Appendix A—Queensland Early Years Performance Participation Proportion of Children Enrolled in an Early Childhood Education Program

Appendix A

Appendix A—Queensland early years performance Participation Proportion of children enrolled in an early childhood education program

Graph 7: All children

120 100 106.4 105.8 108.5 97.4 80 60 76.6 40 Percentage (%) 20 0 2012 2013 2014 2015 2016

Source: ABS Preschool Education, Australia (Catalogue No. 4240.0)

Graph 8: Indigenous children

100

80 93.1 85.6 60 64.4 65.3 40 51.7

Percentage (%) 20

0 2012 2013 2014 2015 2016

Source: ABS Preschool Education, Australia (Catalogue No. 4240.0)

Graph 9: Disadvantaged communities

100 94.9 94.2 80 91.8 85.5 60 71.4

Percentage (%) 20

0 2012 2013 2014 2015 2016

Source: ABS Preschool Education, Australia (Catalogue No. 4240.0)

44 Department of Education and Training | Annual Report 2016–2017

Appendix A

Quality

Graph 10: Proportion of assessed and rated services meeting or above the National Quality Standard

77.9 75 2100 75.0 72.5 70 2683 1400 70.6 2447 1823 Percentage (%) Percentage 65 700 989 Number ofRated Services

60 0 2013-14 2014-15 2015-16 2016-17

Rated Services Proportion

Source: Australian Children's Education and Care Quality Authority National Quality Framework (various years)

45 Department of Education and Training | Annual Report 2016–2017

Appendix B

Appendix B—Queensland schooling performance

NAPLAN Proportion of students achieving at or above the National Minimum Standard

Graph 11: Year 3 Reading—All students

95.3 94.6 95.1 100 92.1 93.5

93.1 95.1 93.4 92.4 95.0 94.2 95.4 87.1 90.6 75 85.3

Percentage (%) 25

0 2008 2013 2014 2015 2016 QLD State Schools All QLD Students Australia

Graph 12: Year 3 Writing—All students

95.3 95.0 95.5 96.3 100 93.8 96.4 93.1 94.393.4 94.3 92.3 93.1 94.3 95.1 95.5 75

Percentage (%) 25

0 2011 2013 2014 2015 2016 QLD State Schools All QLD Students Australia

Graph 13: Year 3 Numeracy—All students

95.0 95.7 94.6 94.4 95.5 100 93.4 95.8 93.2 94.6 93.0 95.0 94.4 96.0 88.9 92.0 75

(%) Percentage 25

0 2008 2013 2014 2015 2016 QLD State Schools All QLD Students Australia

46 Department of Education and Training | Annual Report 2016–2017 Appendix B

Graph 14: Year 3 Reading—Indigenous students

100

81.5 78.7 80.6 74.7 75 68.3

50 95.1 93.4 95.0 95.4 87.1 84.6 85.2 85.0 86.3 85.2 78.2 80.3 81.7 68.0 66.2 Percentage (%) 25

0 2008 2013 2014 2015 2016 QLD State School Indigenous QLD Indigenous QLD All Students Australian Indigenous

Graph 15: Year 3 Writing—Indigenous students

100 85.1 79.9 81.2 78.9 75.8 75

50 96.4 94.3 94.3 93.1 95.1 89.4 89.3 84.0 84.0 82.4 82.1 82.6 80.6 86.2 85.8

Percentage (%) 25

0 2011 2013 2014 2015 2016 QLD State School Indigenous QLD Indigenous QLD All Students Australian Indigenous

Graph 16: Year 3 Numeracy—Indigenous students

100 81.6 82.6 78.6 78.2 78.2 75

50 92.0 95.8 94.6 95.0 96.0 82.2 84.6 83.3 82.4 82.2 82.9 85.4 85.7 71.8 75.5 Percentage (%) 25

0 2008 2013 2014 2015 2016 QLD State School Indigenous QLD Indigenous QLD All Students Australian Indigenous

47 Department of Education and Training | Annual Report 2016–2017 Appendix B

Graph 17: Year 5 Reading—All students

96.1 100 91.0 92.9 93.3 93.0 94.6 96.2 92.8 92.4 93.8 90.7 93.4 86.9 89.7 75 81.9

Percentage (%) 25

0 2008 2013 2014 2015 2016 QLD State Schools All QLD Students Australia

Graph 18: Year 5 Writing—All students

100 92.5 91.7 90.2 92.3 93.2

90.2 90.6 92.2 90.0 87.4 86.6 89.4 75 85.8 86.0 82.9

Percentage (%) 25

0 2011 2013 2014 2015 2016 QLD State Schools All QLD Students Australia

Graph 19: Year 5 Numeracy—All students

95.1 94.3 100 92.7 93.4 93.5

93.6 93.1 94.3 95.5 92.8 94.7 87.6 90.4 90.5 90.0 75

Percentage (%) 25

0 2008 2013 2014 2015 2016 QLD State Schools All QLD Students Australia

48 Department of Education and Training | Annual Report 2016–2017 Appendix B

Graph 20: Year 5 Reading—Indigenous students

100 83.3 73.6 70.3 70.8 75 63.4

50 96.2 93.8 93.4 86.9 87.9 87.7 92.8 80.4 79.2 72.5 74.9 76.0 77.2

Percentage (%) 58.6 62.9 25

0 2008 2013 2014 2015 2016 QLD State School Indigenous QLD Indigenous QLD All Students Australian Indigenous

Graph 21: Year 5 Writing—Indigenous students

100

73.5 75 68.9 68.2 65.8 63.3

50 90.2 90.0 87.4 90.6 92.2 76.5 78.5 68.7 72.1 66.1 69.7 66.4 68.2 71.9

Percentage (%) 62.3 25

0 2011 2013 2014 2015 2016 QLD State School Indigenous QLD Indigenous QLD All Students Australian Indigenous

Graph 22: Year 5 Numeracy—Indigenous students

100

78.6 76.1 73.0 71.1 75 69.2

50 90.4 93.6 93.1 95.5 94.7 83.6 83.1 76.7 80.0 80.2 69.0 69.5 74.7 71.3 73.9 Percentage (%) 25

0 2008 2013 2014 2015 2016 QLD State School Indigenous QLD Indigenous QLD All Students Australian Indigenous

49 Department of Education and Training | Annual Report 2016–2017 Appendix B

Graph 23: Year 7 Reading—All students

94.2 94.2 94.9 95.4 94.6 100 95.8 91.4 92.9 91.1 93.6 92.2 94.4 94.3 91.6 94.6 75

Percentage (%) 25

0 2008 2013 2014 2015 2016 QLD State Schools All QLD Students Australia

Graph 24: Year 7 Writing—All students

91.1 100 89.3 88.5 87.3 89.7

89.7 91.6 86.8 88.8 85.8 87.3 75 83.2 81.6 85.1 84.6

Percentage (%) 25

0 2011 2013 2014 2015 2016 QLD State Schools All QLD Students Australia

Graph 25: Year 7 Numeracy—All students

95.4 95.0 95.1 95.9 95.5 100

94.3 94.9 94.7 95.4 93.7 95.3 95.3 96.2 93.5 95.6 75

Percentage (%) 25

0 2008 2013 2014 2015 2016 QLD State Schools All QLD Students Australia

50 Department of Education and Training | Annual Report 2016–2017 Appendix B

Graph 26: Year 7 Reading—Indigenous students

100 80.8 77.1 77.4 71.9 73.2 75

50 92.9 93.6 94.4 95.8 94.6 87.6 86.1 81.6 75.2 74.8 76.5 76.6 80.2 80.2 79.4 Percentage (%) 25

0 2008 2013 2014 2015 2016 QLD State School Indigenous QLD Indigenous QLD All Students Australian Indigenous

Graph 27: Year 7 Writing—Indigenous students

100

66.9 75 63.5 61.4 59.3 55.6

50 91.6 88.8 85.8 85.1 87.3 74.5 74.0 69.0 67.7 64.3 66.7 66.3 Percentage (%) 62.8 60.9 60.0 25

0 2011 2013 2014 2015 2016 QLD State School Indigenous QLD Indigenous QLD All Students Australian Indigenous

