DOCSLIB.ORG

Annualreport2001.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Annualreport2001.Pdf S R O T A C U E D A L G L O B Contents Compliance Index Vission/Mission/Values 5 Report from the Institute Council President 6 Report from the Institute Chief Executive Officer 8 Institute Council 12 Directors of Box Hill Enterprises Ltd 13 Establishment 13 Management, Committees and Teams 13 Campus Locations 14 Summary of the Number of Persons Employed 15 Organisational Chart 16 2001 Institute Performance Summary 18 Campus Services 22 Corporate Communications 24 Corporate Services 26 Educational Operations 30 Government Initiatives 34 Industry Initiatives 36 International Business Development 38 Learning Development 40 Organisational Development 42 Technology and Commercial Development 46 Teaching Centre Reports 48 - 67 Service Centre Reports 68 - 76 Freedom of Information 77 Literature Available 29 Regulations, Policies and Procedures 29 Financial Statements 79 annual 2 Box Hill Institute report2001 Compliance Index Report of Operations Charter and Purpose 9.1.3 (i) (a) Manner of establishment and Relevant Minister 13 9.1.3 (i) (b) Objectives, functions, power and duties 5 9.1.3 (i) (c) Services provided and persons or sections of community served 5 Management and Structure 9.1.3 (i) (d) (i) Names of Council Members and Directors 12 9.1.3 (i) (d) (ii) Names of senior office holders and brief description of each office 13 9.1.3 (i) (d) (iii) Chart setting out organisational structure 16 Financial and Other Information 9.1.3 (i) (e) Workforce data and application of merit and equity principles 15 9.1.3 (i) (f) Application and operation of FOI Act 1982 77 9.1.3 (ii) (a) Summary of financial results with previous four comparatives 26 - 29 9.1.3 (ii) (b) Summary of significant changes in financial position 26 - 29 9.1.3 (ii) (c) Operational objectives for the year and performance against those objectives 18 9.1.3 (ii) (d) Major changes or factors affecting achievement of objectives 18 9.1.3 (ii) (e) Events subsequent to balance date xxxi 9.1.3 (ii) (f) Full details of each consultancy > $100,000 28 9.1.3 (ii) (g) Number and total cost of consulting engagements < $100,000 28 9.1.3 (ii) (h) Extent of compliance with Building Act 1993 23 9.1.3 (ii) (i) Statement that information listed in Part 9.1.3 (iv) is available on request 29 9.1.3 (ii) (k) Implementation and compliance with National Competition Policy 28 9.1.3 (iv) (a) Statement that declarations of pecuniary interests have been duly completed 29 9.1.3 (iv) (c) Publications produced by the Institute 73 & 29 9.1.3 (iv) (d) Details of changes in prices, fees, charges, rates and levies charged by the Institute 77 9.1.3 (iv) (e) Details of any major external reviews carried out on the Institute 29 9.1.3 (iv) (f) Details of any major research and development activities undertaken by the Institute 29 9.1.3 (iv) (g) Details of overseas visits undertaken 29 9.1.3 (iv) (h) Marketing and Public Relations activities undertaken 73 9.1.3 (iv) (i) Occupational health and safety measures 45 9.1.3 (iv) (j) Industrial relations 69 9.1.3 (iv) (k) Major committees sponsored by the Institute 13 9.1.3 (iv) Statement on compulsory non-academic fees, subscriptions and charges 28 Financial Information Statement of Financial Performance 9.2.3 (ii) (a) Revenue by class xvi 9.2.3 (ii) (b) Investment income xvi 9.2.3 (ii) (c) Loss on sale of non current assets xxi 9.2.3 (ii) (d) Material revenues from exchanges of goods or services xvi 9.2.3 (ii) (e) Depreciation and amortisation expense xvii 9.2.3 (ii) (f) Bad and doubtful debts xvii 9.2.3 (ii) (g) Financing costs n/a 9.2.3 (ii) (h) Increment/decrement on the revaluation of assets xx 9.2.3 (ii) (i) Auditor’s remuneration xxv continued over… annual 2001report Box Hill Institute 3 Contents Financial Information (continued) Statement of Financial Position 9.2.3 (iii) (a) (i) Cash assets xvii 9.2.3 (iii) (a) (ii) Inventories by class xviii 9.2.3 (iii) (a) (iii) Receivables, including trade debtors, loans and other debtors xviii 9.2.3 (iii) (a) (iv) Other assets, including prepayments xviii 9.2.3 (iii) (a) (v) Investments by class n/a 9.2.3 (iii) (a) (vi) Property, plant and equipment xix 9.2.3 (iii) (a) (vii) Intangible assets xviii 9.2.3 (iii) (b) (i) Overdrafts xvii 9.2.3 (iii) (b) (ii) Interest bearing liabilities xxi 9.2.3 (iii) (b) (iii) Payables xxi 9.2.3 (iii) (b) (iv) Finance lease liabilities n/a 9.2.3 (iii) (b) (v) Provisions, including employee entitlements xxi 9.2.3 (iii) (c) (i) Authorised capital n/a 9.2.3 (iii) (c) (ii) Issued capital n/a 9.2.3 (iii) (d) Equity and movements in equity xxii Financial Statements 9.2.2 (i) (a) Statement of financial performance vii 9.2.2 (i) (b) Statement of financial position