity Solutions Queensland statewide booking service and undertaken by a student on a full-time basis for one year. most recently, the Jobs and Skills Package (Flood and Calculations are based on hours of delivery (720 hours = 1 FYTE) Cyclone) Hotline. VET professional development The Apprenticeships Info Service is an initiative of the Queensland Government which aims to improve Queensland recognises that the skills and knowledge the attractiveness of apprenticeships and traineeships of our VET practitioners is fundamental to the success by providing support during training. The service of the sector in contributing to the achievement of provides free advice, referrals and support to all government’s social, environmental and economic Queenslanders about apprenticeships and traineeships, priorities. In this context, the Queensland VET and helps to streamline service delivery, especially in Professional Development Strategy outlined the regional areas. strategic intent of professional development in the Queensland VET sector from 2007 to 2010. In 2010–11, the TQCC provided: • advice, referrals and support over the phone and During 2010–11, the Queensland VET Development via email. New phone services have also been Centre implemented professional development added to include an advice and booking service programs to support the achievement of the objectives for Skilling Solutions Queensland as well as of the strategy, and to build the capability of VET providing updates and advice about the Jobs and providers to better meet the skills needs of Queensland Skills Package via the Skills Queensland Hotline. businesses and industry. Over the four lines combined, the phone service responded to 122 948 calls and 22 142 emails Out-of-Trade Register • 24 hour public access to information through its The Out-of-Trade Register encourages employers to Apprenticeships Info website. Up to 30 June 2011, take on apprentices and trainees whose employment is the website received more than 201 848 visits at risk due to natural disasters or economic downturns. • 24 hour access to apprenticeship and traineeship New partnership arrangements were developed with information for stakeholders through its Group Training Association – Queensland and the Apprenticeships Info Online Service. Up to 30 Northern Territory. This enables employers to access June 2011, over 112 949 searches were conducted the register and obtain details of apprentices and • approximately $3.4 million (as at 30 June 2011) trainees (at all levels and locations) across a range in financial incentives to assist apprentices and of industries, including building and construction, trainees to travel to their training providers. electrical, engineering and automotive. A total of 1298 individuals were assisted in 2010–11. For more information, visit www.tradeapprentices.com.au

Developing skills for the economy 103 Developing skills for the economy

Expanding options for women Indigenous training and DET is committed to increasing the participation of skilling women in non-traditional fields. The department provides funding to the Indigenous Employment and Training Communications, Electrical and Plumbing Union (CEPU) Strategy Plumbing Division to increase the number of female A number of department partnerships at strategic apprentices in the plumbing industry. During 2010–11, government and community levels for Indigenous VET CEPU used the funding to recruit and support 16 Initiatives operate within the authorising environment women as apprentices. One apprentice has completed established through the Council of Australian the program, and three more are expected to complete Governments agenda of closing the gap in Indigenous during 2011. disadvantage, and the state agenda, including Toward CEPU has coordinated blue card training, awareness and Q2: Tomorrow’s Queensland. assertiveness training, and provided network meetings, The Positive Dreaming, Solid Futures: Indigenous mentoring and site visits for the women apprentices. Employment and Training Strategy 2008–2011 forms Your Future’s Bright With a Trade continued in 2010–11. Action 2.1.2 of the Queensland Skills Plan, and is the This initiative includes a range of resources published blueprint for closing the gap in Indigenous employment on the Apprenticeships Info website to assist in the outcomes in Queensland. promotion of trade training to under-represented groups. The target audience includes women, Positive Dreaming, Solid Futures: unemployed people and Indigenous people, and the Indigenous Employment and Training information available informs candidates of the advice, Strategy support and referrals available to under-represented groups interested in undertaking a trade. The Positive Dreaming, Solid Futures: Indigenous Employment and Training Strategy 2008–2011 was During 2010–11, the Women in Management initiative designed to provide Aboriginal and Torres Strait continued to support the training needs of women Islander people with the opportunities to achieve across the public and private sector who want to work educational outcomes that will lead to increased in management or undertake higher level management participation in the workforce, in order to fulfil labour positions. Part of this initiative is a customised training supply demands. program which leads to a Certificate IV in Frontline Management. This initiative also includes online The strategy aims to support the training and resources for use by women, their employers and employment needs of Indigenous Queenslanders by: training organisations. • maximising employment through strategic alliances The department has also developed the Women in • skilling individuals for work Leadership Strategy to support women across the • building capabilities in communities to enhance department to move into leadership roles. Strategies community and economic development include promotion of flexible work options, short- opportunities and long-term relieving in senior roles across • aligning employment support and training to the the department, job shadowing of senior roles, needs of Indigenous Queenslanders. and participation in leadership programs such as the Inspiring Women’s Mentoring Program. The In 2010–11, the final year of implementation, Positive Women in Leadership Mentoring Program was also Dreaming, Solid Futures has seen progress across a designed as part of the strategy for improving higher range of initiatives: level employment opportunities for women in the • The Skilling Queenslanders for Work (SQW) department. industry alliances initiative has increased Indigenous participation to 32 per cent, with The Women in Leadership Committee is the key destination surveys reporting 67 per cent of former body for consultation on employment strategies and SQW Indigenous participants in jobs or further wellbeing issues. The committee facilitated a Young training. Women’s Forum in November 2010 to share information about increasing women’s leadership roles across the • Indigenous SATs have increased significantly, with department. some 650 enrolled at June 30 — an increase of 61 per cent over 2006 figures (base year).

104 Department of Education and Training | Annual Report 2010–11 • The employment of 42 Indigenous Employment Indigenous participation in vocational and Training Support Officers has assisted 2024 education and training Indigenous apprentices, trainees, VET students and jobseekers to gain employment or continue In 2010–11, the department allocated over $11 million with training. towards targeted strategies specifically designed to encourage Indigenous participation, including: • The Small Business Solutions program has enabled 100 Indigenous business owners and • Training Initiatives for Indigenous Adults in managers to receive mentoring and support. Regional and Remote Communities • The commitment to Closing the Gap has seen • Cape York Employment and Training Strategy 9235 Indigenous students enrolled in Certificate • Indigenous Funding Pool for the provision of III and above level training. This represents a 14.5 support services for Indigenous Queenslanders at per cent increase on 2009–10 figures, compared to TAFE institutes. a 4.2 per cent increase for the system overall. Closing the gap between Indigenous and non- • Towards the Queensland Skills Plan commitment Indigenous Year 12 or equivalent rates by 2013 is a to Certificate IV and above training places, goal of the department. Using Year 12 state school during 2010–11, 3084 Indigenous students were student outcomes as a measure, in 2009, the gap participating in Certificate IV and above training. between Indigenous and non-Indigenous Year 12 This represents a 24.8 per cent increase on 2009– students who received an OP, QCE, QCIA, IBD or VET 10 figures, compared to a 12.3 per cent increase qualification was 15.2 per cent. In 2010, the equivalent for the system overall. gap was 12.4 per cent. The development and support of accessible and Indigenous Queenslanders performed slightly better relevant Indigenous education and training pathways than overall students in publicly funded VET systems. that lead to skills acquisition and employment There was a growth in Indigenous student numbers outcomes has continued during 2010–11. The (14.3 per cent) from 2009–10 to 2010–11 (17 400 department’s commitment to closing the gap in students, up from 15 205 in the previous year), while employment between Indigenous and non-Indigenous there was a 2.3 per cent increase in overall VET people is also evidenced by the joint state– student numbers. Commonwealth Training Initiatives for Indigenous Adults in Regional and Remote Communities program, In 2010–11, Indigenous students represented 6.1 per providing $7.5 million in training and support cent of total publicly funded VET students, compared services. to 4.9 per cent representation in 2006–07.

Figure 45: Number of Indigenous students in the publicly Cape York Employment and Training funded VET system Strategy 20 000 18 000 In 2010–11, the department, through the Cape 16 000 York Employment and Training Strategy, provided 14 000 community-driven, targeted training to support 12 000 employment and enterprise development opportunities 10 000 to 123 participants in the Cape York region. Number 8 000 6 000 A key focus of the strategy is support for apprentices 4 000 and trainees. 2 000 0 2006–07 2007–08 2008–09 2009–10 2010–11 Indigenous all students Indigenous Cert III+ students

Source: Department of Education and Training

Developing skills for the economy 105 Developing skills for the economy

Figure 46: Number of VET qualifications awarded to Figure 47: Number of Indigenous apprentice and trainee Indigenous students in Queensland commencements

9000 5000 8000 4000 7000 6000 3000 5000

Number 4000 2000 3000 1000 2000 1000 0 2006–07 2007–08 2008–09 2009–10 2010–111 0 2006–07 2007–08 2008–09 2009–10 2010–11 Apprenticeship Traineeship Total Indigenous all awards Source: Department of Education and Training – Contract of Training Indigenous Cert III+ awards Database (DELTA) Source: Department of Education and Training Note: 1. Projected result.

Trends in Indigenous qualifications awarded reflect Figure 48: Number of Indigenous apprentice and trainee the department’s commitment to higher level completions

qualifications. Figure 46 demonstrates how completion 1500 of Certificate III and above qualifications increased 124 per cent from 1344 in 2006–07, to 3006. 1200

Indigenous participation in 900 apprenticeships and traineeships 600

The department continues to encourage Indigenous 300 Queenslanders to engage in all training pathways, including apprenticeships and traineeships. During 0 2006–07 2007–08 2008–09 2009–10 2010–111

2010–11, some 4000 Indigenous people commenced Apprenticeship Traineeship Total apprenticeship and traineeship training. Source: Department of Education and Training – Contract of Training Database (DELTA) Note: 1. Projected result.

Indigenous apprentices and trainees have successfully completed 91.4 per cent of their total competencies attempted during 2010–11. This compares favourably with the competency completion rate of 95.3 per cent for all apprentices and trainees.

Table 17: Module/competency completion rates of Indigenous apprentices and trainees

2006 2007 2008 2009 2010

Successful completion of modules/competencies 91.1% 92.0% 92.4% 92.9% 91.4%

Source: Department of Education and Training – Training System Information from VOCSTATS

106 Department of Education and Training | Annual Report 2010–11 Indigenous industry partnerships The strategy, delivered by Tropical North Queensland Institute of TAFE, delivers targeted and culturally and training initiatives appropriate Certificate III, Diploma and Advanced Diploma of Children’s Services training to existing and Indigenous Funding Pool new-entrant early childhood educators in the Cape, Gulf and Torres Strait Islands, and other Indigenous The support of demand-driven training for Indigenous remote locations as appropriate. people in Queensland continued in 2010–11 with the Indigenous Funding Pool (IFP). The allocation of $2.6 The strategy has been successfully implemented million supplementary funds to TAFE institutes and through a coordinated community engagement model statutory authorities supported strategic initiatives such that has allowed appropriate responses to training as as training, tutorial assistance, capacity building and the identified by the individual communities. development of innovative pilot programs and research. Residency workshops and face-to-face training, including one-to-one support, have enabled early Training for aspiring Indigenous childhood educators to gain qualifications that ensure performing artists early childhood education and care services meet licensing requirements (where relevant). In 2010–11, the department provided $764 000 to the Aboriginal Centre for the Performing Arts through the Creative Industries initiative and the IFP. As a result, Indigenous Lighthouse Grants Project 93 young Indigenous performing artists from across Indigenous Lighthouse Grants are available to the state undertook accredited training at Certificate III stimulate new approaches to training, arts and to Advanced Diploma levels. education by supporting collaborative projects. This joint DET and the Department of the Premier and Training Initiatives for Indigenous Adults Cabinet grant aims to increase cultural awareness in Regional and Remote Communities and increase outcomes for Indigenous students. Schools, TAFE institutes, arts organisations and The Training Initiatives for Indigenous Adults in Regional individual artists are eligible to apply for grants up to and Remote Communities program was a jointly funded a maximum of $25 000. initiative by the Australian and Queensland governments, and during the four-year program, a total of $18 million In 2010–2011, 42 applications were received and was allocated for the provision of training and support 12 grants were awarded. A total of $178 500 was services to Indigenous Queenslanders. Training included distributed. Projects awarded funding included: civil construction and mining, Indigenous primary • Ipswich Girls Grammar School (IGGS) — health care, aged care, nursing, conservation and land production of a DVD that chronicles the journey management, and tourism. of Indigenous students from their communities to IGGS and beyond Regional and remote training for • Burnett State College — a ‘hands on’ approach Aboriginal and Torres Strait Islander to learning agricultural skills and gaining peoples qualifications in association with Mimosa Station • Wide Bay Institute of TAFE — the design and In 2010–11, six TAFE Queensland institutes delivered production of an artwork for public display at the training under this initiative. This enabled tailored institute training at Certificate III level and above to help meet industry and community demand across a range of • Western Cape College (Weipa) — the creation of areas including engineering, retail, construction, a localised and Indigenous version of Romeo and business and primary industries. Juliet • Gin Gin State High School — a series of arts and Indigenous Remote Area Strategy for media workshops, community forums and the Cape, Gulf and Torres Strait creation of a ‘Yarnin’ Space’ • Yarrabah State School — a cultural visit to The Indigenous Remote Area Strategy is a state Brisbane to share culture, arts, dance and music government response to supporting quality outcomes with non-Indigenous students. for children through a skilled early childhood education and care workforce.

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Quality standards In 2010–11, the department conducted a total of 598 AQTF audits. Figure 49 shows the outcomes of the Strategies: audits. • Continue to improve Queensland’s Figure 49: Number of RTOs (including TAFE institutes) participating in training quality audits and outcomes of training system to ensure it remains audits of RTOs first class Still in progress • Lead the implementation of outcomes 64 Not compliant from national higher education and 13 training reforms including the role of VET within a broader tertiary education sector and regulatory reform

Maintaining a quality VET system

The Australian Quality Training Framework (AQTF) is Compliant 521 the national set of standards that assures nationally consistent, high-quality training and assessment Source: Department of Education and Training services for clients of the VET system. During 2010–11, the department continued the The AQTF Essential Conditions and Standards focus on development of teachers in innovative teaching, quality outcomes for students and other clients of the learning and assessment across the VET sector VET sector, including employers and industry. including: The concept of continuous improvement is built in • the establishment and maintenance of a to every aspect of the standards. RTOs are required sector-wide network of teaching, learning and to evolve their operations during the course of their assessment specialists developed through work- registration, to build on the quality of their training based, action learning capability programs on and assessment and their client outcomes. assessment, VET teaching and learning, and The department applies a risk management approach instructional intelligence to the registration and regulation of RTOs to ensure • the development of a suite of web-accessible the most efficient application of resources and to professional development resources on assessment reduce the regulatory burden on RTOs. A National for on-demand, customised training within Guideline for Risk Management supports national Queensland RTOs — Assessment Foundations consistency in the application of this approach. Resources for VET Professionals • professional development for TAFE staff in the use of technologies that support teaching, learning and assessment, and in the development and maintenance of digital learning resources.

108 Department of Education and Training | Annual Report 2010–11 Satisfaction with VET services TAFE capacity Surveys conducted by the National Centre for Vocational Education Research (NCVER) have Strategies: revealed the majority of students and employers are • Continue to reform TAFE governance satisfied with VET training services and products in arrangements to better position institutes Queensland. to respond to the skilling needs of Results of the Student Outcome Survey show that VET individuals and industry graduates’ satisfaction with their training remains high • Develop and implement new statewide at 89 per cent. policy on TAFE fees and reform TAFE Table 18: Percentage of graduates satisfied with the overall funding arrangements to ensure support quality of their training, 2006–10 for non-commercial priorities 2006 2007 2008 2009 2010 TAFE Queensland Queensland 89% 89% 88% 89% 89% TAFE Queensland consists of 13 institutes across Australia 88% 89% 89% 89% 89% Queensland. Two of these are statutory TAFE Source: Student Outcome Survey – NCVER institutes. The institutes deliver courses across 807 skill areas at more than 99 metropolitan and regional Results of the last Survey of Employers’ Use and locations across the state. Views, conducted in 2009, place Queensland just TAFE is the largest provider of practical, relevant and above the national average. Of employers surveyed, quality VET in Queensland. In 2010–11, the TAFE 84 per cent were satisfied with their apprentices Queensland network delivered educational excellence and trainees as a way of meeting their skill needs. to some 215 000 students. Trends since the 2009 survey show that Queensland employers were as satisfied as in 2007 (84 per cent). TAFE Queensland courses are delivered via a range The survey is conducted biennially and results of the of modes, including traditional classroom delivery, 2011 Survey of Employer Views are not available for distance learning, online, workplace training, or a this report. combination of these. The TAFE system supports the development of a highly Table 19: Level of employer satisfaction with apprentices and skilled and flexible workforce to ensure Queensland’s trainees continuing growth and prosperity. 2005 2007 2009 TAFE responsiveness Queensland 81% 84% 84% An independent review of Queensland’s post- Australia 79% 83% 83% secondary education and training system was

Source: Employers’ Use and Views of the VET System – NCVER conducted in late 2010. The recommendations of (biennial survey) the review will provide advice on further changes to improve the flexibility and responsiveness of the TAFE system to meet the needs of industry and the community.

TAFE governance changes From 1 July 2010, Brisbane North Institute of TAFE and Metropolitan South Institute of TAFE commenced operation as semi-commercialised business units, for a minimum of two years, prior to being considered for full transition to a statutory TAFE institute. This model enables the institutes to build capacity and demonstrate performance results and business behaviours, with support from the department.

Developing skills for the economy 109 Developing skills for the economy

Barrier Reef Institute of TAFE Central Queensland Institute of TAFE The Barrier Reef Institute of TAFE (BRIT) provides Located in one of Australia’s fastest growing regions, VET through nine campuses, to more than 12 600 where the rapid development of the resource sector local, interstate and international students who are demands highly skilled staff, both trades and enrolled in over 200 training programs, ranging professional, Central Queensland Institute of TAFE from certificate through to advanced diploma. The (CQIT) is focused on engaging with industry and institute’s program offerings include a range of trades, meeting the training needs of a workforce that will business, health and community, hospitality, retail, drive a booming economy. tourism and Indigenous studies, which reflect demands Covering an area of more than 360 000 square from local industry and needs of the community. kilometres with nine campuses, the institute BRIT is focused on addressing priority skills needs provides VET to more than18 000 local, interstate for existing workers, as identified by local industry, and international students who are enrolled in over and on skilling the future workforce through 340 training programs, ranging from certificate to pre-apprenticeship programs and new pathways advanced diploma level. to employment. In partnership with schools, the The institute provides training in key vocational areas institute provides a highly successful VET in Schools such as engineering, mining, construction, business, program designed to improve youth transition to electrical, transport, health, child care, hospitality apprenticeships and employment outcomes. and community services, and is the lead institute for In January 2011, the institute opened its ninth campus, training in mining, chemical processing and laboratory a new state-of-the-art, custom-built trades facility, the operations. Each year, more than 5000 apprentices and Townsville Trade Training Centre, located at Bohle. trainees receive training through the institute. For more information, please visit: For more information, please visit: www.barrierreef.tafe.qld.gov.au www.cq.tafe.qld.gov.au

Brisbane North Institute of TAFE Metropolitan South Institute of TAFE Brisbane North Institute of TAFE (BNIT) provides Metropolitan South Institute of TAFE (MSIT) is one of training delivery through seven campuses, and its Queensland’s largest providers of state-funded VET. unique business units of TAFE Open Learning and The institute raises the aspirations, potential and skills Learning Network Queensland. of all clients through delivery of quality education and training. In 2010–11, MSIT educated more than The institute delivers training to approximately 32 000 20 000 students and delivered 250 programs across students who are enrolled in nearly 208 programs, eight campuses in Brisbane’s southern suburbs. ranging from certificate to advanced diploma level. The key training focus includes specific vocational Strong links to industry and business, and areas such as information technology, business, consideration of client needs, ensure MSIT’s horticulture and animal ethics. As the lead institute in programs are job-focused, industry-linked and these areas, BNIT leads and coordinates development globally connected. By continuing to respond to of relevant learning products and services throughout external markets and environments, MSIT is actively Queensland. supporting government priorities. Emphasis is placed on the delivery of higher level qualifications For more information, please visit: (Certificate IV and above) to ensure students maximise www.bn.tafe.qld.gov.au their learning potential, enabling them to meet the needs of the local community. Major training areas delivered by MSIT include health and aged care, community services, business and employability skills, and creative and service industries. For more information, please visit: www.msit.tafe.qld.gov.au

110 Department of Education and Training | Annual Report 2010–11 Mount Isa Institute of TAFE Southern Queensland Institute of TAFE With campuses in Mount Isa, Normanton and Southern Queensland Institute of TAFE is the largest Cloncurry, Mount Isa Institute of TAFE delivers provider of practical, relevant and quality education nationally recognised and accredited VET to north- and training in south-west Queensland, delivering west Queensland. The institute focuses on several key educational excellence through a suite of 379 development areas, with a wide range of remote area programs across 34 vocational areas, to more than delivery options, an ever-increasing scope of subject 19 000 local, interstate and international students areas, and ongoing quality improvement. across a catchment area covering one-third of the state. Mount Isa Institute of TAFE delivers training to more than 1770 students in various industries, including Southern Queensland Institute of TAFE has nine community services, child care, business, management, campuses located at Cherbourg, Chinchilla, Charleville, construction (civil construction), and literacy and Dalby, Warwick, Kingaroy, Roma, Toowoomba, and numeracy. Stanthorpe as part of the College of Wine Tourism. Through a close association with the industry sector, The institute is the lead institute for food processing Mount Isa Institute of TAFE develops relevant delivery (wine), hairdressing and beauty therapy, meat strategies to provide training that stimulates increased processing, and transport and distribution. employment and addresses identified skills shortages Southern Queensland Institute of TAFE has a in the mining, manufacturing, and building and strong focus on working with industry to increase construction industries. productivity through growing the number of people For more information, please visit: engaged in workplace training. This has particular www.mtisa.tafe.qld.gov.au significance for the emerging workforce within the Surat Energy Basin, where the institute is working SkillsTech Australia actively to provide CSG/LNG and soft infrastructure training to meet industry and community needs. SkillsTech Australia is the lead TAFE institute and largest public provider of trade and technician For more information, please visit: training in Queensland and Australia. The institute www.sqit.tafe.qld.gov.au is responsible for the development and delivery of training in key industries, including automotive, Sunshine Coast Institute of TAFE building and construction, electrical and electronics, Sunshine Coast Institute of TAFE (SCIT) has firmly manufacturing and engineering, and sustainable established a strong reputation for the quality of its technologies. education and training for industries, individuals and SkillsTech Australia aims to modernise the way trade communities. SCIT is considered to be the premier and technician training is delivered, and is currently provider of VET in the Sunshine Coast region, working with stakeholders to implement targets delivering training to more than 16 000 students for Toward Q2: Tomorrow’s Queensland, as well as annually. With an extensive outreach network, SCIT is recommendations from the recent report A shared delivering programs on campus and in the workplace, responsibility – apprenticeships for the 21st century. and has established itself as a regional, national and The institute will play a pivotal role in meeting the Q2 international market leader. target that three out of four Queenslanders will hold SCIT has four campuses located in Nambour, trade, training or tertiary qualifications. Mooloolaba, Maroochydore and Noosa, and is the The institute provides training to more than 20 000 region’s largest provider of VET and business services. domestic and 500 international students who are SCIT is the lead institute for children’s services, enrolled in over 120 training programs, including sport and recreation, visual arts, music, education school-based programs, pre- and post-apprenticeship support and sustainability. The institute values itself training, diplomas, advanced diplomas, licensing, and on innovative and creative teachers, exceptional real traineeships and apprenticeships. These programs are work facilities and equipment, great support services delivered across seven metropolitan training centres. for customers, and extensive links with business, For more information, please visit: industry bodies and individual employers. www.skillstech.tafe.qld.gov.au For more information, please visit: www.sunshinecoast.tafe.qld.gov.au

Developing skills for the economy 111 Developing skills for the economy

The Bremer Institute of TAFE Wide Bay Institute of TAFE The Bremer Institute of TAFE (TBIT) is the major Wide Bay Institute of TAFE provides VET services to training provider to industry and communities in the more than 10 000 local, interstate and international Greater Ipswich, Brisbane West and Lockyer regions. students enrolled in over 320 training programs The region is facing unprecedented population and ranging from certificate to advanced diploma level. industry growth, and TBIT is well positioned to help Covering an area of over 45 000 square kilometres and businesses develop capacity through skills into incorporating three local government areas, Wide Bay the future. Institute of TAFE’s campuses are located at Bundaberg, TBIT provides education and training to over 11 000 Gympie, Maryborough, Hervey Bay, and in Brisbane at students across a broad range of program areas at Browns Plains. three campuses — Bundamba, Inala and Springfield Wide Bay Institute, as a member of the TAFE — in the workplace, or online to students located Queensland network, has lead institute responsibility throughout Queensland. for retail, security and forestry. TBIT continues to develop strong links with For more information, please visit: organisations within the construction, engineering, www.widebay.tafe.qld.gov.au health and community services, hospitality and rail transport industries, along with school, university and government sectors. TAFE Open Learning (distance delivery) For more information, please visit: TAFE Open Learning is the brand for off-campus or www.bremer.tafe.qld.gov.au distance delivery. Seven TAFE Queensland institutes, known as TAFE Open Learning program providers, provide course materials, teaching and learning Tropical North Institute of TAFE services. TAFE Open Learning enables potential Tropical North Queensland Institute of TAFE is located students to access a single point of contact for in Far North Queensland, and provides vocational information and enrolment into these study programs. education and training to more than 15 000 domestic TAFE Open Learning’s educational partners are: and international students enrolled in over 200 training programs ranging from certificate through • Barrier Reef Institute of TAFE to diploma level. These training disciplines include • Brisbane North Institute of TAFE Indigenous training, tourism, hospitality, sustainability, • Central Queensland Institute of TAFE marine, health and community services. • SkillsTech Australia Covering an area of 268 000 square kilometres and • Southern Queensland Institute of TAFE incorporating 18 local government areas, Tropical • Tropical North Queensland Institute of TAFE North Queensland Institute of TAFE’s campuses are located at Cairns, Innisfail, Tully, Mareeba, Atherton, • Wide Bay Institute of TAFE. Mossman, Thursday Island and Bamaga. Demographic comparison data shows recent growth in As a member of the TAFE Queensland Network, TNQIT regional and international enrolments. Currently, is the lead centre for the development and delivery of 30 per cent of programs are delivered online, 25 per Indigenous training programs. cent blended and 45 per cent remain predominantly print-based programs. Hours enrolled through TAFE For more information, please visit: Open Learning have decreased by 8 per cent this www.tnqit.tafe.qld.gov.au financial year.

112 Department of Education and Training | Annual Report 2010–11 Industry partnerships Skills Queensland is an industry-led statutory authority established to strengthen Queensland’s Strategies: economic base by providing a skilled workforce that meets the current and future needs of industry and the • Establish the Queensland Skills community. Commission as a partnership between Skills Queensland is responsible for aligning government and industry to drive Queensland’s skills system with the needs of employers, training investment and skills reform individuals, industry and the community to alleviate • Enhance industry engagement strategies skills shortages and better position Queensland and to better ensure that the state’s workforce Queenslanders to address future skills needs. skill needs are demand driven Skills Queensland is responsible for leading Queensland’s skills development strategies across • Increase innovation through enhanced the labour market, including VET, VET in schools, networks and collaboration between employment programs, higher education and skilled industry, the training sector and the migration. higher education sectors Skills Queensland will engage industry through: • Work with key industries to develop a • industry skills bodies, as a structured mechanism workforce skilled for sustainability to tap directly into industry to provide advice on industry specific skills and workforce development priorities Natural disasters response and recovery • an industry reference group to coordinate and drive 2010–11 will live long in the memories of many consideration of key reform issues and provide Queenslanders for the series of unprecedented natural advice to the board across a range of issues disasters that impacted much of the state. Following • discussion papers and periodic industry reference the natural disasters, Training and Tertiary Education forums on contemporary or relevant skills, higher Queensland collaborated with Skills Queensland education and employment issues. and the Department of Employment, Economic Skills Queensland, in partnership with DEEDI, DET Development and Innovation to implement the and DEEWR, has developed the $83 million 2011 Queensland Natural Disasters Jobs and Skills Package Queensland Natural Disasters Jobs and Skills Package to help stricken communities get back on their feet. to support Queensland industry, businesses and As a result of the package, 6500 people in affected communities to recover from the recent flood and communities were assisted through the creation of cyclone crises. employment and training opportunities. The package is an investment in skills and Skills Queensland employment initiatives that will assist approximately 10 000 Queenslanders by: Until the establishment of Skills Queensland in • providing community capability in the worst December 2010, the department continued its role of affected areas to support the recovery effort maintaining strong relationships with business and industry in delivering VET and workforce development • providing immediate job opportunities for strategies. A key focus was the integration of industry residents of affected communities to support the advice into training programs implemented by the recovery effort, to support the rebuilding program department. and to ensure local residents have the opportunity to remain in their local communities Skills Queensland is now leading industry engagement • maintaining apprentice numbers in critical mechanisms, and provides advice to the department industries to ensure skilled labour is available on the prioritisation of programs and funding. when local economies improve and to alleviate Skills Queensland was formally established under the the impact of skills shortages in the longer term Education and Training Legislation (Skills Queensland) • aligning future investment in skills development Amendment Act 2010 on 20 December 2010. to maximise local employment as part of the rebuilding program.

Developing skills for the economy 113 Developing skills for the economy

The Strategic Investment Fund was announced as part Coal Seam Gas/Liquefied Natural Gas of the formation of Skills Queensland in December Industry Training Program 2010, and provides $50 million of funding per year to priority and emerging workforce development needs Through the CSG/LNG Industry Training Program, in critical industries, which are not addressed through the Queensland Government has made available mainstream training programs. $5 million over two years, to be complemented by industry, to respond to the need for skilling new Skills Queensland directs all investment through the entrants and existing workers in the industry. Strategic Investment Fund, and expectations are for a matching co-investment from industry for all training Additional officers have been appointed in Gladstone and skills development targeting their existing and the Surat Basin to provide support to the workforce. DET administers the budget and all funding communities and industry in the regions, as a central agreements. point of contact on workforce development. Skills Queensland continues to lead the development Through the Queensland Minerals and Energy of workforce development strategies in Gladstone Academy (QMEA) initiative, school students, especially and the Surat Basin to respond to major resource in the Surat Basin, will have the opportunity to focus and infrastructure projects underway to maximise their education and careers in the CSG/LNG industry. opportunities for Queensland workers. Construction Skills Queensland (CSQ) has also Skills Queensland has commenced the development developed a comprehensive CSG/LNG workforce plan of a Workforce Development Strategy for the Bowen to ensure the workforce keeps pace with the skills and Galilee Basin. This strategy aims to ascertain the demand. workforce needs of the resource sector and the impact on, and needs of, the community and related service Green Building Skills Fund industry sectors as a result of increased resource The Green Building Skills Fund is a $1.4 million activity. investment, with $0.5 million each from DET and the Skills Queensland is continuing to implement actions Office of Climate Change, and industry contribution of from the Workforce Development Plan for the Surat $400 000 through CSQ. Basin, and commenced the development of a plan The funding will support up to 3500 training places for the Gladstone region, due for completion in 2011. in green skills for workers across the building These plans will help ensure that the maximum and construction industry, including architects, employment benefits created by this new industry flow builders, engineers, interior designers, surveyors and to local communities. construction apprentices. The Mining Industry Skills Council, Energy Skills The department has partnered with CSQ to facilitate Queensland and Queensland Automotive Skills the brokering of skills training under the Green Alliance have been contracted to undertake the Building Skills Fund. This industry-led approach following sustainability-related tasks by 2012: will maximise the training opportunities by better • identifying existing and emerging sustainability matching the industry’s needs across the state. skills needs to support transition to a low carbon economy This partnership combines the flexibility and drive of the industry with the resources of government to assist • identifying, developing and accessing relevant the industry in identifying the priority areas for green VET products and learning materials to address skills development. their industry skilling needs • increasing awareness, knowledge and capabilities As at 30 June 2011, CSQ had contracted 11 of industry, upstream and downstream support organisations to deliver training to apprentices and firms, and training providers to facilitate their existing workers across the state. The initiative is transition to a low carbon economy. on track, with 2355 enrolments as at 15 February 2011, against an overall target of 3500 participant In addition, the department has been progressing completions by 30 June 2013. Queensland’s Skills for a Low Carbon Economy project to support and advance existing state and national policy commitments on environmental sustainability.

114 Department of Education and Training | Annual Report 2010–11 Green Army Initiative Higher education The Queensland Green Army initiative is for training projects that have significant environmental and Quality accessible higher education community benefit. The initiative also aims to protect Higher education institutions in Queensland make jobs in response to the impact of the global financial a significant contribution to economic growth, crisis. developing social capital and helping to build The initiative has been included as a significant community capacity within the state. The department component of the 2011 Natural Disasters Jobs and provides regulatory services and state assistance to Skills Package. support quality and accessible higher education, now and in the future. The department contributes a total of $27 million over three years, through a memorandum of The department’s higher education goals are to: understanding with the Department of Employment • manage the administration of state-enabling Economic Development and Innovation that supports legislation for Queensland universities, the the provision of training outcomes to disadvantaged regulatory framework, and university and jobseekers. In addition, during 2010–2011, the government relations department contributed an additional $7.5 million • develop appropriate policy responses to higher towards the Green Army component of the 2011 education issues, at both the state and national Natural Disasters Jobs and Skills Package. levels • uphold the standards of education delivered by higher education institutions operating in Queensland • enable growth in diversity and choice in the higher education sector, and maintain public confidence in higher education in Queensland • implement a range of strategies to increase the number of Queenslanders with higher education qualifications and professional skills, and the number of people from low socioeconomic backgrounds in higher education, through actions within government and with relevant industries and higher education institutions.

Developing skills for the economy 115 Developing skills for the economy

The higher education sector in Queensland currently Higher education reform comprises nine universities, two self-accrediting higher A key focus for the department has been developing education institutions and 24 non-self-accrediting strategic responses to the national reform agenda for higher education institutions. Higher education higher education. The department has undertaken courses are those listed as higher education under the the following initiatives, auspiced by the Minister, in Australian Qualifications Framework, and include: leading national reforms to higher education: • diploma • commissioned the Higher Education Forum to set • advanced diploma the strategic direction for collaborative activity • associate degree by the Queensland Government and universities • bachelor degree for lifting attainment, widening participation and • graduate certificate improving provision • graduate diploma • provided support for universities seeking Structural Adjustment Funding to assist in • masters degree restructuring to improve the sustainability and • doctoral degree. quality of teaching and learning The department is responsible for administering the • advocated Queensland’s position on critical regulation of higher education in Queensland on reform issues such as: behalf of the Minister. Universities are established –– Higher Education Participation and under individual Acts and are self-accrediting. All Partnership Program, aimed at increasing other higher education institutions are regulated participation by people from low under the Higher Education (General Provisions) socioeconomic status backgrounds Act 2008, including overseas institutions operating –– review of university base funding in Queensland and the delivery of Australian – qualifications by Queensland institutions offshore. – review of university regional loading Throughout 2010–11, the department has been –– compact funding agreements for universities. liaising with the interim management of the Tertiary In 2010–11, the department: Education Quality and Standards Agency over • finalised an innovative collaboration with transition of regulatory responsibilities to the agency universities, VET providers and schools to in 2012. improve access and participation in tertiary Table 20 demonstrates that the department’s regulatory education for students from low socioeconomic and advocacy roles continue to support growth in the backgrounds sector, both for domestic and international markets.

Table 20: Activity within higher education

Higher education 2007–08 2008–09 2009–10 2010–11

Total number of students enrolled in Queensland universities and 193 370 195 940 197 230 208 0001 other higher education providers

International students enrolled in Queensland universities and 50 300 48 400 49 200 52 7001 other higher education providers

Number of applications for new courses 33 14 41 19

Number of applications for courses to be re-accredited 23 12 8 12 or re-approved

Source: Department of Education and Training Note: 1. Preliminary estimate only.

116 Department of Education and Training | Annual Report 2010–11 • progressed three key proposals involving closer Future directions in tertiary collaboration between universities and TAFE to the next level of consideration in the evaluation education – VET and higher process education • provided secretarial, executive and research support to the Higher Education Forum working In 2011–12, the department will invest over $1.408 groups billion in recurrent funding in the VET sector to support tertiary education, including continued • supported the Science, Technology, Engineering funding for apprenticeships and traineeships. This and Mathematics (STEM) working group, which investment includes: reported to the Higher Education Forum on how the higher education sector can contribute to the • national partnerships with the Australian improvement of STEM education through the Government selection and training of prospective teachers, and • Skills Queensland skilling strategies the ongoing professional development of existing • training and skilling initiatives delivered through teachers a network of TAFE institutes and private RTOs. • supported the Review of Teacher Education Highlights in 2011–12 will include: and School Induction, which was conducted as part of the government’s Flying Start initiative • funding of $133.7 million as part of the to boost the quality of teaching in Queensland Australian Government’s contribution under the schools. Of the 65 recommendations from the National Partnership Agreement on Productivity first and second reports of the review, 24 were Places Program to provide a major boost to identified for immediate implementation in skilling six key areas of Indigenous education, special • working with Skills Queensland to drive skills needs, behaviour management, early childhood investment and reform, to strengthen partnerships education, parental education and professional with industry, and to align funding programs with standards. The Teacher Education Implementation skills and jobs priorities Taskforce has been established to consider the • continuing the reform of the Queensland TAFE remaining 41 recommendations and to develop system to increase flexibility and responsiveness collaborative approaches for implementation. The to meet the needs of industry and the community taskforce will also monitor implementation of • further developing the skills of teachers in the 24 recommendations identified for immediate innovative teaching, learning and assessment implementation across the VET sector • progressed evaluation of a proposal for formation • delivering statewide training and career of a dual sector university in Central Queensland. information services, including RPL and career In 2011, the department will develop and release pathways, through Skilling Solutions Queensland a framework for a tertiary sector in Queensland and the Apprenticeships Info line which recognises the value and contribution of both • contributing $9 million towards the government’s universities and VET providers to the Queensland Green Army initiative for training projects that economy. The policy will articulate and support have significant environmental and community cohesive models of service delivery across VET and benefit. higher education institutions, and a new approach to quality based on national regulatory reform that will ensure that Queensland’s VET and higher education training systems remain first class.

Developing skills for the economy 117 SECTION

Creating a capable, agile and sustainable 7 organisation

118 Department of Education and Training | Annual Report 2010–11 Objective: 2010–11 key highlights We will manage our resources effectively to strengthen service delivery ✔✔ Smart Classrooms initiatives and Key performance indicators Computers for Teachers program ✔✔ Improving Teacher Quality National • Proportion of staff who are satisfied in their work Partnership initiatives • A reduction in the rate of WorkCover claims • The department’s relative performance against ✔✔ continued deployment and staff training the Queensland Public Service average for of OneSchool absenteeism rates ✔✔ release of the Health, Safety and Workforce reform Wellbeing Management Framework 2011–2015 Strategies: ✔✔ implementation of the new MyHR • Attract, retain and develop a high- Workplace Health and Safety IT solution quality, skilled and professional workforce • Implement practices which provide safe, supportive and healthy work The plan has been developed for all departmental environments employees. It integrates workforce strategies and invites partnering with leaders and managers to • Support teachers to transform teaching provide high-quality, innovative human resource and learning practice to improve student management. learning outcomes through the use of A copy of the department’s Workforce Strategic Plan rich digital learning environments 2009–2011 is available at: www.deta.qld.gov.au/publications/strategic/other The Department of Education and Training (DET) plays a primary role in progressing whole-of-government Whole-of-government workforce priorities for the Smart State. Toward Q2 – Tomorrow’s strategies Queensland is the Queensland Government’s vision of During 2010–11, the department initiated and upgraded a state where knowledge, creativity and innovation business systems to improve and streamline delivery, drive economic growth to improve prosperity and including continuing the two-year Human Resource quality of life for all Queenslanders. Management Information System program. MyHR, the department’s new business solution, provides robust, Workforce Strategic Plan 2009–2011 integrated and e-enabled HR technology. The Workforce Strategic Plan 2009–2011 establishes During 2010–11 the department: a clear vision for the department, as well as specific • delivered the MyHR Workplace Health and Safety workforce goals and outcomes. It includes a strong (WH&S) solution to central office and regions. The emphasis on developing our people’s talents and ideas solution provides an online process for recording, to create a dynamic and innovative workforce focused reporting and managing WH&S incidents and on achieving the department’s vision of a clever, hazards skilled and creative Queensland. • developed enhancements to the MyHR Payroll The plan specifies the department’s approach for solution to include online employee self-service developing and retaining its high-quality and • enhanced the MyHR online teacher transfer professional workforce for the future, and meeting the process, including the ability to access the system needs of government and the community. It aims to via the internet or through the department portal ensure that the department is well placed to deliver on its key policy platforms.

Creating a capable, agile and sustainable organisation 119 Creating a capable, agile and sustainable organisation

• continued development of a teacher replacement — based on Minimum Obligatory Human Resource management solution Information point-in-time data — comprises: • continued enhancement of a corporate HR • 56 285 school-based staff reporting solution to central office, regional staff • 6344 staff in TAFE institutes and schools • 2610 central office staff, including 2188 • developed an online tool for recording education, 321 training and 101 early childhood performance reviews under a performance education and care staff framework for school principals. • 1477 staff located at regional offices. A range of strategies were implemented during The staff retention rate for 2010–11 was 94.8 per cent, 2010–11 to attract and retain staff, build capacity, and and the annual separation rate was 5.2 per cent. value people in the education and training workforce, including: Figure 50: The department’s workforce composition, 2010–11 • expanding the Make a difference. Teach campaign to attract people to teaching as a profession, 0.1% Early childhood and care including conducting targeted information 1.8% Schools officers sessions for pre-service and aspiring teachers, and 5.4% Cleaners using new social marketing opportunities 11.1% Public servants (education) • opening five new teacher education centres of excellence to provide pre-service teachers with 11.3% Teacher aides

high-quality professional experiences and to build 10.5% Training employees a clinical approach to teacher preparation 59.6% School teachers • completing the 2010 DET Workforce Situation 0 10 20 30 40 50 60 Report to inform the department’s strategic Percentage (%) workforce planning. Source: Department of Education and Training In 2010–11 the department supported service delivery in state schools by: Figure 51: Location of the department’s workforce, 2010–11

Central office • providing an additional 0.5 teacher fulltime Regions 4% equivalent (FTE) to one-teacher schools with more 2% than 20 enrolments, and with enrolments in seven or eight year levels (from Prep to Year 7), from the start of the 2010 school year • employing an additional 347 FTE staff to meet enrolment growth in Queensland state schools and support students with disabilities, and a further 131 teacher aide FTEs to support students in Schools and primary schools. TAFEs 94% Our people Source: Department of Education and Training The department has one of the largest workforces in the Queensland Government, and rates among the largest organisations in Australia. Our diverse profile includes school and TAFE teachers and specialist staff, as well as professionals engaged in the education and training sectors. As at 30 June 2011, the department had a combined workforce of 84 389 people, which equates to 66 716 FTE staff across the state in various fulltime and part-time roles. The department’s workforce

120 Department of Education and Training | Annual Report 2010–11 The average age of departmental employees is 45 Developing our workforce years, compared to 43 years across the Queensland public sector (see Figure 52). Queensland’s average A range of performance and development programs state school teaching age is 43 years. are available to departmental employees to assist them throughout the various phases of their career — from Figure 52: The department’s age profile, 2010–11 aspiring through beginning, consolidation and growth, 20 to high achieving and transitioning to other roles.

15.6% 15.2% A suite of statements, standards and capability 15 14.4% 12.4% frameworks supports the department in developing 11.4% these programs, such as: 10 9.3% 8.3% • Public Service Commission’s Capability and 6.4% Leadership Framework Percentage (%) Percentage 5 4.1% • Valuing Performance policy statement 2.2% 0.6% • Best Practice Guide: Planning and Developing 0 0-19 20-24 25-29 30-34 35-39 40-44 45-49 50-54 55-59 60-64 65+ Employee Performance Age group • Developing Performance Framework Source: Department of Education and Training • Professional Standards for Teachers Attracting new employees • Principals’ Capability and Leadership Framework. In 2010–11, key priority areas for professional In delivering world-class education and training development included: services for Queensland, the department acknowledges the need to attract and retain a high-quality workforce • Literacy – The Key to Learning: Framework for in schools, TAFEs and the corporate sector. Action • Queensland Curriculum, Assessment and In 2010–11, the department implemented a range of Reporting Framework initiatives to attract new employees, including: • Numeracy: Lifelong Confidence with Mathematics • improving the Remote Area Incentive Scheme, – Framework for Action which supports the attraction of high calibre teachers to work in remote schools • Science Spark – Reigniting Students’ Interest in Science program • expanding and improving the Remote Area Teaching Education Program, a community-based • VET Teaching, Learning and Assessment Aboriginal and Torres Strait Islander teacher • Embedding Aboriginal and Torres Strait Islander education program to deliver teacher education Perspectives in schools courses to Indigenous students • Social and Emotional Wellbeing and Learning • offering a range of scholarships to attract aspiring • Smart Classrooms Professional Development teachers, including 11 Bid O’Sullivan teaching Framework scholarships to help people in rural, remote and • Year of Environmental Sustainability 2010 Indigenous communities commence education degrees at Queensland universities, leading to • training to support the implementation of permanent employment in the state school system principal exclusions. on completion • encouraging registered and retired teachers to engage in short-term teaching opportunities while travelling in rural, remote and regional Queensland, through the Grey Nomad Teacher Employment Strategy. During 2010–11, the department employed more than 1100 graduates to permanent teaching positions, and created an additional 347 teachers and teacher aide positions to meet enrolment growth in Queensland state schools and support students with disabilities.