Graph 28: Year 7 Numeracy—Indigenous students

100 82.8 78.6 78.1 79.5 79.4 75

50 94.9 95.4 95.3 90.1 96.2 95.6 83.8 81.8 85.8 83.2 84.3 83.8 87.6 82.0 82.9

Percentage (%) 25

0 2008 2013 2014 2015 2016 QLD State School Indigenous QLD Indigenous QLD All Students Australian Indigenous

51 Department of Education and Training | Annual Report 2016–2017 Appendix B

Graph 29: Year 9 Reading—All students

100 92.9 93.4 92.1 92.3 92.8

92.7 91.8 92.4 87.9 90.5 89.9 91.3 88.6 89.6 75 86.4

Percentage (%) 25

0 2008 2013 2014 2015 2016 QLD State Schools All QLD Students Australia

Graph 30: Year 9 Writing—All students

100 84.8 82.6 81.8 80.5 82.9

75 85.0 81.6 79.4 78.6 78.0 74.7 77.7 71.8 70.1 73.6 50

Percentage (%) 25

0 2011 2013 2014 2015 2016 QLD State Schools All QLD Students Australia

Graph 31: Year 9 Numeracy—All students

95.7 95.2 100 93.6 90.6 94.1

94.2 95.1 96.3 94.1 95.3 90.0 92.4 90.1 93.0 75 86.5

Percentage (%) 25

0 2008 2013 2014 2015 2016 QLD State Schools All QLD Students Australia

52 Department of Education and Training | Annual Report 2016–2017 Appendix B

Graph 32: Year 9 Reading—Indigenous students

100

73.9 70.7 71.2 71.7 73.6 75

50 90.5 92.7 91.3 91.8 92.4 77.6 76.3 76.0 77.0 75.9 71.2 70.0 69.0 72.7 75.2 Percentage (%) 25

0 2008 2013 2014 2015 2016 QLD State School Indigenous QLD Indigenous QLD All Students Australian Indigenous

Graph 33: Year 9 Writing—Indigenous students

100

55.0 52.7 51.2 49.4 46.1 50 85.0 81.6 79.4 77.7 78.6

Percentage (%) 56.4 60.8 55.3 57.6 25 47.8 52.3 47.5 50.8 52.4 52.8

0 2011 2013 2014 2015 2016 QLD State School Indigenous QLD Indigenous QLD All Students Australian Indigenous

Graph 34: Year 9 Numeracy—Indigenous students

100 82.8 79.7 76.2 72.5 75 65.7

50 94.2 96.3 95.3 92.4 90.1 90.0 87.8 86.6 81.7 77.8 83.4 74.3 73.2 69.0 68.2 Percentage (%) 25

0 2008 2013 2014 2015 2016 QLD State School Indigenous QLD Indigenous QLD All Students Australian Indigenous Source: Australian Curriculum, Assessment and Reporting Authority and Queensland Curriculum and Assessment Authority (QCAA) Note: Baseline (2008, 2011) figures are shown for comparison.

53 Department of Education and Training | Annual Report 2016–2017 Appendix B

Year 12 outcomes

Table 2: Proportion of students awarded Certification (QCE or QCIA) by the end of Year 12 (%)

Measure 2010 2011 2012 2013 2014 2015 2016

State school students awarded Certification by the 77.1 81.6 84.5 88.4 92.9 96.7 97.8 end of Year 12

All students awarded Certification by the end of 82.2 85.5 87.3 90.0 92.7 95.2 96.0 Year 12

Indigenous state school students awarded 53.8 65.9 70.2 75.9 86.5 95.0 97.0 Certification by the end of Year 12

Source: Queensland Curriculum and Assessment Authority (as at February 2017) Note: Excludes visa students.

54 Department of Education and Training | Annual Report 2016–2017

Appendix B

Proportion of Year 12 with a VET qualification

Graph 35: All students Graph 36: Indigenous state school students

100 100

80 80 84.5 84.8 81.8 78.9 79.8 80.8 77.7 76.9 77.6 76.0

60 66.4 67.4 60 63.4 63.5 62.4

40 40

Percentage (%) Percentage (%)

20 20

0 0 2012 2013 2014 2015 2016 2012 2013 2014 2015 2016 All Schools State Schools

Source: Queensland Curriculum and Assessment Authority Source: Queensland Curriculum and Assessment Authority (as at February 2017) (as at February 2017)

Note: Includes students who undertook a school-based Note: Includes students who undertook a school-based apprenticeship and traineeship; excludes visa students. apprenticeship and traineeship; excludes visa students.

Proportion of Year 12 OP-eligible or International Baccalaureate students with an OP 1–15 or an International Baccalaureate Diploma (IBD) (state and all schools)

Graph 37: All students Graph 38: Indigenous state school students

100 100

80 80 81.5 79.1 79.4 79.4 79.8 77.7 74.9 75.1 75.7 75.9 60 60 62.5

57.1 57.1 54.6 49.8 40 Percentage (%) 40

Percentage (%)

20 20

0 0 2012 2013 2014 2015 2016 2012 2013 2014 2015 2016 All schools State Schools

Source: Queensland Curriculum and Assessment Authority (as Source: Queensland Curriculum and Assessment Authority at February 2017) (as at February 2017)

55 Department of Education and Training | Annual Report 2016–2017

Appendix B

Graph 39: Proportion of 20- to 24-year-olds having attained Year 12 or equivalent, or Certificate II or above (state and non-state schools)

100

90.7 80 85.8 86.7 85.3 88.0

40 Percentage (%) Percentage

0 2012 2013 2014 2015 2016

Source: ABS Education and Work, Australia, May 2016 (Catalogue No. 6227.0) (Additional Datacube) Note: Full-time students only.

Post-schooling

Graph 40: Proportion of students who, six months after completing Year 12, are participating in education, training or employment (state and non-state schools) 2012–16

100

80 89.2 87.5 86.9 87.0 86.8

40 Percentage (%)

0 2012 2013 2014 2015 2016

Source: 2012–16 Next Step Surveys

56 Department of Education and Training | Annual Report 2016–2017

Appendix B

Graph 41: Main destinations of Year 12 completers (state and non-state schools) 2012–16

Not in the labour force, education or training

Seeking work

Part-time employment

Full-time employment

Traineeship

Apprenticeship

VET Cert I– II/other

VET Cert III

VET Cert IV+

Bachelor Degree

0 5 10 15 20 25 30 35 40

Percentage (%)

2012 2013 2014 2015 2016

Source: 2012–16 Next Step Surveys

57 Department of Education and Training | Annual Report 2016–2017

Appendix B

Graph 42: Main destinations of Indigenous Year 12 completers (state and non-state schools) 2012–16

Not in the labour force, education or training

Seeking work

Part-time work

Full-time work

Traineeship

Apprenticeship

VET Cert I– II/other

VET Cert III

VET Cert IV+

Bachelor Degree

0 5 10 15 20 25 30 35 40

Percentage (%)

2012 2013 2014 2015 2016

Source: 2012–16 Next Step Surveys

58 Department of Education and Training | Annual Report 2016–2017

Appendix B

Attendance

Table 3: State school attendance rates by departmental region (%)

Region 2013 2014 2015 2016 Central Queensland 90.7 90.9 91.5 91.5

Darling Downs South West 90.3 90.6 91.1 91.2

Far North Queensland 87.9 88.3 88.9 88.9

Metropolitan 92.4 92.6 92.8 93.0

North Coast 90.4 90.7 91.0 91.2

North Queensland 89.0 89.6 89.8 89.4

South East 90.7 91.2 91.2 91.6

Queensland 90.8 91.1 91.4 91.5

Source: Department of Education and Training (Semester 1, 2013–16) Note: Full-time students only.

Table 4: Proportion of state school students by attendance rate range (%), 2016

Year level category Less than 85% 85% to <90% 90% to <95% 95% to 100%

Primary (Prep –Year 6) 12.2 11.0 25.9 50.9

Secondary (Year 7–Year 12) 21.7 13.1 25.1 40.1

Source: Department of Education and Training (Semester 1, 2016) Note: The student attendance rate is based on Semester 1 each year and is generated by dividing the total of full days and part days that students attended, and comparing this to the total of all possible days for students to attend, expressed as a percentage.