viii 9.2.2 (i) (c) Statement of cash flows ix Notes to the Financial Statements 9.2.2 (i) (d) Ex-gratia payments n/a 9.2.2 (i) (d) Amounts written off n/a 9.2.2 (i) (e) Consolidated financial statements of subsidiaries iv – xxxi 9.2.3 (iv) (a) Charges against assets n/a 9.2.3 (iv) (b) Contingent liabilities xxv 9.2.3 (iv) (c) Commitments for expenditure xxiv 9.2.3 (iv) (d) Government contributions xvi 9.2.3 (iv) (e) Employee superannuation details xxv 9.2.3 (iv) (f) Assets received without adequate consideration n/a Councillor Related Disclosure Councillor Information 9.4.2 (i) Institute Council members xxvi 9.4.2 (ii) Total remuneration of all councillors of the Institute xxvi 9.4.2 (iii) Analysis of councillors' remuneration bands of $10,000 xxvi 9.4.2 (iv) Executive officers whose remuneration falls within $10,000 bands above $100,000 xxvii 9.4.2 (v) Amounts paid to superannuation plans regarding the retirement of councillors xxvii 9.4.2 (vi) (a) (b) Loans made, guaranteed or secured by the Institute to a councillor or related party xxvii 9.4.2 (vii) (a) The aggregate amount of loans made xxvii 9.4.2 (vii) (b) The aggregate amount of repayments received n/a Financial information relating to significant initiatives taken/strategies developed for the Institute’s international operations 38 Public Sector Management & Employment Act (PSMEA) Extent of compliance 45 annual 4 Box Hill Institute report2001 Vision Values Box Hill Institute will be recognised as Australia’s No. 1 global vocational Service to students, other customers, the community and education and training provider. one another Excellence in everything we do, by adopting the highest professional standards Mission Learning which contributes to our growth as individuals and a community The mission of Box Hill Institute is centred on students, skills and Integrity through honesty, fairness, transparent staff. The mission is: communication and trusting relationships I To provide students with a positive learning environment and give Accountability to those we serve and each other them the opportunity to excel in the global employment market. Achievement by recognizing and rewarding achievers, I To provide industry and the community with highly skilled and responsible risk taking, creativity and innovation well educated people capable of making productive contributions. Equity & Access by providing people with fair and reasonable I To provide a working environment that attracts and nurtures opportunities to participate and excel on merit leaders in vocational education, training and services. Caring for the well-being of our diverse community and maintaining a balance between our personal and professional lives Teamwork which encourages participation and empowers people to exercise initiative and responsibility Leadership which consistently inspires mutual respect and outstanding performance Continuous of staff, learning programs, our environment Development and systems Partnerships with Government, industry, employers, secondary schools and the local community which are mutually beneficial. annual 2001report Box Hill Institute 5 President’s Message 2001 has been a year of change at Box Hill Institute and for us as a Council. Operationally, the year got off to a good start with news from the National Centre for Vocational Education Research (NCVER) that Box Hill Institute graduates have some of the best employment outcomes in the country. This and other factors led to record numbers of students attending the Institute during 2001. We were ambitious in our plans for the Institute when we approved the first Strategic Plan in 2000. This ambition was duly reflected in the corresponding Management Plan of 2002. No plan is ever cast in stone, however, and a review of the Management Plan this year showed further refinement was necessary. The refined plan was presented to staff mid-year and centres on four key strategic areas: Leaders Globally; Leaders in Learning; Leaders in Community Relationships; and Leaders in Technology. The need to ensure both our students and staff are abreast of new technology and its application in the work and study environments continues to be a focus of the Institute and its Council. Developments of note during the year included the enhancement of the relationship with Cisco systems, the implementation of staff development in the area Philip Moran President of Information Technology literacy, the beginnings of Student World (part of the Institute’s website) and Box Hill Institute Council the formation of a vision for flexible delivery in the Institute. In addition the Institute Council considered opportunities in the area of biotechnology and the development of an Information and Communications Technology Strategy.