Creating a capable, agile and sustainable organisation 121 Creating a capable, agile and sustainable organisation

Principals’ Capability and Leadership Supervision Framework In 2011, the position of Assistant Regional Director, In 2011, the department launched the Principals’ School Performance (ARD-SP) was created to provide Capability and Leadership Framework (PCLF), an transparent supervision and support for all state online multi-layered, self-reflective framework for school principals and to focus on individualised principals. capability development strategies to improve school performance. The PCLF framework will enrich and inform capability development conversations and performance Under this model of school supervision, ARD-SPs and development planning, and support self-reflection school principals collaboratively assess the school’s in relation to individual capability and leadership context, achievement and improvement, and identify awareness and aspiration. appropriate strategies to improve principal capability and school performance. The PCLF framework is based on Leadership Matters, the five priorities outlined in the Roadmap for P–10 Principals are supported and guided through an curriculum, teaching, assessment and reporting, and improvement process through a differentiated model school leader expectations relating to the Teaching of support and supervision based on the development and Learning Audit domains and the School Planning, of leadership capabilities and the school improvement Reviewing and Reporting Framework. agenda. Reflective of small, medium and large school contexts, the PCLF provides a consistent professional language to Improving teacher quality describe the leadership knowledge, skills and behaviours The Improving Teacher Quality National Partnership required of principals to effectively lead an explicit Agreement was established to drive and reward school improvement agenda in Queensland schools. systemic reforms to improve the quality of teaching and leadership in Australian schools. Capability development Among the key reforms being driven through the Principals will be provided with opportunities to build National Partnership are: knowledge, skills and behaviours as identified in the • new National Professional Standards for Teachers, PCLF that will enhance their instructional leadership which will provide a reference point for teacher skills to effectively lead a school improvement agenda. professionalism The capability development strategy features a multi- • nationally consistent teacher registration layered approach that will be defined by the needs of • nationally consistent processes for accrediting each principal within their school context, and will be initial teacher education programs. differential across regional contexts. The National Partnership also provides for the Principal capability development will entail a variety establishment of centres of excellence. The department of models and forms that may include: has established five centres that will focus on better • learning with and from principal colleagues preparing high-performing pre-service teachers for through networks and clusters working in contemporary state schools. • observing principal practice on-site and off-site Further information about initiatives for improving • personalised leadership coaching and mentoring teacher quality can be found in Section 2: ‘Working methodologies and regional strategies with the Australian Government’. • professional development activities, systemic and externally brokered through Queensland Education Leadership Institute (QELI). All of these are offered in multimodal forms including face-to-face and online (live and on-demand), including web and intranet resources.

122 Department of Education and Training | Annual Report 2010–11 Employee induction Experienced senior teacher classification Induction is an essential element of professional The experienced senior teacher classification development, assisting employees to develop their recognises and rewards those with four or more years performance and provide high-quality service. As well satisfactory service as senior teachers (or seven or as providing local and regional programs for staff, more years in the case of three-year trained teachers). the department offers a range of online resources to There are no quotas applied to the classification as support induction, including: they are not new positions, but rather a personal • a public sector induction program classification held by classroom teachers, which is determined by merit. Teachers are able to apply for • the Flying Start Induction Toolkit for beginning this classification through an annual process. teachers • a Principals’ Induction and Resources website. Returning to teaching Developing our leaders In response to new requirements for renewal of registration under the Education (Queensland College In 2010–11, the department maintained its of Teachers) Act 2005, the department developed the commitment to coordinate, support and strengthen Restart Teaching professional development program. the continuing professional development of teachers, The program is designed for teachers who do not meet school leaders and leadership aspirants. Initiatives that recency of practice (have not completed 200 days of fostered executive, school, TAFE and public sector teaching in the five-year period of registration). leadership included: Restart Teaching helps returning teachers to • conducting the first Principals’ Conference during understand the current curriculum frameworks, 2011. The conference provided an opportunity teaching and learning practices, and legislative and for principals to address key strategic issues and legal responsibilities that are central to their work with educational reforms, share ideas and engage in students in contemporary school settings. high-quality professional development • developing and implementing the PCLF The program comprises 30 hours of engagement and has been approved by the Queensland College of • developing and implementing a new supervision Teachers. and capability framework for principals • maintaining a Register of Executive Coaches, which gives individual professional development Mentoring support to high performing principals, senior Mentoring enables employees to regularly executive officers and senior officers interact with more experienced members of the • conducting the Leading Change Program, which organisation on issues relating to their job and career 13 employees participated in throughout 2010–11 development. Mentoring is a relationship designed to build confidence, encourage participants to take • maintaining a Workplace Coaching Register, responsibility for their own learning, help them apply comprising 140 trained internal workplace greater initiative to their own development, and assist coaches, and providing ongoing development to less experienced staff to ‘navigate’ the organisation. recent graduates of the Certificate IV in Workplace and Business Coaching In 2010–11, centrally coordinated mentoring programs • embedding the Public Service Commission’s included: Capability and Leadership Framework into the • the Leadership Mentoring Program, which offers performance and development planning process. the opportunity to identify and develop future departmental leaders by giving them the chance Principals and leadership aspirants developed their to build professional networks and discuss issues leadership capabilities through various regional with a critical friend, as well as share advice and programs. support over a sustained period of time • the Diversity Mentoring Program to assist employees in AO3 to AO5 positions from diverse backgrounds to gain greater confidence in seeking employment opportunities at higher levels within the department

Creating a capable, agile and sustainable organisation 123 Creating a capable, agile and sustainable organisation

• the Central Office Mentoring Program, which is By November 2011, a suite of online diversity training designed to develop leadership capability within products will be available to DET staff, to increase the department through one-on-one mentoring their knowledge of issues related to employment partnerships equity target groups. • the Inspiring Women’s Mentoring Program, based on a model previously delivered by the Public Women in our workforce Service Commission and aimed at supporting Women make up the majority (77 per cent) of the women in AO3 to AO7 (or equivalent) positions to DET workforce. These women make valuable and develop their careers within the Queensland public significant contributions to leadership roles, the sector education of young people and adults, and the support • Women in Leadership Mentoring Program to of schools and TAFE institutes by delivering specialist assist female employees to gain leadership skills and corporate services. to support their career development within the organisation. As at 30 June 2011, women filled 43.27 per cent of senior and executive management positions in the department (see Table 21: Workforce diversity – equity Workforce diversity group representation). DET recognises the importance of educating staff Currently, women have a total representation of about the benefits of workforce diversity, and 41.54 per cent on statutory authority and company reinforcing appropriate workforce behaviour and boards associated with the department. (More detailed standards. Departmental staff are encouraged to information about the representation of women on demonstrate positive behaviours that contribute to a department-related boards is provided in Appendix 4.) supportive and inclusive organisation. The department is committed to providing women Key initiatives during 2010–11 included: with equal employment and career development, • implementation of the Proud, skilled and ready and helping them achieve work–life balance through Indigenous employment initiative aimed at flexible work arrangements. Initiatives for women’s increasing Indigenous employment to 2.6 per cent career development include mentoring programs, women in management programs, professional • piloting the Inspiring Women’s Mentoring development and training courses, work shadowing Program and delivering the Women in Leadership and higher duties opportunities. Mentoring Program • delivering the Diversity Mentoring Program, targeted towards members of EEO groups.

Table 21: Workforce diversity – equity group representation

Percentage of Equity group workforce as at 30 June 2011 (%)

Women in non-teaching senior management positions (SES/SO) 43.27%

Women in non-teaching management positions (A07 level and above) 54.47%

Women in teaching positions (Band 5 and above) 59.27%

Women in teaching positions (Bands 8–11) 41.44%

Aboriginal and Torres Strait Islander peoples 2.10%

People from non-English speaking backgrounds 9.77%

People with a disability 5.73%

Source: Department of Education and Training

124 Department of Education and Training | Annual Report 2010–11 Key activities undertaken during 2010–11 to support In 2011, the department launched the Proud, skilled the department’s female employees include: and ready Indigenous employment initiative. The • piloting the Inspiring Women’s Mentoring initiative aims to attract Aboriginal and Torres Strait Program Islander people to employment opportunities with DET through five programs. These include Indigenous work • successful delivery of the Women in Leadership experience, traineeships, school-based traineeships, Mentoring Program, targeted towards AO5-AO7 cadetships and a graduate program. staff (and equivalent) • continuation of the Women in Leadership Committee, which assists with increasing the Raising cross-cultural awareness representation of women in senior decision- The department is committed to ensuring that Aboriginal making roles in DET and Torres Strait Islander people have access to secure • celebration of International Women’s Day for DET employment through the Aboriginal and Torres Strait staff, recognising the achievements of women in Islander Employment Action Plan 2010–2013. The action the department. plan is an important component of the department’s workforce diversity and equity program, and outlines Indigenous employees actions and strategies to improve the employment, retention and career development of Indigenous people Indigenous employees work in various capacities within the department. across the department in schools, TAFE institutes, Throughout the year, the department runs a series of districts, regional centres and the central office. The cultural awareness training sessions to increase staff department offers Indigenous people in the workforce awareness of Aboriginal and Torres Strait Islander numerous professional development opportunities cultures, including: to support the effective delivery of the department’s services. Professional development opportunities • the Big Picture – a Hidden History, which is an are provided through Indigenous Schooling Support interactive workshop that explores an Indigenous Units based at Springfield in Brisbane, Caloundra and perspective of Australian history and expands Cairns. knowledge and understanding of Indigenous cultures • selection panel training for Aboriginal and Torres Strait Islander staff.

Table 22: Representation of women and men in the Department of Education and Training disaggregated by annual earnings, 2010–11 Earnings groupings Female Male Total FTEs Female Male ($) 29 999 and under 11.06 9.67 20.73 53.35% 46.65%

30 000 – 39 999 431.98 188.67 620.65 69.60% 30.40%

40 000 – 49 999 12 510.78 2911.78 15 422.56 81.12% 18.88%

50 000 – 59 999 7014.02 1815.24 8829.26 79.44% 20.56%

60 000 – 69 999 6448.10 2352.73 8800.83 73.27% 26.73%

70 000 – 79 999 8578.96 3042.39 11 621.35 73.82% 26.18%

80 000 – 89 999 9994.17 3953.37 13 947.54 71.66% 28.34%

90 000 – 99 999 2393.00 1458.24 3851.24 62.14% 37.86%

100 000 – 109 999 837.16 773.70 1610.86 51.97% 48.03%

110 000 – 119 999 153.39 215.72 369.11 41.56% 58.44%

120 000 and over 299.62 334.11 633.73 47.28% 52.72%

Total 48 672.24 17 055.62 65 727.86 74.05% 25.95%

Source: Public Service Commission

Creating a capable, agile and sustainable organisation 125 Creating a capable, agile and sustainable organisation

Reconciliation Week was celebrated in May with • meritorious sick leave after 26 years of ‘a picnic in the park’. The event focused on raising service — employees who have completed 26 awareness of Indigenous cultures and demonstrating years meritorious service with the Queensland the department’s commitment to the continuaton of Government may be granted an additional 13 reconciliation activities. weeks (65 working days) sick leave on full pay should they need it. Supporting multicultural diversity In 2011, the new DET Staff Excellence Awards The department provides a report to Multicultural were launched, to recognise the achievements Affairs Queensland on the implementation of the of departmental officers who have demonstrated DET Multicultural Action Plan 2007–2011. During excellence in service delivery and commitment, and 2010–11, the department also continued to participate have achieved outstanding results that have had a in the interdepartmental committee on multicultural significant impact on the lives of students, other affairs. community members or their work colleagues. We celebrate our success as a culturally diverse Participation in these programs and events has led to: organisation and our commitment to harmony and • recognising the significant contribution of staff mutual respect through a Harmony Day event. This who helped rebuild Queensland after the 2011 year, the department celebrated Harmony Day with a floods and cyclone tribute to Latin America. • employment pathways • scholarships for further education Strengthening our commitment to • career development and academic endeavour people with a disability • showcasing of talents at state and national levels In 2010–11, the department remained committed to • showcasing innovation and leadership equal employment opportunities for all staff, including • improving student opportunities through teaching people with a disability, through: best practice and curriculum. • the development of an online training module to raise awareness of issues and the potential Further information about the achievements of our impacts for people with disabilities students and staff may be found online at: www.det.qld.gov.au/publications/annual-reports/10-11/ • involvement and input into the whole-of- index.html government 10-year Disability Services Plan. Organisational health Retaining our workforce DET is committed to the health, safety and wellbeing Recognising our staff and students of our staff, students and visitors to our sites. Creating a culture that supports and fosters safe and healthy The department recognises and celebrates the working and learning environments is a key priority. achievements, talents, creativity and enthusiasm of Building on the values, objectives and strategies our students, teachers and staff at various events, outlined in the DET Strategic Plan, the department has awards and competitions. developed a series of documents to assist workplaces The department’s Rewards and Recognition program in achieving legislative requirements and creating recognises the long and valued service of its safe, healthy and supportive working and learning employees. environments. These documents include a health, Awards available to all employees include: safety and wellbeing strategic plan, management framework and policy statement. • 25-Year Service Medallion, which recognises the valuable contributions of all employees in the During 2010–11, the department: Queensland Government over a period of 25 years • released the Health, Safety and Wellbeing or more Management Framework 2011–2015, the Health, • retirement certificates, which acknowledge the Safety and Wellbeing Strategic Plan 2011-2015 retirement of departmental employees from age and the new Health, Safety and Wellbeing Policy 55 or earlier for health reasons Statement

126 Department of Education and Training | Annual Report 2010–11 • implemented the new MyHR Workplace Health Figure 54: Short-term absenteeism rate for Queensland state and Safety IT solution for the enhanced school teachers, 2010–11 – by age group

management of workplace health and safety 7 across the department 6 5.8 • enhanced curriculum risk management procedures 5.1 5.0 and associated reference tools and implemented 5 curriculum risk management training in state 4 3.7 3.3 3.4 schools 3.2 3.3 3 2.7

• developed and implemented online health (%) Percentage 2 1.7 and safety investigator and curriculum risk management training programs 1 0 • participated in the Global Corporate Challenge 20–24 25–29 30–34 35–39 40–44 45–49 50–54 55–59 60–64 65+ and Queensland Corporate Games Age group

• trained 151 WH&S officers, 56 WH&S Source: Department of Education and Training representatives, 895 health and safety investigators, and 3252 curriculum risk Supporting work–life balance management coordinators across the state The department understands the importance of • coordinated the department’s flu vaccination achieving balance between work and personal lives for program across 670 sites. our employees. Flexible arrangements such as flexible The department’s WorkCover claims during 2010–11 working hours, purchased leave, generous unpaid leave provisions, part-time work and job sharing totalled 3569. all contribute to achieving productive, positive and healthy work environments. Figure 53: The rate of WorkCover claims–per 100 FTE A range of flexible work arrangements has been 6 5.3 5.4 5.4 successfully negotiated in replacement enterprise 5 bargaining agreements, and implemented across various occupations and work contexts within the 4 department. 3 The proportion of school staff in the department who 2 are satisfied in their work is 80.9 per cent.* Lodgement rate Lodgement 1 *Note: the data has been provided from the 2010 School Opinion Survey and relates to staff in schools only. 0 2008–09 2009–10 2010–11 The department has commenced a review process with Source: Department of Education and Training respect to work–life balance policies and procedures, including broad consultation, with a view to further Further information is available on the department’s promoting awareness of flexible work practices and Creating Healthier Workplaces website at: assisting employees and managers. www.education.qld.gov.au/health

Reducing absenteeism The department continues to monitor and implement strategies to reduce the rate of employees’ unplanned absences. The department’s overall absenteeism rate for 2010–11 was 3.85 per cent. This compares to the Queensland Public Service’s absenteeism rate for 2010–11 of 4.07 per cent.

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Human resource management Corporate knowledge Corporate knowledge, an essential element of a Code of Conduct and public sector ethics successful organisation, is often difficult and costly to The Public Sector Ethics Act 1994 defines ethical replace. The department understands the importance of principles, and obligations arising from those knowledge sharing, and works to facilitate this by: principles, that all employees must observe. • identifying and accessing training for staff in new skills sets that enhance both the team’s and The department is committed to maintaining a positive department’s capacity to meet goals ethical culture, and delivering the ethical message to ensure all its employees have access to, and become • encouraging staff to translate tacit knowledge familiar with, their obligations under the department’s into explicit knowledge, and ensuring it is Code of Conduct. documented and made available for use within the department. For the period 1 July 2010 to 31 December 2010, the department was committed to continual The department fosters a culture of lifelong learning by: implementation of the ethics awareness strategy to • encouraging individual staff to be responsible assist and promote ethical standards of behaviour and for their own learning, both on the job, through expectations throughout the department. internal staff development programs, and through external programs The department’s Code of Conduct provided employees with a framework of ethical principles, obligations • encouraging staff to share their learning and standards to guide them in how to perform their experiences and insights through professional work, their professional standards as public service development programs with their team, so that employees, and how to conduct their relationships everyone benefits from their knowledge with others. The Code of Conduct also responded to • engaging in the developing performance process. the Queensland Public Service Charter. The department’s vision is communicated to and For the period 1 January 2011 to 30 June 2011, the shared by staff across the department through a range department implemented the new Code of Conduct for of channels, including induction and mentoring the Queensland Public Service and the DET Standard programs, and weekly department-wide broadcast of Practice. The Standard of Practice provides further communications from the Director-General. guidance on the four ethics principles – integrity and impartiality, promoting the public good, commitment Information Access Officers Network to the system of government, and accountability The Information Access Officers (IAO) Network was and transparency. It also offers guidance for established in July 2009 to facilitate the department’s departmental staff in making ethical decisions and awareness of, and compliance with, right to acting ethically. Education and training of employees information and information privacy reforms. in the requirements of the Code of Conduct, Standard of Practice and ethical decision-making have been Over 170 IAOs, representing all departmental divisions, developed and implementation is progressing provide a key support role in reviewing, coordinating throughout 2011. Human resource management and responding to various reform challenges. procedures and practices continue to conform to ethical best practice. Recordkeeping training and awareness The department liaises with the Crime and Misconduct The department conducts recordkeeping training Commission, the Queensland Police Service, the programs regularly to provide an opportunity for all Queensland College of Teachers and the Queensland departmental employees to attend or read information Ombudsman, and manages investigations into alleged to better manage documents and records within the serious breaches of the Code of Conduct. A copy of the department. code is available at: www.education.qld.gov.au/corporate/codeofconduct/ index.html

128 Department of Education and Training | Annual Report 2010–11 Face-to-face recordkeeping awareness sessions are During 2010–11, workplace relations in the department also provided to departmental employees to improve were enhanced through: their knowledge and awareness of the recordkeeping • implementation of commitments under enterprise legislative framework, key elements of recordkeeping, bargaining agreements covering the majority of and access and availability of support material. Online staff recordkeeping awareness training is being developed • the delivery of improved employee conditions and to improve the accessibility of training programs to enhanced productivity and efficiency measures departmental staff. through these agreements • consultative forums involving managers, Better workplace relations employees and unions across the department, The department has continued its commitment to including schools and TAFE institutes open communication and consultation with staff, • constructive engagement in the processes of stakeholders and the unions that represent its industrial tribunals to resolve disputes. workforce. Unions are engaged in a spirit of cooperation through Early retirement, redundancy and local and agency-level forums as part of the processes retrenchment of dispute resolution and change management. The department is committed to resolving issues locally to In 2010–11, 13 voluntary early retirement, redundancy ensure ongoing successful delivery of services across and retrenchment packages were accepted by Queensland. departmental staff, totalling $591 935.85, excluding accrued leave payments. The department participates in the State Government Departments Certified Agreement 2009, and is Future directions – human resource currently responsible for the following enterprise bargaining agreements: management • Department of Education and Training Teachers’ Future activities to continue to create a capable, agile Certified Agreement 2010 and sustainable organisation will include: • Department of Education, Training and the Arts • investigating and collaborating with industry Teacher Aides’ Certified Agreement 2008 partners on new and better pathways into teaching • Department of Education and Training (Education) Cleaners’ Certified Agreement 2009 • progressing implementation of the range of national initiatives, including the National • Department of Education and Training TAFE Professional Standards for Teachers, National Educational Employees Certified Agreement 2009. Professional Standard for Principals, and These agreements help the department to: nationally consistent processes for teacher • attract and retain employees with generous registration, initial teacher education course employment conditions accreditation, and accreditation of highly accomplished and leading teachers • provide flexible working arrangements to enhance employee work–life balance • continuing to monitor educational workforce supply and demand • achieve its statewide service delivery obligations and organisational goals • continuing to work in partnership with the early childhood education and care sector to implement • achieve its obligations under the National the Early Childhood Education and Care Partnership Agreements. Workforce Action Plan 2011–2014. No certified agreements were negotiated during 2010–11.

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Information and Smart Classrooms communication technologies During 2010–11, the department made significant investment of more than $100 million in Smart Strategy: Classrooms initiatives. • Utilise information management systems The current generation of students learn and speak ICT to monitor performance, inform decision- with ease. They thrive on its functionality, portability making, improve resource agility and and adaptability. They use ICT to play and live. As the use of ICT continues to grow globally, students and productivity, support knowledge sharing their parents are increasingly demanding an education and facilitate open and transparent that embraces ICT. communication To help schools engage and motivate this new Information and Knowledge Strategic generation of students, they must realise the full educational potential of new technologies. Plan 2011–2015 The Smart Classroom Strategy is helping more It is vital to provide our students — the digital teachers use ICT such as the internet as a natural generation — with the skills and knowledge they need part of teaching. It also makes many assessment and to succeed in their careers and life. administration tasks easier by: Today’s teachers are engaging worldwide resources in • automating and streamlining administration a multitude of different ways to plan exciting learning within schools experiences that ensure Queensland students are • developing stronger partnerships between participating in a global community of learning. everyone who can make a difference to the Through digital learning resources such as interactive educational outcomes of students online chats, digital video and oral recordings, blogs, • rolling out superior technical support and educational games, podcasts and digital storytelling, reengineering ICT systems teaching and learning at all year levels is becoming • providing more teachers with a computer more innovative and engaging. • helping schools engage the digital generation. As technological change continues to grow, The department rewards the achievements of the information and communication technologies (ICT) state’s best teachers — those committed to their will continue to transform teaching and learning in ongoing professional development and learning — Queensland and throughout the world. through the Smart Classrooms Teacher Awards. The The Information and Knowledge Strategic Plan 2011– awards are an annual event aimed at recognising 2015 was developed in consultation with stakeholders, teachers who have demonstrated innovation and and focuses on engaging the digital generation, excellence in their teaching and learning practice improving individual learning opportunities and with ICT. Each award recipient receives $5000 in prize getting the best from our ICT investments. money to attend conferences or courses that extend their understanding and practices in ICT in education, The plan’s objectives cover sustainability, utilisation, or to undertake research projects or studies. investment, transformation, governance and environment. These will be achieved through four strategies: • exploiting e-business transformation • transforming learning, teaching and skilling experiences • enhancing information management • using and enhancing the enterprise platform. State schools, TAFE institutes and management teams will benefit from the results.

130 Department of Education and Training | Annual Report 2010–11 Smart Classrooms eLearning Leaders Computers for Teachers Framework Under the Computers for Teachers program, all From May 2011, school leaders have had the permanent teachers in Queensland state schools and opportunity to explore the latest in the Smart TAFE institutes who work two or more days a week Classrooms eLearning Framework suite and embrace, are allocated a computer to support their teaching. model and lead eLearning in their school. Leaders can: The program enables teachers to better connect with a generation of students who use ICT to play, live and • engage with the framework itself, supported study. In addition, the initiative helps teachers plan by the Smart Classrooms eLearning Leaders lessons, communicate about events and issues, and Framework website work together on curriculum and assessment. • participate in the eLearning Leaders web conference series hosted in OneChannel In 2010–11, the department invested $20 million to maintain a fleet of 40 000 laptops and provide the first • undertake self-guided professional learning round of 14 000 replacement laptops to school and through the Smart Classrooms eLearning Leaders TAFE teachers. Framework online course.

The Learning Place OneSchool OneSchool is a custom-built, flexible and sustainable The Learning Place is the department’s comprehensive student management system in Queensland state eLearning environment, providing secure access to schools. This initiative supports the department’s core an innovative range of digital tools, resources and business of learning, teaching and curriculum. eSpaces for teaching and learning, collaboration and networking. The department’s OneSchool in-house development team is designing and building the OneSchool Students and over 29 000 staff members are registered releases, with the design and build of each release in the Learning Place. Staff access professional occurring concurrently, and each release adding more development and training via online courses. Staff can functionality. also create their own online courses (virtual classrooms) to support professional development and student Release One provided classroom teachers with easy learning. The Learning Place has 445 quality assured access to information about each student in their class, online courses, 25 300 virtual classrooms and 23 300 including academic and behaviour information, from a quality assured digital resources. Staff can participate in centralised data source. It also delivered functionality 325 online professional communities. for teachers to produce student academic reports. In addition, more than 10 500 staff from over Release Two provided functionality in curriculum 900 state schools participated in live professional planning and assessment, and enabled authorised development events through the Learning Place staff to access the Shared Student Record, resulting in OneChannel service, which provides online access to improved planning and decision-making across the live and on-demand education programs. department. During 2010–11, students participated in a range of Release Two Timetabling enabled schools to develop online events and projects, including: student, teacher, teacher aide and school timetables and playground duty rosters. It delivered the initial • Online Literature Festival — 22 029 teachers development of Shared Staff and Shared Facilities and students Records, and enabled further process improvement and • Anzac Day events — 2524 teachers and students analysis for future planning. • Easter RAP — 40 teachers supporting 30 schools. Release Three will replace the department’s legacy The Learning Place assisted schools who were affected student management system. It will deliver student, by the Queensland flood crisis by providing access to asset and finance management, and enable the eClassroom resources and activities. development of a Shared Finance Record through school finance modernisation. Release Three will be deployed to approximately 600 schools during 2011.

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Websites for schools Of the secondary students surveyed, 59.3 per cent were satisfied with the opportunities they had to use A new website platform project has enabled the computer technology for learning at school. department to design, build and deploy eight new pilot websites for schools. Of the staff surveyed, 72.6 per cent were satisfied that they could access appropriate ICT to do their The new websites are based on input from teachers, job well, while 72.7 per cent were satisfied with their principals and technical staff across the state. The knowledge and skills in using ICT. department has committed to moving to a single platform for school websites and is phasing out Figure 55: Satisfaction with access to computer technology

Joomla (open source content management system). 100 The new SharePoint 2010 platform-based websites will 90 bring consistency across the department and ensure 80 70 compliance with Information Standards, including 60 IS26 – accessibility and usability. 50 The new school website platform will offer schools 40 improved flexibility and choice about features (look (%) Percentage 30 and feel) and functionality — larger schools can 20 choose to customise sites — and will allow integration 10 0 with other departmental information systems. This Parent Primary Secondary Staff should make a strong value proposition for schools to student student elect to move to the new platform. 2006 2007 2008 2009 2010

Source: School Opinion Survey – Department of Education and Upgrading TAFE ICT capabilities Training In 2010–11, the department upgraded TAFE ICT infrastructure and systems for central training Performance enhancement functions and non-statutory institutes, including Strategy: $10.1 million directly to non-statutory institutes to support and enhance their local ICT infrastructure. • Strengthen the collection, dissemination, Key projects included: use and understanding of performance • Single Active Directory project data, research and evaluation to improve • VET purchasing system upgrade. performance and the delivery of services

Stakeholder satisfaction with ICT Risk management resources The Enterprise Risk Management Unit manages the department’s Enterprise Risk Management and According to the department’s 2010 School Opinion Business Continuity Program, and facilitates the Survey, approximately 68.5 per cent of parents and collection and analysis of corporate risk data. guardians were satisfied with their child’s access to the internet at school. 69.2 per cent were satisfied with Risks are identified by applying the Australian/ their child’s access to computer technology at school. New Zealand and International Standard for Risk Management (AS/NZS ISO 31000:2009), which Approximately 63.1 per cent of primary students were involves an understanding of the impact of satisfied with how easily they could access a computer uncertainty on the successful achievement of the for learning when needed, with 68.2 per cent satisfied department’s objectives. with how easily they could access the internet for their learning needs. Arrangements to manage risk include regular reviews of risks, with a focus on determining the effectiveness Additionally, 70.2 per cent of primary students were of controls and treatments in place to modify risks. satisfied with the computer technology skills they learnt at school, while 70.2 per cent were satisfied with The Enterprise Risk Management Unit reports on the way they used computer technology for learning risk biannually to the Audit and Risk Management at school. Committee.

132 Department of Education and Training | Annual Report 2010–11 During 2010–11, the Enterprise Risk Management Unit: In accordance with the above International Standards, • realigned the DET Enterprise Risk Management a quality assessment review of the Corporate Program and Framework with the new Australian/ Assurance Unit is carried out regularly by the New Zealand and International Standard for Risk Institute of Internal Auditors Australia. The most Management (AS/NZS ISO 31000:2009) recent review found that ‘Internal audit at DET is operating satisfactorily, and in many respects could • integrated risk management in the strategic and be considered as representative of better practice in operational planning process internal auditing. It is a well-established and well run • established the Business Continuity Management internal audit activity’. Working Party to assist in the development, implementation and evaluation of the At the end of the 2010–11 financial year, the Director, department’s Business Continuity Management Corporate Assurance Unit provided the Director- Framework. General and the Audit and Risk Management Committee with an opinion as to the effectiveness of Internal audit and corporate assurance internal controls within the department: ‘The reviews undertaken by Corporate Assurance The department’s internal audit functions are managed in 2010–11 did not indicate any systemic by the Corporate Assurance Unit. The unit applies breakdown of controls that would preclude a risk management approach to strategic planning, management or the Audit and Risk Management assignment planning, field work and reporting, and Committee from relying on the department’s key works cooperatively with senior management to controls. Overall, the internal control environment ensure coverage over all areas within the department. within DET is generally adequate and effective.’ During 2010–11, the Corporate Assurance Unit Key performance indicators (KPIs) are used to completed 439 audit reports, comprising 414 standard objectively measure the Corporate Assurance Unit’s school audit reports, two TAFE audit reports and 23 achievements. The unit met the following KPIs general audit reports, or 100 per cent of the Annual during 2010–11: Audit Plan, and also provided ad hoc advice to • completed the Annual Audit Program in managers on a wide range of issues including IT accordance with the approved Annual Audit Plan advice covering development, design, implementation and operational effectiveness. • received positive feedback on audit services provided to clients, with average 98 per cent The unit has responsibility for assessment and satisfaction, confirmed through Client Survey evaluation of the effectiveness and efficiency of Feedback Forms departmental financial and operational systems and • operated within budget activities, as well as provision of assistance, and identification of deficiencies in risk management. • maintained staff turnover during the year below 5 per cent The Director, Corporate Assurance Unit, reports to • had 97 per cent of audit recommendations the Director-General, and also to the Audit and Risk implemented by management. Management Committee, which meets on a quarterly basis, and operates with due regard to Queensland Treasury’s best practice Audit Committee Guidelines. External scrutiny The Corporate Assurance Unit’s charter was developed This section provides information about significant to comply with the International Standards for the external audits and reviews of the department during Professional Practice of Internal Auditing as well as the 2010–11 financial year. the Financial Accountability Act 2009. This charter is The Auditor-General is responsible for the annual reviewed annually by the Audit and Risk Management audits of public sector clients, including DET. The Committee, with the last approval given in March 2011. Auditor-General provides Parliament with independent assessment of activities in the public sector. Information about the Auditor-General and other reports for the 2010–11 year that are applicable to the department is available in Appendix 6.

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Information privacy Overseas travel In providing its services, the department collects Overseas travel by staff within DET falls into three personal information from students, parents and main categories: caregivers, staff, volunteers and other people in • business accordance with the Information Privacy Act 2009. • professional development The department is committed to protecting and dealing with the personal information entrusted to it in a fair, • school study tours. secure and ethical manner, and ensuring that any The department reports actual ‘agency’ and ‘other’ breaches of privacy are appropriately addressed. costs for all overseas travel by DET staff. Agency Any person who considers that their personal costs are those met from departmental funds, and information has not been dealt with by the department include money raised by schools through community in accordance with the Information Privacy Act fundraising, and contractual agreement costs paid 2009 may make a complaint under that Act to the directly by the department. Contributions from other Information Commissioner. Information with respect agencies or sources include personal contributions, to complaints can be accessed at: or funding from other external sources such as www.oic.qld.gov.au/privacy-complaints scholarships, overseas governments and professional associations. Consultancies The majority of school study tour costs are from parent and teacher contributions for travel by External consultants are engaged when appropriate students and the teachers who accompany them. skills are not available within the department, or School study tours provide opportunities for hundreds where an independent view is required. of Queensland students annually to participate In 2010–11, DET expenditure on consultancies totalled in co-curricular learning opportunities, including $1 394 428 (GST exclusive). international competitions, sporting events, and language and intercultural immersion experiences. Table 23: Expenditure on consultancies, 2010–11 The detailed report of overseas travel is contained as Expenditure Appendix 7 of this report. Category ($) GST exclusive Access to information (right to Finance/accounting 62 240 information) Human resource management 0 The Right to Information Act 2009 (RTI Act) and Information technology 75 697 Information Privacy Act 2009 (IP Act) aim to improve public access to information, and promote openness Legal services 0 and transparency of government, while providing Management appropriate protection for individuals’ privacy. • corporate management projects 498 520 The RTI Act provides a right of access to information • teaching, learning and 757 971 in the government’s possession or under its control curriculum projects unless, on balance, the release of the information Professional/technical 0 would be contrary to the public interest. Total consultancy expenditure 1 394 428

Source: Department of Education and Training

134 Department of Education and Training | Annual Report 2010–11 Table 24: Right to Information data

RTI/IP statistics 2010–11

RTI applications received during 2010–11 118

IP applications received during 2010–11 169

RTI applications finalised during 2010–11 113 (including applications received during 2009–10 which were finalised in 2010–11)

IP applications finalised during 2010–11 162 (including applications received during 2009–10 which were finalised in 2010–11)

Source: Department of Education and Training

Further information regarding accessing information Keeping the public informed under these pieces of legislation is available at the Communication of government services is essential to department’s right to information website at keep the community informed on matters such as: www.deta.qld.gov.au/right-to-information • accurate and timely advice about school, TAFE Administrative access and early childhood service closures due to storms and severe flooding Access to information held by DET may also be • major changes to early childhood education, provided administratively without the need to lodge including universal access to a kindergarten a legislative request under either the RTI or IP Acts. program The administrative release of information offers the • encouragement for all parents to read to their public shorter waiting times for access to information, children to give them a flying start in life increases transparency of government information, and may result in a reduction in the volume of • awareness of the programs and services available requests for access made under the legislation in to help Queenslanders gain skills to meet the the long term. Administrative release allows the needs of the current and future jobs market. department to give a complete picture in relation to As at 30 June 2011, the department employed 17.45 the information it releases, and minimise the risk that FTE staff whose functions relate to media, public information may be used out of context. affairs or communications. For further information on how to access information administratively go to: Public disclosure • www.education.qld.gov.au/strategic/eppr/​ In keeping with its culture of openness and information/ifmpr005/index.html transparency, the department supports the for information held by schools investigation of public interest disclosures. It also • www.education.qld.gov.au/strategic/eppr/ protects from reprisal any employee or manager who information/ifmpr012/adminaccess.pdf genuinely makes such disclosures. for information held by regional or central offices During 2010–11, there were 14 cases of public interest • www.training.qld.gov.au/resources/about/pdf/tafe- disclosure relating to alleged official misconduct or administrative-access.pdf serious misconduct. The 14 cases were verified and for information held by TAFE institutes. appropriate action was taken on a case-by-case basis. With the repeal of the Whistleblowers Protection Act 1994 and the introduction of the Public Interest Disclosure Act 2010 (PID Act) on 1 January 2011, the way in which public interest disclosures are to be publicly reported has changed. From 1 January 2011, agencies are no longer required to report public interest disclosures in annual reports.

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Under section 61 of the PID Act, the Public Service Infrastructure Commission (PSC) is now responsible for the oversight of public interest disclosures and preparing an annual Strategy: report on the operation of the PID Act. From 1 January 2011, agencies are required to report information • Deliver high-quality fit-for-purpose about public interest disclosures to the PSC. The PSC education and training infrastructure, will prepare an annual report on the operations of the within timeframes, through Building PID Act and the information provided by agencies. The the Education Revolution and state annual report will be made publicly available after the infrastructure programs end of each financial year.

Recordkeeping 2010–11 key highlights Physical and electronic records are necessary for business operations, accountability requirements, and $1.497 billion was invested in the 2010–11 to meet community expectations. Capital Works Program to significantly All departmental records are ‘public records’ as defined improve the state’s education and training under the Public Records Act 2002. The department infrastructure and significantly progress the: applies whole-of-government information policies and standards to these, and continues to progressively ✔✔ Building the Education Revolution implement the requirements of Information Standard program 40: Recordkeeping. ✔✔ Tomorrow’s Schools initiative Effective document and records management provides: • reliable access to information assets ✔✔ Queensland Skills Plan capital works • informed decision-making program. • cost-effective use of information resources • business continuity • compliance with legislation Our infrastructure • compliance with departmental policies and Progressive infrastructure and modern equipment form procedures. the basic foundation for the delivery of world-class The department has used an electronic Document and education services. The department’s infrastructure Records Management System (eDRMS) since 2002 to program funds new facilities to deliver additional manage its documents and records. The eDRMS assists services and upgrade existing facilities — essential to departmental officers in corporate areas to effectively keep pace with technological change and new teaching manage all types of corporate records. and training practices. In 2010–11, the department implemented the latest The department’s current infrastructure across the version of the eDRMS to enable continuity of systems state includes: and processes across the department, developed and • 1237 schools and 27 Environmental and Outdoor reviewed the department’s Retention and Disposal Education Centres Schedules, and continued to provide eDRMS • 11 TAFE institutes (excluding two statutory training to support effective document and records institutes) management processes. • 28 child care centres • four early years centres • six early learning and care centres • 22 extra kindergartens services. This encompasses over 22 000 buildings, with a net book value of over $17 billion. Employee housing, mostly in remote areas, includes more than 1920 units of accommodation.

136 Department of Education and Training | Annual Report 2010–11 Many of our education facilities were damaged by the The Australian Government has approved nearly 4500 Queensland floods. However, despite the widespread projects across the Science and Language Centres for damage, all students and staff were able to return to 21st Century Secondary Schools, National School Pride, school in a safe environment on the first day of school and Primary Schools for the 21st Century components for 2011. of the Building the Education Revolution (BER) program; $841.5 million is anticipated to be delivered Similarly, facilities were also damaged by Tropical by the department during 2010–11. Cyclone Yasi. Many state schools in Central, North and Far North Queensland were closed for precautionary Significant investment in training infrastructure measures during early February 2011. All schools were during 2010–11 included: reopened by 14 February 2011. The rectification of • $37.4 million for the continued development buildings and recovery process continues. of the SkillsTech Australia major trade and During 2010–11, major investment in education technician skills campus at Acacia Ridge infrastructure included: • $16.7 million for the continued redevelopment • $50 million to the non-government sector to fund of the Cairns campus of the Tropical North centres for disengaged youth Queensland Institute of TAFE • $211.8 million to complete the State Schools of • $4.3 million to redevelop the Bundamba campus Tomorrow Program to deliver new and renewed of The Bremer Institute of TAFE facilities • $13.6 million to complete the $26.9 million • $97.7 million to replace and enhance facilities at Coomera education precinct of the Gold Coast existing schools Institute of TAFE • $6.1 million to continue the Solar and Energy • $10.5 million, funded jointly by the Queensland Efficiency program in schools and Australian governments and Ports North, to complete the Great Barrier Reef International • $11 million to acquire new employee housing and Marine College in Cairns. refurbish existing housing stock • $12.6 million, including a $5 million prioritisation from State Schools of Tomorrow, for maintenance Building the Education Revolution of employee housing Information on the BER program for Australian • relocation of Federal State School due to the schools can be found in Section 2 – ‘Working with the realignment of the Bruce Highway (including land Australian Government’. acquisition), undertaking staged works at two schools and providing additional classrooms in South East Queensland Schools Public growth areas throughout the state Private Partnership Project • delivery of Springfield Central State High School To meet the needs of an increasing South East and Springfield Central State School through the Queensland (SEQ) population, new schools are department’s Capital Works Program being built through the SEQ Schools Public Private • completion of Woodlinks State School, Augusta Partnership Project. State School and Coomera Rivers State School as part of the SEQ Schools Public Private Partnership The department entered into a contract with the Aspire Project Schools consortium in April 2009 to design, build and maintain seven new schools in the high growth areas • start of construction of a high school located at of the Sunshine Coast, Western Corridor, Gold Coast Murrumba Downs and a primary school located and Redlands. at Bundilla (opening 2012) as part of the SEQ Schools Public Private Partnership Project • allocation of $44.6 million of Australian Government funding to upgrade or build new training facilities for schools under the Trade Training Centres in Schools Program in Queensland.

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As at 30 June 2011, Stage 1 of the first five Public • $4.9 million for special maintenance programs Private Partnership Prep to Year 7 primary schools addressing: has been completed. Primary schools at East Coomera –– hard external surfaces such as concrete (Coomera Rivers), Collingwood Park (WoodLinks) and pathways and paved areas Augustine Heights (Augusta) were completed in time –– general building structure, including the for the start of the 2011 school year. repair or replacement of stairways, wall Completion of Stage 2 construction at the existing sheeting, floorboards and stumps/posts primary schools of Peregian Springs on the Sunshine • $21 million for the Asbestos Removal Program, Coast and Bayview in the Redlands area will also be redirected from the State Schools of Tomorrow completed in 2011. Program Stage 1 of the remaining two schools, a primary • $2.3 million for State Schools of Tomorrow school at Bundilla and a high school at Murrumba – External Finishes Maintenance Program, Downs, are currently under construction and due for which addressed the external finishes of school completion by 2012. buildings. The project will generate an estimated 2150 new jobs over the 4.5 year construction period, with additional TAFE facilities jobs to be created during the 30-year ongoing In 2010–11, the department allocated $11.785 million maintenance period delivered by the consortium. for the maintenance of TAFE facilities. The statewide funding program funded service maintenance building Asset maintenance repairs and assessments, as well as the upkeep of critical infrastructure, such as electrical and sewerage Refurbishing and maintaining departmental assets services. $1 million of this funding was directed to is critical to ensure that those assets support asbestos removal in TAFE institutes. contemporary service delivery. Well-maintained existing facilities support student learning outcomes and the quality of the education and training Managing asbestos containing material experience offered in schools and TAFE institutes. in DET facilities The department has both general and special The Department of Public Works (DPW) is the maintenance programs to meet the requirements of its Queensland Government’s management authority asset base. for the Asbestos Management and Control Policy for Government Buildings. DPW oversees and supports In 2010–11, the department continued its extensive all government departments with the implementation maintenance programs to ensure that school, TAFE of the policy and strategy, and maintains a central and housing facilities were repaired and maintained. register of material containing asbestos within government-controlled buildings (including state School facilities schools and TAFE facilities). The department’s total expenditure for school The condition of materials containing asbestos maintenance in 2010–11 was $101.1 million. This in schools, early childhood and TAFE facilities is comprised: managed through an extensive awareness program, • $72.9 million for the Annual Maintenance as well as maintenance condition assessments and Program, which provided funding to all schools three-yearly specific asbestos inspections, conducted to complete annual planned and unplanned by industry professionals. maintenance projects. This allocation also Records of the condition of asbestos-containing funded centrally managed programs, including materials are maintained in the DPW electronic Built maintenance projects for schools related to: Environment Materials Information Register (BEMIR) –– swimming pools database. Any asbestos material classified by DPW as –– asbestos assessments and removal being in poor condition is immediately made safe and –– service maintenance of plant and equipment programmed for removal.