59 Department of Education and Training | Annual Report 2016–2017

Appendix B

Retention

Graph 43: Apparent retention rates (ARR) of Queensland and Australian students in Years 10–12, 2009–2016

Aboriginal and Torres Queensland/ Non-Indigenous Year Strait Islander All students Australia students students 2016 Qld 72.0 88.4 87.3 Aust. 60.9 84.0 82.9 2015 Qld 72.4 87.7 86.7 Aust. 60.6 83.8 82.7 2014 Qld 70.5 87.0 85.9 Aust. 60.4 83.6 82.5 2013 Qld 67.0 85.2 84.0 Aust. 55.8 81.9 80.7 2012 Qld 62.4 83.6 82.2 Aust. 53.3 80.4 79.3 2011 Qld 61.8 83.1 81.8 Aust. 53.5 80.6 79.5 2010 Qld 64.0 82.0 81.0 Aust. 52.5 79.5 78.5 2009 Qld 60.6 79.8 78.8 Aust. 50.1 77.7 76.7

Source: ABS, Schools, Australia Notes: x Queensland state and non-state school students compared with Australian state and non-state school students. x The category 'Non-Indigenous' includes students whose Indigenous status was reported as ‘Not Stated’.

60 Department of Education and Training | Annual Report 2016–2017

Appendix B

Students with disability

Graph 44: Number of state schools accessing special education programs

1200

1000 446 451 458 800 386 448

600

Number 400 600 609 617 630 645 200

0 2012 2013 2014 2015 2016

State Schools supported through a cluster arrangement State Schools providing special education programs

Source: Centre Information System (CIS)

Graph 45: Number of students with verified disability identified as requiring additional support enrolled in state primary and secondary schools

30000

29000 27000 28052 26947

24000 24097 23423

Number 21000

18000

15000 2012 2013 2014 2015 2016

Source: AIMS cube (OneSchool) as at November each year

61 Department of Education and Training | Annual Report 2016–2017

Appendix B

Parent satisfaction

Graph 46: Proportion of parents satisfied with their child’s school

100

95.2 95.8 93.9 94.1 94.1 80

40 Percentage (%)

0 2012* 2013* 2014 2015 2016

Source: DET School Opinion Survey—parent/caregiver survey Notes: x The proportion presents the aggregation of positive responses (‘somewhat agree’, ‘agree’ and ‘strongly agree’) to the statement ‘this is a good school’. x *Until 2013, a random sample of parents/caregivers (to a maximum of 40 from each school) was selected to participate in the survey. From 2014, a census of families (selected by eldest child) were invited to participate in the survey.

62 Department of Education and Training | Annual Report 2016–2017

Appendix B

Directions and orders

Table 5: Summary of directions and orders

Directions or orders given to persons Directions or orders given to other than children/young people who are Type of direction or order children/young not students of the school people 2016–17 2016–17 State and non-state schools Prohibition from entering premises of all state 0 0 educational institutions and non-state schools for up to one year—section 352 State schools Direction about conduct or movement— 138 6 section 337 Direction to leave and not re-enter—section 27 1 339 Prohibition from entering premises for up to 60 44 6 days—section 340 Prohibition from entering premises for more 2 0 than 60 days but not more than one year— section 341 Review of direction—section 338: x the number of review applications made 5 0 x the number of directions confirmed 3 0 x the number of directions cancelled 2 0 Prohibition from entering premises of all state 0 0 education institutions for up to one year— section 353 Non-state schools Direction about conduct or movement— 13 2 section 346 Direction to leave and not re-enter—section 8 0 348 Prohibition from entering premises for up to 60 1 0 days—section 349 Prohibition from entering premises for more 0 0 than 60 days but not more than one year— section 350 Review of direction—section 347 or 349B: x the number of review applications made 1 0 x the number of directions confirmed 0 0 x the number of directions cancelled 0 0

Source: Department of Education and Training Note: Sections refer to the Education (General Provisions) Act 2006, Chapter 12, Parts 6–8. 63 Department of Education and Training | Annual Report 2016–2017

Appendix C

Appendix C—Queensland training and skilling performance

Training activity

Graph 47: Proportion of all attempted competencies successfully completed

100 90 92.1 93.4 93.4 93.0 80 89.3 70 60 50 40

Percentage (%) Percentage 30 20 10 0 2012-13 2013-14 2014-15 2015-16 2016-17

Source: Department of Education and Training—STAC database

64 Department of Education and Training | Annual Report 2016–2017

Appendix C

Graph 48: Proportion of 25- to 64-year-olds with Certificate III or higher qualifications

100 90 80 70 60 59.7 50 56.4 56.6 57.7 59.2 40

Percentage (%) 30 20 10 0 2012 2013 2014 2015 2016

Source: ABS Survey of Education and Work, Australia 2016 (Catalogue No. 6227.0)

Graph 49: Publicly funded Australian Qualifications Framework Certificate I or above qualifications awarded

80000 70000 60000 50000 40000

Number 30000 20000 10000 0 2012-13 2013-14 2014-15 2015-16 2016-17 Cert I-II Cert III Cert IV Diploma and higher

Source: Department of Education and Training—STAC database Note: For consistency of reporting with other jurisdictions, the total number of VET qualifications awarded only includes Certificate I or above qualification levels. In annual reports prior to 2012–13 all qualification levels were reported.

65 Department of Education and Training | Annual Report 2016–2017

Appendix C

Graph 50: Number of Indigenous students in the publicly funded VET system

20000 18384 18000 16602 15605 15662 16000 14688 14000 11279 12000 10821 10706 9538 10050 10000 8000 6000 4000 2000 0 2012-13 2013-14 2014-15 2015-16 2016-17 Indigenous All Students Indigenous Cert III+ Students

Source: Department of Education and Training—STAC database

Graph 51: Number of VET qualifications awarded to Indigenous students

8000 7524 7431

7000 6135 6000 5161 4892 4610 5000 4285 4349 3493 4000 3170 3000 2000 1000 0 2012-13 2013-14 2014-15 2015-16 2016-17

Indigenous all awards Indigenous Cert III+ awards

66 Department of Education and Training | Annual Report 2016–2017

Appendix C

Apprenticeship and traineeship

Graph 52: Number of apprenticeship and traineeship new commencements

60000

50000 33,624

40000 28,072 21,102 22,300 19,599

Number 30000

20000 19,808 16,822 17,106 16,832 16,200 10000

0 2012-13 2013-14 2014-15 2015-16 2016-17

Apprenticeship Traineeship

Source: Department of Education and Training—Contract of Training Database (DELTA) Notes: x The 2016–17 data are projected results. x Apprenticeships and traineeships include school-based apprenticeships and traineeships.

Graph 53: Number of apprenticeship and traineeship completions

50000 45000 35,779 40000 35000 22,520 30000

25000 16,977

Number 20000 12,292 12,600 15000

10000 12,087 10,155 10,785 11,040 5000 9,400 0 2012-13 2013-14 2014-15 2015-16 2016-17 Apprenticeship Traineeship

67 Department of Education and Training | Annual Report 2016–2017

Appendix C

Graph 54: Number of Indigenous apprenticeship and traineeship new commencements

3500

3000 2,200

2500 1,835 1,721 1,566 1,661

2000

Number 1500

1000 962 1,053 991 849 900 500

0 2012-13 2013-14 2014-15 2015-16 2016-17 Apprenticeship Traineeship

Graph 55: Number of Indigenous apprenticeship and traineeship completions

2250

2000 1,730 1750

1500 1,100 1250 981 885 806 1000 Number 750

500 479 437 411 400 250 339 0 2012-13 2013-14 2014-15 2015-16 2016-17 Apprenticeship Traineeship

68 Department of Education and Training | Annual Report 2016–2017

Appendix C

Graph 56: Number of school-based apprenticeship and traineeship new commencements

12000

10000 7,692 8000 6,300 5,937 5,970 5,525 6000 Number 4000

2000 1,824 1,752 1,742 1,797 1,800 0 2012-13 2013-14 2014-15 2015-16 2016-17 Apprenticeship Traineeship

Source: Department of Education and Training—Contract of Training Database (DELTA) Note: The 2016–17 data are projected results.