Load more

Recommended publications
  • Chisholm Institute of Tafe
    2011 ANNUAL REPORT Annual Report 2011 1 OUR VISION Leading the way in education and training to inspire success and transform lives. OUR PURPOSE Chisholm Institute excels in education and training and is respected and valued for enhancing the social and economic futures of individuals, industry and communities. OUR VALUES • Making a difference through learning • Integrity and respect • Excellence • Service and relevance • Diversity • Sustainable practices. Welcome About this Report 4 About Chisholm 5 Board President Welcome 6 CEO Report 8 2011 Highlights 10 Our Organisation Statistical Overview 21 Board 23 Chisholm Directors Group 29 Governance Report 34 Social Responsibility 41 Financial and Compliance Information Financial Overview 44 Chisholm Institute Financial Reports and Performance 50 Statements Caroline Chisholm Education Foundation Report 100 Caroline Chisholm Education Foundation Financial 107 Reports Compulsory Non-Academic Student Fees 118 Activity Table 119 Financial Performance against Budget 121 Chisholm 2011 – 2014 Targets 122 Disclosures Index and Additional Compliance Reports 123 Acronyms 142 Annual Report 2011 3 About this Report In the preparation of this report Chisholm has followed the reporting guidelines issued by Skills Victoria, Department of Education and Early Childhood Development. This report is based on the model annual report issued with these guidelines, in accordance with the Financial Management Act 1994, Australian Accounting Standards, Statement of Accounting concepts, authoritative pronouncements of the Australian Accounting Standards Board and other legislative requirements. This report also includes details of the operations of the Caroline Chisholm Education Foundation and an audited financial report for the foundation. The Caroline Chisholm Education Foundation is a controlled entity of the Chisholm Board.
    [Show full text]
  • The Gordon Annual Report 2018
    The Gordon 2018 Annual Report 2018 Gordon The Geelong City Campus 2 Fenwick St, Geelong Victoria, Australia 3220 East Geelong Campus Boundary Road, East Geelong Victoria, Australia 3219 Werribee Campus 24 Watton St, Werribee Victoria, Australia 3030 Hoppers Crossing Trades Campus 195 Old Geelong Road, Hoppers Crossing Victoria, Australia 3029 Contact Us Ph: (03) 5225 0600 Email: [email protected] 2018 Annual Report Mail: Private Bag 1, Geelong Mail Centre Victoria, Australia 3221 thegordon.edu.au TAFE 3044 • The Annual Report 2018 • © The Gordon 2019 • • Published by: • The Gordon • Private Bag 1 • Geelong Mail Centre • Victoria, Australia 3221 • • ABN: 27 241 053 246 • RTO: 3044 • CRICOS No: 00011G • Annual Report enquiries: • P (03) 5225 0631 • E [email protected] • • The Gordon Annual Reports 2017 and 2016 are available online at thegordon.edu.au • • Printed March 2019 Printed with the support of K.W.Doggett Fine Paper on Impact - 100% recycled, carbon neutral. Contents Board Chair’s Welcome 2 The Organisation Overview 3 Organisational Chart 4 Board and Governance 5 Board Members 6 Executive and Senior Management 9 The Year in Review CEO’s Message 12 2018 – 2021 Strategic Plan: Year One 13 Teaching and Learning Highlights 17 Strengthening Education Pathways 18 Geelong Tech School 19 Industry and Community Engagement 20 Awards for Excellence 21 Skilling the Bay 22 Marketing and Promotion 24 International Operations 25 The Statistics Summary of Operating Results 26 Enrolment Statistics 27 VCE and VCAL Outcomes 28 Workforce and Employment 29 Environmental Performance 32 Occupational Health and Safety 34 Fees and Charges 35 Further Compliance Information 36 Disclosure Index 38 The Financial Report Gordon Institute of TAFE FIN 1 Gotec Limited FIN 64 1 Board Chair’s Welcome The Gordon Annual Report 2018 Dear Minister We are pleased to present The Gordon’s 2018 Annual report.