138 Department of Education and Training | Annual Report 2010–11 In 2010–11, in response to recommendations of an • $132.8 million to construct a new school at independent review of DET asbestos management Mango Hill, continue the relocation of the Mer policies in Queensland schools, the department campus of Tagai State College, undertake staged revised its policy for the management of asbestos and work at four schools, buy land, and provide developed an Asbestos Management Plan. The plan additional classrooms in growth areas throughout provides the operational context for schools and TAFE the state institutes, and provides clarity regarding the roles and • a continuation of the SEQ Schools Public Private responsibilities in the management of asbestos and Partnership project to build, operate and maintain any incidents that may arise. seven new state schools in high growth areas Asbestos management and awareness training has within South East Queensland to deliver: also been rolled out to all staff responsible for the –– stage one of a new primary school located at management of sites where facilities have presumed Bundilla on the Sunshine Coast and a new or confirmed asbestos containing materials. The high school at Murrumba Downs for the start training covers the department’s revised policy for of school in 2012 the management of asbestos in DET facilities, new –– stage two at Bayview State School at asbestos management procedures and information Thornlands South and Peregian Springs State about the BEMIR. This training will be ongoing and School on the Sunshine Coast for the start of delivered through regional/TAFE institute inductions. school in 2012 In 2010–11, the department allocated $21 million • $134.8 million for school maintenance, including (redirected from the State Schools of Tomorrow a special allocation of $50 million to address program) to complete asbestos replacement projects in maintenance priorities schools, and $1 million towards replacing asbestos in • $61.9 million to replace and enhance facilities TAFE facilities. at existing schools, including planning towards mitigation against natural disasters at schools Staff accommodation heavily impacted across Queensland The department maintains more than 1935 • $17.9 million to acquire new employee housing accommodation units, 369 of which are located in the and to refurbish and maintain existing housing remote communities of the Cape, Gulf and Torres Strait. assets. Significant investment in VET infrastructure during The provision of suitable and safe employee 2011–12 will include: accommodation is a very high priority for the department. In 2010–11, initiatives included: • $34.9 million to continue the development of the SkillsTech Australia major trade and technical • quarterly inspections of houses in 29 remote skills campus at Acacia Ridge Indigenous communities to make sure that houses are safe, secure and functional, and to carry out • $17.1 million to continue the development of immediate repairs a major trade and technical skills campus at Mackay • school holiday security patrols in eight high- risk communities to ensure the safety of teacher • $8.9 million to continue the redevelopment of the houses. Cairns campus of the Tropical North Queensland Institute of TAFE • $8.7 million to continue the redevelopment of the Future directions – infrastructure Nambour campus of the Sunshine Coast Institute As part of a major investment in school education of TAFE infrastructure, in 2011–12, the budget will provide: • $4.6 million to continue the redevelopment of the • $7.5 million as part of the Flying Start suite Bundamba campus of The Bremer Institute of TAFE of initiatives to prepare for the introduction of • $5 million to commence redevelopment of the Year 7 as the first year of secondary school from Pimlico campus of the Barrier Reef Institute of 2015, to build, refurbish and reconfigure state TAFE school classrooms and flexible learning areas, and • $1.4 million to continue the redevelopment of the provide teacher housing to address local needs Mount Gravatt campus of the Metropolitan South Institute of TAFE.

Creating a capable, agile and sustainable organisation 139 Creating a capable, agile and sustainable organisation

Sustainability DET is committed to supporting the Queensland Government’s Toward Q2 — Tomorrow’s Queensland Strategies: target to cut Queenslanders’ greenhouse gas emissions by one-third by 2020. This commitment includes • Reduce the department’s environmental implementation of the government’s environmental footprint and build knowledge and and climate change strategies, such as the ClimateQ: commitment for a sustainable future toward a greener Queensland strategy. Six gases have been identified under the Kyoto Our environmental footprint Protocol as the main greenhouse gas emissions The department supports the Queensland that need to be reduced — carbon dioxide, Government’s Green ambitions and targets, as outlined hydrofluorocarbons, methane, nitrous oxides, in Toward Q2: Tomorrow’s Queensland, to protect our perfluorocarbons and sulphur hexafluoride. As part of lifestyle and environment. standard emission measurement practices, these gases are mainly reported as carbon dioxide equivalent The Earth Smart Environmental Sustainability emissions (CO -e). Strategic Plan 2008–2012 outlines goals and 2 strategies to reduce the department’s ecological The Queensland Government has established minimum footprint. Additionally, the Infrastructure greenhouse gas emissions reporting requirements Sustainability Strategic Plan identifies the for departments covering their main greenhouse gas department’s response in reducing its environmental emitting business activities, namely those linked to footprint by addressing waste, water, energy vehicle use, electricity consumption and air travel. greenhouse gas, carbon and biodiversity issues. These activities are sources of both direct and indirect greenhouse gas emissions. We aim to minimise our resource consumption by using energy efficiently, minimising waste and It should be noted that comprehensive reporting of conserving water, and by positively influencing greenhouse gas emissions by departments is sometimes our community attitudes and behaviour through limited due to the complexity of their operational sustainable infrastructure and education for boundaries within the public sector, especially in environmental sustainability. situations where internal government shared service providers are used. Carbon emissions While the best available data has been used, in some During 2010–11, the department supported the instances, estimates have had to be reported due to the reduction of greenhouse gas emissions by: limitation of data collection processes or systems. For example, in those government-owned office buildings • completing the $60 million, three-year Solar where there are multiple government agency tenants and Energy Efficiency Program solar panel and the electricity use cannot be solely attributed to installations and energy-efficient lighting on time, any one particular agency, the electricity use by the within budget and to the Australian Standards tenanted agencies may be proportioned based on the required floor area they occupy. • continuing a program of energy audits and energy efficiency retrofits in TAFE campuses Importantly, any attempted comparison of emission levels with those of previous periods must first ensure • continuing with the Office of Clean Energy that all the relevant parameters are exactly the same Isolated Communities Powersavvy project and have not been affected by changes such as: partnership, installing energy conservation and differences in the configuration and make-up of the clean energy technologies in nine education sites department’s building portfolio; changes to building servicing 33 remote communities in far northern functionality or occupancy levels; or changes to the and western Queensland emissions conversion factors used (which can vary • delivering energy efficiency projects in each year as published in the Australian Government’s partnership with the DPW’s Energy Efficiency National Greenhouse Accounts Factors Workbook). Building Retrofit Program • ensuring that the department’s new infrastructure is built to best-practice environmental standard • revising DET’s Energy Conservation Policy — FCM-PR-007.

140 Department of Education and Training | Annual Report 2010–11 Table 25 outlines the emissions relating to the department.

Table 25: CO2 emissions by category, 2010–11

GROSS NET Less emission greenhouse greenhouse Activity offsets Notes gas emissions gas emissions (tonnes of CO2 ) (tonnes of CO2 ) (tonnes of CO2 )

Vehicle use QFleet leased vehicles, department-owned 5079 1908 3171 1, 2 vehicles and hired vehicles Electricity consumption

Government-owned buildings 216 816 – 216 816 3

Leased privately owned buildings 1799 – 1799 4 Air travel

Domestic air travel on commercial airlines 2727 2727 – 5

International air travel on commercial airlines 772 772 – 5

Source: Department of Public Works Notes: 1. The emissions figures have been calculated using a combination of two methodologies. QFleet has supplied the data for the period 1 April to 30 June 2010, with emissions calculated using the contracted kilometres-travelled methodology (used in previous years). For the period 1July 2010 to 31 March 2011, the Queensland Government Chief Procurement Office (QGCPO) has provided departments with available actual fuel data to enable departments to calculate their emissions using the National Greenhouse Emissions Reporting methodology. All emissions reported represent emissions associated with four primary fuel types: unleaded petrol, diesel, liquefied petroleum gas (LPG) and E10. The emissions offsets purchased by QFleet for the period up to 30 June 2010 relate to national Greenhouse Friendly™ certified carbon offsets for those vehicles that did not comply with the minimum Green Vehicle Guide (GVG) Greenhouse ratings. Vehicle emissions offsetting undertaken by this department since 1 July 2010 relates to the Queensland Government’s commitment to offset 50 per cent of vehicle emissions from 2010. 2. The hire car vehicle emissions figures have been calculated by Avis Australia and are attributable to Avis Australia vehicles booked under the Standing Offer Arrangement managed by the QGCPO. The emission offsets figure relates to purchased national Greenhouse Friendly™ certified carbon offsets. 3. These emissions are calculated based on available building-related electricity consumption records for the period 1 April 2010 to 31 March 2011. The emissions reported are limited to those linked to the electricity consumed by this department in buildings it owns, or in space it leases within other government buildings. Incomplete electricity consumption records have been apportioned or extrapolated where necessary. For example, in those government office buildings that do not have separate electricity sub-metering for departmental tenants, the electricity consumption and associated emissions have been apportioned 45 per cent to the landlord, and 55 per cent to the tenants – in line with historical benchmarking. Emissions have been calculated by converting relevant electricity consumption using the Scope 2 conversion factor of 0.88 kg CO2-e/kWh as published in the Australian Government’s National Greenhouse Accounts Factors Workbook (July 2011). 4. These emissions figures are based on available building-related electricity consumption records for the period 1 April 2010 to 13 March 2011. The emissions reported are limited to those linked to the electricity consumed by this department in spaces leased in buildings other than government-owned ones (i.e. privately owned). Electricity use has been calculated or estimated using actual electricity records or lease charges received from landlords. Incomplete electricity consumption records have been apportioned and/or extrapolated where necessary. 5. Air travel includes all flights recorded by the QGCPO during the period 1 April 2010 to 31 March 2011, specifically: - international air travel on commercial airlines - domestic air travel on commercial airlines. The emissions are calculated by QGCPO using the kilometres flown from data provided by the relevant commercial airline and applying a methodology based on International Civil Aviation Organisation criteria. This methodology uses an averaged consumption of fuel per passenger

for flights, which can then be converted into tonnes of CO2. The emission offsets figure for air travel relates to purchased national Greenhouse Friendly™ certified carbon offsets.

Creating a capable, agile and sustainable organisation 141 Creating a capable, agile and sustainable organisation

Energy savings Examples of the department’s contributions include: • participating in the formulation of the Council of Statewide, the department’s energy consumption per Australian Governments’ Green Skills Agreement square metre floor area was 13.2 per cent lower in (GSA) and, as a member of the Green Skills 2009–10 compared to the 2005–06 baseline year. Implementation Group, contributing to the Over this period: development of the GSA Implementation Plan • school energy consumption per square meter 2010–2011 reduced by 6.8 per cent • as chair of the National VET Sector Sustainability • TAFE energy consumption per square meter Action Group of the Ministerial Council for reduced by 16.9 per cent. Tertiary Education and Employment, leading the development of the National VET Sector Solar and energy efficiency projects Sustainability Policy and Action Plan (2009– In 2010–11, the department: 2012) and facilitating the rollout of a national communications strategy for the plan. The • as part of the three-year Solar and Energy latter ensures VET stakeholders are aware of Efficiency Program installed the following the policy and action plan and their respective measures: responsibilities for implementing the actions –– 1198 school sites receiving solar panels – • contributing, both nationally and locally, to program complete advancing the skills for sustainability agenda –– 1234 school sites receiving energy-efficient in a variety of ways, including providing input lighting retrofit kits – program complete into the National Energy Efficiency Skills –– 1248 school sites receiving the energy data Initiative, developing ‘cleantech’ industries in monitoring system (EDMS) – four sites are to the state, and a range of other climate change be completed and sustainability-related policy and program –– smart meters continue to be installed at initiatives school sites to provide energy use data input • facilitating rollout of specific projects, e.g. Skills to the EDMS for a Low Carbon Economy project and the –– inverters in 102 sites that had previously Green Building Skills initiative funded by the received solar from other government Queensland Office of Climate Change under its programs were able to be upgraded, and Climate Change Fund where possible, provide interaction with the • developing a discussion paper aimed at creating EDMS Queensland-specific actions for sustainability • provided online resources and teaching materials initiatives that will outline existing and proposed in the Learning Place to encourage the integration VET sector sustainability efforts in the state of environmental education for sustainability • developing a framework for training which will across the curriculum in Queensland include the National VET Sector Sustainability • commenced the $5.8 million Solar in Policy and the development of the GSA in Kindergartens program as part of the $115 million conjunction with the Commonwealth. Office of Clean Energy Do the Bright Thing DET has continued to work with the Office of Climate campaign. Change (under its Climate Change Fund) to implement the Skills Development for a Low Carbon Economy Sustainability in the vocational (SDLCE) project and the Green Building Skills Fund education and training sector project. These projects have mobilised additional equivalent funding from respective industry sectors In alignment with Toward Q2: Tomorrow’s Queensland as well. DET is working collaboratively with Skills and Commonwealth Government commitments, Queensland in implementing these initiatives. the department is engaged in developing strategies for delivering excellence in skills for sustainability The three industry bodies engaged to implement the practice and training that supports Queensland’s SDLCE project include the Mining Industry Skills transition to a low carbon, energy-efficient and Council, Energy Skills Queensland and the Queensland sustainable economy. Automotive Skills Alliance.

142 Department of Education and Training | Annual Report 2010–11 Energy audits were conducted in three of the largest Key priorities for waste management include: TAFE campuses — Loganlea, Mount Gravatt and • reviewing the department’s Strategic Waste Bracken Ridge. A template for other campuses is also Management Plan, following the release of being developed from this exercise. Queensland’s Waste Reduction and Recycling Strategy 2010–20 Water use • conducting waste audits in selected facilities In 2010–11, the department: across the state to establish a baseline of waste generation data, and identify strategies • continued the water efficiency program to cover for reducing waste to landfill and increasing schools and TAFE institutes in the extended recycling Queensland Water Commission (QWC) zone in the Sunshine Coast and the Greater Rim Regional • ensuring compliance with the whole-of- councils government Recycling Policy for Buildings and Civil Infrastructure. • undertook water efficiency retrofits in some schools outside the QWC zone that were Information on the department’s expenditure on waste experiencing critical water shortages, particularly management for 2010–11 will not be available until in the Darling Downs Region. late 2011 due to data collection timelines. Statewide, the department’s School Water Efficiency Program achieved a reduction in water consumption Sustainable building design of 45 per cent in 2009–10 compared to the 2004–05 Our changing environment is giving all of us a new baseline year. awareness of the importance of sustainable public Statewide, TAFE institutes achieved a reduction infrastructure. The department is responsible for some in water consumption of 57 per cent in 2009–10 of the state’s largest assets, including Queensland state compared to the 2004–05 baseline year. schools and TAFE institutes. Information on water use in state schools and Continued capital spending is required to provide and TAFE institutes for 2010–11 will be available in upgrade infrastructure, keep pace with community January 2012. demand and adapt to developments such as new technologies, climate change and economic pressures. Waste management The department has incorporated ecologically sustainable design principles into TAFE institute The department’s Strategic Waste Management building design, construction, fit-out and Plan provides a framework for reducing waste in refurbishment. TAFE Queensland has developed and daily operations, and in designing and constructing is implementing the Water Smart TAFEs and Energy facilities. Smart TAFEs strategies across the TAFE network. During 2010–11, the department continued to ensure All seven schools being delivered through the SEQ that effective waste management practices were Schools Public Private Partnership Project are seeking implemented throughout Queensland schools, TAFE certification through the Green Star environmental institutes and departmental offices, including the rating system, administered by the Green Building recycling of wastepaper, cardboard, glass and green Council of Australia. Of the five schools delivered to waste. 1 January 2011, four schools have achieved 4 Star Across all of the department’s facilities, it is estimated design certification and one school has achieved 5 that approximately 13 600 tonnes of waste was Star design certification. disposed to landfill and 4900 tonnes of waste was recycled in 2010–11.

Creating a capable, agile and sustainable organisation 143 Creating a capable, agile and sustainable organisation

International partnerships Dependant Student Program During 2010–11, 1075 FTE dependant children of Strategy: international adult students studying in Queensland • Develop international partnerships and training and higher education institutions were markets that support economic and enrolled in Queensland state schools. social outcomes for Queensland Study tour programs International engagement DETi coordinates study tours for groups of overseas The Department of Education and Training students and educators who wish to visit Queensland International (DETi) has remained competitive in the Government schools to enrich their educational current global financial environment by delivering and cultural experiences. Study tour programs aim high-quality programs. In 2010–11, DETi has: to foster better international understanding by encouraging communication between Queensland • sought further opportunities to operate offshore students and our visitors, in real-life situations, on a projects and consultancies daily basis. • continued to support two language scholarships for Queensland high school students, with During 2010–11, Queensland state schools hosted 9170 winners spending time in Italy and Japan, and international students and adults from 10 different reciprocal exchange programs with students from countries under study tour programs. Switzerland, Germany and Japan • supported ESL needs of international dependant Offshore projects students through delivering approximately $3.49 EQI markets, tenders for and manages offshore million funding to Queensland regions programs and projects. EQI also enters into commercial • achieved 98 per cent state school student contracts for education services, licensing of the satisfaction with their study–life experience in Queensland curriculum and Unilearn Foundation Queensland Program, which is a foundation program for overseas • continued focus on diversity of the international students seeking entry into Australian universities and student programs, with enrolments from over 92 TAFE institutes. Contract opportunities are secured source countries primarily through a formal tender process in the open and competitive market. • expanded the international students program into regional Queensland schools. In 2010–11, the International Offshore Programs Unit managed the delivery of programs and contracts in International school students China, Papua New Guinea and the Middle East. During 2010–11, 1572 international FTE students were enrolled in Queensland state schools. These students participated in various Education Queensland International (EQI) programs, including: • Primary School Program (Years 1–7) • High School Preparation Program (intensive English) • Study Abroad Program • High School Graduate Program • Regional Study Abroad Program • International Baccalaureate Program.

144 Department of Education and Training | Annual Report 2010–11 Queensland’s international VET sector – VET Export Office As at March 2011, 15 822 international students were undertaking VET programs in Queensland. This represents a 16.4 per cent decline in international VET enrolments over the previous 12 months. In 2010–11, the VET Export Office (VEO) continued to provide leadership to the Queensland VET sector’s international engagement to build sustainable growth. Through coordinated and strategic liaison with an extensive network of public and private registered training organisations, the VEO: • supports the VET sector to develop a strong position internationally • coordinates and manages joint projects, actively builds relationships with international government agencies, industry and educational sector representatives, and supports a cohesive and informed sector • supports the development of Queensland’s international VET capacity through the provision of seminars and professional development events • liaised with Brisbane North Institute of TAFE and Tropical North Queensland Institute of TAFE to develop a scholarship program that seeks to up- skill 2200 Papua New Guineans, in line with the PNG Vision 2050.

Creating a capable, agile and sustainable organisation 145 SECTION

Financial 8 statements

146 Department of Education and Training | Annual Report 2010–11 Financial statements 2010–11 Major departmental services of the department______3 Understanding our financial statements______148 Monies held in trust______37 Statement 1 – Statement of Comprehensive Income_ _ 149 Non-cash financing and investing activities______29 Statement 2 – Statement of Financial Position______150 Non-current assets classified as held for sale______19 Statement 3 – Statement of Changes in Equity______151 Objectives and principal activities of the department____ 1 Statement 4 – Statement of Cash Flows______152 Other current assets______18 Statement 5 – Statement of Comprehensive Income Other current liabilities______25 by Major Departmental Services – Controlled______153 Other expenses______14 Statement 6 – Statement of Assets and Liabilities Other financial liabilities______23 by Major Departmental Services – Controlled______154 Other revenues______7 Notes to and Forming Part of the Financial Statements______155 Payables______22 Certificate of the Department of Prior year adjustments______40 Education and Training______188 Private Provision of Public Infrastructure (PPPI) Independent Auditor’s Report______189 arrangements______31 Property, plant and equipment______20 Note No. Receivables______16 Accrued employee benefits______24 Reconciliation of operating surplus to net cash from Administered transactions and balances______35 operating activities______27 Asset revaluation surplus by class______26 Reconciliation of payments from Consolidated Cash and cash equivalents______15 Fund to Administered Revenue______36 Commitments for expenditure______30 Reconciliation of payments from Consolidated Fund to Departmental services revenue recognised in Statement Contingencies______32 of Comprehensive Income______4 Controlled entities______33 Reconciliation of payments from Consolidated Fund to Depreciation and amortisation______11 equity adjustment recognised in Contributed Equity____ 4 Employee expenses______8 Summary of significant accounting policies______2 Establishment of the Australia-Pacific Supplies and services______9 Technical College (APTC)______39 User charges______5 Events occurring after balance date______34 Finance/borrowing costs______13 Financial instruments______38 Grants and other contributions______6 Grants and subsidies______10 Impairment losses______12 Intangible assets______21 Inventories______17 Key executive management personnel and remuneration______28

Financial statements 147 Financial statements

Understanding our financial statements The financial statements enable readers to assess the department’s financial results and cash flows for the 2010-11 financial year and its financial position as at the end of the financial year.

This financial report covers the Department of Education and Training and its controlled entities.

The Department of Education and Training is a Queensland Government department established under the Public Service Act 2008.

The department is controlled by the State of Queensland which is the ultimate parent.

The financial statements are composed of a number of components, including:

 Statement 1 – Statement of Comprehensive Income This statement shows revenue and expenses and the results of operations for the financial year, as well as other comprehensive income including asset revaluation adjustments.

 Statement 2 – Statement of Financial Position This statement provides information concerning assets, liabilities and the Government’s equity at the end of the financial year. Assets shown as current are reasonably expected to be converted to cash, sold or consumed in the operations of the department in the next financial year. Similarly, current liabilities are expected to consume cash in the next financial year.

 Statement 3 – Statement of Changes in Equity This statement provides information on the movement of equity during the financial year.

 Statement 4 – Statement of Cash Flows This statement provides information concerning sources and uses of cash during the financial year and available cash at the end of the financial year.

 Statement 5 – Statement of Comprehensive Income by Major Departmental Services - Controlled This statement provides information on revenue and expenses for each departmental service.

 Statement 6 – Statement of Assets and Liabilities by Major Departmental Services - Controlled This statement provides information on assets and liabilities for each departmental service.

The financial statements for the department that appear in this annual report are signed by Julie Grantham, Director-General for the Department of Education and Training, and Adam Black FCPA, Assistant Director-General, Finance and Chief Finance Officer as at 30 June 2011.

General information The principal address of the department is:

Education House 30 Mary Street Brisbane QLD 4000

A description of the nature of the department’s operations and its principal activities is included in the notes to the financial statements.

For information in relation to the department’s financial report please contact Finance Branch on 07 3239 3130, email [email protected] or visit the departmental website at: www.det.qld.gov.au

148 Department of Education and Training | Annual Report 2010–11 Statement 1 – Statement of Comprehensive Income for the year ended 30 June 2011

Note s 2011 2010 $'000 $'000 Income from Continuing Operations

Departmental services revenue 4 6 827 758 6 361 623 User charges 5 196 795 204 009 Grants and other contributions 6 378 065 332 084 Other revenues 7 151 841 152 354

Total Income from Continuing Operations 7 554 459 7 050 070

Expenses from Continuing Operations Employee expenses 8 5 325 565 4 981 683 Supplies and services 9 1 388 832 1 340 778 Grants and subsidies 10 291 259 245 275 Depreciation and amortisation 11 430 040 413 394 Impairment losses 12 372 996 Finance/borrow ing costs 13 32 636 27 273 Other expenses 14 84 575 39 419

Total Expenses from Continuing Operations 7 553 279 7 048 818

Operating Result from Continuing Operations 1 180 1 252

Other Comprehensive Income Increase/(decrease) in asset revaluation surplus 26 11 559 (1 382 183)

Total Other Comprehensive Income 11 559 (1 382 183)

Total Comprehensive Income 12 739 (1 380 931)

The above statement should be read in conjunction with the accompanying notes, which appear on the pages after Statement 6.

Financial statements 149 Financial statements

Statement 2 – Statement of Financial Position as at 30 June 2011

2011 2010 Note s $'000 $'000

Current Assets Cash and cash equivalents 15 329 789 550 175 Receivables 16 146 434 140 021 Inventories 17 2 928 2 776 Other current assets 18 111 539 74 237 590 690 767 209 Non-current assets classified as held for sale 19 120 260 81 930 Total Current Assets 710 950 849 139

Non-Current Assets Property, plant and equipment 20 17 861 164 16 933 681 Intangible assets 21 90 521 52 378 Total Non-Current Assets 17 951 685 16 986 059

Total Assets 18 662 635 17 835 198

Current Liabilities Payables 22 414 497 751 907 Other financial liabilities 23 7 728 2 280 Accrued employee benefits 24 124 718 125 773 Other current liabilities 25 46 432 72 233 Total Current Liabilities 593 375 952 193

Non-Current Liabilities Other financial liabilities 23 423 858 289 566 Total Non-Current Liabilities 423 858 289 566

Total Liabilities 1 017 233 1 241 759

Net Assets 17 645 402 16 593 439

Equity Contributed equity 5 071 013 4 031 790 Accumulated surplus 42 905 41 724 Asset revaluation surplus 26 12 531 484 12 519 925 Total Equity 17 645 402 16 593 439

The above statement should be read in conjunction with the accompanying notes, which appear on the pages after Statement 6.

150 Department of Education and Training | Annual Report 2010–11 Statement 3 – Statement of Changes in Equity for the year ended 30 June 2011 As s e t Revaluation Accumulated Surplus Contributed Surplus (Note 26) Equity Total

$'000 $'000 $'000 $'000

Balance as at 1 July 2009 40 472 13 902 108 2 570 112 16 512 692 Operating result from continuing operations 1 252 - - 1 252

Total Other Comprehensive Income Increase/(decrease) in asset revaluation surplus - (1 382 183) - (1 382 183)

Transactions with Owners as Owners - MoG changes - transfer of other assets - - ( 20 616) ( 20 616) - Appropriated equity injections - - 1 482 294 1 482 294

Balance as at 30 June 2010 41 724 12 519 925 4 031 790 16 593 439

Balance as at 1 July 2010 41 724 12 519 925 4 031 790 16 593 439 Operating result from continuing operations 1 180 - - 1 180

Total Other Comprehensive Income Increase/(decrease) in asset revaluation surplus - 11 559 - 11 559

Transactions with Owners as Owners - MoG changes - transfer of other assets - - 244 244 - Appropriated equity injections - - 1 038 979 1 038 979

Balance as at 30 June 2011 42 905 12 531 484 5 071 013 17 645 402

The above statement should be read in conjunction with the accompanying notes, which appear on the pages after Statement 6.

Financial statements 151 Financial statements

Statement 4 – Statement of Cash Flows for the year ended 30 June 2011

Note s 2011 2010 $'000 $'000 Cash Flow s from Operating Activities Inflows: Departmental services receipts 6 827 758 6 361 623 User charges 160 124 199 006 Grants and other contributions 347 468 296 807 Interest received 15 656 9 923 GST input tax credits from ATO 286 957 218 986 GST collected from customers 17 655 12 282 Other 136 185 142 431

Outflows: Employee expenses (5 312 482) (5 147 854) Supplies and services (1 784 730) ( 906 733) Grants and subsidies ( 282 473) ( 257 704) Finance/borrow ing costs ( 32 636) ( 27 273) GST paid to suppliers ( 270 779) ( 236 320) GST remitted to ATO ( 17 655) ( 14 267) Other ( 56 276) ( 4 126) Net Cash provided by/(used in) Operating Activities 27 34 772 646 781

Cash Flow s from Investing Activities Inflows: Sales of property, plant and equipment 6 734 7 768 Outflows: Payments for property, plant and equipment (1 440 611) (2 062 066) Net Cash provided by/(used in) Investing Activities (1 433 877) (2 054 298)

Cash Flow s from Financing Activities Inflows: Borrow ings and finance leases 142 481 60 820 Equity injections 1 038 979 1 482 295 Outflows: Repayments of borrow ings/finance lease payments ( 2 741) ( 8 585) Net Cash provided by/(used in) Financing Activities 1 178 719 1 534 530

Net increase/(decrease) in cash and cash equivalents ( 220 386) 127 013 Cash and cash equivalents at beginning of financial year 550 175 423 162 Cash and Cash Equivalents at End of Financial Year 15 329 789 550 175

The above statement should be read in conjunction with the accompanying notes, which appear on the pages after Statement 6.

152 Department of Education and Training | Annual Report 2010–11 - 2010 $'000 996 1 252 27 273 39 419 204 009 332 084 152 354 245 275 413 394 377 833 6 361 623 7 050 070 4 981 683 1 340 778 7 048 818 (1 382 183) (1 382 183) (1 380 931)

Total - 2011 $'000 372 1 180 32 636 84 575 11 559 11 559 12 739 196 795 378 065 151 841 291 259 430 040 470 320 6 827 758 7 554 459 5 325 565 1 388 832 7 553 279

- 2010 $'000 831 1 494 2 274 24 125 24 616 72 139 62 648 880 337 145 346 119 792 591 160 349 739 127 347 ( 138 568) ( 138 568) ( 137 737) 1 169 600 1 168 769

1 - 2011 $'000 933 2 833 1 650 1 650 1 651 37 261 24 496 61 385 74 013 894 007 143 739 113 640 584 743 372 099 142 157 1 188 647 1 188 646 and Higher Education Tertiary Education - VET

- 2010 $'000 419 ( 498) 2 657 58 631 32 557 93 641 37 145 298 031 987 008 340 664 312 754 5 445 903 5 835 122 4 374 086 5 834 703 (1 242 480) (1 242 480) (1 242 061)

- 2011 $'000 ( 551) 7 981 9 907 1 153 9 907 52 536 37 938 49 182 81 459 11 060 School Education 339 508 368 562 388 048 5 803 169 6 233 151 4 716 342 1 009 023 6 231 998

5 2 - - - - 32 2010 $'000 591 9 928 4 031 2 431 ( 1 135) ( 1 135) ( 1 133) 35 383 45 348 16 437 24 287 45 346

2 2 - 93 26 28 2011 ( 10) $'000 520 263 159 283 1 296 7 710 8 259 24 480 99 920 Early Childhood 130 582 132 661 132 635 Education and Care

Departmental services revenue Grants and other contributions Other Revenues Supplies and services Grants and subsidies Depreciation and amortisation Finance/borrow ing costs Other expenses Impairment losses Expenses Income User charges Employee expenses Income from Continuing Operations* Total Income from Continuing Operations Expenses from Continuing Operations* Total Expenses from Continuing Operations Operating Result from Continuing Operations Other ComprehensiveIncrease/(decrease) Income in asset revaluationTotal surplus Other Comprehensive Income Total Comprehensive Income * Allocation of revenues and expenses to corporate services (disclosure only): management, policy development and executive service. The above statement the should be read notes, with accompanying in conjunction which appear on the pages after Statement 6. Statement 5 – Statement of Comprehensive Income by Major Departmental Services - Controlled ended2011 June for the year 30 *All corporate overheads have been drivers. allocated across respectiveservices based on activity departmental financeprocurement, human resources,Corporate administration, services functions include: and payroll, staff training, information technology, records management, legaland services, property acquisition

Financial statements 153 Financial statements 2010 $'000 2 776 2 280 81 930 74 237 52 378 72 233 849 139 550 175 767 209 289 566 751 907 140 021 289 566 952 193 125 773 1 241 759 16 933 681 17 835 198 16 986 059

Total 2011 $'000 2 928 7 728 90 521 46 432 710 950 329 789 590 690 120 260 423 858 414 497 146 434 423 858 111 539 593 375 124 718 1 017 233 17 861 164 18 662 635 17 951 685

------48 48 46 2010 $'000 2 015 81 930 72 327 11 169 72 279 72 233 645 289 550 175 563 359 645 289

------23 23 15 2011 $'000 2 190 46 470 46 447 46 432 452 239 120 260 329 789 331 979 452 239 General Not Attributed

------2010 $'000 761 1 307 9 140 84 070 59 412 84 070 49 470 23 897 229 483 121 665 401 925 229 483 172 442 1 772 400 1 781 540 1 865 610

------2011 $'000 738 1 393 69 781 21 678 38 207 65 476 31 701 88 547 108 726 228 090 108 726 316 637 228 090 1 760 017 1 791 718 1 900 444 and Higher Education Tertiary Education - VET

------2010 643 $'000 927 1 78 596 60 035 76 018 39 024 43 163 60 035 117 620 117 620 614 663 75 691 608 15 134 006 15 177 169 15 294 789

------2011 $'000 6 320 76 284 73 285 58 820 School Education 149 569 623 404 195 745 102 508 149 569 318 831 195 745 427 659 16 097 085 16 155 905 16 305 474

------75 2010 $'000 147 285 2 013 2 160 2 160 27 275 15 864 15 579 27 350 15 864 29 510

------47 and Care 2011 $'000 369 416 416 532 4 062 4 062 4 478 30 722 30 190 30 722

Early Childhood Education Receivables Non-current assets classified as held for sale Cash and cash equivalents Other current assets Intangible assets Other financial liabilities Inventories Accrued employee benefits Payables Other current liabilities Property, plant and equipment Total Current Liabilities Non Current Liabilities Total Non Current Liabilities Total Liabilities Current Assets Total Current Assets Non Current Assets Total Non-Current Assets Total Assets Current Liabilities Other financial liabilities Statement 6 – Statement of Assets and Liabilities Major by Departmental Services - Controlled June 30 at as 2011 Please note that the department in place has to allocate systems assets departmental and by liabilities services. The above statement the should be read notes, with accompanying in conjunction which appear on the pages after this statement.

154 Department of Education and Training | Annual Report 2010–11 Notes to and forming part of the financial statements for the year ending 30 June 2011

Note 1: Objectives and principal activities of the department Note 2: Summary of significant accounting policies Note 3: Major departmental services of the department Note 4: Reconciliation of payments from Consolidated Fund to departmental services revenue recognised in Statement of Comprehensive Income Reconciliation of payments from Consolidated Fund to equity adjustment recognised in Contributed Equity Note 5: User charges Note 6: Grants and other contributions Note 7: Other revenues Note 8: Employee expenses Note 9: Supplies and services Note 10: Grants and subsidies Note 11: Depreciation and amortisation Note 12: Impairment losses Note 13: Finance/borrowing costs Note 14: Other expenses Note 15: Cash and cash equivalents Note 16: Receivables Note 17: Inventories Note 18: Other current assets Note 19: Non-current assets classified as held for sale Note 20: Property, plant and equipment Note 21: Intangible assets Note 22: Payables Note 23: Other financial liabilities Note 24: Accrued employee benefits Note 25: Other current liabilities Note 26: Asset revaluation surplus by class Note 27: Reconciliation of operating surplus to net cash from operating activities Note 28: Key executive management personnel and remuneration Note 29: Non-cash financing and investing activities Note 30: Commitments for expenditure Note 31: Private Provision of Public Infrastructure (PPPI) arrangements Note 32: Contingencies Note 33: Controlled entities Note 34: Events occurring after balance date Note 35: Administered transactions and balances Note 36: Reconciliation of payments from Consolidated Fund to Administered Revenue Note 37: Monies held in trust Note 38: Financial instruments Note 39: Establishment of the Australia-Pacific Technical College (APTC) Note 40: Prior year adjustments

Financial statements 155 Financial statements

Notes to and forming part of the financial statements for the year ending 30 June 2011

1. Objectives and principal activities of the department The Department of Education and Training engages Queenslanders in lifelong learning across the entire continuum, by leading the delivery of high-quality early childhood education and offering a dynamic education and training and higher education system. The department is a diverse organisation, with the largest workforce in the state, providing services through three broad service delivery areas. The Early Childhood Education and Care portfolio area implements access to kindergarten and integrated early childhood programs and services from birth to eight years as well as regulating the quality of child care services in Queensland. The School Education portfolio area of the department delivers high-quality public education to almost 490 000 students in 1 237 schools throughout Queensland. The Tertiary Education portfolio area delivers vocational education and training to well over 290 000 students through 11 TAFE institutes. The department is funded for the departmental services it delivers principally by parliamentary appropriations. 2. Summary of significant accounting policies (a) Statement of compliance The Department of Education and Training has prepared these financial statements in compliance with section 42 of the Financial and Performance Management Standard 2009. These financial statements are general purpose financial statements, and have been prepared on an accrual basis in accordance with Australian Accounting Standards and Interpretations. In addition, the financial statements comply with Treasury’s Minimum Reporting Requirements for the year ending 30 June 2011, and other authoritative pronouncements. With respect to compliance with Australian Accounting Standards and Interpretations, the Department of Education and Training has applied those requirements applicable to not-for-profit entities, as the Department of Education and Training is a not-for-profit department. Except where stated, the historical cost convention is used. (b) The reporting entity The financial statements include the value of all revenue, expenses, assets, liabilities and equity of the department. In addition, the Department of Education and Training also controls the following entities:  Aviation Australia Pty Ltd  BCITF (Qld) Limited As the financial transactions and balances of the above entities are immaterial in the context of the department, they have not been consolidated into the departmental statements. Each of these entities is a reporting entity in its own right - their audited financial statements are included in their respective annual reports. Full details of these controlled entities are disclosed in Note 33. (c) School financial transactions The department has included school financial transactions that are funded from sources other than government sources, e.g. school generated revenue, Parents and Citizens’ Associations contributions, donations and voluntary contributions. In the absence of a fully integrated accounting system between the department and all schools, a data extract from the schools finance system covering the period from June 2010 to May 2011 was performed at the end of May 2011 to provide summary revenue, expenditure and bank information for inclusion in the departments accounts. Management believes that this methodology does not materially misstate the financial statements. During 2011-12 a fully integrated finance system for school reporting is being implemented. (d) Administered transactions and balances The department administers, but does not control, certain resources on behalf of the Queensland State Government. It is accountable for the transactions involving administered resources, but does not have the discretion to deploy these resources for the achievement of the department’s objectives. For these resources, the department acts only on behalf of the Queensland State Government. Administered transactions and balances are disclosed in Note 35. (e) Departmental services revenue/Administered revenue Appropriations provided under the Annual Appropriation Act are recognised as revenue when received. Amounts appropriated to the department for transfer to other entities in accordance with legislative or other requirements are reported as ‘administered’ item appropriation in Note 35. (f) User charges User charges, fees and sales revenue controlled by the department are recognised as revenues when the revenue has been earned and can be measured reliably with a sufficient degree of certainty. This involves either invoicing for related goods/services and/or the recognition of accrued revenue. Revenue from student fees is recognised as the service is provided. User charges, fees and sales revenue are controlled by the department where they can be deployed for the achievement of departmental objectives. Property income is recognised as revenue when received.

156 Department of Education and Training | Annual Report 2010–11 2. Summary of significant accounting policies (cont) (g) Grants and other contributions Grants, contributions, donations and gifts that are non-reciprocal in nature are recognised as revenue in the year in which the department obtains control over them. Control is normally obtained upon their receipt. Where grants are received that are reciprocal in nature, revenue is recognised over the term of the funding arrangements. Contributed assets are recognised at their fair value. Contributions of services are recognised only when a fair value can be determined reliably and the services would be purchased if they had not been donated. (h) Cash and cash equivalents For the purposes of the Statement of Financial Position and the Statement of Cash Flows, cash and cash equivalents includes cash on hand, cheques receipted but not banked at 30 June and cash in school and central office bank accounts which are used in the day-to- day cash management function of the department. Cash and investments for schools are the balances held on 31 May 2011. (i) Receivables Receivables are recognised at the amounts due at the time of sale or service delivery i.e. the agreed purchase/contract price. Settlement on trade debtors is required within 30 days from invoice date. The collectability of receivables is assessed at balance date with adequate provision made for impairment and all known bad debts written off. As all loans and advances are held with other government departments or departmental employees, no collateral is taken. (j) Inventories Inventories are valued at the lower of cost and net realisable value. Cost is assigned on a weighted average basis and includes expenditure incurred in acquiring the inventories and bringing them to their existing condition, except for training costs which are expensed as incurred. Net realisable value is determined on the basis of the department’s normal selling pattern. (k) Non-current assets classified as held for sale Non-current assets held for sale consists of those assets that management has determined are available for immediate sale in their present condition, for which their sale is highly probable within the next twelve months. These assets are measured at the lower of fair value less costs to sell and the carrying amount. These assets are not depreciated. (l) Acquisitions of assets Actual cost is used for the initial recording of all non-current physical and intangible asset acquisitions. Cost is determined as the value given as consideration plus costs incidental to the acquisition, including all other costs incurred in getting the assets ready for use, including architects’ fees and engineering design fees. However, any training costs are expensed as incurred. Where assets are received free of charge from another Queensland Government department (whether as a result of a machinery-of- Government change or other involuntary transfer), the acquisition cost is recognised as the gross carrying amount in the books of the transferor immediately prior to the transfer together with any accumulated depreciation. Assets acquired at no cost or for nominal consideration, other than from an involuntary transfer from another Queensland Government entity, are recognised as assets and revenues at their fair value at the date of acquisition in accordance with AASB 116 Property, Plant and Equipment. (m) Property, plant and equipment Items of property, plant and equipment with a cost or other value equal to or in excess of the following thresholds are recognised for financial reporting purposes in the year of acquisition: Buildings and land improvements $10 000 Heritage and cultural buildings $10 000 Land $1 Other (including heritage and cultural assets other than buildings) $5 000 Items with a lesser value are expensed in the year of acquisition. (n) Revaluations of non-current physical and intangible assets Land, buildings (including residential buildings and land improvements such as sports facilities), heritage and cultural assets, and buildings under a finance lease are measured at fair value in accordance with AASB 116 Property, Plant and Equipment and Queensland Treasury’s Non-Current Asset Policies for the Queensland Public Sector. For these asset classes, the cost of items acquired during the financial year has been judged by management of the department to materially represent their fair value at the end of the reporting period. Assets built privately (PPP assets) are tendered out and the fair value is calculated based on construction of the assets in a private market. Assets under a finance lease that would otherwise have been included in the classes above are also revalued on the same basis as the assets in the class to which they would have belonged had they not been under a finance lease. Fair value Fair value is determined to be the depreciated replacement cost when there is not an active or liquid market for assets controlled by the department. Fair value for land is determined by establishing its market value by reference to observable prices in an active market or recent market transactions. The fair value for non-residential buildings and heritage and cultural assets is determined by calculating the depreciated replacement cost of the asset. The fair value of residences is determined by their market value or alternatively where there is no active and liquid market, fair value is the depreciated replacement cost. The fair value of assets under a finance lease is the depreciated replacement cost of these assets.

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2. Summary of significant accounting policies (cont) (n) Revaluations of non-current physical and intangible assets (cont) Where intangible assets have an active market, they are measured at fair value; otherwise they are measured at cost. Revaluation approach Land, buildings (including residential buildings and land improvements such as sports facilities), heritage and cultural assets are revalued by management each year to ensure that they are reported at fair value. Management valuations incorporate the results from the independent revaluation program which began in 2007-08 and was completed in 2010-11, and the indexation of the assets not subject to independent revaluation each year. This ensures that all assets are simultaneously valued, and materially reflect their fair value at balance date. For the purposes of revaluation, the department has divided the state into 26 districts and each year’s selection was chosen to ensure that major urban, provincial and rural characteristics were included. Districts independently valued in each year were as follows:- 2007-08 2008-09 Torres Strait and Cape Tablelands-Johnstone Roma Mount Isa Mackay-Whitsunday The Downs Moreton West Brisbane North South East Brisbane Logan-Albert Beaudesert Sunshine Coast South Cairns Coastal Wide Bay South Central Queensland

2009-10 2010-11 Townsville Cairns Coastal Warwick Central West Moreton East Toowoomba Brisbane South Brisbane Central and West Sunshine Coast North Gold Coast Wide Bay North Wide Bay West

Assets independently valued in the three previous years are indexed to ensure that they are valued on the same basis and materially reflect their fair values. The results of interim indexations are compared to the results of the independent revaluation performed in the year to ensure the results are reasonable. This methodology has been used to support management valuations for the last four years. The revaluation methodology for each class is as follows:  Land At 30 June 2011, management determine the fair value of land by combining the results from the independent valuation of approximately one-quarter of the assets, and applying indices to the remaining three-quarters of the assets not independently valued in the current year. State Valuation Service conducted the independent valuation of the quarter of the portfolio valued in 2010-11. Values were, effective at 30 June 2011 and were certified by Mr Cameron Hurman, AAPI CPV, Manager Client Valuations, State Valuation Service Department of Environment and Resource Management. The process involved physical inspection and reference to recent market transactions for local land sales. The remaining three quarters of the land assets, independently valued in the three previous years, has been indexed. This involved the selection of a random sample of 200 properties from the 20 districts across the state that were not independently valued in 2010-11. State Valuation Services then provided indices for each of these sites based on recent market transactions for local land sales. These indices were then used to develop district indices which were then applied to land holdings in each district.  Buildings (including land improvements), and Heritage and cultural assets At 30 June 2011, management determine the fair value of these asset classes by combining the results from the independent valuation of approximately one-quarter of the assets, and applying indices to the remaining three-quarters of the assets not independently valued in the current year. State Valuation Service conducted the independent valuation of the quarter of the buildings (including land improvements), and heritage and cultural assets valued in 2010-11. Values were effective as at 30 June 2011, and were certified by Mr Cameron Hurman, AAPI CPV, Manager Client Valuations, State Valuation Service Department of Environment and Resource Management. State Valuation Service conducted physical inspections and have sourced building price information from the Department of Public Works. These are based on the price of contracts let for standard buildings constructed by the department. For Training buildings the Department of Public Works provides unit rates to the State Valuation Service for buildings constructed by Department of Public Works. The remaining three quarters of the buildings, and heritage and cultural assets classes was subject to interim indexation using the Building Price Index sourced from the Department of Public Works. State Valuation Services have certified that the Building Price Index is the most appropriate measure for reflecting price changes in the department’s buildings in the years when an independent valuation is not undertaken. The Building Price Index is produced by the Department of Public Works based on tender prices for typical government buildings and the department’s activity represents a significant portion of contracts let. Management is of the opinion that the continuing investment in general and specific priority maintenance would prevent any abnormal deterioration in asset values in the period between independent valuations.  Leased assets At 30 June 2011, management have determined the fair value of leased assets with reference to the Building Price Index sourced from the Department of Public Works, for which there has been no material movement. The leased assets were last independently valued as follows: - Department of Environment and Resource Management performed an independent valuation of Moore Park State School in 2009- 10. The valuations were certified by Mr Cameron Hurman, AAPI CPV, Manager Client Valuations, State Valuation Service.