Graph 57: Number of school-based apprenticeship and traineeship completions

8000

7000 6,056 6000

5000 4,540 4,274 4,104 4,100 4000 Number 3000

2000

1000 899 913 694 719 700 0 2012-13 2013-14 2014-15 2015-16 2016-17 Apprenticeship Traineeship

Source: Department of Education and Training—Contract of Training Database (DELTA) Notes: x The 2016–17 data are projected results. x Completions are for those who commenced training as a school-based apprenticeship or traineeship.

69 Department of Education and Training | Annual Report 2016–2017

Appendix C

Graph 58: Number of Indigenous school-based apprenticeship and traineeship new commencements

1200

1000

800

583 575 600 600 540 515 Number 400

200

132 135 96 104 100 0 2012-13 2013-14 2014-15 2015-16 2016-17 Apprenticeship Traineeship

Source: Department of Education and Training—Contract of Training Database (DELTA) Note: The 2016–17 data are projected results.

Graph 59: Number of Indigenous school-based apprenticeship and traineeship completions

700

600 583

500

400 Number 300 309 308 296 320

200

100

32 20 0 24 28 31 2012-13 2013-14 2014-15 2015-16 2016-17

Apprenticeship Traineeship

70 Department of Education and Training | Annual Report 2016–2017

Appendix C

VET outcomes

Graph 60: Proportion of graduates in employment or further study

100 90 80 85.9 88.0 87.4 82.4 83.4 70 60 50 40

Percentage (%) 30 20 10 0 2012 2013 2014 2015 2016

Source: NCVER government-funded student outcomes 2016

Graph 61: Proportion of Indigenous graduates in employment or further study

100 90 80

70 76.3 74.0 75.3 76.8 60 62.6 50 40

Percentage (%) 30 20 10 0 2012 2013 2014 2015 2016

Source: NCVER government-funded student outcomes 2016—VOCSTATS

71 Department of Education and Training | Annual Report 2016–2017

Appendix C

Graph 62: The gap between Indigenous and overall VET Outcomes

100 90 80 -9.6 -14.0 -12.1 -6.6 70 -19.8 60 50 40

Percentage (%) 30 20 10 0 2012 2013 2014 2015 2016

Indigenous All

Source: NCVER government-funded student outcomes 2016—VOCSTATS Note: Gap is the percentage points difference between the proportion of graduates in employment or further studies and the proportion of Indigenous graduates in employment or further studies.

72 Department of Education and Training | Annual Report 2016–2017

Appendix C

Training satisfaction

Graph 63: Proportion of graduates satisfied with the overall quality of their training

100 90 89.0 80 87.4 88.2 86.6 85.4 70 60 50 40

Percentage (%) 30 20 10 0 2012 2013 2014 2015 2016

Source: NCVER government-funded student outcomes 2016

Graph 64: Proportion of employers satisfied with graduates of nationally accredited training

100 90 91.0 80 84.9 81.2 70 60 50 40

Percentage (%) 30 20 10 0 2011 2013 2015

Source: NCVER Employers' use and views of the VET system 2015 (biennial)

Graph 65: Proportion of employers satisfied with graduates of apprenticeships and traineeships

100 90 80 82.7 70 77.7 77.8 60 50 40

Percentage (%) Percentage 30 20 10 0 2011 2013 2015

Source: NCVER Employers' use and views of the VET system 2015 (biennial) 73 Department of Education and Training | Annual Report 2016–2017

Appendix D

Appendix D—Queensland supporting services performance

Table 6: Attendance rate (%) for state school teachers

Year Age 20–24 25–29 30–34 35–39 40–44 45–49 50–54 55–59 60–64 65+ 2016–17 98.0 97.1 96.5 96.2 96.2 96.1 95.6 94.5 93.2 93.0 2015–16 98.1 97.2 96.6 96.3 96.3 96.2 95.8 94.6 93.7 93.4 2014–15 98.2 97.2 96.5 96.3 96.3 96.1 95.7 94.5 93.4 93.5 2013–14 98.1 97.2 96.4 96.3 96.2 96.2 95.7 94.5 94.0 93.4 2012–13 98.0 97.0 96.3 96.1 96.2 96.1 95.6 94.3 93.9 92.7

Graph 66: DET permanent staff retention rate (%)

95 94.9 95.0 94.6 94

93 93.2 93.2 Percentage (%)

91 2012-13 2013-14 2014-15 2015-16 2016-17

Source: MOHRI as per established reporting arrangements using Q3, Q4 prior year and Q1, Q2 current year to calculate the rate.

74 Department of Education and Training | Annual Report 2016–2017

Appendix D

Graph 67: Proportion of school-based staff who agree that this is a good school

100

95.1 95.4 95.0 94.5 80

40 Percentage (%)

0 2013 2014 2015 2016

Source: 2016 DET School Opinion Survey—staff survey Note: The proportion presents the aggregation of positive responses (‘somewhat agree’, ‘agree’ and ‘strongly agree’) to the statement ‘this is a good school’.

75 Department of Education and Training | Annual Report 2016–2017

Appendix E

Appendix E—Our legislation

The Premier of Queensland has responsibility for determining ministerial portfolios.

The responsibilities of ministers and their portfolios are set out in Administrative Arrangements Orders. For each Minister, they detail the principal responsibilities, the Acts they administer, and the departments, agencies and office holders responsible for them.

The Administrative Arrangements Order is published in the Queensland Government Gazette and online at https://www.qld.gov.au/about/how-government-works/government-responsibilities

Our functions and powers are derived from administering the Acts of Parliament in accordance with Administrative Arrangements Order (No. 2) 2017.

Table 7: Administrative Arrangements Order (No. 2) 2017

Principal ministerial responsibilities Acts administered Minister for Education

x Early Childhood Education and Care Australian Catholic University (Queensland) Act 2007 including: Bond University Act 1987 Early Childhood Education and Central Queensland University Act 1998 Care Regulated Services Education (Accreditation of Non-State Schools) Act Kindergarten Programs 2001 x Education including: Education and Care Services Act 2013 Aboriginal and Torres Strait Education and Care Services National Law Islander Education (Queensland) Act 2011 Distance Education Education (Capital Assistance) Act 1993 Education of Students in Youth Education (General Provisions) Act 2006 Detention Centres Education (Overseas Students) Act 1996 Home Education Education (Queensland College of Teachers) Act International Education 2005 Primary Education Education (Queensland Curriculum and Assessment Authority) Act 2014 Secondary Education Education (Work Experience) Act 1996 Special Education Grammar Schools Act 2016 x Higher Education including: Griffith University Act 1998 State Government Policy and James Cook University Act 1997 Planning Queensland University of Technology Act 1998 x Non-State School Accreditation University of Queensland Act 1998 x Non-State School Funding University of Southern Queensland Act 1998 x Registration of Teachers University of the Sunshine Coast Act 1998

Minister for Training and Skills

x International Vocational Education and Further Education and Training Act 2014 Training Jobs Queensland Act 2015 x Skills and Workforce Development TAFE Queensland Act 2013 x Vocational Education and Training Vocational Education and Training (Commonwealth including Technical and Further Powers) Act 2012 Education

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Appendix F

Appendix F—External scrutiny

Queensland Audit Office (QAO) reports tabled in the Queensland Parliament

The Auditor-General is an independent officer of Parliament, appointed for a fixed seven-year term. The QAO enables the Auditor-General to fulfil this role by providing professional financial and performance audit services to both Parliament and the public sector on behalf of the Auditor-General. The Auditor-General Act 2009 governs the powers and functions of the Auditor-General.

The following QAO reports are applicable to the department. For a complete list of all tabled reports by QAO to the Queensland Parliament in the 2016–17 financial year, visit the QAO website at https://www.qao.qld.gov.au/reports- resources/parliament

Report: Education and employment outcomes for Aboriginal and Torres Strait Islander people (Report 20: 2016–17)

In 2007, the Commonwealth, states and territories agreed to a reform program to close the gap in various aspects of Indigenous disadvantage. Two targets in this national agreement are:

x halving the gap for Indigenous people aged 20–24 in Year 12 attainment or equivalent attainment rates by 2020; and x halving the gap in employment outcomes between Indigenous and non-Indigenous Australians within a decade (by 2018).