    [Show full text]
  • Position Description Values and Behaviours Organisational
    Position Description Position Title: Chief Executive Officer (CEO) Centre: Office of the CEO Reports To: Board Chair Values and Behaviours As a values-based organisation we demonstrate our values through our behaviours. We have identified and adopted a set of trademark behaviours which provides a framework for us to model, reward and challenge behaviour across our organisation. These behaviours guide everything we do: Take responsibility Always positive Show respect Step up and take a risk Underpinning our trademark behaviours is The Gordon Code of Conduct. This is a public statement defining how we behave and interact with clients and colleagues. Organisational Environment – The Role of the Institute The Gordon Institute of TAFE has a long and distinguished history of providing vocational education and training programs. Established in 1887 as an embryonic technical training college, it has, during the course of its history, functioned as a Technical College and an Institute of Technology, out of which were created two technical schools and Deakin University. With the creation of Deakin University in 1978, The Gordon Institute of TAFE reverted to its former name Gordon Technical College and underwent rapid growth as a College of Technical and Further Education and has now adopted the title Gordon Institute of TAFE to distinguish the organisation from secondary colleges. The Gordon is now part of the network of 12 TAFE Institutes providing a range of vocational education and training services to all Victorians. The main focus for The Gordon is the greater Geelong area, impacting broadly on the Barwon South Western region, and acting as a resource for other smaller providers.
    [Show full text]
  • Disrupting Disadvantage: Setting the Scene
    2019 Disrupting disadvantage setting the scene 2 3 Contents Foreword 4 Disadvantage in Australia 6 Report snapshot 8 About this publication Disrupting disadvantage: setting the scene © CEDA 2019 Introduction 10 ISBN: 0 85801 341 X CEDA’s objective in publishing this report is to encourage constructive debate and discussion on matters of national economic importance. Persons who rely upon the material published do so at their own risk. Chapter 1 Design Robyn Zwar Design What’s wrong with the current approach? 24 Images iStock About CEDA Chapter 2 CEDA – the Committee for Economic Development of Australia – is an independent, not-for-profit membership organisation. A new course of action 38 We identify policy issues that matter for Australia’s future and pursue solutions that deliver better economic, social and environmental outcomes for Australia. We deliver on our purpose by: Appendix • Leveraging insights from our members to identify and understand the most Statistics and concepts 60 important issues Australia faces. • Facilitating collaboration and idea sharing to invoke imaginative, innovative and progressive policy solutions. • Providing a platform to stimulate thinking, raise new ideas and debate critical and Acknowledgements 72 challenging issues. • Influencingdecision makers in government, business and the community by delivering objective information and expert analysis and advocating in support of our positions. CEDA’s cross-sector membership of 770 spans every state and territory and includes Australia’s leading businesses, community organisations, government departments and academic institutions. CEDA was founded in 1960 by leading economist Sir Douglas Copland. His legacy of applying economic analysis to practical problems to aid the development of Australia continues to drive our work today.