158 Department of Education and Training | Annual Report 2010–11 2. Summary of significant accounting policies (cont) (n) Revaluations of non-current physical and intangible assets (cont) - APV Valuers and Asset Management performed an independent valuation of the Southbank Training Precinct in 2009-10. The valuations were certified by Mr Daniel Atherton, B.Bus (R.E & Dev.), Registered Valuer. Accounting for valuations Any revaluation increment arising on the revaluation of an asset is credited to the asset revaluation surplus of the appropriate class, except to the extent it reverses a revaluation decrement for the class previously recognised as an expense. A decrease in the carrying amount on revaluation is charged as an expense, to the extent it exceeds the balance, if any, in the revaluation surplus relating to that asset class. On revaluation, accumulated depreciation is restated proportionately with the change in the carrying amount of the asset and any change in the estimate of remaining useful life. Materiality concepts under AASB 1031 are considered in determining whether any difference between the carrying amount and the fair value of each asset class is material. (o) Intangible assets Intangible assets with a cost, or other value, greater than $100 000 are recognised in the financial statements; items with a lesser value are expensed. It has been determined that there is not an active market for any of the department’s intangible assets. As such, the assets are recognised and carried at cost less accumulated amortisation and accumulated impairment losses. No intangible assets have been classified as held for sale or form part of a disposal group held for sale. The major software developments held by the department are valued at cost of acquisition. These intangible assets are amortised over useful lives ranging from seven to ten years on creation. Expenditure on research activities relating to internally-generated intangible assets is recognised as an expense in the period in which it is incurred. Rent Free Agreements and Rights of Access held by the department are recognised at the cost of acquisition. These intangible assets are amortised over the life of the agreement. The residual value for intangibles for the department is zero, as the department fully utilises any service potential provided by these assets. (p) Amortisation and depreciation of property, plant and equipment and intangibles Land is not depreciated as it has an unlimited useful life. All intangible assets of the department have finite useful lives and are amortised on a straight-line basis. Property, plant and equipment are depreciated on a straight-line basis so as to allocate the net cost or revalued amount of each asset, less its estimated residual value, progressively over its estimated useful life to the department. Assets under construction (capital work-in-progress) are not depreciated until they reach service delivery capability. Service delivery capability relates to when construction is complete and the asset is first put to use or is installed ready for use in accordance with its intended application. These assets are then reclassified to the relevant classes with property, plant and equipment. Where assets have separately identifiable components that are subject to regular replacement, these components are assigned useful lives distinct from the asset to which they relate and are depreciated accordingly. It has been determined that the department controls buildings that by their nature require componentisation and the assignment of separate useful lives to their component parts. The three components of these buildings are: a) Fabric; b) Fit-out; and c) Plant. The standard useful lives for these assets are disclosed in the table below. Useful lives for the assets included in the revaluation will be amended progressively as the assets are inspected by the valuers. Any expenditure that increases the originally assessed capacity or service potential of an asset is capitalised and the new depreciable amount is depreciated over the remaining useful life of the asset to the department. The depreciable amount of improvements to or on leasehold land is allocated progressively over the estimated useful life of the improvements or the unexpired period of the lease, whichever is the shorter. The unexpired period of leases includes any option period where exercise of the option is probable. Plant and equipment subject to a finance lease is amortised on a straight line basis over the term of the lease, or, where it is likely that the department will obtain ownership of the asset, the expected useful life of the asset to the department. Items comprising the department’s library collections are expensed on acquisition. The estimated useful lives of the assets are reviewed annually and, where necessary, are adjusted to better reflect the pattern of consumption of the asset. In reviewing the useful life of each asset, factors such as asset usage and the rate of technical and commercial obsolescence are considered.

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2. Summary of significant accounting policies (cont) (p) Amortisation and depreciation of property, plant and equipment and intangibles (cont) For each class of depreciable asset the depreciation and amortisation rates are based on the following useful lives:

Current useful Clas s life (years)

Buildings - Fabric 80 Buildings - Fit Out 25 Buildings - Plant 25 Buildings - Demountable buildings, sheds and covered areas 40 Buildings - Land improvements (including sporting facilities) 15 - 80 Buildings - Residential 60 Heritage and cultural assets 80 Plant and equipment - Computer equipment 5 Plant and equipment - Office equipment 5 - 20 Plant and equipment - Artefacts and curios 50 - 100 Plant and equipment - Musical instruments and craft equipment 20 Plant and equipment - Plant and machinery 5 - 25 Plant and equipment - Sporting equipment 10 Plant and equipment - Major refurbishments to leasehold administrative buildings 2 - 12 Leased plant and equipment 5 - 10 Intangibles - Softw are purchased 7 - 10 Intangibles - Softw are internally generated 7 - 10 Intangibles - Other (based on contract life) 5 - 25

(q) Impairment of non-current assets All non-current physical and intangible assets are assessed for indicators of impairment on an annual basis. If an indicator of possible impairment exists, the department determines the asset’s recoverable amount. Any amount by which the asset’s carrying amount exceeds the recoverable amount is recorded as an impairment loss. The asset’s recoverable amount is determined as the higher of the asset’s fair value less costs to sell and depreciated replacement cost. An impairment loss is recognised immediately in the Statement of Comprehensive Income, unless the asset is carried at a revalued amount. When the asset is measured at a revalued amount, the impairment loss is offset against the asset revaluation surplus of the relevant class to the extent available. Where an impairment loss subsequently reverses, the carrying amount of the asset is increased to the revised estimate of its recoverable amount, but so that the increased carrying amount does not exceed the carrying amount that would have been determined had no impairment loss been recognised for the asset in prior years. A reversal of an impairment loss is recognised as income, unless the asset is carried at a revalued amount, in which case the reversal of the impairment loss is treated as a revaluation increase. Refer also Note 2(n). (r) Leases A distinction is made in the financial statements between finance leases that effectively transfer from the lessor to the lessee substantially all risks and benefits incidental to ownership, and operating leases, under which the lessor retains substantially all risks and benefits. Where a non-current physical asset is acquired by means of a finance lease, the asset is recognised at an amount equal to the present value of the minimum lease payments. The lease liability is recognised at the same amount. Lease payments are allocated between the principal component of the lease liability and the interest expense. Operating lease payments are representative of the pattern of benefits derived from the leased assets and are expensed in the periods in which they are incurred. Incentives received on entering into operating leases are recognised as liabilities. Lease payments are allocated between rental expense and reduction of the liability. (s) Payables Trade creditors are recognised upon receipt of the goods or services ordered and are measured at the nominal amount i.e. agreed purchase/contract price, gross of applicable trade and other discounts. Amounts owing are unsecured and are generally settled on 30 day terms.

160 Department of Education and Training | Annual Report 2010–11 2. Summary of significant accounting policies (cont) (t) Financial instruments Recognition Financial assets and financial liabilities are recognised in the Statement of Financial Position when the department becomes party to the contractual provisions of the financial instrument. Classification Financial instruments are classified and measured as follows:  Cash and cash equivalents - held at fair value through profit or loss  Receivables - held at amortised cost  Held to maturity investment - held at amortised cost  Payables - held at amortised cost  Borrowings - held at amortised cost Borrowings are initially recognised at fair value, plus any transaction costs directly attributable to the borrowings, then subsequently held at amortised cost using the effective interest method. The effective interest rate is the rate that exactly discounts estimated future cash payments or receipts through the expected life of a financial instrument (or, when appropriate, a shorter period) to the net carrying amount of that instrument. Any borrowing costs are added to the carrying amount of the borrowing to the extent they are not settled in the period in which they arise. The department does not enter transactions for speculative purposes, nor for hedging. Apart from cash and cash equivalents, the department holds no financial assets classified at fair value through profit or loss. All other disclosures relating to the measurement and financial risk management of financial instruments held by the department are included in Note 38. (u) Employee benefits Employer superannuation contributions, annual leave levies and long service leave levies are regarded as employee benefits. Payroll tax and workers’ compensation insurance are a consequence of employing employees, but are not counted in an employees’ total remuneration package. They are not employee benefits and are recognised separately as employee related expenses. Wages, Salaries, and Sick Leave Wages and salaries due but unpaid at reporting date are recognised in the Statement of Financial Position at the current salary rates. All unpaid entitlements are expected to be paid within 12 months, and the liabilities are recognised at their undiscounted values. Prior history indicates that on average, sick leave taken each reporting period is less than the entitlement accrued. As this trend is expected to continue, it is unlikely that existing accumulated entitlements will be used by employees and no liability for unused sick leave entitlements is recognised. As sick leave is non-vesting, an expense is recognised for this leave as it is taken. Annual Leave The entitlement for recreation leave includes a component for accrued leave loading for teaching staff working at schools, but does not include recreation leave, which is not an entitlement under their award. The Queensland Government’s Annual Leave Central Scheme (ALCS) became operational on 30 June 2008 for departments, commercialised business units and shared service providers. Under this scheme, a levy is made on the department to cover the cost of employees’ annual leave (including leave loading and on-costs). The levies are expensed in the period in which they are payable. Amounts paid to employees for annual leave are claimed back from the scheme quarterly in arrears. The department does not recognise a provision for annual leave as all annual leave liabilities were transferred to this scheme on 30 June 2008. The annual leave liability is held on a whole-of-Government basis and reported in those financial statements pursuant to AASB 1049 Whole of Government and General Government Sector Financial Reporting. Long Service Leave Under the Queensland Government’s Long Service Leave Central Scheme (LSLCS), a levy is made on the department to cover the cost of employees’ long service leave. Levies are expensed in the period in which they are paid or payable. Amounts paid to employees for long service leave are claimed from the scheme quarterly in arrears. No provision for long service leave is recognised in the department’s financial statements, the liability being held on a whole-of- Government basis and reported in those financial statements pursuant to AASB 1049 Whole of Government and General Government Sector Financial Reporting. Superannuation Employer superannuation contributions are paid to QSuper, the superannuation scheme for Queensland Government employees, at rates determined by the Treasurer on the advice of the State Actuary. Contributions are expensed in the period in which they are paid or payable. The department’s obligation is limited to its contribution to QSuper. Therefore, no liability is recognised for accruing superannuation benefits in the department’s financial statements, as the liability is held on a whole-of-Government basis and reported in those financial statements pursuant to AASB 1049 Whole of Government and General Government Sector Financial Reporting. Key Executive Management Personnel and Remuneration Key executive management personnel and remuneration disclosures are made in accordance with the section 5 Addendum (issued in May 2011) to the Financial Reporting Requirements for Queensland Government Agencies issued by Queensland Treasury. Refer to Note 28 for the disclosures on key executive management personnel and remuneration.

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2. Summary of significant accounting policies (cont) (v) Financing/borrowing costs Borrowing costs are recognised as expenses in the period in which they are incurred. Borrowing costs include:  Interest on bank overdrafts and short-term and long-term borrowings;  Finance lease charges;  Amortisation of discounts or premiums relating to borrowings; and  Ancillary administration charges. No borrowing costs are capitalised into qualifying assets. (w) Allocation of revenues and expenses from ordinary activities to corporate services The department discloses revenues and expenses attributable to corporate services in the Statement of Comprehensive Income by Major Departmental Services - Controlled. (x) Insurance The department’s non-current physical assets and other risks are insured through the Queensland Government Insurance Fund (QGIF), premiums being paid on a risk assessment basis. In addition, the department pays premiums to WorkCover Queensland in respect of its obligations for employee compensation. (y) Services received free of charge or for nominal value Contributions of services are recognised only if the services would have been purchased if they had not been donated and their fair value can be measured reliably. Where this is the case, an equal amount is recognised as revenue and an expense. (z) Contributed equity Non-reciprocal transfers of assets and liabilities between wholly-owned Queensland State Public Sector entities as a result of machinery-of-Government changes are adjusted to ‘Contributed Equity’ in accordance with Interpretation 1038 Contributions by Owners Made to Wholly Owned Public Sector Entities. Appropriations for equity adjustments are similarly designated. (aa) Taxation The department’s activities are exempt from all forms of Commonwealth taxation except Fringe Benefits Tax (FBT), and Goods and Services Tax (GST). As such, input tax credits receivable and GST payable from/to the Australian Taxation Office are recognised and accrued (refer to Note 16). (ab) Issuance of financial statements The financial statements are authorised for issue by the department’s Director-General and the Chief Finance Officer at the date of signing the Management Certificate. (ac) Judgements and assumptions The preparation of financial statements necessarily requires the determination and use of certain critical accounting estimates, assumptions and management judgements that have the potential to cause a material adjustment to the carrying amount of assets and liabilities within the next financial year. Such estimates, judgements and underlying assumptions are reviewed on an ongoing basis. Revisions to accounting estimates are recognised in the period in which the estimate is revised and in future periods as relevant. Estimates and assumptions that have a potential significant effect are outlined in the following financial statement notes: Valuation of Property, Plant and Equipment – Note 20 Contingencies – Note 32 (ad) Rounding and comparatives Amounts included in the financial statements are in Australian dollars and have been rounded to the nearest $1,000 or, where that amount is $500 or less, to zero, unless disclosure of the full amount is specifically required. Sub-totals and totals may not add due to rounding, but the overall discrepancy is no greater than two. Comparative information has been restated where necessary to be consistent with disclosures in the current reporting period. (ae) New and revised accounting standards The department did not voluntarily change any of its accounting policies during 2010-11. Those new and amended Australian accounting standards that were applicable for the first time in the 2010-11 financial year and that had a significant impact on the department’s financial statements are as follows. AASB 2009 – 5 Amendments to Australian Accounting Standards arising from the Annual Improvements Project included certain amendments to AASB 117 Leases that revised the criteria for classifying leases involving land and buildings. Consequently, the Department of Education and Training was required to reassess the classification of the land elements of all unexpired leases the department had entered into as at 1 July 2010, on the basis of information existing at the inception of the relevant leases. The outcome of the department’s reassessment was that no reclassification from an operating lease to a finance lease was necessary. The department is not permitted to early adopt a new or amended accounting standard ahead of the specified commencement date unless approval is obtained from the Treasury Department. Consequently, the department has not applied any Australian accounting standards and interpretations that have been issued but are not yet effective. The department applies standards and interpretations in accordance with their respective commencement dates.

162 Department of Education and Training | Annual Report 2010–11 2. Summary of significant accounting policies (cont) (ae) New and revised accounting standards (cont) At the date of authorisation of the financial report, the only significant impacts of new or amended Australian accounting standards with future commencement dates are as set out below. AASB 2010-4 Further Amendments to Australian Accounting Standards arising from the Annual Improvements Project [AASB 1, AASB 7, AASB 101 & AASB 134 and Interpretation 13] becomes effective from reporting periods beginning on or after 1 January 2011. The Department of Education and Training will then need to make changes to its disclosures about credit risk on financial instruments in Note 38(c). No longer will the department need to disclose amounts that best represent an entity’s maximum exposure to credit risk where the carrying amounts of the instruments reflects this. If the department holds collateral or other credit enhancements in respect of any financial instrument, it will need to disclose – by class of instrument – the financial extent to which those arrangements mitigate the credit risk. There will be no need to disclose the carrying amount of financial assets for which the terms have been renegotiated, which would otherwise be past due or impaired. Also for those financial assets that are either past due but not impaired, or have been individually impaired, there will be no need to separately disclose details about any associated collateral or other credit enhancements held by the department. AASB 9 Financial Instruments (December 2010) and AASB 2010-7 Amendments to Australian Accounting Standards arising from AASB 9 (December 2010) [AASB 1, 3, 4, 5, 7, 101, 102, 108, 112, 118, 120, 121, 127, 128, 131, 132, 136, 137, 139, 1023 & 1038 and Interpretations 2, 5, 10, 12,19 & 127] become effective from reporting periods beginning on or after 1 January 2013. The main impacts of these standards on the Department of Education and Training are that they will change the requirements for the classification, measurement and disclosures associated with financial assets. Under the new requirements, financial assets will be more simply classified according to whether they are measured at either amortised cost or fair value. Pursuant to AASB 9, financial assets can only be measured at amortised cost if two conditions are met. One of these conditions is that the asset must be held within a business model whose objective is to hold assets in order to collect contractual cash flows. The other condition is that the contractual terms of the asset give rise on specified dates to cash flows that are solely payments of principal and interest on the principal amount outstanding. On initial application of AASB 9, the Department of Education and Training will need to re-assess the measurement of its financial assets against the new classification and measurement requirements, based on the facts and circumstances that exist at that date. Assuming no change in the types of transactions the Department of Education and Training enters into, it is not expected that any of the department's financial assets will meet the criteria in AASB 9 to be measured at amortised cost. Therefore, as from the 2013-14 financial statements, all of the department's financial assets will be required to be classified as "financial assets required to be measured at fair value through profit or loss" (instead of the measurement classifications presently used in notes 2(t) and 38). The same classification will be used for net gains/losses recognised in the Statement of Comprehensive Income in respect of those financial assets. In the case of the department's receivables, the carrying amount is considered to be a reasonable approximation of fair value. There will be no impact on the Department of Education and Training as a result of the new measurement requirements as the department’s financial assets are represented by cash and cash equivalents, which are already held at fair value. AASB 1053 Application of Tiers of Australian Accounting Standards and AASB 2010-2 Amendments to Australian Accounting Standards arising from Reduced Disclosure Requirements [AASB 1, 2, 3, 5, 7, 8, 101,102, 107, 108, 110, 111, 112, 116, 117, 119, 121, 123, 124, 127, 128, 131, 133, 134, 136, 137, 138, 140, 141, 1050 & 1052 and Interpretations 2, 4, 5, 15, 17, 127, 129 & 1052] apply to reporting periods beginning on or after 1 July 2013. AASB 1053 establishes a differential reporting framework for those entities that prepare general purpose financial statements, consisting of two tiers of reporting requirements – Australian Accounting Standards (commonly referred to as “tier 1”), and Australian Accounting Standards – Reduced Disclosure Requirements (commonly referred to as “tier 2”). Tier 1 requirements comprise the full range of AASB recognition, measurement, presentation and disclosure requirements that are currently applicable to reporting entities in Australia. The only difference between the tier 1 and tier 2 requirements is that tier 2 requires fewer disclosures than tier 1. AASB 2010-2 sets out the details of which disclosures in standards and interpretations are not required under tier 2 reporting. Pursuant to AASB 1053, all Government departments are required to adopt tier 1 reporting requirements. (This Standard may be applied to annual reporting periods beginning on or after 1 July 2009 but before 1 July 2013. When an entity applies this Standard to such an annual reporting period it shall disclose that fact). In compliance with Treasury’s policy which prohibits the early adoption of new or revised accounting standards unless treasury approval is granted, the Department of Education and Training has not early adopted AASB 1053. All other Australian accounting standards and interpretations with future commencement dates are either not applicable to the department, or have no material impact on the department.

3. Major departmental services of the department The identity and purpose of the major departmental services undertaken by the department during the year are summarised below: Early Childhood Education and Care Providing every child access to quality early childhood education and care through establishing and funding kindergartens and integrated early years services as well as a range of parent and family support programs, and regulating, approving and quality assessing early childhood services. School Education Delivering Preparatory to Year 12 in Queensland state schools to prepare young people for successful transitions into further education, training and/or work and administering funding for Queensland non-state schools. Tertiary Education – VET and Higher Education Supporting the skilling needs of Queensland through the funding, delivery and quality assurance of vocational education and training and providing support to higher education providers.

Financial statements 163 Financial statements

2011 2010 Note s $'000 $'000

4. Reconciliation of payments from Consolidated Fund to Departmental services revenue recognised in Statement of Comprehensive Income Budgeted departmental services appropriation 6 843 379 6 666 656 Transfers from/(to) other headings ( 15 621) ( 305 033) Total departmental services receipts 6 827 758 6 361 623

Departmental services revenue recognised in Statement of Comprehensive Income 6 827 758 6 361 623

Reconciliation of payments from Consolidated Fund to equity adjustment recognised in Contributed Equity Budget equity adjustment appropriation 818 587 1 259 691 Transfers from/(to) other headings 53 105 222 604 Unforeseen expenditure 167 287 - Total equity adjustment receipts/(payments) 1 038 979 1 482 295 Equity adjustment recognised in Contributed Equity 1 038 979 1 482 295

5. User charges Student fees * 75 553 83 515 General fees * 109 667 109 116 Refunds ( 368) ( 505) Other fees and commissions 13 18 Property income 7 864 7 726 Sales revenue 4 066 4 139 Total 196 795 204 009

* Majority of these fees relate to TAFE institutes. 6. Grants and other contributions Commonw ealth receipts Specific purpose 41 598 51 112 Other monies received directly by schools from external parties 2(c) 251 414 253 169 Grants from other State Government departments 63 516 13 768 Goods and services received below fair value * 4 549 4 625 Capital donations from Parents and Citizens’ Association and other external parties ** 16 988 9 410 Total 378 065 332 084

* Goods and services received below fair value relate mainly to maintenance archival and accommodation services provided by the Department of Public Works. ** The department’s policy is to only record assets with a value of $10 000 or more for buildings and $5 000 for plant and equipment. Plant and equipment contributed by Parents and Citizens’ Associations were recorded on the department’s Fixed Asset Register.

7. Other revenues Other expenditure recovered * 136 185 142 431 Interest revenue 15 656 9 923 Total 151 841 152 354

* Other expenditure recovered includes $14.46 million (2009-10 $13.26 million) for insurance compensation from the Queensland Government Insurance Fund.

164 Department of Education and Training | Annual Report 2010–11 2011 2010 Note s $'000 $'000

8. Employee expenses Employee benefits Teachers' salaries and allow ances 2 994 818 2 819 578 Public servant's and other salaries and allow ances 717 791 670 233 Teacher aides' salaries 296 362 276 172 Cleaners' salaries and allow ances 138 048 126 335 Janitors'/groundstaff salaries and allow ances 45 948 43 959

Employer superannuation contributions 2(u) 529 715 497 028 Annual leave expenses 2(u) 199 572 184 834 Long service leave levy 2(u) 92 279 72 157 Redundancy payments 13 017 19 239

Employee related expenses Payroll tax and fringe benefits tax 2(u) 235 339 221 623 Workers' compensation 2(u) 42 842 31 847 Staff transfer costs 10 309 8 885 Staff rental accommodation 4 274 4 823 Staff training 5 251 4 970 Total 5 325 565 4 981 683

The number of employees including both full-time employees and part-time employees measured on a full-time equivalent basis is:

Number of employees: 66 716 65 829

9. Supplies and services Supplies and services by schools 527 965 481 395 Building maintenance 198 853 185 937 Utilities 74 789 73 972 Equipment and building refurbishment 127 704 151 656 Consultants and contractors 61 651 87 052 Materials and running costs 281 644 258 004 Payments to shared service provider/inter-agency services 19 514 17 640 Computer costs 57 139 48 769 Travel 17 701 15 730 Operating lease rentals 21 872 20 623 Total 1 388 832 1 340 778

10. Grants and subsidies Recurrent State Government Grants and allow ances to external organisations 256 570 228 086 Capital State Government Tertiary organisations 34 689 17 189 Total 291 259 245 275

11. Depreciation and amortisation Depreciation and amortisation w ere incurred in respect of: Buildings 348 195 365 574 Heritage assets 2 206 1 006 Plant and equipment 64 092 29 581 Leased assets 4 339 2 608 Intangibles - computer softw are development 10 724 14 117 Intangibles - rights 484 508 Total 430 040 413 394

Financial statements 165 Financial statements

2011 2010 Note s $'000 $'000

12. Impairment losses Bad and impaired debts 372 996 Total 372 996

13. Finance/borrowing costs Finance charges relating to finance leases 32 636 27 273 Total 32 636 27 273

14. Other expenses Insurance - QGIF 19 249 18 612 External audit fees * 1 149 986 Other certification fees 58 48 Losses - public monies and public property ** 195 91 Loss on disposal of property, plant and equipment 28 104 16 983 Special payments: Ex-gratia payments 33 56 Court aw arded damages 29 1 506 Other 35 758 1 137 Total 84 575 39 419

* Auditors' Remuneration

Remuneration for audit of the Financial Statements of the department by the Auditor-General of Queensland:

Financial and compliance audit 1 074 934 Certification fees 75 52 Total 1 149 986

The total external audit fees relating to the 2010-11 financial year are estimated to be $1.09 million (2010: $1.13 million). There are no non-audit services included in this amount. ** Certain losses of public property are insured by the Queensland Government Insurance Fund (QGIF). 15. Cash and cash equivalents Cash on hand 417 438 Cash at bank 329 372 549 737 Total 329 789 550 175

Departmental bank accounts (excluding school bank accounts) are grouped within the whole-of-Government set-off arrangement with the Queensland Treasury Corporation and do not earn interest on surplus funds. Interest earned on the aggregate set-off arrangement balance accrues to the Consolidated Fund. 16. Receivables Debtors of an operational nature 117 694 89 690 Less: Allow ance for impairment loss ( 3 010) ( 4 322) 114 684 85 368

Loans and advances 151 272 GST input tax credits receivable 20 952 37 129 Miscellaneous debtors 4 658 8 532 Employee claims receivable 5 989 8 720 Total 146 434 140 021

Movement in the allowance of impairment loss Balance at the beginning of the year 4 322 4 411 Amounts w ritten off during the year ( 1 684) ( 1 085) Increase/(decrease) in allow ance recognised in the operating result 372 996 Balance at the end of the year 3 010 4 322

166 Department of Education and Training | Annual Report 2010–11 2011 2010 Note s $'000 $'000

17. Inventories Goods for resale 2 928 2 776 Total 2 928 2 776

18. Other current assets Prepayments 111 539 74 237 Total 111 539 74 237

19. Non-current assets classified as held for sale Land 95 159 71 690 Buildings 25 101 10 240 Total 120 260 81 930

The department currently controls 87 properties that it is actively seeking to dispose of during the 2011-12 financial year. These properties are surplus to the operating requirements of the department. Losses on disposals from assets held for sale during 2010-11 are disclosed in Note 14. 20. Property, plant and equipment Land: At fair value * 5 484 780 5 533 724 5 484 780 5 533 724 Buildings : At fair value * 16 784 296 14 876 930 Less: Accumulated depreciation (5 565 037) (5 361 144) Less: Accumulated impairments ( 29 524) ( 28 273) 11 189 735 9 487 513 Heritage and cultural assets: At fair value * 74 845 77 404 Less: Accumulated depreciation ( 53 584) ( 52 639) 21 261 24 765 Plant and equipment: At cost 416 482 383 835 Less: Accumulated depreciation ( 239 763) ( 217 259) 176 719 166 576 Leased assets: At fair value 389 192 318 229 Less: Accumulated amortisation ( 13 439) ( 9 299) 375 753 308 930 Capital works in progress: At cost 612 916 1 412 173 Total property, plant and equipment - net book value 17 861 164 16 933 681

* Approximately one quarter of the land, buildings and heritage and cultural asset classes were independently valued in 2010-11 with the remaining three quarters being indexed to ensure that values materially reflect fair value as at reporting date – see Note 2(n) for further information. Management of the department has judged that the above valuations continue to materially represent fair value as at 30 June 2011. Reconciliation Reconciliation of the carrying amounts of each class of property, plant and equipment at the beginning and end of the current reporting period.

Financial statements 167 Financial statements ( 3) 2010 $'000 Total 567 7 445 ( 20 616) ( 20 023) ( 19 889) ( 62 038) ( 91 848) 128 596 2 055 674 16 774 083 16 933 681

------2010 $'000 Work in 403 346 ( 555 971) Progre s s 1 564 798 1 412 173

(1 419 498)

( 398 769)

6 ------2010 ( 22) $'000 ( 2 608) As s e ts 55 803 Le as e d ( 11 919) 267 670 308 930

- - ( 3) - - - - 2010 $'000 548 3 339 ( 1 001) 42 581 ( 29 581) 150 693 166 576 Plant and Equipm e nt

------91 2010 $'000 2 264 2 588 ( 1 283) ( 1 006) 22 112 24 765 and Cultural

- 2010 $'000 399 6 897 ( 1 913) 92 152 29 786 ( 18 590) ( 84 484) 384 006 476 187 9 487 513 (1 210 134) 10 178 781

- - - 2010 $'000 Land Buildings Heritage 169 ( 432) 8 397 ( 7 364) 11 841 34 173 ( 18 703) ( 49 675) 5 751 481 5 533 724

( 365 574)

26 ( 196 163) 26 26 26 Note s Carrying amount at 1 July 2009 Property, plant and equipment reconciliation Acquisitions Transfers through restructuring Donations received Revaluation decrements Disposals Revaluation increments Impairment losses recognised in equity Assets reclassified as held for saleDonations made Transfers betw een classes Impairment losses reversed in equity Depreciation/amortisation Carrying amount at 30 June 2010 20. Property, plant and equipment (cont)

168 Department of Education and Training | Annual Report 2010–11 - 2011 ( 41) $'000 Total 244 8 771 ( 29 106) ( 26 849) ( 29 710) ( 28 167) 326 413 1 411 447 16 933 681 17 861 164

------2011 $'000 Work in 940 297 612 916 1 412 173 Progre s s

( 286 687)

( 418 832)

------83 2011 $'000 ( 4 339) As s e ts 71 079 Le as e d 308 930 375 753

(1 739 554)

- - - - - 2011 ( 41) $'000 244 951 ( 2 242) 65 190 10 133 ( 64 092) 166 576 176 719 Plant and Equipm e nt

------38 63 2011 ( 10) $'000 2 515 ( 3 904) ( 2 206) 24 765 21 261 and Cultural

- - - 2011 $'000 7 820 1 744 ( 26 776) ( 13 345) ( 17 895) 292 069 176 105 9 487 513 1 630 695 11 189 735

- - - - - 2011 ( 78) $'000 Land Buildings Heritage 42 774 66 418 ( 28 593) 5 533 724 5 484 780

( 348 195)

26 150 245 26 ( 269 438) 26 ( 10 272) 26 Note s Carrying amount at 1 July 2010 Property, plant and equipment reconciliation (cont) Acquisitions Transfers through restructuring Donations received Disposals Revaluation increments Revaluation decrements Assets reclassified as held for saleDonations made Transfers betw een classes Impairment losses recognised in equity Depreciation/amortisation Carrying amount at 30 June 2011 Impairment losses reversed in equity 20. Property, plant and equipment (cont) $12.96 million was transferred from property, plant in progress during the reporting and equipment to the intangible asset class work period. The department has building and land improvement a fair assets with value of $52.81 value down million and a written of zero still used being in the provision ofusefulThe services. life for these assets will be reassessed as part of the rolling revaluation program commenced this financial year. The department has building and land improvement a with recoverable amount of $0.03 million that have been identified as fully surplus and building land improvements a with recoverable amount of $9.04 million that are idle. These items identified by were valuers undertakingwhen the comprehensive valuation at schoolsTAFE facilities. and The department a fair value and a has heritage assets with in the written down of $4.30 million value of zero still being used provision of service. useful The life for these assetsbe reassessed will as part of the rolling revaluation program commenced this financial year. The department has plant and equipment an being used downwith of $85.25 million and a original cost value of zero still written in the provision of services.

Financial statements 169 Financial statements

2011 2010 Note s $'000 $'000

21. Intangible assets Softw are purchased: At cost 41 995 71 983 Less: Accumulated amortisation ( 31 880) ( 61 361) 10 115 10 622 Softw are internally generated: At cost 86 086 40 022 Less: Accumulated amortisation ( 10 891) ( 4 136) 75 195 35 886 Other intangible assets: At cost 7 429 8 104 Less: Accumulated amortisation ( 2 218) ( 2 234) 5 211 5 870

Total intangible assets 90 521 52 378

$12.96 million was transferred from property, plant and equipment work in progress to the intangible asset class during the reporting period. The department has software with an original cost of $15.23 million and a written down value of zero still being used in the provision of services. The service potential of these items will be replaced when these items fail. Amortisation of intangibles is included in the line item ‘Depreciation and Amortisation’ in the Statement of Comprehensive Income. All intangible assets of the department have finite useful lives and are amortised on a straight line basis. Refer to Note 2(o). No intangible assets have been classified as held for sale or form part of a disposal group held for sale.

Intangibles reconciliation Softw are Softw are Internally Other Intangibles Total Purchas e d Gene rate d 2011 2010 2011 2010 2011 2010 2011 2010 Note s $'000 $'000 $'000 $'000 $'000 $'000 $'000 $'000 Carrying amount at 1 July 10 622 19 890 35 886 8 127 5 870 5 713 52 378 33 730 Acquisitions 2 516 1 630 23 776 5 664 - 407 26 292 7 701 Transfers betw een classes 1 034 ( 6) 22 200 25 320 ( 175) 258 23 059 25 572 Amortisation ( 4 057) ( 10 892) ( 6 667) ( 3 225) ( 484) ( 508) ( 11 208) ( 14 625) Carrying amount at 30 June 10 115 10 622 75 195 35 886 5 211 5 870 90 521 52 378

170 Department of Education and Training | Annual Report 2010–11 2011 2010 Note s $'000 $'000

22. Payables Trade creditors 142 694 165 940 Capital creditors 242 948 558 213 FBT and payroll tax 18 813 24 409 Other creditors 1 070 3 345 Grants and subsidies payable 8 972 - Total 414 497 751 907

23. Other financial liabilities Curre nt: Lease liability 30 2 961 2 280 Queensland Treasury Corporation (QTC) borrow ings 4 767 - Total 7 728 2 280

Non-Current: Lease liability 30 357 250 289 566 Queensland Treasury Corporation (QTC) borrow ings 66 608 - Total 423 858 289 566

Lease liabilities are effectively secured, as the right to the leased assets revert to the lessor in the event of default. No assets have been pledged as security for any liabilities. All borrowings are in $A denominated amounts, and no interest has been capitalised during the current reporting period. There have been no defaults or breaches of the loan agreement during the period. Interest rates on borrowings range from 5.21% to 5.79%. As it is the intention of the department to hold its borrowings for their full term, no fair value adjustment is made to the carrying amount of the borrowings. Interest on finance leases is recognised as an expense as it accrues. No interest has been capitalised during the current or comparative reporting period. The majority of finance leases relate to the South Bank PPP Project and the South-east Queensland School PPP Project. Refer to Notes 30 and 31 for details. On 23 December 2010, an overdraft facility with the Queensland Treasury Corporation was approved on the departments’ main bank account. This facility is limited to $200 million and effective until 31 January 2012. This facility was used on the 30 June 2011 resulting in the department’s main bank account being overdrawn by $19.98 million. The account is no longer overdrawn.

24. Accrued employee benefits Accrued recreation leave 2(u) 57 159 55 131 Long service leave levy payable 25 711 20 054 Wages outstanding 41 848 50 588 Total 124 718 125 773

25. Other current liabilities Unearned grant revenue and revenue in advance 46 403 71 898 Advances and deposits payable 29 335 Total 46 432 72 233

Financial statements 171 Financial statements

26. Asset revaluation surplus by class Land Buildings Heritage Le as e d Total and Cultural As s e ts Note s $'000 $'000 $'000 $'000 $'000 Balance at 1 July 2009 5 520 053 8 345 549 22 017 14 489 13 902 108

Revaluation increments 34 173 92 152 2 264 6 128 596 Revaluation decrements ( 196 163) (1 210 134) ( 1 283) ( 11 919) (1 419 498) Impairment losses through equity ( 7 364) ( 84 484) - - ( 91 848) Impairment reversals through equity 169 399 - - 567 ( 169 185) (1 202 067) 981 ( 11 913) (1 382 183)

Balance at 30 June 2010 5 350 868 7 143 482 22 999 2 576 12 519 925

Land Buildings Heritage Le as e d Total and Cultural As s e ts Note s $'000 $'000 $'000 $'000 $'000 Balance at 1 July 2010 5 350 868 7 143 482 22 999 2 576 12 519 925

Revaluation increments 150 245 176 105 63 - 326 413 Revaluation decrements ( 269 438) ( 13 345) ( 3 904) - ( 286 687) Impairment losses through equity ( 10 272) ( 17 895) - - ( 28 167) Impairment reversals through equity - - - - - ( 129 465) 144 865 ( 3 841) - 11 559

Balance at 30 June 2011 5 221 403 7 288 347 19 158 2 576 12 531 484

The asset revaluation reserve represents the net effect of upwards and downwards revaluations of assets to fair value.

2011 2010 Note s $'000 $'000

27. Reconciliation of operating surplus to net cash from operating activities Operating surplus/(deficit) 1 180 1 252

Depreciation and amortisation expense 430 040 413 394 (Gain)/loss on sale of property, plant and equipment 28 104 16 983 Loss of public property 195 92 Donations non-cash ( 16 988) ( 9 410) Bad and impairment losses 372 996 Asset transferred - ( 410)

Change in assets/liabilities (net of MoG transfers): (Increase)/decrease in GST input tax credits receivable 16 178 ( 18 185) (Increase)/decrease in net operating receivables ( 22 590) ( 4 019) (Increase)/decrease in inventories ( 152) ( 123) (Increase)/decrease in other current assets ( 37 302) 14 598 Increase/(decrease) in other current liabilities ( 25 801) ( 26 062) Increase/(decrease) in payables ( 337 409) 373 717 Increase/(decrease) in accrued employee benefits ( 1 055) ( 116 042)

Net cash from operating activities 34 772 646 781

172 Department of Education and Training | Annual Report 2010–11 from from position) Date appointed Date to position position (Date resigned Appointed 25 June 2009 Appointed 17 August 2009 Appointed 6 October 2009 Acting from 25 January 2010 Appointed 6 July 2009 (Resigned 18 July 2011) Appointed 1 July 2010 Appointed 23 November 2009 Appointed 6 July 2009 Appointed 31 January 2011 Current IncumbentsCurrent authority authority and appointmentand Contract classificationContract CEO 2 2 CEO in Governor Council CEO 5, s122 contract Public Service 2008 Act SES 4 Public Service 2008 Act SES 4 Public Service 2008 Act SES 4 Public Service 2008 Act SES 3, s122 contract Public Service 2008 Act SES 3 Public Service 2008 Act SES 3, s122 contract Public Service 2008 Act CEO 5, s122 contract Public Service 2008 Act Responsibilities The Director-General is responsible for leading and managing one of the state's largest government departments, and for setting the education and training direction for Queensland. The Associate Director-General and Chief Officer oversees significant in the areaswork of research, reform in educationlegislation and policy and training and leads the Early Childhood Education and Care division in delivering improvementseducation in early and child care services, including the programrollout of universal access to a kindergarten in Queensland. The Deputy Director-General, Education Queensland, provides leadership in the development and implementation of innovative and effective education models and policies in Queensland's state schooling sector. The Deputy Director-General is responsible for leading and providing strategic direction for TAFE Queensland, Training Queensland andSkills, Tertiary and asNon-State Support well Services as Education. The Deputy Director-General, InfrastructureServices, is responsible for the department's andinfrastructure strategy planning, capital works planning, environmental sustainability, infrastructure delivery and operations. The Deputy Director-General is also the State Coordinator for the Australian Government's Building Education Revolution. The Assistant Director-General, Corporate Strategy and Performance, is responsible for corporate strategy, planning, performance monitoring and reporting functions. The Assistant Director-General leads the Divisionof Indigenous Education and Training Futures, has a specificwhich goal of improving outcomes for Indigenous students across the state. The Assistant Director-General, Finance and Chief Finance Officer, is responsible for financial resource and budget management, preparation of financial information, provision of financial advice and development of strategic options for the department’s future financial management and as capability as the provisionwell of financial shared services. strategic information and technologies, finance, and corporate procurement. In addition, the seven regional directors report todirectly this position. Position Further information on the Executive Management Group positions can be found in the body of the Annual Report under the section relating to Executive Management Group members. 28. executive Key management personnel and remuneration (a) executive detailsThe following for key management personnel include those positions that had authority and for responsibility planning, directing and controlling the activities during 2010-11. of the agency Executive Key Management Personnel Director-General Associate Director-General, Operations # ^ The Associate Director-General, Operations, is responsible for the department's human resources, Associate Director-General and Chief Officer, Policy, Research, Legislation and Childhood Early Education and Care Deputy Director-General, Education Queensland Deputy Director-General, Training and Tertiary Education Queensland # Deputy Director-General, Infrastructure Services Corporate Assistant Director-General, Strategy and Performance Assistant Director-General, Indigenous Education and Training Futures FinanceAssistant Director-General, and Chief Finance Officer *

Financial statements 173 Financial statements from from position) Date appointed Date to position position (Date resigned Appointed 5 May 2009 (Ceased 31 December 2010) Appointed 11 January 2010 Current IncumbentsCurrent authority authority and appointmentand Contract classificationContract CEO 4, s122 contract Public Service 2008 Act SES 3 Public Service 2008 Act Responsibilities The Assistant Director-General, Information and Technologies and Chief Information Officer, is responsible for executive leadership in the areas of strategic information, knowledge, educational and administrative technologies, management of ICT contracts and accountabilities as the as well development of strategic options for the department’s future ICT requirements and capability. The Associate Director-General, Skills Queensland, Tertiary and Non-State Education, was responsible for the direction of the training system in Queensland and and for the Skills Queensland Tertiary and Non-State Education divisions, and led international education and training. Position (including any higher(including any duties or allowances earned during that time). equal the amount Amounts disclosed expensed in the Statement of Comprehensive Income. Base - consisting ofallowances base salary, and leave entitlements paid and provided for the entire or foryear that part of the year during occupied the employee which the specified position Non-monetary benefits – consisting of fringe provision benefits together with of vehicle applicable to the benefit. tax the reason for termination. remuneration. The amounts payable are tied to the achievement of pre-determined agency and individual performance targets as agreed the by Director-General (or the Premier, in the case of the Director-General). No performance bonuses paid or are were payable executive to key management personnel in the 2009-10 or 2010-11 financial years. o o Short term employee benefits which include: Long term employee benefits long service leave accrued. include Post employment benefits superannuation include contributions. Redundancy payments are not provided for individual contractswithin of employment. Contracts of employment provide for only notice periods or payment in lieu of notice on termination, regardless of Performance bonuses be paid may or payable depending annually upon criteria. Performancesatisfaction of key payments of the key executive management are capped at 15% of total fixed 28. executiveKey management personnel and remuneration (cont) InformationAssistant Director-General, and Technologies and Chief Information Officer * Associate Director-General, Skills Queensland, and Tertiary Non-State Education # # As a result of staff changes that broughtwere about the by establishment ofQueensland Skills in January 2011, the to reassign Director-General and revised the organisational the Tertiary Non- structure State Education responsibilitiesthe Associate of Director-General, Skills Queensland, Tertiary and Non-State Education position amongst the existing Executive Management Group members resulting in these positions being retitled to reflect responsibilities. their new ^ Associate Director-General, Operations position hasbeen previously titled Deputy Director-General, Corporate Services, and Deputy Director-General, transfer Operations following of responsibilities relating to regional offices and infrastructure services. * The Assistant Director-General, Finance and Chief Finance Officer and Assistant Director-General, Information and and Chief Information Technologies Officer are not members of the Executive      Total fixed Total fixed remuneration on a ‘total cost’ basis is calculated and includes the base and non-monetary benefits benefits, benefits. long termand post employment employee Management Group. Management (b) Remuneration for policy the agency’s key executive management personnel is setthe by Queensland Public Service as Commission provided for under the Public Service Act 2008. The remuneration and Remuneration other terms of employment for the executive management personnel key are specified in employment contracts. The contracts provide for the provision of performance-related cash bonuses and other benefits motor including vehicles. For the 2010-11 year, remuneration executive of key increased 2.5% in accordance management by government with policy.personnel Remuneration packages executive management for key personnel comprise components:- the following

174 Department of Education and Training | Annual Report 2010–11 433 246 227 260 215 181 284 233 225 224 259 Total $,000 Remuneration Remuneration

$,000 Benefits Benefits Termination Termination 45 24 19 26 16 18 22 18 20 19 21 $,000 Benefits Benefits Post EmploymentPost 8 4 3 4 3 3 5 4 4 4 4 $,000 Long Term Employee Benefits 0 0 0 28 24 25 13 28 27 22 24 $,000 Benefits Benefits Non-Monetary 206 218 205 171 147 352 229 179 184 201 210 Base $,000 Short EmployeeShort Term Benefits Position (date resigned if(date resigned applicable) 28. executiveKey management personnel and remuneration (cont) (b) Remuneration (cont) 2010 July 1 30 – 2011 June Director-General Associate Director-General, Operations Associate Director-General and andChief Officer - Strategic Policy Childhood Early Education and Care Deputy Director-General, Education Queensland Deputy Director-General, Training and Tertiary Education Queensland Deputy Director-General, Infrastructure Services Corporate StrategyAssistant Director-General, and Performance Assistant Director-General, Education and Training Indigenous Futures FinanceAssistant Director-General, and Chief Finance Officer InformationAssistant Director-General, and Technologies and Chief Information Officer Associate Director-General, Skills Queensland, Tertiary and Non- State Education 2009 July 1 30 – 2010 June No prior period comparative executive information on key management personnel remuneration has been disclosed for the agency as it to obtain the is impracticable required information.

Financial statements 175 Financial statements

29. Non-cash financing and investing activities

Assets and liabilities received or donated/transferred by the department and recognised as revenues and expenses are set out in Notes 6 and 14 respectively. 2011 2010 Note s $'000 $'000

30. Commitments for expenditure (a) Finance lease liabilities Lease liabilities recognised in the Statement of Financial Position Current 2 961 2 280 Non-current 357 250 289 566 360 211 291 846

Commitments under finance leases at the reporting date are inclusive of anticipated GST and are payable as follow s: Not later than one year 44 037 37 158 Later than one and not later than five years 224 116 144 091 Later than five years 1 047 981 867 520 Total commitments 1 316 134 1 048 769 Less anticipated input tax credits ( 119 649) ( 95 343) Less future finance charges ( 836 274) ( 661 580) Finance lease liability 360 211 291 846

The increase in finance lease liabilities is mainly due to the South-East Queensland Schools PPP Project (refer to Note 31). Other finance leases are entered into as a means of funding the acquisition of certain plant and equipment. Lease payments are generally fixed. Leases for photocopiers have a contingent rental obligation dependent on the volume of usage. No leases have escalation clauses except for Moore Park State School lease which will be reviewed after 10 years. A small number of leases have renewal or purchase options. Where such options exist, they are all exercisable at market prices. No lease arrangements create restrictions on other financing transactions.