This audit assessed whether Queensland is reducing the gap in education and employment outcomes for Aboriginal and Torres Strait Islander peoples. During the audit, QAO assessed the support provided by state schools to Aboriginal and Torres Strait Islander students in the senior phase of schooling (Years 10, 11 and 12) to attain Year 12 certification. QAO also assessed how well the Queensland Government supports Aboriginal and Torres Strait Islander students to transition from schooling into work, training, or further education.

The report made three recommendations to the Department of Education and Training and provided a copy of the report to the Director-General, with a request for comments. The department’s response is at Appendix A of the QAO report.

Report: Universities and grammar schools: 2016 results of financial audits (Report 18: 2016–17)

Queensland’s universities and schools face a continual challenge to shape their business and position themselves to remain sustainable. These challenges impact on the education sector's financial performance, sustainability, and current financial position.

This report summarises the results of our financial audits of the seven Queensland public universities and their controlled entities, the eight Queensland grammar schools, and a small number of other education-specific entities with a financial year end of 31 December. It provides an overview of their finances at 31 December 2016 and of the financial accounting issues that arose during the audits. This report does not include the Queensland Department of Education and Training or TAFE Queensland. These have 30 June year ends.

This QAO also reports on cost-management practices operating at the seven universities, and on important income and cost drivers across the university and grammar school sectors.

Report: Organisational structure and accountability (Report 17: 2016–17)

This audit assessed whether the structures within Queensland Government departments support the achievement of individual agency strategic objectives as well as government priorities, and whether there is a clear accountability for delivering these objectives.

QAO reviewed the strategic plan and organisational structure of 18 departments. QAO also considered the government’s overarching strategic direction, and assessed whether each department’s strategic plan referenced these objectives and clearly demonstrated how the department planned to contribute towards them.

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Appendix F

Report: Managing performance of teachers in Queensland state schools (Report 15: 2016–17)

This audit assessed whether the Department of Education and Training's performance review process for teachers, as part of its overall performance management framework, is improving teaching quality in Queensland state schools.

Teachers are our schools most important resource. Research shows that effective teachers make the biggest difference to student outcomes after family background.

Many factors beyond the school context can influence student outcomes. Teachers are skilled to embrace these challenges and are trained to adapt their teaching methods and materials to meet the needs of students with varying abilities, cultures and backgrounds in the same classroom.

An effective performance and development framework can motivate and challenge teachers to cultivate their skills and knowledge. In addition, it keeps teachers responsible and accountable for their teaching performance. It can be used to recognise high achievers, identify under-performance, and encourage conversations about performance.

QAO assessed the design of the department's performance review process, and undertook detailed fieldwork at 10 state schools to determine how well the process had been implemented. QAO looked at how the department meets teacher development needs and whether schools effectively manage unsatisfactory performance.

QAO made six recommendations and provided a copy of the report to the Director-General, Department of Education and Training, with a request for comment. The response provided by the department was considered in QAO reaching their audit conclusions which were represented to the extent relevant and warranted in preparing the report. The department response is included in Appendix A of the QAO report.

Report: Audit of Aurukun school partnership arrangement (Report 11: 2016–17)

In November 2009, the Queensland Government endorsed a partnership model to address the education needs of Indigenous children in Cape York communities.

In this audit, QAO assessed the adequacy of governance, enrolments, expenditure, and recruitment for this partnership arrangement. Consequently, while it focuses on Aurukun State School, in some cases this arrangement extended to both Hope Vale and Coen State Schools. Where appropriate, QAO included them in their analysis.

QAO made three recommendations and provided a copy of the report to the Director-General, Department of Education and Training, and to the Co-Chair, Good to Great Schools Australia, for comment. QAO also provided a copy of the report to the Premier, the Minister for Education, and the Director-General, Department of the Premier and Cabinet, for their information.

The Department of Education and Training and Good to Great Schools Australia responses are in Appendix A of the QAO report.

Report: Queensland state government: 2015–16 results of financial audits (Report 8: 2016–17)

Most public sector entities, including departments, statutory bodies, and government-owned corporations and the entities they control, prepare annual financial statements and table these in parliament. Each year the Treasurer also prepares consolidated state government financial statements. The consolidated state government financial statements separately disclose transactions and balances for the general government sector and the total state sector.

QAO gave a copy of this report to a number of entities and parties with a request for comment; the option of providing comments; or for their information. Sections of the report were provided to the Minister for Education and Minster for Tourism and Major Events.

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Appendix F

Report: Follow-up: Monitoring and reporting performance (Report 3: 2016–17)

This audit follows-up on the three recommendations QAO made in Monitoring and reporting performance (Report 18: 2013–14), which was tabled in June 2014.

Public sector entities must report publicly on their performance as part of their accountability obligations. This demonstrates their effective stewardship and responsible use of taxpayer-funded resources.

QAO provided a copy of the report to the Department of the Premier and Cabinet and Queensland Treasury with a request for comments. The response by the Department of the Premier and Cabinet is in Appendix A of the QAO report.

Report: Strategic procurement (Report 1: 2016–17)

Procurement of services and supplies makes up a significant proportion of expenditure for Queensland Government departments. During 2015–16, 21 government departments and 16 Hospital and Health Services made around 2.1 million separate payments to procure about $10 billion of supplies and services from 33,903 suppliers (excluding capital spend). This is about 18 per cent of their total expenditure.

QAO provided a copy of the report to all state government departments with a request for comments. Responses were received from the Department of Housing and Public Works and the Department of Science, Information Technology and Innovation and are in Appendix A of the QAO report.

The Office of the Information Commissioner (OIC) Queensland

The OIC is Queensland’s independent statutory body established under the Right to Information Act 2009 (RTI Act) and the Information Privacy Act 2009 (IP Act) to promote access to government-held information, and to protect people’s personal information held by the public sector. The OIC reports to the Legal Affairs and Community Safety Parliamentary Committee.

Report No. 2 to the Queensland Legislative Assembly 2016–17

2016 Right to Information and Information Privacy Electronic Audit—Queensland public sector agencies’ responses and comparative analysis with 2010 and 2013 results

This report presents the result of the third electronic audit in which Queensland public sector agencies self- assessed their progress in meeting their obligations under the RTI Act and the IP Act.

Overall, the 184 responding agencies reported on average 81 per cent full compliance and a further seven per cent partial compliance, which together is an increase of three percentage points since 2013.

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Appendix G

Appendix G—Governance committees

Executive Management Board (EMB) Purpose EMB supports the Director-General to positively position the Department of Education and Training for the future, including setting and reviewing the strategic direction, priorities, financial budgetary decisions and performance of the organisation to enable it to deliver efficient and effective outcomes for Queensland. The EMB is supported by: x Budget Committee x Portfolio Committee x Strategic Leadership and Implementation Committee x Health, Safety and Wellbeing Committee x Indigenous Governance Committee. Membership x Director-General (Chair) x Deputy Director-General, Corporate Services x Deputy Director-General, Early Childhood and Community Engagement x Deputy Director-General, Policy, Performance and Planning x Deputy Director-General, State Schools x Deputy Director-General, Training and Skills x Assistant Director-General, Finance and Chief Finance Officer x Regional Director, Metropolitan Region Significant x Set key direction, priorities, major strategy and policy achievements x Acted as the Budget Committee to make budget and investment decisions 2016–17 x Addressed emergent issues x Identified and strategically managed risk x Provided oversight of departmental governance arrangements. Budget Committee Purpose The Budget Committee provides advice to the EMB regarding strategies to develop, review and monitor current and future operating budgets, ensuring efficient and effective allocation of resources to achieve key departmental and government priorities. Budget issues are included as a standing agenda item at EMB meetings. Membership x Director-General (Chair) x Deputy Director-General, Corporate Services x Deputy Director-General, Early Childhood and Community Engagement x Deputy Director-General, Policy, Performance and Planning x Deputy Director-General, State Schools x Deputy Director-General, Training and Skills x Assistant Director-General, Finance and Chief Finance Officer x Regional Director, Metropolitan Region x Executive Director, Office of the Director-General