    [Show full text]
  • Foundation Skills Approved Provider List
    Foundation Skills Approved Provider List Version published 22 February 2018 The following registered training organisations have been approved to deliver government subsidised training in courses/qualifications on the Foundation Skills List. Each organisation may be approved to deliver in up to three ‘Domains’ as identified below. You can view the Foundation Skills List, which is divided by Domains, in the document titled ‘Guidelines About Student Eligibility and Supporting Evidence’ located under VET Funding Contracts . Please note the Foundation Skills Approved Provider List is subject to change at any time. TOID RTO Trading Name Domain A Domain B Domain C 590 Adult Multicultural Education Services - AMES 4016 Advance Community College 3732 Albury Wodonga Community College 6389 Angliss Neighbourhood House Inc Australian Academy of Vocational Education and 21595 Trades Pty Ltd 3578 Australian Catholic University (St Patricks Campus) Australian Technical and Management College Pty Ltd 22158 as trustee for Australian Technical and Management College Trust 22594 Australian Vietnamese Women's Association Inc 20213 Avenue Neighbourhood House at Eley Inc 5064 Bacchus Marsh Community College Inc 3683 Ballarat Group Training (BGT) 3720 Bass Coast Adult Education Centre Inc 3077 Bendigo Kangan Institute (Bendigo TAFE) 21369 Berry Street Victoria Inc 4687 Box Hill Institute 3621 BRACE Education & Training 3834 Brite Institute 113 Brotherhood of St Laurence 3665 Campaspe College of Adult Education 21228 Carlton
    [Show full text]
  • The Following PDF Provides an Overview of the Prerequisites for Courses in 2023
    Prerequisites for 2023The following PDF provides an overview of the prerequisites for courses in 2023. While VTAC endeavours to keep this publication updated, for the latest list of courses and prerequisites please go to the VTAC Prerequisite and Course Explorer, available from the website. ISSN 2209-5306 Contents Academia Australia 3 Academy of Information Technology 3 Academy of Interactive Entertainment 3 Acknowledge Education 4 Australian Catholic University 4 Australian College of Applied Psychology 5 Australian Institute of Music (AIM) 6 Box Hill Institute 6 Charles Sturt University 7 Chisholm 8 Collarts (Australian College of the Arts) 8 CQUniversity 8 Deakin College 10 Deakin University 10 Elly Lukas Beauty Therapy College 13 Endeavour College of Natural Health 13 Federation University Australia 13 Gordon (The) 16 Holmesglen 16 JMC Academy 17 Kangan Institute 17 La Trobe College Australia 18 La Trobe University 19 LCI Melbourne 21 Longerenong College 22 Macleay College 22 Marcus Oldham College 22 Melbourne Institute of Technology 22 Melbourne Polytechnic 22 Monash College 23 Monash University 24 Northern College of the Arts and Technology 33 Photography Studies College 33 RMIT University 33 SAE Creative Media Institute 39 Southern Cross University 39 Swinburne University of Technology 39 The Masters Institute of Creative Education 44 Torrens University Australia 44 University of Melbourne (The) 45 Victoria University 47 Victorian Institute of Technology 51 Whitehouse Institute of Design 51 William Angliss Institute 52 Prerequisites
    [Show full text]
  • Annual Report 2011 the Annual Report 2011
    Annual Report 2011 The Annual Report 2011 © The Gordon 2012 Published by: The Gordon Marketing Department Private Bag 1 Geelong Mail Centre Victoria, Australia 3221 Ph: (03) 5225 0631 Email: [email protected] ABN: 27 241 053 246 TOID: 3044 CRICOS No: 00011G Publications Coordinator: Chrissy Meddings Design and layout: Samantha Trask and Deirdre Carmichael The Gordon Annual Report 2011 and previous reports are available online at thegordon.edu.au Printed April 2012 Contents President’s Welcome 2 The Organisation 3 The Vision, The Mission, The Values 3 About Us 4 Executive Organisational Chart 5 Executive Team 6 Board and Governance 7 The Year in Review 11 CEO’s Message 11 Summary of Operating Results 12 Enrolment Statistics 14 VCE & VCAL outcomes 15 Directors’ Reports 16 Year One: 2011—2013 Strategic Plan 23 Awards 26 Training Partnerships 28 Serving our Community 30 Marketing 32 International Operations 33 Capital Projects 35 Green Initiatives 36 Research and Development 37 The Formalities 38 Risk Management Attestation Statement 38 Workforce and Employment 39 Fees and Charges 40 Occupational Health and Safety 41 Further Compliance Information 42 Disclosure Index 43 The Financial Report 2011 FIN 1 Gordon Institute of TAFE FIN 2 Gotec Limited FIN 45 The Gordon Annual Report 2011 1 President’s Welcome The Gordon Annual Report 2011 Dear Minister I am pleased to present the 2011 Annual Report, which demonstrates a very successful year for The Gordon. In 2011 The Gordon embraced its new vision to ensure success in the new tertiary education landscape, underpinned by a robust and forward-thinking 2011-2013 Strategic Plan.