(b) Non-cancellable operating lease commitments Commitments in relation to non-cancellable operating leases are inclusive of anticipated GST and are payable as follow s: Not later than one year 8 261 7 273 Later than one and not later than five years 12 184 8 891 Later than five years 694 1 357 Total commitments 21 139 17 521 Input tax credits anticipated 1 922 1 593

Operating leases are entered into as a means of acquiring access to office accommodation and storage facilities. Lease payments are generally fixed, but with inflation escalation clauses on which contingent rentals are determined. No renewal or purchase options exist in relation to operating leases and no operating leases contain restrictions on financing or other leasing activities.

176 Department of Education and Training | Annual Report 2010–11 2011 2010 Notes $'000 $'000

30. Commitments for expenditure (cont) (c) Capital expenditure commitments Material classes of capital expenditure commitments inclusive of anticipated GST, contracted for at reporting date but not recognised in the accounts are payable as follow s: Land 1 1 903 Buildings 302 419 817 120 Plant and Equipment 8 938 3 243 Total capital expenditure commitments 311 358 822 266 Payable : Not later than one year 302 039 819 147 Later than one and not later than five years 9 173 2 827 Later than five years 146 292 Total commitments 311 358 822 266 Input tax credits anticipated 28 305 74 751

(d) Other commitments (Priority Purchasing Program and other)

Other expenditure committed at the end of the period but not recognised in the accounts are payable as follow s: Not later than one year 190 668 159 928 Later than one and not later than five years 3 632 22 208 Total commitments 194 300 182 136 Input tax credits anticipated 1 431 808

31. Private Provision of Public Infrastructure (PPPI) arrangements (a) Southbank Education and Training Precinct In April 2005, the then Department of Employment and Training entered into a contractual arrangement with Axiom Education Queensland Pty Ltd (Axiom) to design, construct, operate, maintain and finance the Southbank Education and Training Precinct for a period of 34 years on departmental land. The arrangement involved the refurbishment or demolition of existing buildings and the development of new buildings. Construction work commenced in July 2005 and was completed on 31 October 2008. The department has entered into a Head Lease and Sublease with Axiom for the Southbank Education and Training Precinct. The department will pay an abatable, undissected service payment to Axiom for the operation, maintenance and provision of the precinct. The Head Lease and Sublease recognise the obligations under the Southbank Education and Training Precinct Project Deed in relation to the 30 year operating phase. This period requires Axiom to maintain the facilities to a high standard. Services include facilities (including furniture, fittings and equipment) maintenance and lifecycle replacement, cleaning, security, waste management, fire safety and other associated facilities management services. The land on which the facility was constructed is owned and recognised as an asset by the department. The Head Lease with Axiom provides Axiom with the right to enter and operate on the site. The land under the Head Lease is classified as an operating lease. This lease expires on 30 June 2039. The fair value of the buildings was recognised as finance leased assets with the corresponding recognition for future payments as finance liability. The assets will be depreciated over the economic useful life and the lease liability will be reduced, as payment for the buildings are made. At the expiry of the 34 year period, the buildings will revert to the State for nil consideration. 2011 2010 Notes $'000 $'000 Estimated cash flows * Outflows Not later than 1 year ( 34 350) ( 32 074) Later than 1 year but not later than 5 years ( 132 825) ( 124 062) Later than 5 years but not later than 10 years ( 149 082) ( 147 035) Later than 10 years ( 373 217) ( 356 467)

Estimated net cash flow ( 689 474) ( 659 638)

* Based on risk free rate of 5.16 per cent (2010: 5.33 per cent)

Financial statements 177 Financial statements

31. Private Provision of Public Infrastructure (PPPI) arrangements (cont) (a) Southbank Education and Training Precinct (cont) During the concession period, the department will carry the following risks and rewards, which include: Risks Impact to the department Site risks Axiom has accepted site risk including existing structures with the exception of non-identified pre-existing contamination. Where non-identified pre-existing contamination is discovered investigation and remediation costs will be shared on an equal basis between Axiom and the State.

Performance design, construction and commissioning The department has defined its performance specifications. The department is risks (performance specification adequately describing exposed to the risk that these performance specifications fail to meet current or the department’s requirements and changes to future requirements, however processes are in place to monitor performance performance specifications) and identify any issues as early as possible to minimise exposure. Operating/maintenance risks (network and interface The department has specified the level of operating and maintenance and changes to performance specification) performance. The department is exposed to the risk that operating/maintenance performance specifications fail to meet current or future requirements, however processes are in place to monitor performance and identify any issues as early as possible to minimise exposure. Sponsor and financial risks The department has entered into a fixed price contract, subject to CPI. The department is exposed to the risk that the Consortium fails to comply with the requirements of the Deed and/or fails to be a going concern. In this event the department is exposed to the risk of replacing the consortium with suitable operators to continue providing infrastructure financing, capital, maintenance and operating requirements. The department has monitoring processes in place to identify any issues as early as possible to minimise exposure.

Early termination Should the department wish to terminate the Deed, it is expected that the department would be required to pay Consortium compensation, however any compensation payable would be a key variable in the consideration of any decision to terminate the contract prior to its planned completion. Market value risk At the end of the concession period the facilities will be handed back to the department at no additional cost. The department will receive the benefit of the receipt of the fair value of the infrastructure and any associated assets.

Rehabilitation risk At the end of the concession period the department will be responsible for the removal of any future contamination of the site and other ancillary land and will also be responsible for the future removal of infrastructure and any site rehabilitation. On-going monitoring of the site is within the department’s plans for managing the contract to ensure that any rehabilitation requirements are promptly identified and costs are minimised.

(b) South-East Queensland Schools - Aspire – Public Private Partnership In May 2009, the department entered into a contractual arrangement with Aspire Schools (QLD) Pty Limited (Aspire) to design, construct, maintain and partially finance seven schools to the State for a period of 30 years on departmental land. Aspire is wholly owned by Aspire Schools Holdings (Qld) Pty Ltd which is owned by Leighton Infrastructure Investments Pty Limited (LIPL) and Commonwealth Investments Pty Limited (CIPL). Finance during the design and construction phase is being provided by LIPL, CIPL and the National Australia Bank. Queensland Treasury Corporation is providing the remaining 70% of the projects’ financial requirements during the operating phase (January 2010 till 31 December 2039). Construction work commenced in April 2009 and will continue for the next four years. In January 2011 Stage 1 of Augusta, WoodLinks and Coomera Rivers Primary Schools were handed over to the department with Interim leasing arrangement being implemented with Aspire. This brings to five (including Bay View and Peregian Springs Primary Schools) the total number of schools delivered under this project. The State will lease back these schools from Aspire and will pay an abatable, undissected service payment to Aspire for the operation, maintenance and provision of the schools. The Head Lease, Sublease and Interim Leases’ recognise the obligations under the South-East Queensland Schools Project Deed in relation to the 30 year operating phase. This period requires Aspire to maintain the facilities to a high standard. Services include facilities maintenance and lifecycle replacement, cleaning, security, and other associated facilities management services. The land on which the schools are/will be constructed is owned and recognised as assets by the department. The Head Lease with Aspire provides Aspire with the right to enter and operate on the site. The land under the Head Lease is classified as an operating lease. This lease expires on 31 December 2039. Upon completion of the construction the fair value of the buildings will be recognised as finance leased assets with the corresponding recognition for future payments as finance liability. The assets will be depreciated over the economic useful life and the lease liability will be reduced, as payment for the buildings are made. At the expiry of the 30 year period, the buildings will revert to the State for nil consideration.

178 Department of Education and Training | Annual Report 2010–11 31. Private Provision of Public Infrastructure (PPPI) arrangements (cont) (b) South-East Queensland Schools - Aspire – Public Private Partnership (cont) 2011 2010 Notes $'000 $'000 Estimated cash flows * Outflows Not later than 1 year ( 20 808) ( 12 446) Later than 1 year but not later than 5 years ( 105 394) ( 93 915) Later than 5 years but not later than 10 years ( 114 422) ( 112 818) Later than 10 years ( 297 858) ( 294 056)

Estimated net cash flow ( 538 482) ( 513 235)

* Based on risk free rate of 5.16 per cent (2010: 5.33 per cent) During the concession period, the department will carry the following risks and rewards, which include: Risks Impact to the department Site risks Aspire has accepted the sites in their current state and condition. This includes responsibility for pre-existing contamination, native title applications and artefacts. The State has however undertaken to procure remediation relating to two sites in accordance with acquisition/development agreements entered into by the State for the acquisition of those sites. If the two sites are not remediated in accordance with the respective acquisition/development agreement and this impacts performance by Aspire of its obligations under the project deed, then the State will compensate Aspire. Performance design, construction and commissioning The department has defined its performance specifications. The department is risks (performance specification adequately describing exposed to the risk that these performance specifications fail to meet current or the department’s requirements and changes to future requirements, however processes are in place to monitor performance performance specifications) and identify any issues as early as possible to minimise exposure. Operating/maintenance risks (network and interface The department has specified the level of operating and maintenance and changes to performance specification) performance which is linked to an abatement regime and key performance indicators. The department is exposed to the risk that operating/maintenance performance specifications fail to meet current or future requirements, however processes will be instituted to monitor performance and identify any issues as early as possible to minimise exposure. Sponsor and financial risks The department has entered into a fixed price contract, subject to CPI. The department is exposed to the risk that the Consortium fails to comply with the requirements of the Deed and/or fails to be a going concern. In this event the department is exposed to the risk of replacing the consortium with suitable operators to continue providing infrastructure financing, capital, maintenance and operating requirements. The department has monitoring processes in place to identify any issues as early as possible to minimise exposure. Early termination Should the department wish to terminate the Deed, it is expected that the department would be required to pay Consortium compensation, however any compensation payable would be a key variable in the consideration of any decision to terminate the contract prior to its planned completion. Market value risk At the end of the concession period the facilities will be handed back to the department at no additional cost. The department will receive the benefit of the receipt of the fair value of the infrastructure and any associated assets. Rehabilitation risk At the end of the concession period the department will be responsible for the removal of any future contamination of the site and other ancillary land and will also be responsible for the future removal of infrastructure and any site rehabilitation. On-going monitoring of the site is within the department’s plans for managing the contract to ensure that any rehabilitation requirements are promptly identified and costs are minimised.

(c) Accounting treatment – Public Private Partnerships The current accounting treatment applied to these arrangements is based upon the requirements of AASB 117 Leases. There is currently no Australian Accounting Standard that specifically addresses the accounting treatment to be adopted by grantors for capital costs incurred under a public private partnership arrangement. Interpretation 12 Service Concession Arrangements, issued by the Australian Accounting Standards Board in February 2007, sets out the accounting treatment to be adopted by operators but states that the requirements do not apply to grantors. The Australian Accounting Standards Board is currently considering the requirements for grantors. When determined, the department intends to adopt accounting policies consistent with those requirements.

Financial statements 179 Financial statements

32. Contingencies Litigation in progress At 30 June 2011, the following cases were before the Courts:

2011 2010 No. of cases No. of cases Supreme Court 1 1 District Court 1 2 Magistrates Court - 1 2 4

The department’s legal advisers and management believe that it is not possible to reliably determine the value of payouts in respect of this litigation which, in the majority of instances, represent insurable events in terms of the policy held with the Queensland Government Insurance Fund. The maximum exposure of the department under this policy is $10 000 for each insurable event. The introduction of the Personal Injuries Proceedings Act 2002 has resulted in fewer cases appearing before the courts. These matters are usually resolved at the pre-proceedings stage. There are currently 248 cases of general liability and 56 WorkCover common law claims being managed by the department. Financial guarantees (a) The department has provided 70 (2010: 89) financial guarantees to Parents and Citizens’ Associations, and 8 (2010: 8) guarantees to grammar schools for a variety of loans. These guarantees have been provided over a period of time and have various maturity dates.

2011 2010 Remaining Remaining balance balance Enabling legislation $'000 $'000

Parents and Citizens' Associations 4 202 5 978 Education (General Provisions) Act 1989 s.96

Grammar schools 107 397 114 481 Grammar Schools Act 1975 s.20 111 599 120 459

(b) The department acts as a guarantor for Aviation Australia Pty Ltd in the event of default lease payments in relation to a training centre leased from Brisbane Airport Corporation Ltd. This guarantee is limited to $0.902 million as at 30 June 2011. No default lease payments have been recognised since the inception of the lease agreement, and the department’s management does not expect that the guarantee will be called upon in the near future. (c) The department also acts as a guarantor for Aviation Australia Pty Ltd in the event of default loan payments owed to Queensland Treasury Corporation. The guarantee is limited to $2.274 million, which represents 100% of the outstanding loan balance as at 30 June 2011. No default loan repayments have been recognised since the inception of the loan agreement, and the department’s management does not expect that the guarantee will be called upon in the near future. (d) The department paid a total of $10.65 million to the Construction Industry Skills Centre Pty Ltd (CISC) between 1994-1998. The amount is only recoverable in circumstances contingent upon the winding up of CISC and the related trust. The department and the Queensland Training Construction Fund (QTCF) (a trust) are equal shareholders ($1 share each) in CISC and founders of the fund. Native title claims over departmental land There are native title claims that have the potential to impact upon properties of the department, however most departmental properties are occupied under a “reserve” tenure, validly created prior to 23 December 1996, and therefore any development undertaken in accordance with gazetted purposes should minimise the potential of native title claims. At reporting date it is not possible to make an estimate of any probable outcome of such claims, or any financial effect however it should be noted that native title would not arise as an issue until the property has been declared surplus and attempts are made for the property to be sold or transferred. Native title would need to be addressed as part of the disposal process. The department would necessarily recognise any cost implications arising from such claims at that time.

180 Department of Education and Training | Annual Report 2010–11 33. Controlled entities a) In October 2001, Aviation Australia Pty Ltd was formed to provide aviation training. Aviation Australia Pty Ltd is 100% owned by the Department of Education and Training. Aviation Australia Pty Ltd prepares and publishes separate financial statements which are audited by the Auditor-General of Queensland. Summary financial transactions and balances are as follows: 2011 2010 $'000 $'000 Revenue 15 495 13 650 Expenses 15 060 13 633 Net surplus/(deficit) 435 17

Assets 20 124 19 819 Liabilities 6 953 7 083 Net assets 13 171 12 736

The assets, liabilities, revenues and expenses of the entities listed above have not been consolidated in these financial statements as they would not materially affect the reported financial position and operating result. b) The Australian Music Examinations Board (AMEB) was constituted by agreement between the Ministers for Education of the states of Queensland, New South Wales and Tasmania and the Universities of Melbourne, Adelaide and Western Australia. The financial activities of AMEB (Queensland) have been incorporated into the financial transactions of the department. c) The BCITF (Qld) Limited (‘the Company’) was established on 1 January 1999 to assist in the acquisition and enhancement of the knowledge, skills, training and education of workers in the building and construction industry. The Company is established as a public company, limited by guarantee, and the Minister is the sole shareholder. The Company does not trade and is controlled by the department, and is audited by the Auditor-General of Queensland. The Company is the sole trustee of the Building and Construction Industry Training Fund (‘the Trust’). The Trust is established to advance the education and a skill of persons and organisations involved in the building and construction industry, and is audited by the Auditor-General of Queensland. The Trust is not controlled by the department.

34. Events occurring after balance date There are no events occurring after balance date that give rise to a change in financial statements.

Financial statements 181 Financial statements

2011 2010 Note s $'000 $'000

35. Administered transactions and balances Administered revenues Grants and contributions Recurrent Specific purpose - Commonw ealth 1 922 356 2 095 515 Capital Specific purpose - Commonw ealth 2 847 45 785 Specific purpose - Government and industry 15 892 7 413 1 941 095 2 148 713

Administered item appropriation 2 587 126 2 710 233 Taxes, fees and fines - 521 Other - 1 Total administered revenues 4 528 221 4 859 468

Administered expenses Grants and subsidies Recurrent Commonwealth Government Commonw ealth recurrent 1 922 356 2 095 515 State Government Grants and allow ances to external organisations 481 809 489 489 Textbook allow ances 44 260 42 277 Grants to statutory bodies (curriculum, tertiary and training) 37 196 31 217 Capital State Government Non-state and other external organisations 101 463 51 716 2 587 084 2 710 214

Supplies and services 42 19 Total administered expenses before transfers to Government 2 587 126 2 710 233

Net surplus or deficit before transfers to Government 1 941 095 2 149 235

Transfers to Government 1 941 095 2 149 235 Net surplus/(deficit) - -

Administered current assets Cash at bank 78 ( 1 119) Appropriation receivable - 1 Trade receivable 210 695 Prepaid revenue - 811 GST input tax credits receivable 3 - Total administered current assets 291 388

Total administered assets 291 388

Administered current liabilities GST payable - 101 Other payable 6 2 Total administered current liabilities 6 103

Total administered liabilities 6 103

182 Department of Education and Training | Annual Report 2010–11 2011 2010 Note s $'000 $'000

36. Reconciliation of payments from Consolidated Fund to Administered Revenue Budgeted appropriation 2 624 611 2 437 480 Transfers from/(to) other headings ( 37 484) 82 429 Unforeseen expenditure - 190 325 Total administered receipts 2 587 127 2 710 234

Less opening balance of administered revenue receivable ( 1) ( 2) Plus closing balance of administered revenue receivable - 1 Administered revenue recognised in Note 35 2 587 126 2 710 233

37. Monies held in trust Trust Account - Educational bequests 302 306 Total 302 306

38. Financial instruments (a) Categorisation of financial instruments The department has the following categories of financial assets and financial liabilities:

Cate gory Financial assets Cash and cash equivalents 15 329 789 550 175 Receivables 16 146 434 140 021 Total 476 223 690 196

Financial liabilities Financial liabilities measured at amortised cost: Payables 22 414 497 751 907 Queensland Treasury Corporation borrow ings 23 71 375 - Financial lease liabilities 23 360 211 291 846 Total 846 083 1 043 753

(b) Financial risk management The department’s activities expose it to a variety of financial risks - interest rate risk, credit risk, liquidity risk and market risk. Financial risk management is implemented pursuant to Government policy and seeks to minimise potential adverse effects on the financial performance of the department. The department measures risk exposure using a variety of methods as follows:-

Risk exposure Measurement method Credit risk Ageing analysis Liquidity risk Sensitivity analysis Market risk Interest rate sensitivity analysis

(c) Credit risk exposure Credit risk exposure is the potential financial loss due to another party to a financial instrument failing to discharge their obligation. The maximum exposure to credit risk at balance date in relation to each class of recognised financial asset is the carrying amount of those assets net of any provisions for impairment as indicated in the Statement of Financial Position. The following table represents the department’s maximum exposure to credit risk based on contractual amounts net of any allowances.

Financial statements 183 Financial statements

38. Financial instruments (cont) Maximum exposure to credit risk 2011 2010 Cate gory Note s $'000 $'000 Financial assets Cash and cash equivalents 15 329 789 550 175 Receivables 16 146 434 140 021 Total 476 223 690 196

Financial liabilities Guarantees 32 114 775 123 985 Total 114 775 123 985

Financial assets No collateral is held as security and no credit enhancements relate to financial assets held by the department. The department manages credit risk through the use of a credit management strategy which ensures ongoing monitoring of all funds owed on a timely basis. No financial assets and financial liabilities have been offset and presented net in the Statement of Financial Position. The method for calculating any provision for impairment is based on past experience, current and expected changes in economic conditions and changes in client credit ratings. The recognised decrease in the provision for impairment is $1.32 million for the current year. This is a decrease of $1.22 million from 2010. No financial assets have had their terms renegotiated so as to prevent them from being past due or impaired, and are stated at the carrying amounts as indicated. Aging of past due but not impaired as well as impaired financial assets are disclosed in the following tables:

2011 Financial assets past due but not impaired Ove rdue Less than 30 30 - 60 days 61 - 90 days More than 90 Total days days $'000 $'000 $'000 $'000 $'000

Receivables 17 471 6 839 11 510 - 35 820 Total 17 471 6 839 11 510 - 35 820

2010 Financial assets past due but not impaired Overdue Less than 30 30 - 60 days 61 - 90 days More than 90 Total days days $'000 $'000 $'000 $'000 $'000

Receivables 14 702 7 669 1 117 - 23 488 Total 14 702 7 669 1 117 - 23 488

184 Department of Education and Training | Annual Report 2010–11 38. Financial instruments (cont) 2011 Individually impaired financial assets Ove rdue Less than 30 30 - 60 days 61 - 90 days More than 90 Total days days $'000 $'000 $'000 $'000 $'000

Receivables (gross) - - - 3 549 3 549 Allow ance for impairment - - - ( 3 010) ( 3 010) Total - - - 539 539

2010 Individually impaired financial assets Overdue Less than 30 30 - 60 days 61 - 90 days More than 90 days days Total $'000 $'000 $'000 $'000 $'000

Receivables (gross) - - - 6 461 6 461 Allow ance for impairment - - - ( 4 322) ( 4 322) Total - - - 2 139 2 139

Financial liabilities The guarantee given by the Department of Education and Training meets the definition of a guarantee contract as per AASB 139 and as such the maximum exposure to the department is disclosed above. Details of guarantees can be found in Note 32. The Department of Education and Training assesses the fair value of financial guarantees annually as at 30 June. It has been determined that the fair value of all financial guarantees is nil as at 30 June as no defaults have been recognised since the inception of all guarantees, and the department’s management does not expect that the guarantees will be called upon in the near future. As such, the fair value of the guarantees has not been recognised on the Statement of Financial Position. (d) Liquidity risk Liquidity risk refers to the situation where the department may encounter difficulty in meeting obligations associated with financial liabilities that are settled by delivering cash or another financial asset. The department is exposed to liquidity risk in respect of its payables, lease liabilities and borrowings from Queensland Treasury Corporation (QTC). The department aims to reduce the exposure to liquidity risk in payables by ensuring the department has minimum but sufficient funds available to meet employee and supplier obligations as they fall due. The following table also sets out the liquidity risk of financial liabilities held by the department. It represents the contractual maturity of financial liabilities, calculated based on cash flows relating to the repayment of principal amount outstanding at balance date. 2011 Payable in Total <1 year 1 - 5 years > 5 years Note $'000 $'000 $'000 $'000 Financial liabilities Payables 22 414 497 - - 414 497 Queensland Treasury Corporation borrowing 23 4 767 21 298 45 310 71 375 Lease liability 23 2 961 26 526 330 724 360 211 Total 422 225 47 824 376 034 846 083

2010 Payable in Total <1 year 1 - 5 years > 5 years $'000 $'000 $'000 $'000 Financial liabilities Payables 22 751 907 - - 751 907 Lease liability 23 2 280 15 790 273 776 291 846 Total 754 187 15 790 273 776 1 043 753

Financial statements 185 Financial statements

38. Financial instruments (cont) (e) Market risk The department does not trade in foreign currency and is not materially exposed to commodity price changes. The department is exposed to interest rate risk through its finance leases, borrowings from Queensland Treasury Corporation (QTC) and cash deposited in interest bearing accounts. The department does not undertake any hedging in relation to interest risk and manages its risk as per the liquidity risk management strategy. (f) Interest rate sensitivity analysis The following interest rate sensitivity analysis is based on a report similar to that provided to management, depicting the outcome on profit or loss if interest rates would change by +/- 1 per cent from the year-end rates applicable to the department’s financial assets and liabilities. With all other variables held constant, the department would have a surplus and equity increase/(decrease) of $2.58 million (2010: $5.50 million). 2011 Interest rate risk Carrying - 1 % + 1 % Financial instruments amount Profit Equity Profit Equity

Cash 329 789 ( 3 298) ( 3 298) 3 298 3 298 QTC borrow ings 71 375 714 714 ( 714) ( 714) Potential im pact ( 2 584) ( 2 584) 2 584 2 584

The department’s sensitivity to interest has increased in the current period due to an increase in borrowing for new capital works project and department program. 2010 Interest rate risk Carrying - 1 % + 1 % Financial instruments amount Profit Equity Profit Equity Cash 550 175 ( 5 502) ( 5 502) 5 502 5 502 Potential im pact ( 5 502) ( 5 502) 5 502 5 502

(g) Fair value The fair value of financial assets and liabilities is determined as follows:  The carrying amount of cash, cash equivalents, and receivables approximate their fair value and are not disclosed separately below.  The fair value of other monetary financial assets and liabilities is based on market prices where a market exists, or is determined by discounting expected future cash flows by the current interest rate for financial assets and liabilities with similar risk profiles. The carrying amounts of all financial assets and financial liabilities, except for the Queensland Treasury Corporation borrowings, are representative of their fair value. The fair value of borrowings is notified by the Queensland Treasury Corporation. It is calculated using discounted cash flow analysis and the effective interest rate (refer Note 23) and is disclosed below:

2011 2010 Carrying Fair value Carrying Fair value am ount amount Note $'000 $'000 $'000 $'000 Financial liabilities Financial liabilities at amortised cost: Payable 22 414 497 414 497 751 907 751 907 QTC borrow ings 23 71 375 70 458 - - Financial lease liabilities 23 360 211 360 211 291 846 291 846 Total 846 083 845 166 1 043 753 1 043 753

186 Department of Education and Training | Annual Report 2010–11 39. Establishment of the Australia-Pacific Technical College (APTC) In October 2005, the Australian Government announced support for the establishment of an Australia-Pacific Technical College (APTC) at the Pacific Islands Forum. As part of this commitment, the Australian Government - Australian Agency for International Development (AusAID) entered into a deed of agreement on the 18 July 2006 with the State of Queensland through the Sunshine Coast Institute of TAFE (SCIT) for the provision of professional and related services. In particular the SCIT manages three industry schools of the APTC, and delivers vocational education and training programs leading to the award of Australian Technical and Vocational Education qualifications in accord with the Australian Quality Training Framework. The State of Queensland represented by the SCIT is committed to the successful implementation and operation of the APTC but has also entered into this Contract on a commercial basis with an expectation of recovering a positive return. Under the terms of the agreement, the SCIT manages on behalf of the Commonwealth assets including a cash imprest account and other project assets. These assets are not controlled by the TAFE, and remain the property of the Commonwealth. Reporting to the Commonwealth on activities and financial transactions is provided on a quarterly basis by the SCIT, with an annual audit to acquit management of these funds. As at 30 June 2011 the SCIT manages project specific assets of $0.94 million and cash balances of $2.61 million. The contract value is estimated as being in excess of $73 million (+GST) over four years effective from the 8 June 2007. The initial contract expired on 8 June 2011 and the State of Queensland through the Sunshine Coast Institute of TAFE (SCIT) has successfully tendered for a new 5 year contract. As at 30 June 2011, SCIT has continued to provide professional and related services as per the original terms and conditions to APTC until contract negotiations are finalised.

40. Prior Year Adjustment A retrospective adjustment has been made to correct reported Buildings (at fair value) as at 30 June 2010. A net revaluation indexation decrement of $588.12 million was not correctly applied to building assets as a result of a failure to apply indexation adjustments for a number of districts. The effect of the above corrections for 2009-10 is:-  Gross value of buildings is reduced by $967.68 million (previously reported at $15 844.61 million instead of $14 876.93 million);  Accumulated depreciation is reduced by $379.56 million (previously reported at $5 740.70 million instead of $5 361.14 million); and  Asset revaluation surplus – buildings is reduced by $588.12 million (previously reported at $7 731.60 million instead of $7 143.48 million). The error has been corrected by restating each of the affected financial statement line items for the prior year, as described above.

Financial statements 187 Financial statements

Certificate of the Department of Education and Training

These general purpose financial statements have been prepared pursuant to section 62(1)) of the Financial Accountability Act 2009 (the Act), relevant sections of the Financial and Performance Management Standard 2009 and other prescribed requirements. In accordance with section 62(1)(b) of the Act we certify that in our opinion:

(a) the prescribed requirements for establishing and keeping the accounts have been complied with in all material respects; and (b) the statements have been drawn up to present a true and fair view, in accordance with the prescribed accounting standards, of the transactions of the Department of Education and Training for the financial year ended 30 June 2011, and of the financial position of the department at the end of that year.

Adam Black FCPA Julie Grantham Assistant Director-General, Finance Director-General Chief Finance Officer Department of Education and Training Department of Education and Training

Date: 25 August 2011 Date: 25 August 2011

188 Department of Education and Training | Annual Report 2010–11 Financial statements 189 Financial statements

190 Department of Education and Training | Annual Report 2010–11 Financial statements 191 Appendix 1

Governance committees

Audit and Risk Management Committee

Responsibilities The committee: • provides independent audit and risk management advice to the Director-General • assists in the discharge of the Director-General’s financial management responsibilities imposed under the Financial Accountability Act 2009 and the Financial and Performance Management Standard 2009 • holds quarterly meetings.

Membership External Member (Chair) Director-General, Department of Education and Training (DET) Assistant Director-General, Indigenous Education and Training Futures Associate Director-General, Operations Deputy Director-General, Training and Tertiary Education Queensland Director, Corporate Assurance (Internal Audit) Department of Communities – External Member Director, Bentleys – External Member

Achievements • Approved the 2010–11 Internal Audit Plan 2010–11 • Evaluated the quality, and facilitated the practical discharge, of the internal audit function, particularly in respect of planning, monitoring and reporting • Continued a stringent approach to the follow-up of recommendations, particularly in the areas of internal audit, QAO and fraud prevention • Signed off on an unqualified audit report for the department • Monitored a range of performance measures to ensure a robust accountability framework for the department • Approved the department’s Enterprise Risk Management Framework • Monitored the performance of the committee itself via a formal evaluation process

Budget Committee

Responsibilities The role of the committee is to: • provide advice to the Director-General regarding strategies to develop, review and monitor current and future internal budgets • ensure efficient and effective allocation of resources to achieve key departmental and government priorities.

Membership Associate Director-General, Operations (Chair) Director-General, DET Assistant Director-General, Finance and Chief Finance Officer

Achievements • Balanced the 2010–11 and 2011–12 internal budgets 2010–11 • Monitored the financial performance of divisions, regions and institutes against allocations on a monthly basis • Conducted the 2010–11 Mid-Year Review and reduced the timeframes for distribution of outcomes • Approved the DET internal budget planning processes and the link to both key strategic documents and external budget processes • Continued to refine the five-year budget plan • Continued to improve the department’s working relationship with Queensland Treasury • Successfully negotiated additional funding for 2011–12

192 Department of Education and Training | Annual Report 2010–11 Executive Management Group

Responsibilities The purpose of the Executive Management Group is to: • positively position the portfolio for the future • set and review the strategic direction, priorities and performance objectives of the department to enable the efficient and effective achievement of outcomes for Queensland.

Membership Director-General, DET (Chair) Associate Director-General and Chief Officer, Policy, Research, Legislation and Early Childhood Education and Care Deputy Director-General, Education Queensland Deputy Director-General, Training and Tertiary Education Queensland Associate Director-General, Operations Deputy Director-General, Infrastructure Services Assistant Director-General, Corporate Strategy and Performance Assistant Director-General, Indigenous Education and Training Futures Executive Director, Office of the Director-General

Achievements • Managed the department’s response to the natural disasters that extensively affected 261 facilities 2010–11 including schools, TAFE’s and employee accommodation • Continued to lead initiatives to achieve the Toward Q2: Tomorrow’s Queensland Smart targets • Continued to lead the delivery of National Partnerships that flow from the COAG education and training reform agenda • Continued to roll out universal access to quality early childhood education programs • Developed the Flying Start reforms to improve school performance • Established Skills Queensland to increase participation in training and higher education and boost and boost industry investment in workforce development • Supported the Director-General to review the strategic direction of the organisation, monitor the department’s performance objectives and ensure legislative compliance

Appendices 193 Appendix 1

Governance committees (continued)

Integrated Service Delivery Board

Responsibilities The purpose of the Integrated Service Delivery Board (ISDB) is to support integrated and effective service delivery across the department. The role of the Board is to: • ensure the department’s strategic direction, priorities, policies and overall performance expectations of regions are reflected in regional operational plans • support integrated regional planning and service delivery • review the performance of integrated service delivery across the seven regions • provide a forum for discussing systemic policy, strategy and investment and consider implications for implementation. The Board meets approximately every two months or as required, and the meetings focus on strategic operational issues with a specific focus on integrated service delivery. The June and December meetings focus on overall service delivery performance at a regional and state level.

Membership Director-General, DET Associate Director-General, Operations (Chair) Deputy Director-General, Infrastructure Services Assistant Director-General, Indigenous Education and Training Futures Assistant Director-General, Corporate Strategy and Performance Deputy Director-General, Training and Tertiary Education Queensland Associate Director-General and Chief Officer, Policy, Research, Legislation and Early Childhood Education and Care Deputy Director-General, Education Queensland Regional Director, South East Region Regional Director, North Coast Region Regional Director, Darling Downs South West Region Regional Director, Far North Queensland Region Regional Director, Central Queensland Regional Director, Metropolitan Region Regional Director, North Queensland Region

Achievements • Implementated an ISDB structure that supports the seamless flow of information, discussion and 2010–11 alliance at a strategic level between EMG and the seven Regional Directors • Undertook the 2010–11 performance review: a) regional performance review and performance data analysis b) endorsement of the 2010 qualitative and quantitative performance reviews • Endorsed the seven 2011–12 regional operational plans

194 Department of Education and Training | Annual Report 2010–11 Investment Committee

Responsibilities The Investment Committee provides advice to the EMG on investment strategies. The Investment Committee considers and provides advice regarding the development and review of major investment strategies in relation to: • budget positioning and strategic financial approach • strategic asset management • strategic procurement • workforce priorities • ICT investment priorities • business transformation initiatives. Meetings are held quarterly.

Membership Associate Director-General, Operations (Chair) Deputy Director-General, Infrastructure Services Associate Director-General, Skills Queensland (prior to MoG) Associate Director-General and Chief Officer, Policy, Research, Legislation and Early Childhood Education and Care Deputy Director-General, Education Queensland Deputy Director-General, Training and Tertiary Education Queensland Assistant Director-General, Finance and Chief Finance Officer Assistant Director-General, Information and Technologies Assistant Director-General, Human Resources Executive Director, Corporate Procurement

Achievements • Developed and endorsed the department’s financial sustainability blueprint 2010–11 • Endorsed the department’s capital prioritisation process and ICT Roadmap • Monitored and informed the Queensland Government response and Cabinet papers for the Australian Government Review of Funding for Schooling • Endorsed and commenced the development of the department’s long-term financial plan • Promoted discussion on key investment initiatives and targets for the department • Identified and endorsed the department’s strategic responsibility for environmental sustainability

Appendices 195 Appendix 1

Governance committees (continued)

Policy and Performance Committee

Responsibilities The Policy and Performance Committee provides advice to the EMG regarding policy development, and the synergies and collective impact of major policy initiatives on the achievement of the portfolio’s priorities. The Policy and Performance Committee provides advice in relation to: • major research, both internal and external, which relates to the achievement of priorities • policy development • implications of significant national policy developments • major evaluation strategies and significant recommendations which impact on the delivery of priorities • analysis of performance against key priorities.

Membership Associate Director-General and Chief Officer, Policy, Research, Legislation and Early Childhood Education and Care (Chair) Deputy Director-General, Education Queensland Deputy Director-General, Training and Tertiary Education Queensland Associate Director-General, Operations Assistant Director-General, Strategic Policy and Research Assistant Director-General, Indigenous Education and Training Futures Assistant Director-General, Skills, Tertiary and Non-State Education Assistant Director-General, Corporate Strategy and Performance Executive Director, Policy and Performance, Early Childhood Education and Care Deputy Director-General, Infrastructure Services

Achievements • Provided strategic input and advice for the development of A Flying Start White Paper, universal 2010–11 provision of kindergarten, Australian government election commitments and the National Review on School Funding • Monitored national policy agenda including National Partnership Agreement targets and milestones • Monitored performance against specific targets • Endorsed the dissemination of research papers and reports • Increased systemic performance intelligence through the establishment of a Data Analytics subcommittee • Provided strategic input and guidance on the DET Policy and Procedures register

196 Department of Education and Training | Annual Report 2010–11 Appendix 2

Statutory bodies and other entities

Australian Music Examination Board (AMEB)

Objective/function AMEB was constituted by agreement between the Ministers for Education of Queensland, New South Wales and Tasmania and the Universities of Melbourne, Adelaide and Western Australia.

Constituting Act Not applicable

Financial reporting Included in the financial statements of this report. arrangement

Cost to DET Nil

Achievements AMEB examined approximately 19 000 candidates in music, and speech and drama in 98 centres 2010–11 across the state. Primary or secondary schoolchildren made up 93 per cent of the candidates. At the Annual Presentation of Awards and Diploma Concert in March 2011, 117 candidates were awarded their diplomas in speech and drama, and in music.

Aviation Australia

Objective/function In 2001, Aviation Australia Pty Ltd was established by this department, and the former Department of State Development, Trade and Innovation to provide aviation training.

Constituting Act Not applicable

Financial reporting Included as a note in the financial statements of this report. arrangement

Cost to DET Nil

Achievements During 2010–11, Aviation Australia provided training for: 2010–11 • 181 students – institutional Cert IV training • 27 apprentices – aeroskills • 1213 domestic and 193 international students – fee for service engineering training • 135 prevocational students – cabin crew training • 4220 existing cabin crew – used Aviation Australia facilities. Aviation Australia has provided employment services for 42 aviation companies and 86 individuals, of whom 47 gained apprenticeships and 39 gained other employment in the aviation industry.

Gold Coast Institute of TAFE (GCIT)

Objective/function GCIT was established as a statutory institute on 1 July 2008. The institute’s vision is to be an internationally renowned provider of outstanding vocational services, and it will achieve this vision by bringing together exceptional people to produce highly sought after graduates.

Constituting Act Vocational Education, Training and Employment Act 2000

Financial reporting GCIT tables its own annual report. arrangement

Cost to DET Costings are outlined in the GCIT annual report.

Achievements Achievements are outlined in the GCIT annual report. 2010–11

Appendices 197 Appendix 2

Statutory bodies and other entities (continued)

Grammar schools

Objective/function A school that has either obtained ministerial approval to establish as a grammar school, or is established by the Grammar School Act 1975, and has met the accreditation criteria prescribed by the Education (Accreditation of Non-State Schools) Act 2001.

Constituting Act Grammar Schools Act 1975

Financial reporting The following boards table their own annual report: arrangement • Board of Trustees of the Brisbane Girls Grammar School • Board of Trustees of the Brisbane Grammar School • Board of Trustees of the Ipswich Girls’ Grammar School • Board of Trustees of the Ipswich Grammar School • Board of Trustees of the Rockhampton Girls Grammar School • Board of Trustees of the Rockhampton Grammar School • Board of Trustees of the Toowoomba Grammar School • Board of Trustees of the Townsville Grammar School

Cost to DET Costings are outlined in the individual annual reports.

Achievements Achievements are outlined in the individual annual reports. 2010–11

Non-State Schools Accreditation Board

Objective/function The functions of the Non-State Schools Accreditation Board include the accreditation of new non-state schools, and monitoring the ongoing compliance of non-state schools with the legislated requirements for accreditation.

Constituting Act Education (Non-State Schools Accreditation) Act 2001

Financial reporting The Non-State Schools Accreditation Board tables its own annual report. arrangement

Cost to DET Costings are outlined in the board’s annual report.

Achievements Achievements are outlined in the board’s annual report. 2010–11

Non-State Schools Eligibility for Government Funding Committee

Objective/function The Non-State Schools Eligibility for Government Funding Committee is an independent committee of the Non-State Schools Accreditation Board. The funding committee assesses applications for government funding eligibility for non-state schools, and makes recommendations to the Minister.

Constituting Act Education (Non-State Schools Accreditation) Act 2001

Financial reporting Expenditure related to the funding committee is included in the annual report tabled by the Non-State arrangement Schools Accreditation Board.

Cost to DET Costings provided in the board’s annual report.

Achievements Achievements are outlined in the board’s annual report. 2010–11

198 Department of Education and Training | Annual Report 2010–11 Parents and Citizens’ Associations (P&Cs)

Objective/function P&Cs play an important role in education service delivery through their participation in school activities and their assistance in community engagement.

Constituting Act P&Cs are regulated under the Education (General Provisions) Act 2006

Financial reporting Queensland Council of Parents and Citizens’ Associations (QCPCA) audited financial statements, and arrangement reports from regional and state committees, are presented to the state annual general meeting in the President’s report.

Cost to DET Education Queensland provides a grant to new P&Cs in the amount of $4000 per new school. DET also funds the QCPCA recurrent funding of $275 277 (GST inc), and $37 249 (GST inc) in insurance costs

Achievements Over the last year, the QCPCA has continued successfully to represent Queensland state school P&Cs 2010 –11 on a number of issues, including the Teaching and Learning Audits, Queensland Schools Alliance Against Violence, national curriculum and the restoration of languages in Years 6, 7 and 8. Through the state office and regional councils, QCPCA has provided support, advice and skills development to numerous P&C committees.

Queensland Indigenous Education Consultative Committee (QIECC)

Objective/function QIECC consults with Indigenous peoples on educational issues. It also provides independent advice to the state and Commonwealth education Ministers on: • key issues impacting on Indigenous education outcomes • potential solutions and strategies that, on the basis of evidence, expert opinion and experience in the field, demonstrate results • Indigenous Queenslanders’ concerns and views on the effectiveness of Queensland and Australian government education programs.

Constituting Act Not applicable

Financial reporting Financial reporting provided to the Australian Government. arrangement

Cost to DET QIECC is funded by the Australian Government.

Achievements Meetings took place in: 2010–11 • Roma (August 2010) • Gold Coast (Oct 2010) • Brisbane (Dec 2010) • North Stradbroke Island (March 2011) • Cooktown (June 2011). Community forums were also hosted in association with business meetings which took place in: • Roma (August 2010) • North Stradbroke Island (March 2011) • Cooktown (June 2011). The reports of each of these forums have been circulated to key stakeholders and posted on the website. The QIECC’s annual forum, held in October 2010 on the Gold Coast, attracted approximately 250 delegates from all across Australia. The two-day event, on the theme Little Feet, Big Steps – from Zero to Hero, engaged local and regional stakeholders, including key individuals to communicate their work through presentations, keynote speakers, panel discussions, workshops and showcasing best practice. A quarterly newsletter, Community Connections, is also published and posted on the website at www.qiecc.eq.edu.au

Appendices 199 Appendix 2

Statutory bodies and other entities (continued)

Queensland College of Teachers (QCT)

Objective/function The QCT regulates and promotes the teaching profession in Queensland.

Constituting Act Education (Queensland College of Teachers) Act 2005

Financial reporting The QCT tables its own annual report. The QCT must develop a budget for each financial year, and arrangement provide the budget to the Minister for approval.

Cost to DET Costings are outlined in the QCT annual report.

Achievements Achievements are outlined in the QCT annual report. 2010–11

Queensland Education Leadership Institute (QELI)

Objective/function QELI is a not-for-profit company limited by guarantee, jointly owned by the three school sectors. QELI provides a range of programs, training, courses and related services in school leadership development for current and aspiring school leaders across the state, independent and Catholic education sectors.

Constituting Act Not applicable

Financial reporting QELI reports to its members in accordance with its constitution and the Corporations Act 2001(Cth). arrangement

Cost to DET Costings are outlined in financial reporting to members.

Achievements Achievements are outlined in reporting to members. 2010–11

Queensland Studies Authority (QSA)

Objective/function The functions of the QSA include: • the development and approval of syllabuses • testing and assessment • moderation • certification • accreditation • vocational education • tertiary entrance • research.

Constituting Act Education (Queensland Studies Authority) Act 2002

Financial reporting QSA tables its own annual report. The QSA must develop a budget for each financial year, and provide arrangement the budget to the Minister for approval.

Cost to DET Costings are outlined in the QSA annual report.

Achievements Achievements are outlined in the QSA annual report 2010–11

200 Department of Education and Training | Annual Report 2010–11 Skills Queensland (SQ)

Objective/function SQ was established as a statutory body on 20 December 2010, and formally commenced operations on 1 January 2011. SQ is responsible for aligning Queensland’s skills system with the needs of employers, individuals, industry and the community to alleviate skills shortages and better position Queensland to address skills needs.

Constituting Act Vocational Education, Training and Employment Act 2000

Financial reporting SQ tables its own annual report. arrangement

Cost to DET Costings are outlined in the SQ annual report.

Achievements Achievements are outlined in the SQ annual report. 2010 –11

Southbank Institute of Technology (SBIT)

Objective/function SBIT was established as a statutory institute on 1 April 2008. The institute’s vision is to empower VET and higher education students for rewarding careers in the global community as Queensland’s lead VET provider of high-level skills training. SBIT offers a range of high-level vocational qualifications, associate degrees, university pathways and articulation arrangements in key industries.

Constituting Act Vocational Education, Training and Employment Act 2000

Financial reporting SBIT tables its own annual report. arrangement

Cost to DET Costings are outlined in the SBIT annual report.