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Appendix G

Significant x Provided key funding allocation decisions to support the department’s strategic direction achievements x Ensured a balanced 2016–17 internal budget 2016–17 x Approved the Department of Education and Training’s four-year Infrastructure Investment Program x Reviewed and approved the Department of Education and Training’s FTE x Supported the Department of Education and Training’s 2016–17 Mid-Year Review response and the 2017–18 budget submission x Supported the Department of Education and Training’s contribution to the State Budget Papers x Monitored divisions’ and regions’ financial performance against budget allocations on a monthly basis x Conducted the Mid-Year Review to ensure emerging financial issues were appropriately addressed x Continued to monitor the five-year operating budget plan to ensure it remained balanced. Portfolio Committee Purpose The Portfolio Committee provides advice to the EMB regarding oversight of strategic change management across the Department of Education and Training through directing programs and projects from: x Early Childhood and Community Engagement x State Schools x Training and Skills x Corporate Services x Policy, Performance and Planning. The Portfolio Committee supports EMB to govern the department’s approach to strategic initiative management, including prioritising investment, and empower the Department of Education and Training’s Portfolio, Program and Project (P3) maturity. Membership x Director-General (Chair) x Deputy Director-General, Corporate Services x Deputy Director-General, Early Childhood and Community Engagement x Deputy Director-General, Policy, Performance and Planning x Deputy Director-General, State Schools x Deputy Director-General, Training and Skills x Assistant Director-General, Finance and Chief Finance Officer x Regional Director, Metropolitan Region x Executive Director, Office of the Director-General Significant x Monitored the Department of Education and Training’s portfolio commencing in November achievements 2016 2016–17 x Reviewed the portfolio report, providing project category, project lifecycle phase and status information x Endorsed the process for maturing the department’s project and program management capability with a suite of capability workshops x Approved a hub and spoke P3 Offices (P3O) operating model for the Enterprise Portfolio Management Office and sub Portfolio/Program/Project Management Offices x Approved the Department of Education and Training’s Program and Project Assurance Framework x Approved the Department of Education and Training’s Benefits Management Framework x Approved the commencement of the portfolio, program and project maturity model assessment (P3M3) for the Enterprise Portfolio Management Office and sub Portfolio/Program/Project Management Offices.

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Appendix G

Strategic Leadership and Implementation Committee (SLIC) Purpose SLIC provides advice to the EMB to support integrated and effective service delivery across the Department of Education and Training to meet its strategic objectives. Membership x Director-General (Chair) x Deputy Director-General, Corporate Services x Deputy Director-General, Early Childhood and Community Engagement x Deputy Director-General, Policy, Performance and Planning x Deputy Director-General, State Schools x Deputy Director-General, Training and Skills x Assistant Director-General, Finance and Chief Finance Officer x Assistant Director-General, Human Resources x Assistant Director-General, Infrastructure Services x Assistant Director-General, Information and Technologies and Chief Information Officer x Assistant Director-General, Quality and Performance, Training and Skills x Assistant Director-General, State Schools—Indigenous Education x Assistant Director-General, State Schools—Performance x Assistant Director-General, Strategic Policy and Intergovernmental Relations x Assistant Director-General, Strategy and Performance x Regional Director, Central Queensland x Regional Director, Darling Downs South West x Regional Director, Far North Queensland x Regional Director, Metropolitan x Regional Director, North Coast x Regional Director, North Queensland x Regional Director, South East x Executive Director, Office of the Director-General Significant x Provided oversight and supported the integrated and effective delivery of services across achievements the department, based on 2016–17 Forward Work Plan 2016–17 x Ensured the department’s strategic direction, priorities and policies and overall performance and expectations are reflected in key plans and strategies. Audit and Risk Management Committee (ARMC) Purpose ARMC provides independent audit and risk management advice to the Director-General, as a requirement of section 35 of the Financial and Performance Management Standard 2009. The Fraud and Corruption Control Committee reports through the ARMC as a sub-committee. Membership x Karen Prentis, External Member (Chair)—paid $12,000 per annum x Deputy Director-General, Corporate Services x Deputy Director-General, Early Childhood and Community Engagement x Deputy Director-General, State Schools x External Member—past member, Lesley Lalley, paid $6000 for nine of 12 months in 2016–17 Standing invitations x Director-General x Assistant Director-General, Finance and Chief Finance Officer x Assistant Director-General, Strategy and Performance x Head of Internal Audit x Director of Audit, Queensland Audit Office x Chair, Fraud Corruption and Control sub-Committee

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Appendix G

Significant x Reviewed and endorsed the department’s financial statements achievements x Noted the Chief Finance Officer Statement of Assurance for the year ended 30 June 2016 2016–17 x Approved the 2016–17 Annual Internal Audit Plan and mid-year review of the audit plan x Developed a framework for monitoring agreed management actions for internal and external reviews x Monitored internal audit performance indicators and measures x Monitored the implementation of the Department of Education and Training’s Enterprise Risk Management Framework. Fraud and Corruption Control Sub-Committee (FCCsC) Purpose FCCsC is an ongoing committee that provides advice to the ARMC regarding strategies to champion, oversee, monitor and coordinate the various fraud and corruption mitigation mechanisms in effect in the Department of Education and Training. Membership x Deputy Director-General, Corporate Services (Chair) x Assistant Director-General, Finance and Chief Finance Officer x Assistant Director-General, Human Resources x Assistant Director-General, Strategy and Performance Observer x Head of Internal Audit Significant x Implemented the Department of Education and Training’s 2016–17 Fraud and Corruption achievements Control program 2016–17 x Reviewed FCCsC operations, membership and terms of reference x Reviewed internal reports, including Fraud and Misappropriation Case Status reports, and assessed the department’s response to identified issues x Responded to the Crime and Corruption Commission’s Corruption Risk Assessment Audit questionnaire x Continued to contribute to and monitor the alignment of the Department of Education and Training’s Applying for Leave Combined with International Travel procedure and guidelines with Queensland’s whole-of-government Air Travel Policy x Incorporated the increase in uptake of online Code of Conduct training in the Director- General’s and departmental executives’ performance plans x Reviewed fraud and corruption-related policies and procedures to mitigate risk and promote departmental commitment to ethical behaviour and organisational integrity x Published the Department of Education and Training’s Complaints involving the ‘public official’ (Director-General) procedure, in compliance with section 48A of the Crime and Corruption Act 2001 (Qld). Health, Safety and Wellbeing Committee (HSWC) Purpose HSWC provides advice to the EMB to fulfil its corporate governance responsibilities of strategic oversight, direction and continuous improvement of health, safety and wellbeing outcomes for the Department of Education and Training.

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Appendix G

Membership x Deputy Director-General, Corporate Services (Chair) x Regional Director, Darling Downs South West x Assistant Director-General, Infrastructure Services x Assistant Director-General, State School Operations x Assistant Director-General, State School Performance x Executive Director, Human Resources, Performance and Safety x Executive Director, Legal and Administrative Law Branch x Executive Director, Office of Early Childhood and Community Engagement x Executive Director, School Improvement Unit x Executive Director, Strategic Advisory, Training and Skills x Director, Governance, Strategy and Planning x Director, Organisational Safety and Wellbeing Observer x Head of Internal Audit Significant x Endorsed and published the Department of Education and Training’s HSW Management achievements System, providing the framework and strategic direction for 2016–20 2016–17 x Endorsed and published the Department of Education and Training’s sixth value—Safety: Work safe, learn safe, be safe x Improved the number of HSW Committees established statewide, with 99 per cent registration rate x Endorsed the Department of Education and Training’s Wellbeing Framework and approved the Wellbeing Implementation Plan. Indigenous Governance Committee (IGC) Purpose IGC provides advice to the EMB regarding opportunities across the department for innovative strategies to achieve early childhood, education and training goals for Aboriginal and Torres Strait Islander Queenslanders by fostering collaborative and integrated working arrangements, discussion and debate. Membership x Director-General (Chair) x Deputy Director-General, Early Childhood and Community Engagement x Deputy Director-General, Corporate Services x Deputy Director-General, Policy, Performance and Planning x Deputy Director-General, State Schools x Deputy Director-General, Training and Skills x Assistant Director-General, State Schools—Indigenous Education x Regional Director x School Principal x Leon Epong, Chair of the Queensland Aboriginal and Torres Strait Islander Education and Training Advisory Committee, External Member—paid $390 per annum Significant x Contributed to the submission to the House of Representatives Standing Committee on achievements Indigenous Affairs inquiry into Educational Opportunities for Aboriginal and Torres Strait 2016–17 Islander students x Supported the development of the Aboriginal and Torres Strait Islander Education and Training Action Plan x Supported the whole-of-government Moving Ahead strategy (Moving Ahead—A strategic approach to increasing the participation of Aboriginal people and Torres Strait Islander people in Queensland’s economy 2016–2022) and three per cent Indigenous employment target.