    [Show full text]
  • Resourcing Tertiary Education
    OECD THEMATIC REVIEW OF TERTIARY EDUCATION COUNTRY BACKGROUND REPORT AUSTRALIA ANNEX – TABLES AND FIGURES Department of Education, Science and Training Canberra April 2007 LIST OF TABLES AND FIGURES Chapter 2 Table 2.1: Schedule A, B and C and other approved higher education providers under the Higher Education Support Act 2003 (HESA) ............1 Table 2.2: All students by mode of attendance, type of attendance and gender, 1995 to 2005 ................................................................................2 Table 2.3: All students by broad field of education, 1995 to 2005 ...........................................................................................................................3 Table 2.4: All students by level of course, 1994 to 2005, % of total ........................................................................................................................3 Table 2.7: Estimated unmet demand for university places by State, 2001 to 2006 ...................................................................................................4 Table 2.8: Domestic students by age group, 2005 .....................................................................................................................................................5 Figure 2.5: Estimated unmet demand, 2001 to 2006 ..................................................................................................................................................6 Figure 2.6: Eligible applicants and offers for undergraduate domestic places at
    [Show full text]
  • 2018 Membership Book
    2018 MEMBERSHIP BOOK WORLD FEDERATION OF COLLEGES AND POLYTECHNICS This is the first publication of the members of the World Federation of Colleges in Polytechnics (WFCP) prepared for the Congress of the Federation being held in Melbourne, Australia in October 2018. The Federation is a family of associations, institutes and stakeholders engaged in the delivery across the globe of professional and technical education and training. As you will see from this publication the Federation is the largest network of this type in the world. Members come together to be a global influence for the future of professional and technical education and training, particularly so all citizens have the opportunity for advancement through world class training and education. The purpose of the Federation is to develop contemporary policy positions for consideration by governments and industry stakeholders across the globe for the development of deep technical knowledge and skills for work and entrepreneurship and innovation so that all citizens can contribute to economic activity and social cohesion. The WFCP also operates as a network so all members can share best practice. Whether we are from the developed world or the developing world each of us can learn off each other. The rapid rate of technology change supported by ever-increasing telecommunications speed brings all players from around the world into global supply chains. The theme of the 2018 Congress - Preparing for the Skills Future, Now is examining this issue. How we can make sure all citizens around the globe are prepared for the sweeping change triggered by technology can continue to be meaningfully engaged in economic and social activity is central to the WFCP.