Achievements Achievements are outlined in the SBIT annual report. 2010–11

TAFE Queensland Institute Councils

Objective/function TAFE institute council has the following functions: • to support vocational education and training through the institute • to advise and report on the activities of the institute to: –– the Minister –– the institute director • to develop and approve institute directions. The institute council has power to do all things necessary or desirable to be done for the performance of its functions.

Constituting Act Vocational Education, Training and Employment Act 2000

Financial reporting TAFE Queensland Institute Council costs are contained within the department’s financial statements. arrangement

Cost to DET $29 377

Achievements • Provided vision, strategic direction, guidance, and support to TAFE Queensland institutes long-term 2010–11 best business interest in Queensland • Provided guidance towards more commercial governance arrangements and the development of industry partnerships

Appendices 201 Appendix 2

Statutory bodies and other entities (continued)

The Building and Construction Industry Training Fund (BCITF) (Qld) trading as Construction Skills Queensland

Objective/function The BCITF was established on 1 January 1999 to assist in the acquisition and enhancement of the knowledge, skills, training and education of workers in the building and construction industry. On 1 September 2005, the company revised its constitution to establish the Minister as sole shareholder.

Constituting Act Not applicable

Financial reporting BCITF tables its own annual report. arrangement

Cost to DET Costings are outlined in the BCITF annual report.

Achievements Achievements are outlined in the BCITF annual report. 2010 –11

Training and Employment Recognition Council

Objective/function Provides strategic advice to the Minister on current vocational education and training issues, and on employment issues as they relate to vocational education and training. As well, it performs executive functions in the: • recognition of group training organisations and principal employers • registration and regulation of training organisations • accreditation of courses • apprenticeship and traineeship system (including apprenticeship and traineeship contracts) • vocational placements in Queensland.

Constituting Act Vocational Education, Training and Employment Act 2000

Financial reporting The Training and Employment Recognition Council must prepare and give to the Minister, within four arrangement months after the end of each financial year, a report on its operations during the financial year.

Cost to DET Financial transactions for the Training and Employment Recognition Council are included in the financial statements of the Department of Education and Training. Separate financial statements are not prepared for the Training and Employment Recognition Council.

Achievements Achievements are outlined in the council’s report to the Minister. 2010–11

Training Ombudsman

Objective/function The Training Ombudsman was established to provide an impartial and independent office for resolving complaints pertaining to apprenticeships and traineeships, particularly matters relating to the quality of training received and the environment in which it is received.

Constituting Act Vocational Education, Training and Employment Act 2000

Financial reporting Included in the financial statements of this report, and referenced in the Training Ombudsman annual arrangement report.

Cost to DET Costings are included in the financial statements of this report, and referenced in the Training Ombudsman annual report.

Achievements Achievements are outlined in the Training Ombudsman’s annual report. 2010–11

202 Department of Education and Training | Annual Report 2010–11 Universities

Objective/function Queensland universities provide university services across the state.

Constituting Act Queensland universities have their own constituting Acts.

Financial reporting Each university tables its own annual report: arrangement • Central Queensland University • Griffith University • James Cook University • Queensland University of Technology • The University of Queensland • University of Southern Queensland • University of the Sunshine Coast.

Cost to DET Costings are outlined in the individual annual reports.

Achievements Achievements are outlined in the individual annual reports. 2010 –11

Appendices 203 Appendix 3

Queensland Government Reconciliation Action Plan (QRAP) DET 2010–11 implementation

Initiative QRAP action QRAP target Implementation progress 2010 –11

National Aboriginal and The Queensland Government will work By December 2009, the Queensland Government The Closing the Gap Strategy has three state-level targets: Torres Strait Islander actively with Aboriginal and Torres Strait will have strategies in place to put Queensland on • halve the gap in Year 3 reading, writing and numeracy by 2012 reforms Islander peoples to achieve the Council track to meet the COAG targets. • close the gap in student attendance by 2013 of Australian Governments (COAG) national Closing the Gap targets and • close the gap in Year 12 retention by 2013. strategies, including in the key areas Approximately $23 million in Closing the Gap grants have been provided to regions to support the strategy. of early childhood, schooling, housing, health and economic participation.

Annual agency planning and All Queensland Government agencies Each Queensland Government agency has The Department of Education and Training (DET) has incorporated a number of strategies to support reconciliation actions in reporting will incorporate relevant reconciliation reported on the progress of the Queensland the Strategic Plan 2010–14 such as: actions in their annual business plans Government Reconciliation Action Plan 2009– • closing the gap in educational outcomes for Indigenous students through a particular focus on achievement, attendance and report on the progress of the 2012 as part of their annual report for each year of and retention implementation of the Queensland the life of the plan. • supporting the Bound for Success and pre-Prep initiatives which provide access to early education in discrete Indigenous Government Reconciliation Action Plan communities 2009–2012 as part of their annual reports. • improving participation and qualification outcomes for Indigenous Queenslanders, focusing particularly on Certificate III and above qualifications. The progress of the initiatives that support these strategies is provided throughout this appendix and annual report. DET operational plans also include actions to support the QRAP.

Embedding Aboriginal Embedding Aboriginal and Torres Strait By 2012, all Queensland state schools will engage 2010 was the second year of EATSIPS and saw 594 schools accessing support from EATSIPS officers. and Torres Strait Islander Islander perspectives in schools. in embedding Aboriginal and Torres Strait Islander perspectives in schools perspectives across all four main areas of school (EATSIPS) practice: personal and professional accountability, organisational environment, community engagement, curriculum and pedagogy.

Queensland Closing the Gap Cross-sectoral partnerships, initially in By December 2010, two cross-sectoral DET is a signatory to the Aboriginal and Torres Strait Islander Education Action Plan endorsed by the education Minister on partnerships and Ministerial economic development and education, partnerships will be signed off by relevant 15 April 2011. Champions will be championed by relevant ministers and key stakeholders. The Queensland Government is highly committed to working in partnership with Aboriginal and Torres Strait Islander ministers to mobilise key organisations Queenslanders to enhance employment outcomes for Indigenous people across the Queensland public sector. DET is a key to tackle Aboriginal and Torres Strait partner in Project 2800, the government’s key response to driving the achievement of the following Indigenous employment Islander disadvantage. commitments: • the signing of the Australian Employment Covenant, committing to provide 2800 Indigenous employment opportunities across the public sector by June 2013 • the signing of the COAG National Partnership Agreement, committing to a target of 2.6% Indigenous representation across the Queensland public sector workforce by 2013 • the commitment to reach a similar target in the Queensland Reconciliation Act Plan 2009–2012.

Queensland Aboriginal QATSIF QATSIF By June 2012, the Queensland Government will have assisted QATSIF to increase educational and other opportunities. and Torres Strait Islander Foundation (QATSIF)

204 Department of Education and Training | Annual Report 2010–11 Initiative QRAP action QRAP target Implementation progress 2010 –11

National Aboriginal and The Queensland Government will work By December 2009, the Queensland Government The Closing the Gap Strategy has three state-level targets: Torres Strait Islander actively with Aboriginal and Torres Strait will have strategies in place to put Queensland on • halve the gap in Year 3 reading, writing and numeracy by 2012 reforms Islander peoples to achieve the Council track to meet the COAG targets. • close the gap in student attendance by 2013 of Australian Governments (COAG) national Closing the Gap targets and • close the gap in Year 12 retention by 2013. strategies, including in the key areas Approximately $23 million in Closing the Gap grants have been provided to regions to support the strategy. of early childhood, schooling, housing, health and economic participation.

Annual agency planning and All Queensland Government agencies Each Queensland Government agency has The Department of Education and Training (DET) has incorporated a number of strategies to support reconciliation actions in reporting will incorporate relevant reconciliation reported on the progress of the Queensland the Strategic Plan 2010–14 such as: actions in their annual business plans Government Reconciliation Action Plan 2009– • closing the gap in educational outcomes for Indigenous students through a particular focus on achievement, attendance and report on the progress of the 2012 as part of their annual report for each year of and retention implementation of the Queensland the life of the plan. • supporting the Bound for Success and pre-Prep initiatives which provide access to early education in discrete Indigenous Government Reconciliation Action Plan communities 2009–2012 as part of their annual reports. • improving participation and qualification outcomes for Indigenous Queenslanders, focusing particularly on Certificate III and above qualifications. The progress of the initiatives that support these strategies is provided throughout this appendix and annual report. DET operational plans also include actions to support the QRAP.

Embedding Aboriginal Embedding Aboriginal and Torres Strait By 2012, all Queensland state schools will engage 2010 was the second year of EATSIPS and saw 594 schools accessing support from EATSIPS officers. and Torres Strait Islander Islander perspectives in schools. in embedding Aboriginal and Torres Strait Islander perspectives in schools perspectives across all four main areas of school (EATSIPS) practice: personal and professional accountability, organisational environment, community engagement, curriculum and pedagogy.

Queensland Closing the Gap Cross-sectoral partnerships, initially in By December 2010, two cross-sectoral DET is a signatory to the Aboriginal and Torres Strait Islander Education Action Plan endorsed by the education Minister on partnerships and Ministerial economic development and education, partnerships will be signed off by relevant 15 April 2011. Champions will be championed by relevant ministers and key stakeholders. The Queensland Government is highly committed to working in partnership with Aboriginal and Torres Strait Islander ministers to mobilise key organisations Queenslanders to enhance employment outcomes for Indigenous people across the Queensland public sector. DET is a key to tackle Aboriginal and Torres Strait partner in Project 2800, the government’s key response to driving the achievement of the following Indigenous employment Islander disadvantage. commitments: • the signing of the Australian Employment Covenant, committing to provide 2800 Indigenous employment opportunities across the public sector by June 2013 • the signing of the COAG National Partnership Agreement, committing to a target of 2.6% Indigenous representation across the Queensland public sector workforce by 2013 • the commitment to reach a similar target in the Queensland Reconciliation Act Plan 2009–2012.

Queensland Aboriginal QATSIF QATSIF By June 2012, the Queensland Government will have assisted QATSIF to increase educational and other opportunities. and Torres Strait Islander Foundation (QATSIF)

Appendices 205 Appendix 4

Women on boards

Total Number of Percentage Name members women of women (%) Education authorities

Queensland Studies Authority 18 8 44.44

Board of Queensland College of Teachers 17 7 41.18

Non-State Schools Accreditation Board 7 2 28.57 TAFEs

Southbank Institute of Technology Board 10 4 40

Gold Coast Institute of TAFE Board 7 4 57.14

TAFE Queensland Institute Council Chairs Advisory Councils 71 33 46.48 Vocational education and training

Skills Queensland 9 3 33.33

Training Employment and Recognition Council 9 4 44.44 Higher education authorities

Council of the Central Queensland University 4 1 25

Griffith University Council 7 3 42.86

Council of the James Cook University 7 3 42.86

Council of the University of Southern Queensland 5 2 40

Council of the University of the Sunshine Coast 6 3 50

Council of the Queensland University of Technology 8 5 62.5

University of Queensland Senate 7 3 42.86 Grammar schools

Board of Trustees of the Brisbane Grammar School 7 1 14.29

Board of Trustees of the Brisbane Girls Grammar School 7 4 57.14

Board of Trustees of the Ipswich Grammar School 7 2 28.57

Board of Trustees of the Ipswich Girls Grammar School, including 6 3 50 Ipswich Junior School

Board of Trustees of the Rockhampton Grammar School 7 3 42.86

Board of Trustees of the Rockhampton Girls Grammar School 7 4 57.14

Board of Trustees of the Townsville Grammar School 7 2 28.57

Board of Trustees of the Toowoomba Grammar School 7 2 28.57 Other

Board of Aviation Australia Pty Ltd 5 1 20

Board of BCITF (Qld) trading as Construction Skills Queensland 8 1 12.5

Total 260 108 41.54

206 Department of Education and Training | Annual Report 2010–11 Appendix 5

Queensland Carers Charter

Carers Charter Departmental services and/or activities in 2010–11

The State recognises the effort and The Director, Disability Policy and Student Wellbeing, Student Services (Education dedication of carers in our community Queensland), is the departmental representative on the Queensland Carers’ and that carers provide a vital service. Advisory Council, and provides advice to the committee and reports back to senior officers in the department on the outcomes of the committee.

Carers deserve the respect of our School communities are provided with support and information, including electronic community and should be supported brochures on the Young Carer Counselling Service and the Young Carer Information within their community by all levels and Advice Service, via the Senior Guidance Officers and Guidance Officers’ of government, institutions and networks. Youth Support Coordinators are also available to support young carers organisations. who experience challenges balancing their school and caring commitments. The TAFE Queensland Carer Strategy 2007–2010 has been implemented and a fact sheet, Recognising Carers in TAFE, made available on a publicly accessible website.

The importance of carers’ work The department’s Inclusive Education policy requires that schools are supportive means the role of carers should be and engaging places for all students, teachers and members of school communities. recognised by including carers, or The department provides learning and working environments where all their representative bodies, in the staff, students and parents/carers are valued for their diverse backgrounds, assessment, planning, delivery and circumstances, cultures, knowledge, experiences and abilities. review of services affecting carers. The department’s Managing Student Absences policy provides for the alteration of a student’s education program in some instances, such as for young carers, so that they remain enrolled in the school, but do not attend the same hours as their peers. TAFE Queensland recognises carers and their range of needs as a specific group, by including them in policy and service delivery planning and development at the individual and system level, where carers’ interests are affected.

Complaints made by carers in relation The department’s Complaints Management policy provides a framework for the to services that impact on them must complaints management process for Education Queensland schools, districts, be given careful consideration. regions and central office units. TAFE Queensland ensures there are policies and procedures in place for dealing with those occasions where a disagreement arises when a legitimate and necessary role of a carer is disputed. TAFE Queensland also commits to increasing awareness within TAFE about the needs of young carers who are undertaking training.

Carers should be recognised for their The department allows teachers up to seven years special leave for family unique knowledge and experience, responsibilities, and up to three years for employees other than teachers. and as individuals with their own The department’s Work–Life Balance policy supports flexible work arrangements, needs. including options for staff to work part-time, use flex time, work from home etc. TAFE Queensland has policies and programs to enable carers to balance learning, employment and caring responsibilities.

The caring responsibilities of Education Queensland provides a range of educational programs, support, children and young people should be strategies and alternative options in inclusive settings to support student minimised. attendance and engagement in education during the compulsory schooling and compulsory participation phases. The department’s Managing Student Absences policy provides for the alteration of a student’s education program in some instances, such as for young carers, so that they remain enrolled in the school, but do not attend the same hours as their peers. TAFE Queensland provides flexible training through the TAFE system to support young carers to continue their education.

Appendices 207 Appendix 6

External scrutiny Report to Parliament No. 8 for 2010 – Results of Report to Parliament No. 13 for 2010 – Results audits at 31 May 2010 of audits at 31 October 2010 The Queensland Audit Office tabled this report in the This report provided the results of financial and Legislative Assembly in July 2010. compliance audits of public sector entities with 30 June 2010 balance dates. Section 5 of the report This report provided the results of financial and discussed accountability — the responsibility of public compliance audits of public sector entities with sector entities to effectively and efficiently conduct financial statement balance dates other than 30 June operations, comply with applicable laws and report to 2009, and informed on audit issues identified during interested parties. interim audits undertaken in the 2009–10 financial year. One of the key findings of the audit was that the Southbank Institute of Technology’s use of the The report included the results of the audits of seven Southbank Education and Training Precinct site universities and eight grammar schools which had a had not been formalised through a lease with the financial statement balance date of 31 December 2009. department. The Auditor-General recommended The report is available at www.qao.qld.gov.au that a sublease be finalised. At the time this report was tabled, a draft sublease had been forwarded to Report to Parliament No. 10 for 2010 – Southbank Institute of Technology on 24 September Expenditure under the Nation Building: 2010 for its consideration, and negotiations were Economic Stimulus Plan at 31 August 2010 continuing. This audit assessed whether Queensland Government The Queensland Audit Office tabled this report in the departments complied with the requirements of the Legislative Assembly in November 2010. The full audit Commonwealth Government’s Nation Building: report, including the department’s comprehensive Economic Stimulus Plan. It included assessments of responses, is available on the QAO website at: value for money, competitive procurement processes, www.qao.qld.gov.au/pages/publications/pub_ag.html timely delivery of projects and compliance with the state government’s Capital Works Management Building the Education Revolution in Queensland Framework. State Schools – A report to the Minister for A key feature of the plan was the delivery by the Education and Training – 1 July 2010 department of the Building the Education Revolution In June 2010, the department engaged (BER) program. PricewaterhouseCoopers (PwC) to carry out an independent and objective examination of the systems The audit concluded that overall the department had and processes that had been put in place, and the designed and implemented appropriate processes department’s management of those systems and to address the requirements of the BER program, processes, in the implementation the BER Program in and provided two recommendations to which the Queensland state schools. department agreed: • to periodically undertake capital works This second independent report of the program was management process reviews in accordance with provided to the Minister for Education and Training the Capital Works Management Framework to on 1 July 2010. better understand costs This report examined four key areas, including • to continue to give high priority to monitoring the undertaking a survey, detailed assessments of a sample timely completion of the BER program, consistent of BER projects in state schools, consultation with with Commonwealth targets. education and industry representatives, a review of the The Queensland Audit Office tabled this report in the department’s implementation of the BER guidelines, Legislative Assembly in October 2010. The report is and investigating complaints. available at www.qao.qld.gov.au The full report, including findings and opportunities for improvement, is available at: www.education.qld.gov.au/infrastructure/strategy/ber/

208 Department of Education and Training | Annual Report 2010–11 Building the Education Revolution Implementation Taskforce interim report In April 2010, the Australian Government established a taskforce to receive, investigate and respond to complaints about the administration of the BER program. The role of the taskforce was to give independent advice to the Australian Government and the public on the nature, progress and results of investigations of the BER program, and to provide recommendations. In particular, the taskforce was asked to investigate whether schools and education authorities were achieving ‘value for money’ from their BER projects. On 6 August 2010, the taskforce provided an interim report that outlined work that had been undertaken since May 2010, and provided initial recommendations. The BER Taskforce singled out Queensland’s approach as strategic, flexible and representing value for money. The full report is available at www.bertaskforce.gov.au

Building the Education Revolution in Queensland State Schools – Supplementary Report to the Minister for Education and Training – December 2010 In December 2010, PwC delivered the Building the Education Revolution in Queensland State Schools – Supplementary Report to the Minister for Education and Training. This supplementary report considered specific matters in relation to Mt Crosby State School and Glenmore Grove State School, and the general operation of the BER program. The report found that the department had complied with the requirements of the BER Guidelines in relation to the 2009 and 2010 sustainability reviews of small schools. The full report is available at: www.education.qld.gov.au/infrastructure/strategy/ber/

Appendices 209 Appendix 7

Overseas travel

Contribution Agency from other Name Position Institution Destination Reason for travel costs agencies or sources Business (travel involving the sale, marketing or promotion of education and training to international clients) G Baglin Teacher Brisbane North Institute of TAFE China Deliver training/set up a $0 $62 971 P Dombay Teacher Brisbane North Institute of TAFE course P Frith Teacher Brisbane North Institute of TAFE B Wallace Teacher Central Queensland Institute of TAFE P Collins Teacher Central Queensland Institute of TAFE S Renwick Teacher Central Queensland Institute of TAFE H Scantlebury Teacher Southbank Institute of Technology J McKelvey Manager Sunshine Coast Institute of TAFE Hong Kong Promotions and marketing $5 367 $0 W Dawson Other Student Services Branch New Zealand Deliver training/set up a $0 $7 068 course R Llewelyn Teacher Kedron State High School Japan Formalise relations with $0 $3 417 international clients M Sarran Manager Sunshine Coast Institute of TAFE Papua New Deliver training/set up a $0 $25 980 Guinea course J Breit Manager Brisbane North Institute of TAFE China Formalise relations with $7 795 $0 international clients K Gray Manager Sunshine Coast Institute of TAFE Vietnam Project management/ $694 $2 223 project work/consultancies R Rosengrave Director Teaching and Learning Branch Vietnam Project management/ $3 742 $0 project work/ consultancies K Marnane Manager Education Queensland Vietnam Deliver training/set up a $784 $3 494 International course R Camm Assistant Skills Queensland and TANSE China, Vietnam Trade related/business $12 765 $0* Director delegations/commercial activities A Maclaine Director Education Queensland China Trade related/business $4 391 $0 International delegations/commercial activities S Boyd Other Tropical North Queensland Papua New Trade related/business $3 148 $0 Institute of TAFE Guinea delegations/commercial activities M Diaz Director SkillsTech Australia Brazil Trade related/business $7 059 $0 delegations/commercial activities K Casey Teacher Brisbane North Institute of TAFE China Deliver training/set up a $0 $11 270 R Waldon Teacher Brisbane North Institute of TAFE course T Standfast Teacher Brisbane North Institute of TAFE

B Christie Teacher Brisbane North Institute of TAFE China Deliver training/set up a $0 $9 009 G Oriti Teacher Brisbane North Institute of TAFE course

D Beebe Deputy Mount Gravatt State High School China Participate in a $3 472 $0 Principal cooperative partnership program

210 Department of Education and Training | Annual Report 2010–11 Contribution Agency from other Name Position Institution Destination Reason for travel costs agencies or sources P Burnett Teacher Barrier Reef Institute of TAFE Papua New Deliver training/set up a $547 $0* Guinea course C Going Marketing Education Queensland South Korea, Promotions and marketing $17 048 $0 Officer International Japan J Baker Principal Miami State High School S Boyd Manager Tropical North Queensland China, Hong Promotions and marketing $7 984 $0 Institute of TAFE Kong D Playford Project Officer SkillsTech Australia Saudi Arabia, Trade related/business $22 867 $0 M Garrick Manager SkillsTech Australia United Arab delegations/commercial Emirates, Qatar, activities Oman, Kuwait V Sommerfeldt Teacher Brisbane North Institute of TAFE China Deliver training/set up a $0 $3 128 course J Chapman Director Education Queensland United Arab Promotions and marketing $29 330 $0 International Emirates, Saudi D Daly Chief Training Queensland and DET Arabia, Qatar, Operating Regional Operations Oman Officer J McKelvey Manager Sunshine Coast Institute of TAFE India, China, Participate in a $12 649 $0 Malaysia cooperative partnership program D Lawton Teacher Barrier Reef Institute of TAFE Papua New Deliver training/set up a $580 $0* Guinea course B Manley Project Officer Sunshine Coast Institute of TAFE New Zealand Trade related/business $2 767 $0 J Hockam Business Sunshine Coast Institute of TAFE delegations/commercial Development activities Officer J Razenberg Marketing Tropical North Queensland Taiwan, South Promotions and marketing $13 115 $0 Officer Institute of TAFE Korea, Japan L Mete Other Metropolitan South Institute of Hong Kong, Promotions and marketing $12 043 $0 TAFE Taiwan C Jalal Manager Sunshine Coast Institute of TAFE Taiwan Promotions and marketing $9 740 $0 L Foley Director Brisbane North Institute of TAFE China Signing of contracts/ $10 890 $0 agreements S Beilby Manager SkillsTech Australia Taiwan Promotions and marketing $4 035 $0 D D'Silva Teacher Brisbane North Institute of TAFE China Deliver training/set up a $0 $80 909 K Sole Teacher Brisbane North Institute of TAFE course K Williams Teacher Brisbane North Institute of TAFE P Dombay Teacher Brisbane North Institute of TAFE P Frith Teacher Brisbane North Institute of TAFE S Renwick Teacher Brisbane North Institute of TAFE B Wallace Teacher Central Queensland Institute of TAFE S Morrish Teacher Central Queensland Institute of TAFE A Payet Teacher Southbank Institute of Technology H Scantlebury Teacher Southbank Institute of Technology

H Cherry Business Brisbane North Institute of TAFE Singapore, Promotions and marketing $5 267 $0 Development Malaysia Officer

Note: *Indicates that some or all of the ‘Contributions from other agencies or sources’ have been met externally and cannot be quantified in dollar ($) terms.

Appendices 211 Appendix 7

Overseas travel (continued)

Contribution Agency from other Name Position Institution Destination Reason for travel costs agencies or sources A Rodger Director Wide Bay Institute of TAFE China, Taiwan Signing of contracts/ $11 967 $314 agreements B Graham Manager Wide Bay Institute of TAFE H Wu Teacher Wide Bay Institute of TAFE J Ambrose Project Officer Education Queensland China Participate in a $7 177 $0 International cooperative partnership program S Boyd Manager Tropical North Queensland Singapore, Promotions and $9 632 $0 Institute of TAFE Malaysia, marketing Thailand, Vietnam R Haeusler Teacher Barrier Reef Institute of TAFE Papua New Deliver training/set up a $0 $0* Guinea course S Dixon Teacher Barrier Reef Institute of TAFE T Robertson Executive Metropolitan North District Papua New Project management/ $2 270 $0* Director Guinea project work/ consultancies C Jalal Manager Sunshine Coast Institute of TAFE Turkey, Jordan Promotions and marketing $10 243 $0 J Chung Project Officer Education Queensland Taiwan Promotions and marketing $8 404 $0 International, Study Tours S Holm Project Officer North Coast Region Papua New Project management/ $322 $0* Guinea project work/ consultancies S Van Asch Director VET Export Office Papua New Formalise relations with $1 606 $0 Guinea international clients M Diaz Director SkillsTech Australia Chile Formalise relations with $8 846 $0 international clients L Mete Business Metropolitan South Institute of Philippines, Promotions and marketing $10 836 $0 Development TAFE Vietnam Officer J Sanghera Marketing Education Queensland Germany, Italy Promotions and marketing $14 822 $0 Officer International M Long Director Education Queensland China Project management/ $6 984 $0 International, Offshore Projects project work/ consultancies C Lewis Other The Bremer Institute of TAFE Singapore, Promotions and marketing $6 594 $0 Vietnam, South Korea M Walsh Principal Centenary Heights State High China Participate in a $3 575 $0 School cooperative partnership program K Marnane Manager Education Queensland Vietnam Project management/ $6 722 $0 International project work/ consultancies P Burnett Teacher Barrier Reef Institute of TAFE Papua New Deliver training/set up a $555 $0* Guinea course C Isarabhakdi Marketing Education Queensland Thailand, Promotions and marketing $6 357 $0 Officer International Vietnam A Johnston Manager SkillsTech Australia Bhutan Deliver training/set up a $0 $0* course

212 Department of Education and Training | Annual Report 2010–11 Contribution Agency from other Name Position Institution Destination Reason for travel costs agencies or sources P Harber Business Metropolitan South Institute of India, Kuwait, Promotions and marketing $6 935 $0 Development TAFE United Arab Officer Emirates, Uganda M Hollis Teacher Sunshine Coast Institute of TAFE Vietnam Project management/ $352 $2 315 project work/ consultancies P Hartney Marketing Education Queensland Mexico, Promotions and marketing $8 117 $0 Officer International Colombia H Cherry Business Brisbane North Institute of TAFE Indonesia, Promotions and marketing $5 407 $0 Development Philippines Officer J Breit Manager Brisbane North Institute of TAFE Indonesia, Formalise relations with $8 832 $0 United Arab international clients Emirates, Iran G Li Marketing Education Queensland Philippines Promotions and marketing $6 656 $0 Officer International G Elledge Assistant SkillsTech Australia China Deliver training/set up a $3 115 $0* Director course S Beilby Business SkillsTech Australia Philippines Promotions and marketing $3 136 $0 Development Officer R Waldon Teacher Brisbane North Institute of TAFE China Deliver training/set up a $0 $11 261 S Morrow Teacher Brisbane North Institute of TAFE course T Standfast Teacher Brisbane North Institute of TAFE V Sommerfeldt Teacher Brisbane North Institute of TAFE China Deliver training/set up a $0 $3 012 course J McKelvey Manager Sunshine Coast Institute of TAFE Malaysia, Promotions and marketing $5 126 $0 Brunei A Robertson Teacher Brisbane North Institute of TAFE China Deliver training/set up a $0 $7 750 J Godfrey Teacher Brisbane North Institute of TAFE course

M Cowell Manager Education Queensland Japan Promotions and marketing $6 351 $0 International, Study Tours R Waldon Teacher Brisbane North Institute of TAFE China Deliver training/set up a $0 $7 071 T Standfast Teacher Brisbane North Institute of TAFE course G Kelb Teacher Tropical North Queensland Papua New Participate in a $0 $4 405 Institute of TAFE Guinea cooperative partnership S Boyd Manager Tropical North Queensland program Institute of TAFE S Boyd Manager Tropical North Queensland Papua New Promotions and marketing $6 827 $0 Institute of TAFE Guinea S Ruff Teacher Barrier Reef Institute of TAFE Papua New Formalise relations with $0 $2 216 Guinea international clients J Chapman Director Education Queensland Papua New Promotions and marketing $9 130 $0 International Guinea J McKelvey Manager Sunshine Coast Institute of TAFE Hong Kong, Promotions and marketing $5 632 $0 China C Jalal Other Sunshine Coast Institute of TAFE Taiwan Promotions and marketing $8 193 $0 K Lindsay Executive Upper Coomera State College Vietnam Project management/ $3 521 $0 Principal project work/consultancies

Appendices 213 Appendix 7

Overseas travel (continued)

Contribution Agency from other Name Position Institution Destination Reason for travel costs agencies or sources K Gray Manager Sunshine Coast Institute of TAFE Fiji Promotions and marketing $6 114 $0 A Li Business Metropolitan South Institute of Hong Kong, Promotions and marketing $8 418 $0 Development TAFE South Korea Officer R McDonald Teacher Brisbane North Institute of TAFE China Deliver training/set up a $5 582 $0* course J Breit Manager Brisbane North Institute of TAFE Peru, Colombia, Promotions and marketing $16 433 $0 Brazil, Chile H Cherry Business Brisbane North Institute of TAFE Indonesia, Promotions and marketing $9 682 $0 Development Malaysia, Officer Singapore, Vietnam Y Zhang Other Education Queensland Australia Promotions and marketing $3 795 $0 International, Trade Queensland Shanghai Office J Wicks Teacher Woree State School Macau Promotions and marketing $80 $0* B Lenske Teacher Brisbane North Institute of TAFE China Deliver training/set up a $7 492 $0 K Williams Teacher Brisbane North Institute of TAFE course C Jalal International Sunshine Coast Institute of TAFE Peru, Chile, Promotions and marketing $12 315 $0 Sales Officer Brazil K Harth Director Metropolitan South Institute of United States of Trade related/business $14 240 $0 TAFE America delegations/commercial activities S Beilby International SkillsTech Australia Philippines Promotions and marketing $2 733 $0 Sales Officer D Playford Project Officer SkillsTech Australia Kuwait Participate in a $470 $0* cooperative partnership program M Garrick Manager SkillsTech Australia Kuwait, United Participate in a cooperative $1 498 $0* Arab Emirates partnership program P Campbell Principal Edge Hill State School Vietnam Promotions and marketing $15 542 $0 C Isarabhakdi Marketing Education Queensland Officer International G Li Marketing Education Queensland Hong Kong, Promotions and marketing $10 510 $0 Officer International Macau, Taiwan E Reynolds Manager Metropolitan South Institute of France Formalise relations with $3 996 $0 TAFE international clients J Sanghera Marketing Education Queensland Germany, Promotions and marketing $7 843 $0 Officer International Norway, France J Chapman Director Education Queensland United Arab Promotions and marketing $9 323 $0 International Emirates, Oman R McHutcheon Principal Education Queensland China Promotions and marketing $5 934 $0 International P Hartney Marketing Education Queensland Mexico, Brazil Promotions and marketing $13 641 $0 Officer International D Holmes Project Officer Central Queensland Institute Papua New Project management/ $721 $6 740* of TAFE Guinea project work/consultancies L Mete Business Metropolitan South Institute of Philippines, Promotions and marketing $10 371 $0 Development TAFE Vietnam, Officer Malaysia F Hong Manager Brisbane North Institute of TAFE China Promotions and marketing $5 713 $0 J McKelvey Manager Sunshine Coast Institute of TAFE Hong Kong, Promotions and marketing $9 834 $0 China, India

214 Department of Education and Training | Annual Report 2010–11 Contribution Contribution Agency from other Agency from other Name Position Institution Destination Reason for travel Name Position Institution Destination Reason for travel costs agencies or costs agencies or sources sources K Gray Manager Sunshine Coast Institute of TAFE Fiji Promotions and marketing $6 114 $0 P Harber Manager Metropolitan South Institute of India Promotions and marketing $3 097 $0 A Li Business Metropolitan South Institute of Hong Kong, Promotions and marketing $8 418 $0 TAFE Development TAFE South Korea V Sommerfeldt Teacher Brisbane North Institute of TAFE China Deliver training/set up a $0 $3 802* Officer course R McDonald Teacher Brisbane North Institute of TAFE China Deliver training/set up a $5 582 $0* R Simon Teacher Sunshine Coast Institute of TAFE China Deliver training/set up a $0 $4 370* course course J Breit Manager Brisbane North Institute of TAFE Peru, Colombia, Promotions and marketing $16 433 $0 G Singh Manager Education Queensland Philippines Promotions and marketing $5 986 $0 Brazil, Chile International H Cherry Business Brisbane North Institute of TAFE Indonesia, Promotions and marketing $9 682 $0 J Razenberg Marketing Tropical North Queensland Papua New Promotions and marketing $3 220 $0 Development Malaysia, Officer Institute of TAFE Guinea Officer Singapore, J Godfrey Teacher Brisbane North Institute of TAFE China Deliver training/set up a $6 189 $0* Vietnam K Williams Teacher Brisbane North Institute of TAFE course Y Zhang Other Education Queensland Australia Promotions and marketing $3 795 $0 International, Trade Queensland M Davidson Project Officer Far North Queensland Region Macau Project management/ $1 026 $0* Shanghai Office M Prete Project Officer Far North Queensland Region project work/consultancies J Wicks Teacher Woree State School Macau Promotions and marketing $80 $0* T Griggs Head of Woree State High School B Lenske Teacher Brisbane North Institute of TAFE China Deliver training/set up a $7 492 $0 Department course K Williams Teacher Brisbane North Institute of TAFE R Waldon Teacher Brisbane North Institute of TAFE China Deliver training/set up a $7 339 $0 C Jalal International Sunshine Coast Institute of TAFE Peru, Chile, Promotions and marketing $12 315 $0 T Standfast Teacher Brisbane North Institute of TAFE course Sales Officer Brazil K Harth Director Metropolitan South Institute of United States of Trade related/business $14 240 $0 B Graham Manager Wide Bay Institute of TAFE Nepal, India Promotions and marketing $4 896 $0 TAFE America delegations/commercial H Cherry Business Brisbane North Institute of TAFE Indonesia, Promotions and marketing $7 186 $0 activities Development Singapore, S Beilby International SkillsTech Australia Philippines Promotions and marketing $2 733 $0 Officer Malaysia Sales Officer K Hannant Head of Centenary Heights State High China Project management/ $4 218 $0 D Playford Project Officer SkillsTech Australia Kuwait Participate in a $470 $0* Department School project work/consultancies cooperative partnership C Isarabhakdi Marketing Education Queensland Vietnam, South Promotions and marketing $7 473 $0 program Officer International Korea M Garrick Manager SkillsTech Australia Kuwait, United Participate in a cooperative $1 498 $0* J Ambrose Project Officer Education Queensland China Deliver training/set up a $5 790 $0 Arab Emirates partnership program International course P Campbell Principal Edge Hill State School Vietnam Promotions and marketing $15 542 $0 M Thorne Manager Brisbane North Institute of TAFE China Project management/ $3 783 $0 C Isarabhakdi Marketing Education Queensland project work/ Officer International consultancies G Li Marketing Education Queensland Hong Kong, Promotions and marketing $10 510 $0 Officer International Macau, Taiwan R Birch Teacher Sunshine Coast Institute of TAFE Solomon Islands Deliver training/set up a $0 $5 384 course E Reynolds Manager Metropolitan South Institute of France Formalise relations with $3 996 $0 TAFE international clients R Clark Other Education Queensland Philippines Deliver training/set up a $3 550 $0 J Sanghera Marketing Education Queensland Germany, Promotions and marketing $7 843 $0 International, Offshore Projects course Officer International Norway, France R Clark Other Education Queensland Philippines Deliver training/set up a $3 550 $0 J Chapman Director Education Queensland United Arab Promotions and marketing $9 323 $0 International, Offshore Projects course International Emirates, Oman R Haeusler Teacher Barrier Reef Institute of TAFE Papua New Deliver training/set up a $0 $0* R McHutcheon Principal Education Queensland China Promotions and marketing $5 934 $0 S Dixon Teacher Barrier Reef Institute of TAFE Guinea course International S Boyd Manager Tropical North Queensland Papua New Promotions and marketing $1 666 $0 P Hartney Marketing Education Queensland Mexico, Brazil Promotions and marketing $13 641 $0 Institute of TAFE Guinea Officer International D Holmes Project Officer Central Queensland Institute Papua New Project management/ $721 $6 740* Contract of TAFE Guinea project work/consultancies F Howes Manager Australia Pacific Technical Samoa, Tonga, Project management/ $0 $16 950 L Mete Business Metropolitan South Institute of Philippines, Promotions and marketing $10 371 $0 College Fiji, Papua project work/consultancies Development TAFE Vietnam, New Guinea, Officer Malaysia Vanuatu, F Hong Manager Brisbane North Institute of TAFE China Promotions and marketing $5 713 $0 Solomon J McKelvey Manager Sunshine Coast Institute of TAFE Hong Kong, Promotions and marketing $9 834 $0 Islands, Kiribati, China, India Cook Islands

Appendices 215 Appendix 7

Overseas travel (continued)

Contribution Agency from other Name Position Institution Destination Reason for travel costs agencies or sources I Wells Project Australia Pacific Technical Fiji Project management/ $0 $2 835 Director College project work/consultancies K Gray Project Officer Australia Pacific Technical Kiribati Project management/ $0 $6 323 College project work/consultancies G Ferguson Trainer Australia Pacific Technical Kiribati, Samoa Project management/ $0 $10 670 College project work/consultancies A Blair Trainer Australia Pacific Technical Kiribati Project management/ $0 $4 231 College project work/consultancies D Burnett Trainer Australia Pacific Technical Kiribati Project management/ $0 $4 231 College project work/consultancies P Dametto Trainer Australia Pacific Technical Kiribati Project management/ $0 $4 171 College project work/consultancies J Zsadony Manager Australia Pacific Technical Papua New Project management/ $0 $3 269 College Guinea project work/consultancies A Robertson Project Officer Australia Pacific Technical Papua New Project management/ $0 $1 252 College Guinea project work/consultancies N Atkinson Trainer Australia Pacific Technical Fiji Project management/ $0 $10 565 College project work/consultancies L Roberts Trainer Australia Pacific Technical Samoa Project management/ $0 $3 914 College project work/consultancies B Weatherbill Trainer Australia Pacific Technical Samoa Project management/ $0 $13 490 College project work/consultancies A Broad Trainer Australia Pacific Technical Papua New Project management/ $0 $11 338 College Guinea project work/consultancies M Davis Trainer Australia Pacific Technical Papua New Project management/ $0 $4 859 College Guinea project work/consultancies P Johnston Trainer Australia Pacific Technical Papua New Project management/ $0 $16 830 College Guinea project work/consultancies R Kelly Trainer Australia Pacific Technical Papua New Project management/ $0 $5 286 College Guinea project work/consultancies W Penney Trainer Australia Pacific Technical Papua New Project management/ $0 $6 814 College Guinea project work/consultancies M Ryder Trainer Australia Pacific Technical Papua New Project management/ $0 $3 234 College Guinea project work/consultancies S Walker Trainer Australia Pacific Technical Papua New Project management/ $0 $4 610 College Guinea project work/consultancies J Williams Trainer Australia Pacific Technical Papua New Project management/ $0 $6 327 College Guinea project work/consultancies M Sarran Manager Sunshine Coast Institute of TAFE Papua New Project management/ $70 $3 910* Guinea project work/consultancies J Thornton Manager Australia Pacific Technical Papua New Project management/ $0 $1 531 College Guinea project work/consultancies J Thornton Manager Australia Pacific Technical Fiji, Samoa Project management/ $0 $4 836 College project work/consultancies R Hepworth Director Australia Pacific Technical Fiji Project management/ $0 $1 769 College project work/consultancies C Jalal Project Officer Australia Pacific Technical Fiji Project management/ $0 $2 040 College project work/consultancies A Robertson Project Officer Australia Pacific Technical Papua New Project management/ $0 $5 773 College Guinea project work/consultancies

216 Department of Education and Training | Annual Report 2010–11 Contribution Agency from other Name Position Institution Destination Reason for travel costs agencies or sources J Graham Trainer Australia Pacific Technical Fiji Project management/ $0 $9 309 College project work/consultancies J Scaroni Trainer Australia Pacific Technical Fiji Project management/ $0 $11 593 College project work/consultancies M Robertson Trainer Australia Pacific Technical Samoa Project management/ $0 $12 041 College project work/consultancies K Lennon Trainer Australia Pacific Technical Papua New Project management/ $0 $8 932 College Guinea project work/consultancies K Lennon Trainer Australia Pacific Technical Papua New Project management/ $0 $1 936 College Guinea project work/consultancies W Penney Trainer Australia Pacific Technical Papua New Project management/ $0 $5 087 College Guinea project work/consultancies J Williams Trainer Australia Pacific Technical Papua New Project management/ $0 $4 758 College Guinea project work/consultancies J Knynenburg Manager Australia Pacific Technical Fiji Project management/ $0 $4 758 College project work/consultancies F Howes Manager Australia Pacific Technical Samoa Project management/ $0 $2 507 College project work/consultancies M Wintringham Manager Australia Pacific Technical Papua New Project management/ $0 $1 128 College Guinea project work/consultancies M Reilly Manager Australia Pacific Technical Samoa, Fiji Project management/ $0 $5 839 College project work/consultancies A Broad Trainer Australia Pacific Technical Papua New Project management/ $0 $11 388 College Guinea project work/consultancies M Davis Trainer Australia Pacific Technical Papua New Project management/ $0 $6 203 College Guinea project work/consultancies P Dixon Trainer Australia Pacific Technical Papua New Project management/ $0 $23 244 College Guinea project work/consultancies R Elliott Trainer Australia Pacific Technical Papua New Project management/ $0 $3 171 College Guinea project work/consultancies P Johnston Trainer Australia Pacific Technical Papua New Project management/ $0 $11 593 College Guinea project work/consultancies R Kelly Trainer Australia Pacific Technical Papua New Project management/ $0 $5 257 College Guinea project work/consultancies M Ryder Trainer Australia Pacific Technical Papua New Project management/ $0 $5 804 College Guinea project work/consultancies S Walker Trainer Australia Pacific Technical Papua New Project management/ $0 $4 734 College Guinea project work/consultancies J Thornton Manager Australia Pacific Technical Fiji, Vanuatu Project management/ $0 $6 130 College project work/consultancies I Wells Director Australia Pacific Technical Fiji, Samoa, Papua Project management/ $0 $10 463 College New Guinea project work/consultancies J Knynenburg Manager Australia Pacific Technical Vanuatu, Fiji Project management/ $0 $4 725 College project work/consultancies A Robertson Project Officer Australia Pacific Technical Papua New Project management/ $0 $5 260 College Guinea project work/consultancies M Farrugia Trainer Australia Pacific Technical Fiji Project management/ $0 $2 733 College project work/consultancies A Smith Trainer Australia Pacific Technical Fiji Project management/ $0 $13 683 College project work/consultancies M Moller Trainer Australia Pacific Technical Samoa Project management/ $0 $16 176 College project work/consultancies

Appendices 217 Appendix 7

Overseas travel (continued)

Contribution Agency from other Name Position Institution Destination Reason for travel costs agencies or sources A Broad Trainer Australia Pacific Technical Papua New Project management/ $0 $11 427 College Guinea project work/consultancies M Davis Trainer Australia Pacific Technical Papua New Project management/ $0 $3 344 College Guinea project work/consultancies P Johnston Trainer Australia Pacific Technical Papua New Project management/ $0 $13 029 College Guinea project work/consultancies R Kelly Trainer Australia Pacific Technical Papua New Project management/ $0 $5 635 College Guinea project work/consultancies W Penney Trainer Australia Pacific Technical Papua New Project management/ $0 $6 435 College Guinea project work/consultancies M Ryder Trainer Australia Pacific Technical Papua New Project management/ $0 $2 344 College Guinea project work/consultancies S Walker Trainer Australia Pacific Technical Papua New Project management/ $0 $3 081 College Guinea project work/consultancies J Thornton Manager Australia Pacific Technical Fiji Project management/ $0 $5 646 College project work/consultancies M Reilly Head of Australia Pacific Technical Papua New Project management/ $0 $2 540 School College Guinea project work/consultancies A Robertson Project Officer Australia Pacific Technical Papua New Project management/ $0 $4 415 College Guinea project work/consultancies T Morrison Project Officer Australia Pacific Technical Fiji Project management/ $0 $9 571 College project work/consultancies M Ryder Trainer Australia Pacific Technical Fiji Project management/ $0 $4 094 College project work/consultancies W Tierney Manager SkillsTech Australia Papua New Project management/ $3 960 $0 Guinea project work/consultancies J Gehrmann Training SkillsTech Australia Papua New Project management/ $4 034 $0 Consultant Guinea project work/consultancies R Harper Manager SkillsTech Australia Papua New Project management/ $5 476 $0 Guinea project work/consultancies W Tierney Manager SkillsTech Australia Papua New Project management/ $3 210 $0 Guinea project work/consultancies R Lawrence Project SkillsTech Australia Papua New Project management/ $3 412 $0 Director Guinea project work/consultancies R Lawrence Project SkillsTech Australia Papua New Project management/ $5 300 $0 Director Guinea project work/consultancies D Baynes Training SkillsTech Australia Papua New Project management/ $6 337 $0 Consultant Guinea project work/consultancies R Lawrence Project SkillsTech Australia Papua New Project management/ $1 596 $0 Director Guinea project work/consultancies J Gehrmann Training SkillsTech Australia Papua New Project management/ $2 916 $0 Consultant Guinea project work/consultancies R Harper Manager SkillsTech Australia Papua New Project management/ $6 878 $0 Guinea project work/consultancies W Tierney Manager SkillsTech Australia Papua New Project management/ $1 159 $0 Guinea project work/consultancies R Lawrence Project SkillsTech Australia Papua New Project management/ $2 108 $0 Director Guinea project work/consultancies N Campbell Director SkillsTech Australia Papua New Formalise relations with $2 442 $0 Guinea international clients J Tucker Director SkillsTech Australia Papua New Formalise relations with $2 279 $0 Guinea international clients