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Appendix H

Appendix H—Statutory bodies and portfolio entities

Australian Music Examinations 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 department Nil. Achievements AMEB examined over 18,550 candidates in music and speech and drama in over 190 2016–17 venues across the state. Primary and secondary school children made up 95 per cent of candidates. At the Annual Presentation of Awards and Diplomas Concert in March 2017, 76 candidates were awarded their diplomas in music, speech and drama.

Aviation Australia Objective/function In 2001, Aviation Australia Pty Ltd was established by the department and the former Department of State Development, Trade and Innovation to deliver excellence in training to help shape the future of the aviation industry worldwide. Constituting Act Not applicable. Financial reporting Included as a note in the financial statements of this report. arrangement Cost to department Nil. Achievements Aviation Australia provided department-funded training for students in a range of aviation 2016–17 industry qualifications including: Certificate IV in Aeroskills: Mechanical Certificate IV in Aeroskills: Structures Certificate IV in Aeroskills: Avionics.

Grammar schools Objective/function A school that has been established in accordance with the Grammar Schools Act 1975, and has met the accreditation criteria prescribed by the Education (Accreditation of Non-State Schools) Act 2001. Constituting Act Grammar Schools Act 2016 effective from 1 January 2017 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 department Costings are outlined in the individual annual reports. Achievements 2016 Achievements are outlined in the individual annual reports.

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Appendix H

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 (Accreditation of Non-State Schools) Act 2001 department The Non-State Schools Accreditation Board tables its own annual report. Cost to department Costings are outlined in the board’s annual report. Achievements Achievements are outlined in the board’s annual report. 2016–17

Non-State Schools Eligibility for Government Funding Committee Objective/function This committee is an independent committee of the Non-State Schools Accreditation Board. The committee assesses applications for government funding eligibility for non-state schools, and makes recommendations to the Minister. Constituting Act Education (Accreditation of Non-State Schools) Act 2001 Financial reporting Expenditure related to the funding committee is included in the annual report tabled by the arrangement Non-State Schools Accreditation Board. Cost to department Costings are outlined in the board’s annual report. Achievements Achievements are outlined in the board’s annual report. 2016–17

Parents and Citizens’ Associations (P&Cs) Objective/function P&Cs play an important role in education service delivery through their promotion of parent participation and encouragement of collaboration between parents, students, school communities and non-government entities to foster a commitment to achieving the best educational outcomes for children and young people. P&Cs Qld is the peak parent body which represents the interests of state school P&C associations throughout Queensland. Constituting Act P&Cs are regulated under the Education (General Provisions) Act 2006 Financial reporting P&Cs Qld’s audited financial statements, and reports from regional and state committees, arrangement are presented to the state annual general meeting in the President’s report. Cost to department In 2016–17, the department paid $311,473 (GST inclusive) to P&Cs Qld under the terms of a partnership agreement. This increases each year in line with the Consumer Price Index. The department provides a grant of $4000 to new P&Cs established for each new school. The department also funds the P&Cs Qld Voluntary Workers insurance premium. In 2017, this amount was $37,768.50 (GST inclusive). Achievements Achievements include: 2016–17 x 2016 State Conference held in Gladstone x conducting a webinar series for P&C executive members x providing networking, workshops and professional development events for principals and P&C members x delivering P&C of the Year Awards x Training and Development Officer visiting numerous schools and P&Cs.

Duke of Edinburgh’s International Award State Advisory Committee Objective/function This committee provides strategic guidance for the delivery of The Duke of Edinburgh’s International Award and Bridge Award programs and promotes the awards through industry and community networks. Constituting Act Not applicable. Financial reporting Not applicable. arrangement

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Appendix H

Cost to department Nil. Achievements Assisted the State Award Operating Authority to meet National Award Authority strategic 2016–17 initiatives through support to significantly increase state school participation and active engagement at award events.

Queensland Aboriginal and Torres Strait Islander Education and Training Advisory Committee Objective/function Provides advice to the Queensland Government on policy and implementation issues related to Indigenous education and training. Constituting Act Ministerial committee established by the Minister for Education under the Education (General Provisions) Act 2006 Financial reporting Internal. arrangement Cost to department $35,000. Achievements Established by the Queensland Government, with inaugural meeting held in June 2016. 2016–17 Note: Replaces the Queensland Indigenous Education Consultative Committee.

Queensland College of Teachers (QCT) Objective/function QCT is an independent statutory body established to regulate the teaching profession in Queensland. Constituting Act Education (Queensland College of Teachers) Act 2005 Financial reporting QCT tables its own annual report. QCT must develop a budget for each financial year and arrangement provide the budget to the Minister for approval. Cost to deaprtment Costings are outlined in the QCT annual report. Achievements Achievements are outlined in the QCT annual report. 2016

Queensland Curriculum and Assessment Authority (QCAA) Objective/function QCAA is an independent statutory body established to help schools and early childhood education providers achieve quality learning outcomes for their students, and to provide accurate records of student achievement, with functions including: x the development and approval of school syllabuses and Kindergarten guidelines x testing, including delivering the NAPLAN test x moderation of senior school subjects x issuing certificates of achievement and statements of results x ranking school students for tertiary entrance. Constituting Act Education (Queensland Curriculum and Assessment Authority) Act 2014 Financial reporting QCAA tables its own annual report. QCAA must develop a budget for each financial year and arrangement provide the budget to the Minister for approval. Cost to department Costings are outlined in the QCAA annual report. Achievements Achievements are outlined in the QCAA annual report. 2016–17

TAFE Queensland Objective/function TAFE Queensland was established as an independent statutory body on 1 July 2013 to operate on a not-for-profit basis as Queensland’s public provider of VET. TAFE Queensland performs its functions in a commercially successful manner that is responsive to the needs of industry, students and the general community.

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Appendix H

Constituting Act TAFE Queensland Act 2013 Financial reporting TAFE Queensland tables its own annual report. arrangement Cost to department Costings are outlined in the TAFE Queensland annual report. Achievements Achievements are outlined in the TAFE Queensland annual report. 2016–17

The Building and Construction Industry Training Fund (BCITF) Objective/function BCITF is an income tax exempt charitable trust. The Fund was established in November 1998 to assist in the acquisition and enhancement of the knowledge, skills, training and education of workers in the building and construction industry. BCITF (Qld) Ltd (the Company), an unlisted limited liability public company, is the corporate trustee for the Fund. The Minister for Training and Skills is the sole member of the Company. Construction Skills Queensland (CSQ) is the trading name of the Company. Constituting Act Not applicable. Financial reporting BCITF financial statements are published on the CSQ website at arrangement http://www.csq.org.au/about-csq/annual-financial-statements Cost to department Nil. Achievements A statement of CSQ operations and related budget is outlined in its Annual Training Plan 2016–17 which is published on the CSQ website http:/www.csq.org.au

Universities Objective/function Queensland’s seven public universities that provide higher education across the state include: CQUniversity Griffith University James Cook University Queensland University of Technology University of Queensland University of Southern Queensland University of the Sunshine Coast. Constituting Act Each Queensland university has its own constituting Act. Central Queensland University Act 1998 Griffith University Act 1998 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. Financial reporting Each public university tables its own annual report. arrangement Cost to department Costings are outlined in the individual annual reports. Achievements 2016 Achievements are outlined in the individual annual reports.