    [Show full text]
  • Weekly Career News
    CAREER NEWSLETTER Week 8 - Term 1, 2017. FOCUS ON THE MELBOURNE CAREERS EXPO This Expo is the best attended and longest running careers event in Australia. The VCE and Careers Expo 2016 attracted over 32,000 visitors,180 exhibitors and 120 seminars. This year proves to be even better as Australia’s biggest careers expo celebrates 25 years. Exhibitors with: information and resources for senior students information about university, TAFE and training courses career advice study advice international exchange and gap year programs Seminars including: study strategies and tips tertiary courses careers selecting subjects gap year options Moama Anglican Grammar is offering this as a FREE event for students and families on Sunday 7 May. For more information about the expo see – www.vceandcareers.com.au/ Parents are encouraged to attend with students. A coach will be departing the School at 7:30am and returning at 5:00pm. The School has secured free tickets for entry into the expo and there is no charge for transport. Places on this trip are limited so get in early to avoid disappointment. Please email Mr Martin ([email protected]) so permission notes can be arranged. Mr. S Martin (Career Adviser) CONTENTS Vocational and Higher Education News Have you considered studying fashion and textiles? Interested in business and law? The Future of Jobs Love mathematics and science? Interested in audio engineering and sound production? Student success at RMIT Deakin University Sport Courses Interested in trades? Have you considered
    [Show full text]
  • 2012 VATL Finances ______6
    EXECUTIVE REPORTS Convenor‘s Report ________________________________________ 3 VATL Executive Committee __________________________________ 4 Treasurer‘s Report _________________________________________ 5 2012 VATL Finances ________________________________________ 6 SUBSIDIARY REPORTS Cataloguing Acquisitions Serials and Systems (CASS) _______ 7 Liaison, Information & Training (LIT) _______________________ 8 Management Interest Group (MIG) _______________________ 8 MEMBER LIBRARY REPORTS Advance TAFE ______________________________________________ 9 Bendigo Regional Institute of TAFE ____________________________ 9 Box Hill Institute of TAFE ______________________________________ 10 Central Gippsland Institute of TAFE ____________________________ 11 Chisholm Institute of TAFE _____________________________________ 12 Gordon Institute of TAFE _______________________________________ 12 Goulburn Ovens Institute of TAFE _______________________________ 13 Holmesglen Institute of TAFE ___________________________________ 14 Kangan Batman Institute of TAFE _______________________________ 15 Northern Melbourne Institute of TAFE ___________________________ 16 RMIT University _______________________________________________ 17 South West Institute of TAFE ___________________________________ 18 Sunraysia Institute of TAFE ____________________________________ 19 Swinburne University __________________________________________ 20 University of Ballarat __________________________________________ 20 Victoria University _____________________________________________
    [Show full text]
  • Chisholm Annual Report 2020
    ANNUAL REPORT 2020 Our Our Our vision purpose values Leading the way in Chisholm Institute excels in Our drive for commercial education and training education and training and success is underpinned by to inspire success and is respected and valued our core values: transform lives. for enhancing the social > Opportunity and economic futures of individuals, industry and > Collaboration communities. > Integrity > Achievement. WOMIN DJEKA, WELCOME TO CHISHOLM Chisholm respectfully acknowledges the Traditional Custodians of this land. We pay respect to Elders past, present and future for they hold the memories, the traditions, the culture and hopes of our nation’s First Peoples. Chisholm is committed to supporting and empowering our Aboriginal and Torres Strait Islander staff, students and their communities by providing quality teaching and learning opportunities. Contents About this Report 1 Casey Tech School 32 About Chisholm 2 Apprenticeship Hub 33 Board Chair’s Message 3 Statistical Overview 34 CEO’s Message 4 Board and Committees 36 Rapidly Responding to Change 5 Board and Committees Chart and Membership 39 Strategic Direction 8 Controlled Entities 40 Awards and Achievements 10 Corporate Governance 41 Student Support and Engagement 12 Executive Directors Group 42 Caroline Chisholm Education Foundation 14 People, Culture and Safety 43 Delivery Initiatives and Innovation 15 Workforce Data 45 Skills and Jobs Centre 16 Financial Performance Summary 47 Chisholm Online 17 Attestation 48 Higher Education College 18 Consolidated Financial Statements 49 The Professional Educator College 19 Notes to the Financial Statements 57 Foundation College 21 Performance Statement 112 Family Violence prevention, awareness, response 23 Disclosure Index 113 Projects 24 Additional Compliance Reports 117 Commercial 25 Environmental Performance 123 International Projects 27 Acronyms 127 Campuses 30 1 About This Report This document reports on the 2020 operations of Chisholm Institute, TAFE Online (trading as Chisholm Online) and the Caroline Chisholm Education Foundation.
    [Show full text]