218 Department of Education and Training | Annual Report 2010–11 Contribution Agency from other Name Position Institution Destination Reason for travel costs agencies or sources W Tierney Manager SkillsTech Australia Papua New Project management/ $1 981 $0 Guinea project work/consultancies D Baynes Training SkillsTech Australia Papua New Project management/ $1 161 $0 Consultant Guinea project work/consultancies R Harper Manager SkillsTech Australia Papua New Project management/ $11 842 $0 Guinea project work/consultancies W Tierney Manager SkillsTech Australia Papua New Project management/ $1 631 $0 Guinea project work/consultancies J Gehrmann Training SkillsTech Australia Papua New Project management/ $3 965 $0 Consultant Guinea project work/consultancies D Baynes Training SkillsTech Australia Papua New Project management/ $2 145 $0 Consultant Guinea project work/consultancies J Maule Training SkillsTech Australia Papua New Project management/ $3 400 $0 Consultant Guinea project work/consultancies L Wieland Training SkillsTech Australia Papua New Project management/ $2 286 $0 Consultant Guinea project work/consultancies W Tierney Manager SkillsTech Australia Papua New Project management/ $2 303 $0 Guinea project work/consultancies W Tierney Manager SkillsTech Australia Papua New Project management/ $2 648 $0 Guinea project work/consultancies S Agerbeek Project Officer SkillsTech Australia Papua New Project management/ $3 596 $0 Guinea project work/consultancies R Lawrence Project SkillsTech Australia Papua New Project management/ $1 631 $0 Director Guinea project work/consultancies S Pritchard Director SkillsTech Australia Papua New Project management/ $2 915 $0 Guinea project work/consultancies W Tierney Manager SkillsTech Australia Papua New Project management/ $3 766 $0 Guinea project work/consultancies J Gehrmann Training SkillsTech Australia Papua New Project management/ $1 440 $0 Consultant Guinea project work/consultancies L Weiland Training SkillsTech Australia Papua New Project management/ $1 776 $0 Consultant Guinea project work/consultancies D Baynes Training SkillsTech Australia Papua New Project management/ $2 908 $0 Consultant Guinea project work/consultancies R Harper Manager SkillsTech Australia Papua New Project management/ $6 283 $0 Guinea project work/consultancies R Lawrence Project SkillsTech Australia Papua New Project management/ $4 010 $0 Director Guinea project work/consultancies N Campbell Director SkillsTech Australia Papua New Formalise relations with $2 222 $0 Guinea international clients J Maule Training SkillsTech Australia Papua New Project management/ $2 465 $0 Consultant Guinea project work/consultancies M Wintringham Manager Australia Pacific Technical Papua New Project management/ $0 $1 379 College Guinea project work/consultancies A Robertson Project Officer Australia Pacific Technical Papua New Project management/ $0 $3 000 College Guinea project work/consultancies A Blair Trainer Australia Pacific Technical Fiji, Vanuatu Project management/ $0 $29 295 College project work/consultancies M Farrugia Trainer Australia Pacific Technical Fiji Project management/ $0 $3 778 College project work/consultancies

Appendices 219 Appendix 7

Overseas travel (continued)

Contribution Agency from other Name Position Institution Destination Reason for travel costs agencies or sources J Graham Trainer Australia Pacific Technical Fiji Project management/ $0 $6 525 College project work/consultancies T Morrison Trainer Australia Pacific Technical Fiji Project management/ $0 $1 691 College project work/consultancies J Soden Trainer Australia Pacific Technical Fiji Project management/ $0 $27 835 College project work/consultancies A Smith Trainer Australia Pacific Technical Fiji Project management/ $0 $13 715 College project work/consultancies H Durnell Trainer Australia Pacific Technical Samoa Project management/ $0 $2 135 College project work/consultancies S Kruger Trainer Australia Pacific Technical Samoa, Fiji Project management/ $0 $38 396 College project work/consultancies M Moller Trainer Australia Pacific Technical Samoa Project management/ $0 $2 122 College project work/consultancies M Rohweder Trainer Australia Pacific Technical Samoa Project management/ $0 $3 455 College project work/consultancies M Sheppard Trainer Australia Pacific Technical Samoa Project management/ $0 $35 173 College project work/consultancies A Broad Trainer Australia Pacific Technical Papua New Project management/ $0 $12 838 College Guinea project work/consultancies M Davis Trainer Australia Pacific Technical Papua New Project management/ $0 $4 813 College Guinea project work/consultancies P Dixon Trainer Australia Pacific Technical Papua New Project management/ $0 $21 325 College Guinea project work/consultancies R Elliott Trainer Australia Pacific Technical Papua New Project management/ $0 $3 171 College Guinea project work/consultancies P Johnston Trainer Australia Pacific Technical Papua New Project management/ $0 $13 083 College Guinea project work/consultancies K Lennon Trainer Australia Pacific Technical Papua New Project management/ $0 $7 747 College Guinea project work/consultancies W Penney Trainer Australia Pacific Technical Papua New Project management/ $0 $5 660 College Guinea project work/consultancies M Ryder Trainer Australia Pacific Technical Papua New Project management/ $0 $3 582 College Guinea project work/consultancies J Williams Trainer Australia Pacific Technical Papua New Project management/ $0 $5 833 College Guinea project work/consultancies J Knynenburg Manager Australia Pacific Technical Fiji Project management/ $0 $1 521 College project work/consultancies J Zsadony Manager Australia Pacific Technical Fiji Project management/ $0 $3 969 College project work/consultancies L Weiland Training SkillsTech Australia Papua New Project management/ $2 118 $0 Consultant Guinea project work/consultancies R Harper Manager SkillsTech Australia Papua New Project management/ $10 948 $0 Guinea project work/consultancies D Baynes Training SkillsTech Australia Papua New Project management/ $2 610 $0 Consultant Guinea project work/consultancies J Knynenburg Manager Australia Pacific Technical Fiji, Vanuatu Project management/ $0 $3 692* College project work/consultancies A Robertson Project Officer Australia Pacific Technical Papua New Project management/ $0 $3 395* College Guinea project work/consultancies

220 Department of Education and Training | Annual Report 2010–11 Contribution Agency from other Name Position Institution Destination Reason for travel costs agencies or sources R Babovic Trainer Australia Pacific Technical Fiji Project management/ $0 $8 191* College project work/consultancies A Broad Trainer Australia Pacific Technical Papua New Project management/ $0 $11 896* College Guinea project work/consultancies A Cutler Trainer Australia Pacific Technical Papua New Project management/ $0 $5 098* College Guinea project work/consultancies M Davis Trainer Australia Pacific Technical Papua New Project management/ $0 $5 155* College Guinea project work/consultancies R Elliott Trainer Australia Pacific Technical Papua New Project management/ $0 $5 902* College Guinea project work/consultancies P Johnston Trainer Australia Pacific Technical Papua New Project management/ $0 $15 606 College Guinea project work/consultancies S Kruger Trainer Australia Pacific Technical Papua New Project management/ $0 $14 286* College Guinea project work/consultancies K Lennon Trainer Australia Pacific Technical Papua New Project management/ $0 $6 976 College Guinea project work/consultancies J Metzenrath Trainer Australia Pacific Technical Papua New Project management/ $0 $11 024* College Guinea project work/consultancies W Penney Trainer Australia Pacific Technical Papua New Project management/ $0 $5 141 College Guinea project work/consultancies M Ryder Trainer Australia Pacific Technical Papua New Project management/ $0 $4 992* College Guinea project work/consultancies J Williams Trainer Australia Pacific Technical Papua New Project management/ $0 $5 123 College Guinea project work/consultancies P Perkins Manager SkillsTech Australia Papua New Project management/ $1 938 $0 Guinea project work/consultancies S Hewett Training SkillsTech Australia Papua New Project management/ $1 747 $0 Consultant Guinea project work/consultancies L Wieland Training SkillsTech Australia Papua New Project management/ $1 503 $0 Consultant Guinea project work/consultancies M Campbell Director SkillsTech Australia Papua New Project management/ $1 283 $0 Guinea project work/consultancies R Lawrence Project SkillsTech Australia Papua New Project management/ $3 729 $0 Director Guinea project work/consultancies D Baynes Training SkillsTech Australia Papua New Project management/ $1 740 $0 Consultant Guinea project work/consultancies S Agerbeek Project Officer SkillsTech Australia Papua New Project management/ $6 385 $0 Van Zaal Guinea project work/consultancies J Maule Training SkillsTech Australia Papua New Project management/ $882 $0 Consultant Guinea project work/consultancies H Taufahema Training SkillsTech Australia Papua New Project management/ $7 926 $0 Consultant Guinea project work/consultancies W Tierney Manager SkillsTech Australia Papua New Project management/ $1 842 $0 Guinea project work/consultancies L Wieland Training SkillsTech Australia Papua New Project management/ $2 104 $0 Consultant Guinea project work/consultancies R Harper Manager SkillsTech Australia Papua New Project management/ $2 214 $0 Guinea project work/consultancies J Knynenburg Manager Australia Pacific Technical Fiji, Vanuatu Project management/ $0 $2 136 College project work/consultancies F Howes Manager Australia Pacific Technical Samoa, Tonga Project management/ $0 $3 391 College project work/consultancies

Appendices 221 Appendix 7

Overseas travel (continued)

Contribution Agency from other Name Position Institution Destination Reason for travel costs agencies or sources M Wintringham Manager Australia Pacific Technical Solomon Project management/ $0 $5 396 College Islands, Papua project work/consultancies New Guinea A Robertson Manager Australia Pacific Technical Papua New Project management/ $0 $3 604 College Guinea project work/consultancies A Smith Trainer Australia Pacific Technical Fiji Project management/ $0 $12 426 College project work/consultancies A Broad Trainer Australia Pacific Technical Papua New Project management/ $0 $10 546 College Guinea project work/consultancies C Burdett Trainer Australia Pacific Technical Fiji, Papua New Project management/ $0 $8 605 College Guinea project work/consultancies J Thornton Director Australia Pacific Technical Fiji Project management/ $0 $2 233 College project work/consultancies R Hepworth Director Australia Pacific Technical Fiji Project management/ $0 $1 731 College project work/consultancies F Howes Manager Australia Pacific Technical Samoa Project management/ $0 $8 610 College project work/consultancies J Knynenburg Manager Australia Pacific Technical Fiji Project management/ $0 $3 610 College project work/consultancies M Wintringham Manager Australia Pacific Technical Papua New Project management/ $0 $586 College Guinea project work/consultancies A Robertson Manager Australia Pacific Technical Papua New Project management/ $0 $4 788 College Guinea project work/consultancies L Rollo Trainer Australia Pacific Technical Samoa, Kiribati Project management/ $0 $7 613 College project work/consultancies A Broad Trainer Australia Pacific Technical Papua New Project management/ $0 $8 970 College Guinea project work/consultancies A Cutler Trainer Australia Pacific Technical Papua New Project management/ $0 $6 277 College Guinea project work/consultancies M Davis Trainer Australia Pacific Technical Papua New Project management/ $0 $5 269 College Guinea project work/consultancies P Dixon Trainer Australia Pacific Technical Papua New Project management/ $0 $27 407 College Guinea project work/consultancies R Elliott Trainer Australia Pacific Technical Papua New Project management/ $0 $5 686 College Guinea project work/consultancies P Johnston Trainer Australia Pacific Technical Papua New Project management/ $0 $16 793 College Guinea project work/consultancies S Kruger Trainer Australia Pacific Technical Papua New Project management/ $0 $6 783 College Guinea project work/consultancies K Lennon Trainer Australia Pacific Technical Papua New Project management/ $0 $5 244 College Guinea project work/consultancies W Penney Trainer Australia Pacific Technical Papua New Project management/ $0 $5 227 College Guinea project work/consultancies M Ryder Trainer Australia Pacific Technical Papua New Project management/ $0 $4 981 College Guinea project work/consultancies J Williams Trainer Australia Pacific Technical Papua New Project management/ $0 $6 609 College Guinea project work/consultancies R Lawrence Director SkillsTech Australia Papua New Project management/ $1 847 $0 Guinea project work/consultancies W Tierney Manager SkillsTech Australia Papua New Project management/ $1 880 $0 Guinea project work/consultancies R Lawrence Director SkillsTech Australia Papua New Project management/ $2 380 $0 Guinea project work/consultancies

222 Department of Education and Training | Annual Report 2010–11 Contribution Agency from other Name Position Institution Destination Reason for travel costs agencies or sources W Tierney Manager SkillsTech Australia Papua New Project management/ $2 711 $0 Gunea project work/consultancies P Burnett Teacher Barrier Reef Institute of TAFE Papua New Deliver training/set up a $0 $560* Guinea course W Tierney Manager SkillsTech Australia Papua New Project management/ $1 834 $0 Guinea project work/consultancies J Thornton Director Australia Pacific Technical Samoa, Fiji Project management/ $0 $3 735 College project work/consultancies R Hepworth Director Australia Pacific Technical Samoa Project management/ $0 $1 595 College project work/consultancies N Atkinson Trainer Australia Pacific Technical Fiji Project management/ $0 $4 402 College project work/consultancies T Burke Trainer Australia Pacific Technical Fiji Project management/ $0 $14 587 College project work/consultancies A Smith Trainer Australia Pacific Technical Fiji Project management/ $0 $20 703 College project work/consultancies M Sheppard Trainer Australia Pacific Technical Samoa Project management/ $0 $13 326 College project work/consultancies A Broad Trainer Australia Pacific Technical Papua New Project management/ $0 $9 495 College Guinea project work/consultancies C Burdett Trainer Australia Pacific Technical Papua New Project management/ $0 $5 628 College Guinea project work/consultancies M Ryder Trainer Australia Pacific Technical Papua New Project management/ $0 $3 357 College Guinea project work/consultancies J Knynenburg Manager Australia Pacific Technical Fiji Project management/ $0 $1 681 College project work/consultancies M Wintringham Manager Australia Pacific Technical Papua New Project management/ $0 $1 114 College Guinea project work/consultancies A Blair Trainer Australia Pacific Technical Vanuatu Project management/ $0 $32 960 College project work/consultancies A Robertson Project Officer Australia Pacific Technical Papua New Project management/ $0 $6 951 College Guinea project work/consultancies R Babovic Trainer Australia Pacific Technical Fiji Project management/ $0 $2 418 College project work/consultancies M Farrugia Trainer Australia Pacific Technical Fiji Project management/ $0 $2 970 College project work/consultancies J Graham Trainer Australia Pacific Technical Fiji, Samoa Project management/ $0 $10 935 College project work/consultancies T Morrison Trainer Australia Pacific Technical Fiji Project management/ $0 $6 685 College project work/consultancies T Randal Trainer Australia Pacific Technical Fiji Project management/ $0 $1 356 College project work/consultancies H Durnell Trainer Australia Pacific Technical Samoa Project management/ $0 $2 452 College project work/consultancies D Holak Trainer Australia Pacific Technical Samoa Project management/ $0 $2 309 College project work/consultancies M Moller Trainer Australia Pacific Technical Samoa, Project management/ $0 $9 855 College Vanuatu, Fiji project work/consultancies L Rollo Trainer Australia Pacific Technical Samoa Project management/ $0 $2 739 College project work/consultancies B Weatherill Trainer Australia Pacific Technical Samoa Project management/ $0 $8 993 College project work/consultancies

Appendices 223 Appendix 7

Overseas travel (continued)

Contribution Agency from other Name Position Institution Destination Reason for travel costs agencies or sources M Broad Trainer Australia Pacific Technical Papua New Project management/ $0 $6 562 College Guinea project work/consultancies C Burdett Trainer Australia Pacific Technical Papua New Project management/ $0 $4 475 College Guinea project work/consultancies A Cutler Trainer Australia Pacific Technical Papua New Project management/ $0 $5 490 College Guinea project work/consultancies M Davis Trainer Australia Pacific Technical Papua New Project management/ $0 $6 614 College Guinea project work/consultancies P Dixon Trainer Australia Pacific Technical Papua New Project management/ $0 $23 013 College Guinea project work/consultancies R Elliott Trainer Australia Pacific Technical Papua New Project management/ $0 $6 618 College Guinea project work/consultancies P Johnston Trainer Australia Pacific Technical Papua New Project management/ $0 $12 153 College Guinea project work/consultancies S Kruger Trainer Australia Pacific Technical Papua New Project management/ $0 $7 940 College Guinea project work/consultancies K Lennon Trainer Australia Pacific Technical Papua New Project management/ $0 $6 783 College Guinea project work/consultancies J Metzenrath Trainer Australia Pacific Technical Papua New Project management/ $0 $23 383 College Guinea project work/consultancies W Penney Trainer Australia Pacific Technical Papua New Project management/ $0 $8 498 College Guinea, Fiji project work/consultancies M Ryder Trainer Australia Pacific Technical Papua New Project management/ $0 $2 921 College Guinea project work/consultancies J Williams Trainer Australia Pacific Technical Papua New Project management/ $0 $5 603 College Guinea project work/consultancies A Ahmed Other Education Queensland Qatar Project management/ $6 842 $0 International, Offshore Projects project work/consultancies B Daniels Other Education Queensland Qatar Project management/ $6 000 $0 International, Offshore Projects project work/consultancies D Tippett Other Education Queensland Qatar Project management/ $6 000 $0 International, Offshore Projects project work/consultancies D Sinnot Other Education Queensland Qatar Project management/ $6 000 $0 International, Offshore Projects project work/consultancies F Hojjaty Other Education Queensland Qatar Project management/ $6 000 $0 International, Offshore Projects project work/consultancies G Boyd Other Education Queensland Qatar Project management/ $6 000 $0 International, Offshore Projects project work/consultancies J Moore Other Education Queensland Qatar Project management/ $4 536 $0 International, Offshore Projects project work/consultancies L Sayers Other Education Queensland Qatar Project management/ $6 000 $0 International, Offshore Projects project work/consultancies M Duffield Other Education Queensland Qatar Project management/ $4 810 $0 International, Offshore Projects project work/consultancies S Southcombe Other Education Queensland Qatar Project management/ $6 000 $0 International, Offshore Projects project work/consultancies D James Other Education Queensland Qatar Project management/ $10 000 $0 International, Offshore Projects project work/consultancies M Ahlkvist Other Education Queensland Qatar Project management/ $6 000 $0 International, Offshore Projects project work/consultancies

224 Department of Education and Training | Annual Report 2010–11 Contribution Agency from other Name Position Institution Destination Reason for travel costs agencies or sources Professional development (scholarship recipients or staff attending conferences, carrying out research, Sister State activities, etc.) M Corrie Teacher Aspley State High School China Activities associated with $4 462 $0* J Webb Teacher Trinity Bay State High School Sister State and other bilateral relationships M Harris Other Training Queensland United States of Scholarship recipient $0 $26 000 America C Canning Teacher Kelvin Grove State College Canada, United Attend conference/ $0 $7 000* States of America seminar/forum/workshop J Barker Head of Kenmore State High School Germany Attend conference/ $0 $8 000* Department seminar/forum/workshop A Borland Teacher Upper Coomera State College United States of Attend conference/ $0 $8 195* America seminar/forum/workshop L Sherrington Other Pacific Pines State School New Zealand Attend conference/ $426 $1 104 seminar/forum/workshop R Engelbrecht Teacher Kenmore State High School Germany Scholarship recipient $0 $8 000* C Carruthers Teacher Springwood Road State School Japan Activities associated with $0 $17 690 D Muir Teacher Springwood Road State School Sister State and other bilateral relationships F Barnes Teacher Springwood Road State School K Bullen Teacher Springwood Road State School K Law Teacher Springwood Road State School K Moor Teacher Springwood Road State School L Vogan Principal Springwood Road State School M Davis Teacher Springwood Road State School R Sims Teacher Springwood Road State School V Post Teacher Springwood Road State School R Simpson Teacher Forest Lake State High School United States of Attend conference/ $0 $4 611 America seminar/forum/workshop K Collins Teacher Barcaldine State School United States of Scholarship recipient $0 $17 000 America R Culnane Teacher Metropolitan South Institute of Japan Receive training/attend a $2 406 $0 TAFE course K Bullock Teacher Queensland Academy for New Zealand Attend conference/ $1 663 $0 Science, Mathematics and seminar/forum/workshop Technology C Hales Manager Human Resources New Zealand Receive training/attend a $2 752 $0 course J Allmond Teacher Jindalee State School Slovenia Deliver a paper(s) at a $0 $7 331 J Wells Teacher Jindalee State School conference/seminar/ forum/workshop J Clarke Teacher Aviation High United States of Scholarship recipient $0 $0* America C Cannon Principal Cape York Aboriginal Australian United States of Attend conference/ $0 $0 Academy America seminar/forum/workshop A Lapham Teacher Queensland Academy for United States of Receive training/attend a $4 316 $0 Creative Industries America course M Loisgonzalez Teacher Queensland Academy for Spain Attend conference/ $4 161 $0 Creative Industries seminar/forum/workshop J Carozza Teacher Queensland Academy for Canada Receive training/attend a $10 382 $0 Creative Industries course P Miles Teacher Queensland Academy for Creative Industries

Appendices 225 Appendix 7

Overseas travel (continued)

Contribution Agency from other Name Position Institution Destination Reason for travel costs agencies or sources N Daffurn Teacher Kingston State School New Zealand Attend conference/ $355 $773 seminar/forum/workshop J Morgan Teacher Wellington Point State High New Zealand Attend conference/ $1 898 $0 School seminar/forum/workshop R McHutcheon Principal Mitchelton State High School South Korea Attend conference/ $1 100 $0* seminar/forum/workshop J Jose Principal Queensland Academy for Singapore Activities associated with $2 277 $0 Creative Industries Sister State and other bilateral relationships T Gibson Teacher Cape York Aboriginal Australian United States of Attend conference/ $0 $3 395* Academy America seminar/forum/workshop L Rolph Assistant Teaching and Learning Thailand Deliver a paper(s) at a $7 451 $0 Director conference/seminar/ P Herschell Deputy Teaching and Learning forum/workshop Director D Williamson Deputy Queensland Academy for New Zealand Attend conference/ $7 521 $0 Principal Creative Industries seminar/forum/workshop G Port Other Cape York Aboriginal Australian United States of Attend conference/ $0 $3 395* Academy America seminar/forum/workshop G Higham Principal Cape York Aboriginal Australian United States of Attend conference/ $0 $3 395* Academy America seminar/forum/workshop Z Ali Teacher Queensland Academy for Thailand Receive training/attend a $1 610 $0 Science, Mathematics and course Technology A Budd Teacher Beerwah State High School United States of Attend conference/ $2 500 $9 040 M Bateman Teacher Beerwah State High School America seminar/forum/workshop P Creamer Manager Indigenous Education and Malta Deliver a paper(s) at a $13 059 $0 Training Futures conference/seminar/ S Armitage Executive Indigenous Education and forum/workshop Director Training Futures C Murray Teacher Cairns State High School Japan Receive training/attend a $2 233 $0 course A Craig-Ward Teacher Queensland Academy for Health Singapore Receive training/attend a $10 508 $0 Sciences course A Lal Teacher Queensland Academy for Health Sciences P Marshall Teacher Queensland Academy for Health Sciences S Brokvam Teacher Queensland Academy for Health Sciences R English Assistant North Queensland Region New Zealand Scholarship recipient $1 331 $238* Regional Director E Furlonger Head of Brisbane School of Distance New Zealand Deliver a paper(s) at a $9 428 $0 Department Education conference/seminar/ G Watt Deputy Brisbane School of Distance forum/workshop Principal Education J Cameron Deputy Brisbane School of Distance Principal Education S Michelmore Deputy Brisbane School of Distance Principal Education

226 Department of Education and Training | Annual Report 2010–11 Contribution Agency from other Name Position Institution Destination Reason for travel costs agencies or sources J Behne Teacher Kawana Waters State College China Activities associated with $5 114 $0* Sister State and other S Harmer Teacher Windaroo Valley State High bilateral relationships School A White Teacher Holland Park State School Japan Activities associated with $1 581 $300* Sister State and other bilateral relationships R McDonald Principal Brisbane School of Distance China Activities associated with $24 311 $21 805 Education Sister State and other bilateral relationships I Driver Principal Camp Hill State Infants and Primary School J Brew Principal Centenary State High School H Jamieson Principal Corinda State High School R McGuren- Principal Darra State School Nolan G Nelson Principal Sherwood State School C Burns Teacher The Gap State High School R Pollock Principal The Gap State High School R Zelow Principal Urangan State High School J Forrest Principal Varsity College G Dale Principal William Ross State High School M Turpin Teacher Queensland Academy for Health Hong Kong Receive training/attend a $3 031 $0 Sciences course C Wylie Teacher Queensland Academy for Health Hong Kong Receive training/attend a $2 907 $0 Sciences course A Taylor Deputy Varsity College United States of Attend conference/ $1 100 $1 217* Principal America seminar/forum/workshop A Webster Teacher Kirwan State High School Japan Activities associated $3 732 $0* with Sister State and T Cowley Teacher Woodridge State High School other bilateral relationships B O'Donohue Teacher Mabel Park State High School New Zealand Research $9 143 $0 J Culverhouse Head of Mabel Park State High School Department J O'Neill Deputy Mabel Park State High School Principal M O'Connor Principal Mabel Park State High School M Roberts Teacher Mabel Park State High School N Lyndon Head of Mabel Park State High School Department T Kenny Teacher Mabel Park State High School S Gibson Teacher Barambah and Stanley River India Deliver a paper(s) at a $0 $3 128 Environmental Education Centre conference/seminar/ forum/workshop G Hobdell Teacher Queensland Academy for United Kingdom Committee $43 $3 508 Creative Industries representation/meetings/ councils/boards

Appendices 227 Appendix 7

Overseas travel (continued)

Contribution Agency from other Name Position Institution Destination Reason for travel costs agencies or sources J Gorman Teacher Queensland Academy for Hong Kong Receive training/attend a $5 143 $0 Science, Mathematics and course Technology L Philpott Teacher Queensland Academy for Science, Mathematics and Technology S Hughes Teacher Alexandra Hills State High Germany Scholarship recipient $1 000 $3 518* School M Lane Teacher Alexandra Hills State High Germany Scholarship recipient $1 000 $5 675* School C Carnes Principal Hermit Park State School South Africa Attend conference/ $9 214 $0* L Walker Principal Parkhurst State School seminar/forum/workshop M Mackenzie Head of Parkhurst State School Curriculum A Tomassen Head of Varsity State College Department J Davis Principal Varsity State College J Livingston Executive Kirwan State High School Vietnam Receive training/attend a $2 729 $1 578 Principal course N Moo Director Internal Audit United States of Committee $3 517 $2 300 America representation/meetings/ councils/boards A Lal Teacher Queensland Academy for Health United Kingdom Receive training/attend a $0 $2 390* Sciences course D McLeod Teacher Albany Creek State High School Japan Activities associated with $6 895 $1 340* K Stewart Teacher Albany Creek State High School Sister State and other bilateral relationships S Foley Teacher Albany Creek State High School N Aboud Teacher Ironside State School B Hanson Teacher Mountain Creek State School R McDonald Principal Brisbane School of Distance China Deliver a paper(s) at a $619 $2 795 Education conference/seminar/ forum/workshop N Fuller Principal Queensland Secondary China Attend conference/ $0 $1 516* Principals' Association seminar/forum/workshop D Haddon Teacher Barrier Reef Institute of TAFE Japan Activities associated with $5 544 $0 Sister State and other bilateral relationships M Rickard Executive Benowa State High School Malaysia Committee $0 $2 401* Principal representation/meetings/ councils/boards D Rolls Teacher Tullawong State High School China Scholarship recipient $0 $0* A Smith Teacher Rosewood State High School Germany Scholarship recipient $0 $1 000* S Daniels Teacher Cairns School of Distance Japan Scholarship recipient $0 $4 500* Education A Edmondson Teacher Shailer Park State School Japan Scholarship recipient $0 $520 K O'Connor Teacher Browns Plains State High School Indonesia Scholarship recipient $0 $150* A Ford Teacher Regents Park State School Germany Scholarship recipient $0 $12* J Nembach Teacher Kepnock State High School Germany Scholarship recipient $0 $249* R Power Teacher Deception Bay State High Japan Scholarship recipient $0 $170* School

228 Department of Education and Training | Annual Report 2010–11 Contribution Agency from other Name Position Institution Destination Reason for travel costs agencies or sources N Roberts Teacher Burpengary State School France Scholarship recipient $170 $0* T McIlveen Teacher Corinda State High School Spain Scholarship recipient $0 $120* J Brownlie- Teacher Brisbane State High School Japan Scholarship recipient $0 $8 000* Smith S Johnston Teacher Robina State High School Germany Scholarship recipient $0 $0* L Tognolini Teacher North Lakes State College Italy Scholarship recipient $0 $0* S Case Teacher Mossman State School Japan Scholarship recipient $0 $0* A Sedlak Teacher Lockyer District State High Germany Scholarship recipient $0 $0* School K Oxenford Teacher Queensland Academy for India Attend conference/ $10 340 $0 Science, Mathematics and seminar/forum/workshop Technology M El Cherid Teacher Queensland Academy for Science, Mathematics and Technology P Ng Cheong Teacher Queensland Academy for Science, Mathematics and Technology L Holland Teacher Queensland Academy for Singapore Attend conference/ $2 563 $0 Science, Mathematics and seminar/forum/workshop Technology L Mains Head of Kelvin Grove State College Germany Scholarship recipient $0 $0* Department K Leathwaite Principal Marsden State School Timor-Leste Activities associated with $0 $2 000* Sister State and other bilateral relationships L Campbell Director eLearning Thailand Attend conference/ $175 $6 100 seminar/forum/workshop B Luxford Other Benowa State High School China Attend conference/ $0 $1 564* seminar/forum/workshop J Buchholz Principal Pioneer State High School Thailand Committee $0 $5 050* representation/meetings/ councils/boards C Kroehn Manager SkillsTech Australia Germany Receive training/attend a $275 $3 855 course S Matthias Teacher Queensland Academy for United States of Receive training/attend a $8 842 $0 Creative Industries America course S Tate Teacher Queensland Academy for Creative Industries P Ellerton Head of Queensland Academy for United Kingdom Committee $0 $0* Department Science, Mathematics and representation/meetings/ Technology councils/boards C Leah Teacher Queensland Academy for Canada Receive training/attend a $15 839 $0 Creative Industries course J Duncan Teacher Queensland Academy for Creative Industries J Gillespie Teacher Queensland Academy for Creative Industries L Peterson Deputy Queensland Academy for Principal Creative Industries K Harrington Manager Central Queensland Institute United States of Scholarship recipient $6 531 $8 300 of TAFE America

Appendices 229 Appendix 7

Overseas travel (continued)

Contribution Agency from other Name Position Institution Destination Reason for travel costs agencies or sources S Clark Teacher Bremer State High School South Korea Activities associated with $0 $39 480 V Moller Head of Bribie Island State High School Sister State and other Department bilateral relationships L Rodrigues Teacher Everton Park State High School J Caruso Teacher Indooroopilly State High School J Knowles Teacher Jindalee State School J Pearson Teacher Mitchelton State High School L Kilah Teacher Rochedale State School B Weeks Teacher Wynnum State High School I Kimber Executive Tertiary and Non-State Maldives Deliver a paper(s) at a $0 $5 200* Director Education conference/seminar/ forum/workshop R Hams Teacher Queensland Academy for Hong Kong Attend conference/ $2 814 $0 Science, Mathematics and seminar/forum/workshop Technology D Gooch Teacher Queensland Academy for Science, Mathematics and Technology K Bohun Other Brisbane North Institute of TAFE New Zealand Attend conference/ $2 373 $0 seminar/forum/workshop I Mackie Assistant Division of Indigenous South Africa Committee $4 213 $5 000 Director- Education and Training Futures representation/meetings/ General councils/boards J Campbell Other Centenary State High School China Activities associated with $2 726 $0* Sister State and other bilateral relationships V Knopke Project Officer Metropolitan Region China Attend conference/ $800 $2 600* seminar/forum/workshop S Moretto Head of Indooroopilly State High School New Zealand Attend conference/ $1 661 $0 Department seminar/forum/workshop School study tour (school-based staff escorting student groups on music, sporting, language or cultural tours or exchanges, or as winners of competitions) B Shaw Teacher Mackay North State High School Turkey, Belgium, Study tour/cultural $25 780 $179 426 C Johns Teacher Mackay North State High School Singapore, exchange France M Goodwin Teacher Mackay North State High School S Savage Teacher Mackay North State High School T Cameron Teacher Mackay North State High School J Pritchett Teacher Mountain Creek State High School Germany Study tour/cultural $0 $51 385 T Brown Teacher Mountain Creek State High School exchange A Ogilvie Teacher MacGregor State High School New Zealand Study tour/cultural $0 $67 414 D Burgess Teacher MacGregor State High School exchange J Jones Teacher MacGregor State High School L Smith Teacher MacGregor State High School S Foley Teacher Albany Creek State High School Japan Study tour/cultural $6 000 $35 600 T Wheeler Teacher Albany Creek State High School exchange C Hamer Teacher Ascot State School Japan Study tour/cultural $0 $33 828 J Dilger Teacher Ascot State School exchange

230 Department of Education and Training | Annual Report 2010–11 Contribution Agency from other Name Position Institution Destination Reason for travel costs agencies or sources B Starr-Thomas Teacher Cairns State High School New Zealand Study tour/cultural $0 $123 660 exchange J Camp Teacher Cairns State High School K Nielsen Teacher Cairns State High School L Vearing Teacher Cairns State High School M Hall Teacher Cairns State High School New Zealand Study tour/cultural $0 $110 860 exchange S Cagnola Teacher Cairns State High School S Clarke Teacher Cairns State High School S Daggett Teacher Cairns State High School A Clarke Teacher Helensvale State School Japan Study tour/cultural $0 $50 648 exchange A Haidley Teacher Helensvale State School J Overton Teacher Helensvale State School K Ise Teacher Helensvale State School P Szogi Teacher Helensvale State School A Baxter Teacher Mackay State High School New Zealand Study tour/cultural $0 $36 610 exchange K Husband Teacher Mackay State High School E Gordon Head of Bray Park State High School New Caledonia Study tour/cultural $2 180 $41 430 Department exchange K Lefrancke Teacher Bray Park State High School S Washington Teacher Bray Park State High School B Ward Teacher Cavendish Road State High United Kingdom, Study tour/cultural $18 000 $128 740 School France exchange J Smith Teacher Cavendish Road State High School P Bell Teacher Cavendish Road State High School I Solly Teacher Gordonvale State High School Japan Study tour/cultural $0 $53 870 exchange T Goodall Teacher Gordonvale State High School C Murray Teacher Cairns State High School Singapore, Study tour/cultural $0 $39 396* Macau, exchange T Findlay Head of Cairns State High School Hong Kong Department B Riles Head of Redlynch State College Japan Study tour/cultural $0 $32 842 Department exchange N Smith Teacher Redlynch State College B Huxley Teacher Bracken Ridge State High School New Zealand Study tour/cultural $0 $60 225 exchange C Burton Teacher Bracken Ridge State High School M Coghill Teacher Bracken Ridge State High School S Campbell Teacher Bracken Ridge State High School C Archer Teacher Edge Hill State School Japan Study tour/cultural $3 698 $61 940 exchange C Brook Teacher Edge Hill State School H McKenzie Teacher Edge Hill State School P Campbell Principal Edge Hill State School R Grant Teacher Edge Hill State School

Appendices 231 Appendix 7

Overseas travel (continued)

Contribution Agency from other Name Position Institution Destination Reason for travel costs agencies or sources D Orth Head of Alexandra Hills State High Japan Study tour/cultural $0 $27 900 Department School exchange S Harper Teacher Alexandra Hills State High School L Wallace Teacher Indooroopilly State High School Spain Study tour/cultural $3 732 $38 122 exchange S Moretto Head of Indooroopilly State High School Department A More Teacher Tagai State College New Zealand Study tour/cultural $9 555 $24 570 exchange C Whittred Principal Tagai State College J Josey-Napier Teacher Tagai State College G Kenafake Head of Southport State High School New Zealand Study tour/cultural $0 $22 434 Department exchange L O'Toole Teacher Southport State High School S Cronin Teacher Southport State High School T Lappi Teacher Southport State High School A Dubois Teacher Kedron State High School France Study tour/cultural $0 $86 646 exchange J Claridge Teacher Kedron State High School J Claridge Teacher Kedron State High School K Francis Teacher Kedron State High School S Lang Head of Kedron State High School Department F Boulard Teacher Kirwan State High School New Caledonia Study tour/cultural $0 $23 697 exchange S Baskerville Head of Kirwan State High School Department B Van Der Head of Gladstone State High School United States of Study tour/cultural $0 $115 992 Weide Department America exchange A Joss Teacher Harristown State High School A Parson Deputy Harristown State High School Principal J Cleary Teacher Monto State High School Japan Study tour/cultural $0 $56 505 exchange S Bucknall Teacher Monto State High School L Kruss Teacher Atherton State High School New Zealand Study tour/cultural $0 $91 860 exchange M Howell Teacher Atherton State High School M Nunn Teacher Atherton State High School R Cooper Teacher Atherton State High School L Dever Teacher Kawana Waters State College Japan Study tour/cultural $2 613 $40 640* M Turner Teacher Kawana Waters State College exchange

D Ruellan Head of Albany Creek State High School China Study tour/cultural $7 792 $212 463 Department exchange J Nagy Teacher Albany Creek State High School L Stark Teacher Albany Creek State High School M Holgate Teacher Albany Creek State High School M Munchow Teacher Albany Creek State High School T Lefever Teacher Albany Creek State High School

232 Department of Education and Training | Annual Report 2010–11 Contribution Agency from other Name Position Institution Destination Reason for travel costs agencies or sources B Dewar Head of Brisbane State High School Japan Study tour/cultural $0 $86 250 Department exchange E Lacey Teacher Brisbane State High School K Frisby Teacher Brisbane State High School A May Head of Chancellor State College New Zealand Study tour/cultural $0 $101 250 Department exchange C McRea Teacher Chancellor State College D Thomson Head of Chancellor State College Department J Strano Teacher Chancellor State College L Cook Teacher Chancellor State College R Cossar Teacher Chancellor State College T Smith Teacher Chancellor State College A Teramoto Teacher Ipswich State High School Japan Study tour/cultural $0 $35 180 exchange D Gilvarry Head of Ipswich State High School Department M McDonald Head of Ipswich State High School Department B Langes Principal Gilston State School Japan Study tour/cultural $0 $47 070 exchange K Doonican Teacher Gilston State School D Stephenson Deputy Dalby State High School New Zealand Study tour/cultural $3 000 $117 650 Principal exchange J Ash Teacher Dalby State High School K Commens Teacher Dalby State High School K Fagg Other Dalby State High School N Cope Teacher Dalby State High School R Hogan Teacher Dalby State High School J Quinn Teacher Nerang State High School Japan Study tour/cultural $0 $25 972 exchange T Dooley Teacher Nerang State High School B McLaughlin Head of Kenmore State High School Germany Study tour/cultural $0 $213 600 Department exchange G Jerzyna Teacher Kenmore State High School I Devlin Teacher Kenmore State High School S Poole Teacher Kenmore State High School A Fontana Teacher Alexandra Hills State High Italy Study tour/cultural $18 148 $93 200 School exchange G Galeano Other Alexandra Hills State High School I Miller Head of Kawana Waters State College Vietnam Study tour/cultural $0 $48 640 Department exchange K Ferdinands Head of Kawana Waters State College Senior School P Lawrence Teacher Kawana Waters State College R Murray Head of Kawana Waters State College Junior School

Appendices 233 Appendix 7

Overseas travel (continued)

Contribution Agency from other Name Position Institution Destination Reason for travel costs agencies or sources N Collier Other Cleveland District State High Vanuatu Study tour/cultural $0 $18 210* School exchange W Ingram Teacher Cleveland District State High School E Simons Head of Kenmore State High School China Study tour/cultural $3 960 $49 800 Department exchange R Sewell Head of Kenmore State High School Department D Hill Teacher Queensland Academy for China Study tour/cultural $15 594 $0 Science, Mathematics and exchange Technology E Graham Head of Everton Park State High School Malaysia Study tour/cultural $0 $39 120 Department exchange R Forbes Business Everton Park State High School Services Manager S Wallace Principal Everton Park State High School B Morehead Teacher Bentley Park College New Zealand Study tour/cultural $0 $102 550 E Leonard Head of Bentley Park College exchange Department M Exelby Teacher Bentley Park College N Murray Teacher Bentley Park College A Pritchard Teacher Sarina State High School New Zealand Study tour/cultural $0 $61 075 D Howland Teacher Sarina State High School exchange D Pritchard Teacher Sarina State High School K Moran Teacher Sarina State High School K Holledge Head of Bundaberg State High School United States of Study tour/cultural $13 741 $97 290 Department America exchange D Gibson Head of Toowoomba State High School Japan Study tour/cultural $0 $50 993 Department exchange M Christensen Teacher Toowoomba State High School A Stormonth Teacher Emerald State High School Japan Study tour/cultural $13 053 $50 947 D Lucht Teacher Emerald State High School exchange R Comollatti Teacher Emerald State High School G Haig Teacher Gympie State High School Japan Study tour/cultural $2 400 $82 000 S Buckland Teacher Gympie State High School exchange T Morrison Teacher Gympie State High School C Barnes Teacher Urangan State High School New Zealand Study tour/cultural $0 $88 200 D Bonnel Teacher Urangan State High School exchange P Abra Teacher Urangan State High School S Bryen Teacher Urangan State High School S Walker Teacher Urangan State High School B Kelly Teacher Cavendish Road State High Japan Study tour/cultural $840 $35 857 School exchange K Nishimura Teacher Cavendish Road State High School E Blechen Teacher Mundingburra State School Japan Study tour/cultural $0 $4 570 L Theodore Other Mundingburra State School exchange H Nicolson Head of Ferny Grove State High School Germany, Study tour/cultural $0 $92 328 Setz Department Austria exchange J McKendry Teacher Ferny Grove State High School

234 Department of Education and Training | Annual Report 2010–11 Contribution Agency from other Name Position Institution Destination Reason for travel costs agencies or sources F Scarth Teacher Beaudesert State High School Japan Study tour/cultural $0 $108 100 exchange K Radunz Teacher Beaudesert State High School K Scarth Teacher Beaudesert State High School S Kraatz Teacher Beaudesert State High School T Lindner Teacher Beaudesert State High School L Giles-Duffy Teacher Warwick State High School Japan Study tour/cultural $0 $44 500 exchange M Harding Teacher Warwick State High School D MacDonald Principal Hamilton State School Japan Study tour/cultural $0 $30 000 exchange T Nonaka Teacher Virginia State School A Richardson Head of Stanthorpe State High School United States of Study tour/cultural $10 700 $58 100 Department America exchange W Franklin Head of Stanthorpe State High School Department J White Principal Wellers Hill State School China Study tour/cultural $0 $104 729 exchange L Hart Deputy Wellers Hill State School Principal P Lewis Teacher Wellers Hill State School B Williams Teacher Ferny Grove State High School New Zealand Study tour/cultural $0 $77 770 exchange V Aley Teacher Springwood State High School J Hurley Teacher Tannum Sands State High School K Catalano Teacher Thuringowa State High School P Hammett Teacher Toolooa State High School B Boyle Teacher Helensvale State High School Japan Study tour/cultural $5 600 $36 400 exchange D McKeehan Teacher Helensvale State High School B Read Head of Thuringowa State High School Japan Study tour/cultural $5 400 $59 860 Department exchange B Stephens Teacher Thuringowa State High School K Hawke Head of Thuringowa State High School Department L Hawke Teacher Thuringowa State High School R Price Teacher Thuringowa State High School T Hill Head of Thuringowa State High School Curriculum E Guy Teacher Yeppoon State High School Japan Study tour/cultural $10 000 $58 000 exchange L Andrews Deputy Yeppoon State High School Principal C Guinea Teacher Pimlico State High School Vietnam, Study tour/cultural $4 858 $109 585 Singapore exchange J Coutts Teacher Pimlico State High School M Edwards Head of Pimlico State High School Department C Nono Teacher Charleville State School Japan Study tour/cultural $0 $30 765 exchange E Somers Principal Charleville State School M Maywald Teacher Charleville State School

Appendices 235 Appendix 7

Overseas travel (continued)