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Glossary Glossary

A 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. AS/NZS ISO 31000:2009 An international standard which provides principles and generic guidelines on risk management. Australian Curriculum, National body responsible for the development of the Australian Assessment and Reporting Curriculum from Kindergarten to Year 12, and for a national assessment Authority (ACARA) program and national data collection and reporting. Australian Curriculum The national curriculum being developed for students in K (Prep) to Year 12 covering subject areas outlined in the Melbourne Declaration (2008). Australian Early A population measure of how children have developed by the time they Development Census start school. Data is captured on five domains of early childhood (AEDC) development: physical health and wellbeing, social competence, emotional maturity, language and cognitive skills, and communication skills and general knowledge. It is a national census conducted every three years with the last census conducted in 2015. Australian Qualifications A comprehensive nationally consistent framework incorporating all Framework qualifications recognised in post-compulsory education throughout Australia. The framework identifies six levels in the VET sector: Certificate I, Certificate II, Certificate III, Certificate IV, Diploma and Advanced Diploma. Australian Skills Quality Promotes quality training so that students, employers, and industry have Authority (ASQA) confidence in Australia's training sector. Aviation Australia The Centre of Excellence established by the Queensland Government in 2001 to provide skills development for the aviation and aerospace industries.

C Certification Either a Queensland Certificate of Education (QCE) or a Queensland Certificate of Individual Achievement (QCIA). Council of Australian The peak intergovernmental forum in Australia. COAG comprises the Governments (COAG) Prime Minister, state 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. Curriculum into the A comprehensive set of example planning resources to assist teachers Classroom (C2C) and schools to implement the Australian Curriculum in many different school contexts.

D DET International Located within the Training and Skills Division, is the Queensland Government’s key coordination point for positioning Queensland’s state school sector internationally and increasing its level of global engagement. Deadly Kindies A collaboration between the Institute for Urban Indigenous Health and the Queensland Department of Education and Training. The initiative is designed to highlight the importance of Kindergarten in early childhood education and encourage attendance.

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Glossary

F Full-time equivalents (FTEs) A representative number that is calculated by assessing the hours worked over the financial 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.

I Indigenous A person who identifies to be of Aboriginal and/or Torres Strait Islander origin. Information and Refers to applications, information and technology. Communication Technologies (ICT) International Baccalaureate An internationally recognised, two-year curriculum that prepares 16- to 19- Diploma (IBD) year-old students for university. Students receive credit for subjects studied in the program at leading universities around the world, reducing the time required to complete a Bachelor degree.

K Key Performance Indicator Tracking indicator used to measure the achievement of outputs against (KPI) goals. Kindergarten Program An education program delivered to children in the year before full-time school by a qualified early childhood teacher for 600 hours a year. Government-approved Kindergarten programs are available in a range of settings, including standalone Kindergarten services; Kindergarten services operated by non-state schools, long-day care services, and selected schools in some remote and discrete Indigenous communities.

N National Assessment Annual tests conducted nationally in Years 3, 5, 7 and 9 covering reading, Program—Literacy and writing, spelling, grammar and punctuation, and numeracy. The results Numeracy (NAPLAN) provide information for teachers and 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 school sectors. National Centre for Australia's principal provider of VET research and statistics. Vocational Education Research (NCVER) National Minimum Standard Nationally-set standards against which the results of NAPLAN tests are (NMS) compared. For each year 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 Agreement to facilitate coordination, monitoring and delivery of strategies to improve service delivery. National Quality Framework The National Quality Framework provides for the regulation and quality assessment and rating of long-day care, family day care, preschool/kindergarten, and outside school hours care services across Australia. The framework includes the National Law and National Regulations, the National Quality Standard, an assessment and quality rating process and national learning frameworks. National Quality Standard A key aspect of the National Quality Framework and sets a national benchmark for early childhood education and care services.

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Glossary

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).

P Parents and Citizens' A group of community-minded parents and citizens who take on a more Association (P&C) formal role to assist a school by providing feedback on school policies and activities, additional resources to be used to enhance student learning, and providing parents with greater opportunities to be involved in their child's education. Portfolio The department or group of departments for which a Minister is responsible. 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 to Kindergarten program. Public Private Partnership A mutually beneficial partnership between the public and private sectors (PPP) aimed at achieving value for money and the provision of services that would otherwise be wholly funded by the public sector.

Q QParents app QParents is a web and mobile application that provides a mechanism for parents/carers of Queensland state school students to access and update information about their child and to communicate directly with their school. Queensland Curriculum and This statutory body is responsible for providing kindergarten to Year 12 Assessment Authority syllabuses and guidelines, and assessment, testing, reporting, certification (QCAA) and tertiary entrance services to Queensland schools. Queensland VET Quality The framework outlines the Department of Education and Training's Framework approach to quality oversight of publicly funded vocational training, detailing the many integrated measures that work to build confidence in the VET system and investment in skilling strategies.

R Registered Training An organisation registered to deliver and assess nationally recognised Organisation (RTO) vocational education and training (VET).

S School-based Pathways for Years 10, 11 and 12 students combining senior studies, VET Apprenticeships and and employment. Traineeships (SATs) Service Delivery Statement Budget papers prepared annually on a portfolio basis by agencies (SDS) reporting to each minister and the Speaker. It provides budgeted financial and non-financial information for the budget year. The SDS sets out the priorities, plans and financial statements of agencies. Special Education Programs A grouping of specialist teachers with experience and/or qualifications in dedicated areas of specialisation to support the education program for students with disability.

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Glossary

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). Supporting People A not-for-profit organisation whose goal is to provide a quality educational

Experiencing Learning support service to support people experiencing learning differences across Differences (Speld) Qld our state.

T 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.

V Vocational Education and Post-compulsory education and training which provides people with Training (VET) occupational or work-related knowledge and skills.

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Acronyms Acronyms

A ABS Australian Bureau of Statistics ACARA Australian Curriculum, Assessment and Reporting Authority AEDC Australian Early Development Census AIMS Adjustment Information Management System AMEB Australian Music Examinations Board ARMC Audit and Risk Management Committee ARR Apparent Retention Rates ASQA Australian Skills Quality Authority

B BCITF Building and Construction Industry Training Fund

C C2C Curriculum into the Classroom CIS Centre Information System COAG Council of Australian Governments CSQ Construction Skills Queensland

D DET Department of Education and Training DFV Domestic Family Violence

E EMB Executive Management Board

F FCCsC Fraud and Corruption Control sub-Committee FPMS Financial and Performance Management Standard FTE Full-Time Equivalent

G GST Goods and Services Tax

H HOSES Heads of Special Education Services HSW Health, Safety and Wellbeing HSWC Health, Safety and Wellbeing Committee

I IBD International Baccalaureate Diploma ICT Information and Communications Technology IGC Indigenous Governance Committee IP Information Privacy

93 Department of Education and Training | Annual Report 2016–2017

Acronyms

IPS Independent Public Schools

K KPI Key Performance Indicator

L LGBTIQ+ Lesbian, Gay, Bisexual, Transgender, Intersex and Queer

M MOHRI Minimum Obligatory Human Resource Information

N NAPLAN National Assessment Program—Literacy and Numeracy NCVER National Centre for Vocational Education Research NMS National Minimum Standard

O OIC Office of the Information Commissioner OP Overall Position

P P3 Portfolio, Program and Project P3O Portfolio, Program and Project Offices P&C Parents and Citizens’ Association PBL Positive Behaviour for Learning PPP Public Private Partnership

Q QAO Queensland Audit Office QCA Queensland Coding Academy QCAA Queensland Curriculum and Assessment Authority QCE Queensland Certificate of Education QCIA Queensland Certificate of Individual Achievement QCT Queensland College of Teachers Qld Queensland QUT Queensland University of Technology QVSA Queensland Virtual STEM Academies

R RTI Right to Information RTO Registered Training Organisation

S SATs School-based Apprenticeship and Traineeships SES Senior Executive Service SIU School Improvement Unit SLIC Strategic Leadership and Implementation Committee Speld Supporting People Experiencing Learning Differences SQW Skilling Queenslanders for Work 94 Department of Education and Training | Annual Report 2016–2017

Acronyms

STEM Science, Technology, Engineering and Mathematics

T TAFE Technical and Further Education

V VET Vocational Education and Training

95 Department of Education and Training | Annual Report 2016–2017