Contribution Agency from other Name Position Institution Destination Reason for travel costs agencies or sources B Cotter Teacher Ayr State High School New Zealand Study tour/cultural $0 $80 817 C Carrigan Teacher Ayr State High School exchange N Woods Teacher Ayr State High School D Holloway Teacher Hervey Bay State High School Hong Kong, Study tour/cultural $0 $3 128 J Learoyd Principal Hervey Bay State High School China exchange S Geddes Business Hervey Bay State High School Services Manager S Josh Teacher Hervey Bay State High School C Donaldson Head of Urangan State High School Department D Zhang Teacher Urangan State High School J Bong Teacher Aide Urangan State High School J Smith Teacher Cavendish Road State High Japan Study tour/cultural $0 $75 174 School exchange M Andreatta Teacher Cavendish Road State High School C Murray Teacher Cairns State High School Japan Study tour/cultural $0 $48 980 M Jackson Head of Cairns State High School exchange Department K Newcomb Teacher Queensland Academy for Malaysia Study tour/cultural $0 $34 479 Science, Mathematics and exchange Technology T Gorman Head of Queensland Academy for Department Science, Mathematics and Technology P Hearn Teacher Townsville State High School Japan Study tour/cultural $1 100 $53 444 S Singh Teacher Townsville State High School exchange B Dicinoski Teacher Mackay North State High School Japan Study tour/cultural $0 $74 638 C Youl Teacher Mackay North State High School exchange K Zaghini Teacher Mackay North State High School K Maccan Teacher Palm Beach Currumbin State High New Zealand Study tour/cultural $0 $97 440 S Gorman Teacher Palm Beach Currumbin State High exchange T Hage Teacher Palm Beach Currumbin State High T Maccan Teacher Palm Beach Currumbin State High G Hilditch Other Sunshine Beach State High Italy Study tour/cultural $0 $43 061 School exchange W Bocchino Head of Sunshine Beach State High Department School J Kelly Head of Stanthorpe State High School Italy Study tour/cultural $7 027 $59 297 Department exchange K James Teacher Stanthorpe State High School K Burke Teacher Woree State High School New Zealand Study tour/cultural $0 $66 000 K Charlton Teacher Woree State High School exchange K Watt Teacher Woree State High School M Evans Teacher Woree State High School J Williams Teacher Bribie Island State High School Cambodia Study tour/cultural $0 $71 000 N Banks Teacher Bribie Island State High School exchange S Threlfo Teacher Bribie Island State High School

236 Department of Education and Training | Annual Report 2010–11 Contribution Agency from other Name Position Institution Destination Reason for travel costs agencies or sources A Fogarty Teacher Bribie Island State High School Italy Study tour/cultural $0 $114 790 K Daud Teacher Bribie Island State High School exchange S Clarke Head of Bribie Island State High School Department S Martin Teacher Eimeo Road State School Japan Study tour/cultural $12 872 $36 696 D Francis Administration Mirani State High School exchange Officer J Dixon Head of Mirani State High School Department G Lawrence Teacher Loganlea State High School China Study tour/cultural $0 $27 700 T Tzeng Teacher Loganlea State High School exchange B Cifuentes Head of Brisbane School of Distance New Caledonia Study tour/cultural $564 $21 355 Department Education exchange J Ischer Teacher Brisbane School of Distance Education J Augustine Teacher Monogorilby State School New Caledonia Study tour/cultural $9 391 $2 366 V Radke Teacher Aide Monogorilby State School exchange I Cowan Teacher Nambour State High School Italy Study tour/cultural $0 $77 084 T Campaner Teacher Nambour State High School exchange A O'Neill Teacher Mareeba State High School Japan Study tour/cultural $0 $80 648 D Jones Head of Mareeba State High School exchange Department S Levi Teacher Mareeba State High School T Stevens Teacher Mareeba State High School R McConnell Principal Caningeraba State School Singapore, Study tour/cultural $6 008 $92 469 I Lowe Teacher Jamboree Heights State School China exchange A Ferris Teacher Varsity College D Rackemann Deputy Varsity College Principal J Davis Executive Varsity College Principal J Fu Teacher Varsity College J Liu Teacher Varsity College J Thew Head of Varsity College Junior School K Zhou Teacher Varsity College M Heiser Head of Varsity College Middle School D Wallis Teacher Pacific Pines State High School Japan Study tour/cultural $0 $31 256 K Palfreyman Teacher Pacific Pines State High School exchange A Janosevic Teacher Brisbane State High School Switzerland, Study tour/cultural $12 542 $143 100* E Michel Teacher Brisbane State High School France, Germany exchange N Lynch Other International Services J Guillon Teacher Wynnum State High School D Moran Teacher The Gap State High School New Zealand Study tour/cultural $0 $64 000 E Smith Other The Gap State High School exchange M Brown Head of The Gap State High School Department

Appendices 237 Appendix 7

Overseas travel (continued)

Contribution Agency from other Name Position Institution Destination Reason for travel costs agencies or sources A Windeyer Teacher Craigslea State High School Japan Study tour/cultural $20 636 $0 exchange S Koide Teacher Kedron State High School C Gieskens Teacher Pine Rivers State High School Singapore Study tour/cultural $7 475 $20 037 J Amos Deputy Pine Rivers State High School exchange Principal A Mills Teacher Junction Park State School Japan Study tour/cultural $0 $36 302 C Wood Principal Junction Park State School exchange B Hart Coordinator, The Gap State High School China Study tour/cultural $0 $46 535 International exchange Student Homestay C Burns Teacher The Gap State High School R Murphy Teacher The Gap State High School A Lofaro Teacher North Lakes State College Italy Study tour/cultural $0 $121 601 L Tognolini Teacher North Lakes State College exchange S Vincent Head of North Lakes State College Middle School D Garton-Dodd Teacher Victoria Point State High School Vanuatu Study tour/cultural $0 $24 639 S Hunter Other Victoria Point State High School exchange J McKee Deputy Aldridge State High School Japan Study tour/cultural $5 417 $41 371 Principal exchange N Rodgers Teacher Aide Aldridge State High School S Buck Teacher Aldridge State High School J Cobos Teacher Victoria Point State High School Japan Study tour/cultural $5 800 $33 598 K Venamore Teacher Victoria Point State High School exchange T Tsorvas Teacher Mountain Creek State High School Vietnam Study tour/cultural $0 $98 640 B Hammant Teacher Noosa District State High School exchange J Smithard Teacher Noosa District State High School L Lanham Teacher Noosa District State High School T McNeill Teacher Noosa District State High School B Armstrong Teacher Mountain Creek State High Cambodia Study tour/cultural $0 $54 688 School exchange K Benfield Head of Mountain Creek State High Curriculum School K Davenport Teacher Mountain Creek State High School A Whitby Teacher Kenmore State High School Vietnam, Study tour/cultural $1 500 $103 700 K Bullen Teacher Kenmore State High School Cambodia exchange J Amarandos Teacher Wynnum State High School New Caledonia Study tour/cultural $1 474 $38 651 J Guillon Teacher Wynnum State High School exchange M Mendelewski Head of Wynnum State High School Department A Gould Teacher Keebra Park State High School New Zealand, Study tour/cultural $0 $32 593 D Hart Teacher Keebra Park State High School Samoa exchange T Burgess Other Keebra Park State High School

238 Department of Education and Training | Annual Report 2010–11 Contribution Agency from other Name Position Institution Destination Reason for travel costs agencies or sources A Cridland Teacher Spinifex State College New Zealand Study tour/cultural $0 $73 200 G Loyden Teacher Spinifex State College exchange S McCarthy Other Spinifex State College C Boaza Teacher Mountain Creek State High Japan Study tour/cultural $0 $104 000 School exchange F Jenkins Teacher Mountain Creek State High School L Nipperess Teacher Mountain Creek State High School D Wallwork Deputy Bundaberg State High School Japan Study tour/cultural $20 315 $54 750 Principal exchange K Hutcheon Head of Bundaberg State High School Department K James Teacher Bundaberg State High School K McKid Teacher Bundaberg State High School D Adelt Teacher Queensland Academy for United States of Study tour/cultural $0 $75 100 Creative Industries America exchange D Philippe Teacher Queensland Academy for Creative Industries K Kelman Teacher Queensland Academy for Creative Industries P Doyle Teacher Queensland Academy for Creative Industries A Samman Teacher Park Ridge State High School Canada Study tour/cultural $0 $28 262 exchange D Marsden Deputy Cairns State High School Italy Study tour/cultural $0 $65 106 Principal exchange R Martin Teacher Cairns State High School B Tindall Teacher Helensvale State High School Malaysia Study tour/cultural $0 $59 400 exchange G Lindh Head of Forest Lake State High School Japan Study tour/cultural $3 827 $47 978 Department exchange Y Asano Teacher Forest Lake State High School C Hungerford Teacher Smithfield State High School Japan Study tour/cultural $0 $150 775* G Anthony Teacher Smithfield State High School exchange K Sherrington Teacher Smithfield State High School P McLennan Teacher Smithfield State High School R Dienhoff Teacher Smithfield State High School M Dunlea Teacher Atherton State High School Japan Study tour/cultural $3 854 $56 600 M Nunn Teacher Atherton State High School exchange S Markwick Other Atherton State High School E Suzuki Teacher Chancellor State College Japan Study tour/cultural $0 $100 276 T Aspland Teacher Chancellor State College exchange K Pearson Head of Nambour State High School Department Y Suzuki Teacher Nambour State High School R Gardiner Teacher Cavendish Road State High Singapore Study tour/cultural $0 $35 777 School exchange R Rusit Teacher Cavendish Road State High School

Appendices 239 Appendix 7

Overseas travel (continued)

Contribution Agency from other Name Position Institution Destination Reason for travel costs agencies or sources M Dickens Teacher Clontarf Beach State High School New Caledonia Study tour/cultural exchange $0 $10 712 R Harding Teacher Clontarf Beach State High School D Hill Teacher Queensland Academy for China Study tour/cultural $704 $112 320 Science, Mathematics and exchange Technology M Leong Teacher Queensland Academy for Science, Mathematics and Technology M Overland Teacher Queensland Academy for Science, Mathematics and Technology J Monk Teacher Mackay North State High School New Zealand Study tour/cultural $0 $29 575 P McGiffin Teacher Mackay North State High School exchange D Kann Teacher Queensland Academy for Spain Study tour/cultural $795 $42 000 Science, Mathematics and exchange Technology J Diaz Teacher Queensland Academy for Science, Mathematics and Technology D Rowlands Teacher Biloela State High School New Zealand Study tour/cultural $0 $11 710 exchange B Vetsich Teacher Proserpine State High School Japan Study tour/cultural $3 029 $82 409 G Brockley Teacher Proserpine State High School exchange L Farr Teacher Proserpine State High School J Bell Teacher Theodore State School New Zealand Study tour/cultural $0 $8 120 exchange R Lyons Teacher Mackay State High School New Zealand Study tour/cultural $2 475 $37 028 exchange C Stoneham Teacher Bray Park State High School New Zealand Study tour/cultural $0 $58 188 J Elford Teacher Bray Park State High School exchange J Smith Teacher Bray Park State High School K Makings Head of Bray Park State High School Department P Harvey Teacher Bray Park State High School P Evans Teacher Norfolk Village State School Singapore Study tour/cultural $0 $56 880 S Evans Teacher Aide Norfolk Village State School exchange A Wilson Teacher Maroochydore State High School New Zealand Study tour/cultural $5 468 $20 306 D Hurst Teacher Maroochydore State High School exchange S Hilder Head of Maroochydore State High School Department J MacDonald Teacher Varsity College Japan Study tour/cultural $0 $90 426 N Blackbeard Teacher Varsity College exchange S Harriott Head of Varsity College Department M Winks Deputy Bremer State High School France, Belgium, Study tour/cultural $0 $113 200 Principal Germany, exchange Netherlands

240 Department of Education and Training | Annual Report 2010–11 Contribution Agency from other Name Position Institution Destination Reason for travel costs agencies or sources S Dinh Teacher Indooroopilly State High School China Study tour/cultural $5 878 $31 036 exchange S Moretto Head of Indooroopilly State High School Department B Moloney Teacher Brisbane Bayside State College Italy Study tour/cultural $0 $140 020 exchange J Price Teacher Brisbane Bayside State College T Broughton Teacher Brisbane Bayside State College C Winter Head of Queensland Academy for China Study tour/cultural $5 800 $31 900 Department Creative Industries exchange M Shou Teacher Queensland Academy for Creative Industries S Barratt Teacher Queensland Academy for Singapore Study tour/cultural $80 $0* Science, Mathematics and exchange Technology P Valentine Head of Mountain Creek State High Singapore Study tour/cultural $237 $0* Department School exchange J Davidson Teacher Beenleigh State High School Japan Study tour/cultural $6 491 $29 053 exchange N Mayo Teacher Beenleigh State High School K English Teacher Kimberly Park State School F Escot Teacher Benowa State High School New Caledonia Study tour/cultural $0 $40 555 exchange R Serrier Teacher Benowa State High School A Service Teacher Brisbane State High School New Zealand Study tour/cultural $0 $96 997 exchange K Wall Teacher Brisbane State High School N Patton Teacher Brisbane State High School P Kennard Teacher Brisbane State High School S Fukofuka Teacher Brisbane State High School B Gordon Head of Kenmore State High School Japan Study tour/cultural $0 $48 750 Department exchange J Barker Head of Kenmore State High School Department S Short Teacher Kenmore State High School B McAlister Teacher Kuranda District State College New Zealand Study tour/cultural $4 080 $53 944 exchange J Starck Teacher Kuranda District State College K Loccissano Teacher Kuranda District State College L Bray Head of Kuranda District State College Curriculum M Cavanagh Teacher Kuranda District State College D Jones Teacher Mareeba State High School New Zealand Study tour/cultural $0 $96 294 exchange S Levi Teacher Mareeba State High School S McBride Teacher Mareeba State High School T Wakely Teacher Mareeba State High School A Klee Teacher Mossman State High School Japan Study tour/cultural $0 $34 108 exchange M Ivory Teacher Mossman State High School

Note: *Indicates that some or all of the ‘Contributions from other agencies or sources’ have been met externally and cannot be quantified in dollar ($) terms.

Appendices 241 Appendix 8

Figures and tables Figure 1: Supporting government objectives for the community______22 Figure 2: Map of Department of Education and Training – Queensland regions (as at 30 June 2011)______24 Table 1: Administrative Arrangements Order (No. 2) 2011______25 Figure 3: Department of Education and Training organisational structure______26 Figure 4: Department of Education and Training Governance framework elements______29 Table 2: Financial snapshot______48 Figure 5: Income______48 Figure 6: Expenses______49 Figure 7: Average cost per student in state schools______49 Figure 8: Value of property, plant and equipment and intangible assets______49 Table 3: Operating statement for the year ended 30 June 2011______50 Table 4: Balance sheet as at 30 June 2011______51 Table 5: Service standards – Early Childhood Education and Care______53 Table 6: Service standards – School Education______63 Table 7: Number of full-time students in Queensland state schools______65 Figure 9: Satisfaction of parents with their child’s school – primary and secondary school, 2006–10______67 Figure 10: NAPLAN 2008, 2009 & 2010 Reading comparative data: Queensland & Australia______71 Figure 11: NAPLAN 2008, 2009 & 2010 Writing comparative data: Queensland & Australia______71 Figure 12: NAPLAN 2008, 2009 & 2010 Numeracy comparative data: Queensland & Australia______71 Figure 13: NAPLAN 2008, 2009 & 2010 Reading comparative data: Queensland state schools & Australia______71 Figure 14: NAPLAN 2008, 2009 & 2010 Writing comparative data: Queensland state schools & Australia______71 Figure 15: NAPLAN 2008, 2009 & 2010 Numeracy comparative data: Queensland state schools & Australia______71 Table 8: Summary data – students with disabilities______74 Table 9: Summary data – schools supporting students with disabilities______74 Figure 16: Percentage of parents of students with a disability attending a special school satisfied with their child’s school, 2006–10______74 Figure 17: Percentage of parents of students with a disability attending a state school satisfied with their child’s school, 2006–10______74 Figure 18: NAPLAN 2008, 2009 & 2010 Reading comparative data: Queensland students & Queensland Indigenous students______82 Figure 19: NAPLAN 2008, 2009 & 2010 Writing comparative data: Queensland students & Queensland Indigenous students______82 Figure 20: NAPLAN 2008, 2009 & 2010 Numeracy comparative data: Queensland students & Queensland Indigenous students______82 Figure 21: NAPLAN 2008, 2009 & 2010 Reading comparative data: Queensland students & Queensland state school Indigenous students______82 Figure 22: NAPLAN 2008, 2009 & 2010 Writing comparative data: Queensland students & Queensland state school Indigenous students______82 Figure 23: NAPLAN 2008, 2009 & 2010 Numeracy comparative data: Queensland students & Queensland state school Indigenous students______82 Figure 24: NAPLAN 2008, 2009 & 2010 Reading comparative data: Queensland Indigenous students & Australian Indigenous students______83 Figure 25: NAPLAN 2008, 2009 & 2010 Writing comparative data: Queensland Indigenous students & Australian Indigenous students______83 Figure 26: NAPLAN 2008, 2009 & 2010 Numeracy comparative data: Queensland Indigenous students & Australian Indigenous students______83 Table 10: Summary of directions and orders – Queensland state schools______85 Table 11: Number of students in Queensland non-state schools______88 Table 12: Service standards – School education (Years 10–12), tertiary education (vocational education and training, and higher education)______91 Figure 27: Apparent retention rates of Queensland and Australian students in Years 10–12, 2006–10______93

242 Department of Education and Training | Annual Report 2010–11 Figure 28: Apparent retention rates for Indigenous students in Years 10–12, 2006–10, Queensland and Australia______94 Figure 29: Number of school-based apprenticeship and traineeship (SAT) commencements______94 Figure 30: Number of school-based apprenticeship and traineeship (SAT) completions______95 Figure 31: Uptake of school-based apprentices and trainees – top 7 industries of employment ______95 Figure 32: Percentage of Year 12 Queensland students with a VET qualification______95 Figure 33: Proportion of 20 to 24 year olds having attained Year 12 or equivalent or Certificate II (both state and non-state schools)______95 Figure 34: Number of Indigenous school-based apprentice and trainee commencements______96 Figure 35: Number of Indigenous school-based apprentice and trainee completions______96 Table 13: Percentage of students awarded a Queensland Certificate of Education (QCE) by the end of Year 12______97 Table 14: Number of Year 12 Queensland state school students who received a QCIA, or students with disabilities who completed 12 years of schooling in 2010______97 Table 15: Percentage of Year 12 students who are completing or completed a SAT or were awarded one or more of: QCE, IBD or VET qualification______97 Figure 36: Percentage of Year 12 Queensland OP-eligible or International Baccalaureate students with an OP 1-15 or an International Baccalaureate Diploma______98 Figure 37: Main destinations of Year 12 completers, Queensland, 2007–11______98 Figure 38: Proportion of students who, six months after completing Year 12, are participating in education, training or employment______99 Figure 39: Main destinations of Indigenous Year 12 completers, Queensland, 2007–11______99 Figure 40: Proportion of 25 to 64 year olds with Certificate III or higher qualifications______100 Figure 41: Number of apprentice and trainee commencements______101 Figure 42: Number of apprentice and trainee completions______101 Figure 43: Number of TAFE qualifications awarded______102 Table 16: Total number of VET qualifications awarded – all qualification levels______102 Figure 44: Full year training equivalents in Recognition of Prior Learning — Queensland’s position relative to Australia, 2006–10______103 Figure 45: Number of Indigenous students in the publicly funded VET system______105 Figure 46: Number of VET qualifications awarded to Indigenous students in Queensland______106 Figure 47: Number of Indigenous apprentice and trainee commencements______106 Figure 48: Number of Indigenous apprentice and trainee completions______106 Table 17: Module/competency completion rates of Indigenous apprentices and trainees______106 Figure 49: Number of RTOs (including TAFE institutes) participating in training quality audits and outcomes of audits of RTOs______108 Table 18: Percentage of graduates satisfied with the overall quality of their training, 2006–10______109 Table 19: Level of employer satisfaction with apprentices and trainees______109 Table 20: Activity within higher education______116 Figure 50: The department’s workforce composition, 2010–11______120 Figure 51: Location of the department’s workforce, 2010–11______120 Figure 52: The department’s age profile, 2010–11______121 Table 21: Workforce diversity – equity group representation______124 Table 22: Representation of women and men in the Department of Education and Training disaggregated by annual earnings, 2010–11______125 Figure 53: The rate of WorkCover claims–per 100 FTE ______127 Figure 54: Short-term absenteeism rate for Queensland state school teachers, 2010–11 – by age group______127 Figure 55: Satisfaction with access to computer technology______132 Table 23: Expenditure on consultancies, 2010–11______134 Table 24: Right to Information data______135

Table 25: CO2 emissions by category, 2010–11______141

Appendices 243 Glossary

A

Adult Migrant English An education and settlement program funded by the Department of Immigration and Citizenship Program for new immigrants and refugees, providing English language teaching, counselling and support services.

Apprenticeship A system of training regulated by law or custom, which combines on-the-job training and work experience with formal off-the-job training, while in paid employment.

Apprenticeships Info An initiative of the Queensland Government's Queensland Skills Plan 2006, it provides Service Queenslanders with free advice, referrals and support about apprenticeship, traineeship and training options.

AS/NZ ISO 14001:1996 An Australian and New Zealand Standard which outlines the requirements for an environmental management system, to enable an organisation to develop a policy and objectives, taking into account legislative requirements and information about significant environmental impacts.

Australian Curriculum, National body responsible for the development of the Australian Curriculum from kindergarten to Assessment and Year 12, and for a national assessment program and national data collection and reporting. Reporting Authority

Australian Curriculum The national curriculum being developed for students in K (Prep)–Year 12 covering subject areas outlined in the Melbourne Declaration (2008).

Australian Music Provides a graded system of examinations in music, speech and drama, as well as syllabuses, Examination Board educative services and other publications, to teachers, examiners and candidates. (AMEB)

Australian Pacific An initiative of the Australian Government to deliver training at centres in Fiji, Samoa and Papua Technical College New Guinea, including automotive, construction, electrical and manufacturing trades.

Australian Qualifications A comprehensive nationally consistent framework, incorporating all qualifications recognised Framework in post-compulsory education throughout Australia. The framework identifies six levels in the vocational education and training (VET) sector: Certificate I, Certificate II, Certificate III, Certificate IV, Diploma and Advanced Diploma.

Australian Quality The nationally agreed recognition arrangements for the VET sector. The AQTF is based on a Training Framework quality assured approach to the registration of training organisations seeking to deliver training, (AQTF) assess competency outcomes and issue AQF qualifications and statements of attainment, and ensures the recognition of training providers and the AQF qualifications and statements of attainment they issue, across Australia.

Australian Sign Language The sign language used by the Australian deaf community. Although not identical to it, Auslan is (Auslan) similar to British Sign Language.

Aviation Australia The Centre of Excellence established by the government in 2001 to provide skills development for the aviation and aerospace industries.

B

Bound for Success An Education Queensland strategy introduced in 2005 to support communities in the Torres Strait to improve educational outcomes for their children and young people.

Building the Education A $16.2 billion federal government investment over three financial years, beginning 2008–09, as Revolution (BER) part of its Economic Stimulus Plan. BER will provide educational infrastructure to meet the needs of students in primary and secondary schools.

C

Centres of excellence A partnership between industry and government to provide a proactive coordinated response to skills shortages and to meet labour market needs. Developed under the Queensland Skills Plan 2006, the current centres of excellence service the aviation, mining, building and construction, manufacturing, and engineering and energy industries.

Construction Skills The construction industry's centre of excellence, supporting both career seekers and employers Queensland (CSQ) within the building and construction industry.

244 Department of Education and Training | Annual Report 2010–11 Corporate Data A method of collecting, validating and linking data from multiple source systems for the purpose Warehouse of strategic analysis and reporting on Education Queensland business performance measures for students, schools and the organisation as a whole, and providing easy access to and interpretation of corporate data.

Council of Australian The peak intergovernmental forum in Australia. COAG comprises the Prime Minister, state Governments (COAG) premiers, territory chief ministers and the President of the Australian Local Government Association. It initiates, develops and monitors the implementation of policy reforms that are of national significance and which require cooperative action by Australian governments.

Crèche and Kindergarten An association providing kindergarten and preschool services to 3 and 4 year olds. Association (C&K)

D

Department of Education A former Department of Education and Training grant, which expired at the end of 2010, and Community Kindergarten provided recurrent and capital assistance to community kindergartens affiliated with, or Assistance Scheme approved by, C&K to supply recognised early education programs for children in the year (DECKAS) before Prep.

E

Early Years Curriculum A framework to guide teachers' interactions with children, inform planning and assessment and Guidelines support continuity of learning for children from Prep to Year 3.

Education Queensland The trading name for the department’s international activities. EQI operates within DET International (EQI) International (DETi), within the Tertiary and Non-State Education division of the department. DETi is the key coordination point for international activity, both within Queensland and where the department exports its education and training expertise. The Department of Education and Training (trading as EQI) is a registered education provider on the Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS).

Electronic Document and The system used to store, track and manage records and documents using: controlled language, Record Management version control, metadata descriptions, document location information, disposal/archiving, System (eDRMS) record/document sharing, search functionality, audit functionality, security and access controls. The main software tool the Department of Education and Training uses to manage corporate records within eDRMS is the Total Records Information System (TRIM).

English as a Second A program in Queensland state schools that provides English language support to students from Language (ESL) language backgrounds other than English. The program aims to develop these students' English to enable them to participate fully in mainstream classrooms and to enhance their learning outcomes.

Essential Learnings Clear statements of what is important for all students to know and be able to do at the end of Years 3, 5, 7 and 9, outlined in the QCAR Framework. They describe the key concepts, facts, procedures and ways of working that students need for ongoing learning, social and personal competence, and participation in a democratic society. They encompass knowledge, skills and attributes that are specific to content areas and required for complex, real-life challenges, and social and personal competence needed for good communication and ongoing learning.

Executive Management The department’s chief governance committee that supports the Director-General to positively Group (EMG) position the portfolio for the future, including setting and reviewing the strategic direction, priorities and performance objectives of the organisation to enable the efficient and effective achievement of outcomes for Queensland.

Education Support Funds made available by the Department of Child Safety to the Department of Education and Funding Program Training to assist students across the state, Catholic and independent schooling sectors. Assistance must be linked to goals identified through the education support planning process. Education Support Plans are the trigger for identifying appropriate strategies to address priority education needs for these students.

Glossary 245 Glossary

F

Freedom of information Legislation that provided members of the public with a legally enforceable right to access records (FOI), Freedom of held by government, including the department. It also provided a right to amend personal Information Act 1992 affairs information contained in government records. This Act is now replaced by the Right to Information Act 2009.

Full-time equivalents A representative number that is calculated by assessing the hours worked over the financial (FTEs) year by all full-time and part-time employees, and converting this to a corresponding number of employees as if all staff were full-time.

G

Gold Coast Institute of An independent statutory authority in Queensland's TAFE network as from 1 July 2008. GCIT is a TAFE (GCIT) publicly funded training provider and operates within the Queensland Government guidelines of the Department of Education and Training.

I

Indigenous VET Initiatives A branch within the Department of Education and Training which supports the delivery of the unit department's services to Indigenous people.

Information and An umbrella term that describes the use of all technologies in the manipulation and communication communication of information. technologies (ICT)

International An internationally recognised, two-year curriculum that prepares 16- to 19-year-old students for Baccalaureate Diploma university. Students receive credit for subjects studied in the program at leading universities (IBD) around the world, reducing the time required to complete a Bachelor degree.

K

Key learning areas (KLAs) Underpin both curriculum development and the Essential Learnings. They are the arts, English, health and physical education, languages other than English, mathematics, science, studies of society and environment, and technology. More information is available at: www.education.qld.gov.au/curriculum/area/index.html

Key performance indicator Tracking indicator used to measure the achievement of outputs against goals. (KPI)

Kindergarten program An education program planned and delivered by a qualified early childhood teacher for children in the year prior to Prep (i.e. who are least 4 years old by 30 June in the year they participate) for at least 15 hours per week, 40 weeks a year. Government-approved kindergarten programs are available in a range of settings, including community kindergarten services, kindergarten services operated by non-state schools, long day care services, and selected schools in discrete Indigenous communities.

L

Literacy – The Key to A professional development program to lift the literacy standards of students and teachers in Learning: Framework for Queensland. Action

M

Machinery-of-government A re-alignment of responsibilities and functions across government agencies. changes

246 Department of Education and Training | Annual Report 2010–11 N

National Assessment Annual tests conducted nationally in Years 3, 5, 7 and 9, covering reading, writing, spelling, Program Literacy and grammar and punctuation, and numeracy. The results provide information for teachers and Numeracy (NAPLAN) schools on individual student performance on a national basis. This is used to identify areas of strength and where further assistance may be required. NAPLAN tests are part of a collaborative process between states and territories, the Australian Government and non-government schools sectors.

National Centre for Australia's principal provider of VET research and statistics. Vocational Education Research (NCVER)

National Minimum Nationally set standards against which the results of NAPLAN tests are compared. For each year Standard (NMS) level, a minimum standard is defined and located on the common underlying scale. Band 2 is the minimum standard for Year 3; Band 4 is the minimum standard for Year 5; Band 5 is the minimum standard for Year 7; and Band 6 is the minimum standard for Year 9.

National Partnership An agreement between the Commonwealth and the states and territories to facilitate Agreement coordination, monitoring and delivery of strategies to improve service delivery.

National Quality A 2007 COAG partnership between Commonwealth, state and territory governments to pursue Framework (NQF) substantial reform in the areas of education, skills and early childhood development, and deliver significant improvements in human capital.

Next Step survey A comprehensive annual survey that reports on the destinations of school leavers from state and non-state schools.

O

OneSchool An automated system in all Queensland state schools which provides teachers, administrators and principals with secure easy access to information about students, curriculum, assessment and progress reporting, school facilities and school finance.

Operational plan Translates agency objectives into the services (outputs) that it will provide to its clients, and the standards for those services (performance measures).

Overall Position (OP) A student's statewide rank based on overall achievement in QSA-approved subjects. It indicates how well the student has done in comparison to all other OP-eligible students in Queensland. Students who want an OP must study 20 semester units of QSA subjects, including at least three subjects for four semesters each, and must sit the Queensland Core Skills test.

P

Parents and Citizens’ A group of community-minded parents and citizens who take on a more formal role to assist a Association (P&C) school by providing feedback on school policies and activities, additional resources to be used to enhance student learning, and providing parents with extra opportunities to be involved in their child's education.

People from non-English An equity and diversity group identifying people who have migrated to Australia and whose first speaking backgrounds language is a language other than English.

Portfolio The department or group of departments for which a Minister is responsible.

Positive Dreaming, Solid A strategy for achieving improved employment and training outcomes for Indigenous people Futures as Queensland's contribution towards the COAG target of halving the gap in Indigenous employment outcomes within a decade.

Preparatory year (Prep) A full-time non-compulsory program that replaced preschool. It runs five days a week and follows the established school times and routines. Taking a play- and inquiry-based approach to learning, Prep is offered at every Queensland state school and selected independent and Catholic schools.

Pre-Prep Refer kindergarten program.

Public private partnership A mutually beneficial partnership between the public and private sectors aimed at achieving (PPP) value for money and the provision of services that would otherwise be wholly funded by the public sector.

Glossary 247 Glossary

Q

Q2 A Queensland Government plan, Toward Q2: Tomorrow's Queensland, which sets targets and goals for the state in the areas of the economy, environment and lifestyle, education and skills, health and community.

QFleet The Queensland Government's provider of vehicle leasing and fleet management services.

Queensland Certificate of A school-based qualification awarded to students at the completion of Year 12 or equivalent Education (QCE) studies, that also recognises workplace, university and community learning. It replaced the Senior Certificate from 2008.

Queensland Certificate of A certificate that recognises the schooling achievements of students who have impairments Individual Achievement or difficulties in learning. Before 2008, the certificate was known as the Certificate of Post- (QCIA) Compulsory School Education.

Queensland College of A Queensland Government statutory authority established in January 2006. Its purpose is to Teachers (QCT) regulate, enhance and promote the teaching profession in Queensland in the best interests of the public and the profession.

Queensland Comparable QCATs are authentic performance-based assessment tasks. They are administered each year Assessment Tasks (QCATs) to students in Years 4, 6 and 9. Their purpose is to provide information about student learning in targeted Essential Learnings in English, mathematics and science and to help promote consistency of teacher judgments across the state.

Queensland Curriculum, Sets standards to define what Queensland school students should learn, how they are assessed, Assessment and and how schools report student achievement. It aims to improve student learning outcomes and Reporting (QCAR) increase comparability of assessment and reporting across schools. Framework

Queensland Education A review conducted by Professor Geoff Masters in 2008, which explored opportunities to improve Performance Review the state’s educational achievement, with a particular emphasis on literacy, numeracy and science outcomes. The department has begun implementation of the five recommendations of the review.

Queensland A network of environmentally sustainable schools that demonstrate curricula connections and Environmentally environmental action based on ecologically sustainable development principles. Sustainable Schools Initiative (QESSI)

Queensland Indigenous A body of 10 prominent Aboriginal and Torres Strait Islander experts in education and training Education Consultative who advise the Queensland Minister for Education and Training and the federal Minister for Committee (QIECC) Education, Employment and Workplace Relations regarding issues concerning or related to Indigenous education, training and higher education.

Queensland Skills Plan Outlines the short- and long-term measures the Queensland Government will take to alleviate skills shortages at all occupational levels.

Queensland Studies A statutory body of the Queensland Government, providing Preparatory Year to Year 12 Authority (QSA) syllabuses, assessment, reporting, testing, accreditation and certification services for Queensland schools.

R

Recognition of prior The recognition of competencies currently held, regardless of how, when or where the learning learning (RPL) occurred. A person's skills and knowledge acquired through previous formal or informal education and training, work or life experience may be used to grant status or credit in a subject or module.

Registered training An organisation registered to deliver and assess nationally recognised VET. organisation (RTO)

Right to information (RTI), This replaces the freedom of information legislation. The Act provides for access to information Right to Information Act held by the government, unless, on balance, it is contrary to the public interest to provide that 2009 information.

248 Department of Education and Training | Annual Report 2010–11 S

School-based Pathways for Year 10, 11 and 12 students combining senior studies, VET and employment. apprenticeships and traineeships (SATs)

School industry trade Centres that focus on addressing skills shortages in industry sectors including marine and allied centres trades, engineering, manufacturing and mining.

Schoolwide Positive A program which helps schools to create positive learning environments by developing proactive Behaviour Support whole-school systems to define, teach and support appropriate student behaviours. (SWPBS)

Science, Technology, A Queensland Government discussion paper and plan which aims to increase participation in Engineering and science, technology, engineering and mathematics study and careers, from primary school to Mathematics (STEM) university and beyond.

Senior Education and An individualised learning plan for a young person in the Senior Phase of Learning. Training Plan

Service Delivery Budget papers prepared on a portfolio basis by agencies reporting to each Minister and the Statement (SDS) Speaker. The document comprises a section for each departmental portfolio and one for the Legislative Assembly of Queensland. It is produced annually and provides budgeted financial and non-financial information for the budget year. The SDS sets out the priorities, plans and financial statements of agencies.

Skilling Solutions A training and career information service developed by the Queensland Government. Queensland

SkillsTech Australia A key component of the Queensland Skills Plan, created as part of a multifaceted response to Queensland's skills shortages by modernising the way trade and technician training is delivered throughout the state. SkillsTech Australia is the lead TAFE institute for training in automotive, building and construction, manufacturing and engineering, electrical and electronics, and sustainable technologies throughout Queensland.

Smart Classrooms A state government overarching strategy for digital initiatives, implemented in 2005, which is helping schools meet the requirements of 21st century students by embedding ICT into learning.

Smart State The government vision for Queensland, which aims to improve the prosperity and quality of life for all Queenslanders by driving economic growth in future growth areas. The vision is underpinned by the Smart State Strategy 2005–2015, which outlines an extensive program of investment in knowledge, creativity and innovation industries.

Southbank Education and The area housing the Southbank campus of the Southbank Institute of Technology. Training Precinct

Southbank Institute of A registered provider of high level vocational education and technical training, established as a Technology (SBIT) statutory institute of the Department of Education and Training. SBIT has campuses at Southbank and Morningside on the south side of Brisbane.

Special Education A clustering of students with disabilities and specialist teachers with experience or qualifications Programs in dedicated areas of specialisation to support the educational program of these students at selected schools within a local community.

State Schools of A part of the Tomorrow's Schools package. It involves modernising schools and equipping them Tomorrow with facilities, resources and technologies that will support a broad range of new or increased educational opportunities.

Strategic plan The document which provides the agency’s purpose and direction. It outlines the department’s overall objectives (including its contribution to whole-of-government objectives, ambitions and targets) and how it will know if it has achieved those agency objectives (performance indicators).

Glossary 249 Glossary

T

Technical and further Provides a wide range of predominantly vocational tertiary education courses, mostly qualifying education (TAFE) courses under the National Training System, Australian Qualifications Framework or Australian Quality Training Framework.

Trends in International A project of the International Association for the Evaluation of Educational Achievement to Mathematics and Science collect educational achievement data in mathematics and science at Year 4 and Year 8 in more Study (TIMSS) than 60 countries, to provide information about trends in performance over time.

Tomorrow’s Schools An infrastructure program directed at modernising and building new school facilities across the state.

Trade Training Taskforce Established in December 2008 by the Minister for Education and Training in response to the global financial crisis. It brings together key industry and government stakeholders to develop and implement urgent measures that ensure apprentices and trainees in training, and those who have lost employment or are at risk of losing employment, are supported to complete their training.

Traineeship A system of training regulated by law or custom, which combines on-the-job training and work experience with formal off-the-job training, while in paid employment.

U

User Choice The program used to fund apprenticeship and traineeship training, allowing employers and students to choose a registered training organisation that meets their needs.

V

Vocational education and Post-compulsory education and training which provides people with occupational or work-related training (VET) knowledge and skills.

Y

Young carers An individual who provides, in a non-contractual and unpaid capacity, ongoing care or assistance to another person who, because of disability, frailty, chronic illness or pain, requires assistance with everyday tasks.

Youth Support The YSCI supports young people who are disengaged or disengaging from learning to stay at Coordinator Initiative school and transition through the senior phase of learning. (YSCI)

250 Department of Education and Training | Annual Report 2010–11 Acronyms and abbreviations

ACE Adult Community Education EMG Executive Management Group

AMEB Australian Music Examinations Board ESL English as a second language

AQTF Australian Quality Training Framework ESL/D English as a subsequent language/dialect

Auslan Australian Sign Language FTE Full Time Equivalent

Aust Australia GCIT Gold Coast Institute of TAFE

BCITF Building and Construction Industry GSA Green Skills Agreement Training Fund GST Goods and services tax BER Building the Education Revolution IAO Information Access Officer

BNIT Brisbane North Institute of TAFE IBD International Baccalaureate Diploma

C&K Crèche and Kindergarten ICT Information and communications technology COAG Council of Australian Governments IESS Indigenous Education Support Structures CQIT Central Queensland Institute of TAFE IFP Indigenous Funding Pool CRICOS Commonwealth Register of Institutions and Courses for Overseas Students IP Information privacy

CSQ Construction Skills Queensland IS42 Information Standard 42: Information Privacy DELTA Direct Entry Level Training Administration ISQ Independent Schools Queensland DER Digital Education Revolution KPI Key performance indicator DET Department of Education and Training MCEECDYA Ministerial Council for Education, Early DETi Department of Education and Training Childhood Development and Youth Affairs International MCTEE Ministerial Council on Tertiary Education DPW Department of Public Works and Employment

eDRMS Electronic Document and Records MP Member of Parliament Management System MSIT Metropolitan South Institute of TAFE EQI Education Queensland International NALSSP National Asian Languages and Studies in ELCC Early learning and care centre Schools Program

Acronyms and abbreviations 251 Acronyms and abbreviations

NAPLAN National Assessment Program Literacy QSC Queensland Skills Commission and Numeracy QSP Queensland Skills Plan NCVER National Centre for Vocational Education Research QUT Queensland University of Technology

NEA National Education Agreement RPL Recognition of prior learning

NMS National Minimum Standard RTI Right to information

OP Overall Position RTO Registered training organisation SAE Standard Australian English P&C Parents and Citizens’ Association SAT School-based apprenticeship and PISA Programme for International Student traineeship Assessment

PLC Professional Learning Community SBIT Southbank Institute of Technology

QCAR Queensland Curriculum, Assessment and SCIT Sunshine Coast Institute of TAFE Reporting SEMP School Environmental Management Plan QCE Queensland Certificate of Education SEQ South East Queensland QCEC Queensland Catholic Education SES Socioeconomic status Commission STEM Science, Technology, Engineering and QCIA Queensland Certificate of Individual Mathematics Achievement

QCT Queensland College of Teachers SWPBS Schoolwide Positive Behaviour Support

QELI Queensland Education Leadership TAFE Technical and further education Institute TBIT The Bremer Institute of TAFE QESSI Queensland Environmentally Sustainable TIMSS Trends in International Mathematics and Schools Initiative Science Study QIECC Queensland Indigenous Education Consultative Committee UQ The University of Queensland

Qld Queensland VEO VET Export Office

QSA Queensland Studies Authority VET Vocational education and training

252 Department of Education and Training | Annual Report 2010–11 About this report

Welcome to the Department of Education and Training The online annual report contains additional Annual Report 2010–11. The annual report is an information about departmental activities, programs integral part of the department’s corporate governance and awards, and features photographs and videos that framework, describing our achievements, outlook and showcase the achievements of our staff. financial position for the year. The annual report also © State of Queensland (Department of Education and Training) 2011 The theme of this year’s online report is ‘recovery and plays an important role in fulfilling the department’s rebuilding’. ISSN: 1837-2899 commitment to accountability and transparency. The online Department of Education and Training The annual report is based on the department’s Annual Report 2010–11 can be downloaded and Strategic Plan 2010–2014, which outlines the Licence printed in full, in sections, or page by the page from department’s key objectives and key performance www.det.qld.gov.au/publications/annual-reports/10-11/ This annual report is licensed by the State of Queensland (Department of Education and Training) under a indicators. index.html Creative Commons Attribution (CC BY) 3.0 Australia licence. The strategies for achieving our objectives, as outlined in the Strategic Plan, are highlighted throughout the Providing feedback – our contact details document. We continually strive to meet best practice reporting The Strategic Plan’s key performance indicators are standards and value the views of our readers. We CC BY Licence Summary Statement identified throughout the annual report with this invite you to provide feedback on this report by email symbol. to [email protected], by contacting the In essence, you are free to copy, communicate and adapt this annual report, as long as you attribute the In 2010–11, in line with the government’s Performance Governance, Strategy and Planning Branch, work to the State of Queensland (Department of Education and Training). PO Box 15033, City East Qld 4002 or online at Management Framework, the department transitioned To view a copy of this licence, visit: www.creativecommons.org/licenses/by/3.0/au/deed.en from reporting on outputs and performance measures www.det.qld.gov.au/publications/annual-reports/10-11/ index.html to reporting against services and service standards. Attribution The new ‘service standards’ reflect departmental strategic priorities in measuring the efficiency and Interpreter services Content from this annual report should be attributed as: effectiveness of service delivery. The State of Queensland (Department of Education and Training) annual report 2010–11. The Queensland Government is committed to The annual report provides comprehensive information providing accessible services to Queenslanders from about the department’s financial position for the all culturally and linguistically diverse backgrounds. If Images 2010–11 financial year. It also provides information you need assistance to understand the annual report, All images included in this annual report are identified as ‘restricted’ and the following terms apply: about our: you can contact the Translating and Interpreting You may only use this image (in its entirety and unaltered) as an integrated part of this entire annual • performance against our objectives Service on telephone 131 450 to arrange an interpreter report or as an unaltered integrated part of an extract taken from this annual report. to effectively communicate the report to you. • diverse and dynamic organisational culture, For more information, go to: people management and corporate governance Photography: Brian Cassey, Peter Lik, Lime Photography, Michael Marston, MVA Viewfinder, www.communities.qld.gov.au/multicultural/services- Grant O’Neill, Tony Phillips, Lyle Radford, Kerry Trapnell and Department of Public Works. processes and-resources/translating-and-interpreting-services • future direction. In order to meet our commitment to the environment, the print run of this report, which has been tabled in Parliament, was limited to 130 copies. The tabled version contains compliance information as stipulated in the Annual report requirements for Queensland Changes to last year’s annual report Government agencies – Requirements for the 2010– Page 12 of the Department of Education and Training 2011 reporting period. 2009–10 Annual Report should have included the Training and Employment Recognition Council under the ‘Statutory bodies and entities’ section. Department of Education and Training Education House Machinery-of-government changes 30 Mary Street Brisbane QLD 4000 During the 2010–11 financial year, Skills Queensland was established as a statutory authority to provide General enquiries genuine industry leadership and ownership of PO Box 15033 Queensland’s skills and workforce development City East Brisbane QLD 4002 system. Detailed information about Skills Queensland is available in the 2010-11 Skills Queensland Annual www.det.qld.gov.au Report available at: www.skills.qld.gov.au Annual Report 2010 Annual Report Department of Education and Training – 11 Department of Education and Training

Department of Education and Training Annual Report 2010–11 www.det.qld.gov.au