dfeest annual report 2005

DFEEST Annual Report 2005 - Section A

Hon Paul Caica MP Minister for Employment, Training and Further Education Level 11, Zurich House 50 Grenfell Street ADELAIDE SA 5000 Hon Karlene Maywald MP Minister for Science and Information Economy Level 12 211 Victoria Square ADELAIDE SA 5000 31 March 2006 Dear Ministers I am pleased to present to you the 2005 Annual Report for the Department of Further Education, Employment, Science and Technology. The report has been prepared in accordance with the requirements of the Technical and Further Education Act 1975 and the Public Sector Management Act 1995. This annual report presents the department’s financial statement for the financial year 2004–05 and an overview of the activities and achievements for the 2005 calendar year reporting on progress made towards achieving the objectives in South Australia’s Strategic Plan. Yours sincerely Brian Cunningham CHIEF EXECUTIVE

GPO Box 320 Adelaide SA 5001

T 08 8226 3821 F 08 8226 9533


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For further copies and enquiries please contact: Department of Further Education, Employment, Science and Technology (DFEEST) Office of the Chief Executive GPO BOX 320 ADELAIDE SA 5001 Telephone: (08) 8226 3821 Facsimile: (08) 8226 9533 The 2005 Annual Report is available on the DFEEST website at www.dfeest.sa.gov.au. ISSN 1449-6437

http://www.dfeest.sa.gov.au/


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SECTION A

HIGHLIGHTS 2005 5 CHIEF EXECUTIVE’S REPORT 7 MINISTERIAL LEGISLATIVE RESPONSIBILITIES 9

EMPLOYMENT, TRAINING AND FURTHER EDUCATION 9 SCIENCE AND INFORMATION ECONOMY 11

DEPARTMENTAL RESPONSIBILITIES 13 ORGANISATION CHART 14 STRATEGIC FRAMEWORK 16 CORPORATE GOVERNANCE 17 FINANCIAL OVERVIEW 18

SECTION B WORKFORCE PROFILE 21

EXECUTIVE PROFILE 22 WORKFORCE DIVERSITY 23 LEAVE MANAGEMENT 24 PERFORMANCE MANAGEMENT 25 TRAINING AND DEVELOPMENT 25 EMPLOYEE ASSISTANCE PROGRAM 27 EQUAL OPPORTUNITY EMPLOYMENT PROGRAMS 28

OCCUPATIONAL HEALTH, SAFETY AND INJURY MANAGEMENT 29 SECTION C

2005 PERFORMANCE REPORTS 31 STATE WORKFORCE DEVELOPMENT 31 QUALITY AND REGULATORY SERVICES 36 TRAINEESHIPS AND APPRENTICESHIPS 40 EMPLOYMENT DEVELOPMENT PROGRAMS 45 ADULT COMMUNITY EDUCATION 49 TAFE SA 51 INDIGENOUS TRAINING AND EMPLOYMENT 71 HIGHER EDUCATION 82 SCIENCE, TECHNOLOGY AND INNOVATION 89

CONTENTS


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SECTION D

FEATURES DISABILITY ACTION PLAN 100 CONTRACTS 104 EXTERNAL CONSULTANCIES 107 ACCOUNT PAYMENT PERFORMANCE 108 RECONCILIATION 108 ENERGY EFFICIENCY ACTION PLAN 110 ASBESTOS MANAGEMENT 111 URBAN DESIGN CHARTER 113 OVERSEAS TRAVEL 114 FRAUD 116 FREEDOM OF INFORMATION 116

SECTION E FINANCIAL INFORMATION 118 STATISTICAL APPENDICES 152

APPENDIX 1: VOCATIONAL EDUCATION AND TRAINING 152 APPENDIX 2: VET RECOGNITION DATA FOR 2004 AND 2005 163 APPENDIX 3: TAFE SA DATA 165 APPENDIX 4: GLOSSARY OF TERMS 168

CONTENTS


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Employment Training and Further Education

• Finalised and launched the State’s Workforce Development Strategy, Better Skills Better Work Better State: A Strategy for the Development of South Australia’s Workforce to 2010, the South Australian Skills Action Plan and the Workforce Development Action Plan.

• Detailed workforce planning undertaken to map labour requirements and strategies for the Air Warfare Destroyer Project and expansion of Roxby Downs in conjunction with DTED, PIRSA and local industry.

• Consumer Protection Strategy established to strengthen the protection of clients of registered training organisations. Developed a supporting brochure to advise on the rights of training clients and the information they should seek from RTOs.

• Signed a new triennial Commonwealth / State Training Funding Agreement.

• Established seventeen Employment and Skill Formation Networks across the State with representation from local, State and Commonwealth Governments, regional economic bodies, TAFE and other key employment and skill formation stakeholders. The networks are responsible for coordinating local employment and skill formation planning, including gathering and sharing information, as well as communicating and consulting with the local community.

• Educating Cities Executive meeting explored options for Adelaide’s future which were further developed with the International Education Forum.

• Customised assistance provided to over 2000 workers displaced from employment through industry closure or downsizing, particularly in the automotive and manufacturing industries.

• Piloted program to prepare people for an apprenticeship with a particular focus on trades experiencing skills shortage.

• Held highly successful Ministers TAFE SA Forum in November. • Established Carnegie Mellon University under South Australian legislation. • Established three TAFE SA Institutes to strengthen the operation of TAFE SA in

South Australia.

• Drafted and approved legislation by Parliament to give South Australian universities greater autonomy and access to growth funding from the Commonwealth Government.

• Employed a record number of apprentices and trainees in training in South Australia (33, 800; an increase of 1800 or 5.6 per cent, on the June 2004 figure against a decline nationally).

• TAFE SA performed better than other TAFE systems in Australia during 2005, with 91 per cent of graduates going on to employment or further study within three months of completing their studies.

• Employed record number of people (742,700 people as at December 2005, compared to 655,000 a decade ago).

• Increased by 60 per cent the number of international students studying in Adelaide, with more than 17,900 international students choosing Adelaide as their study destination in the first 11 months of 2005.

HIGHLIGHTS 2005


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Science, Technology and Innovation • Committed $2.5 million in funding to the establishment of the new multi-million

dollar Australian Minerals Science Research Institute (AMSRI) and its headquarters at Mawson Lakes. This seed funding has helped secure a further $28 million in Commonwealth and industry funds.

• Invested a total of $5.2 million in state funds from the Premier’s Science & Research fund in 2004-05 to support projects worth $20.1 million.

• Inaugurated the David Unaipon Innovation Award, a DFEEST reconciliation project to highlight and encourage the participation of Aboriginal young people in the fields of science and technology.

• Formed the new Premier’s Science and Research Council and appointed Emeritus Professor Max Brennan AO as the state’s Chief Scientist.

• South Australia invested $4.2 million which assisted in winning eight of the 16 successful bids funded from the Commonwealth’s CRC program. Flow-on investment of Commonwealth funds into the state is estimated to be more than $60 million over seven years.

• Finalised the Information Economy Agenda for South Australia for launch in February 2006.

• Supported Yorke Peninsula broadband services through the Broadband Development Fund launched mid-2005 and a further five regional projects funded in the Coorong District Council, Kangaroo Island, Port Lincoln, Eyre Peninsula and the Barossa and Light Districts.

• SABRENet Limited executed an agreement with Amcom Telecommunications Pty Ltd to build, maintain and operate the SABRENet infrastructure. Under the terms of the agreement, Amcom will construct the network over 12 months from contract signing and will receive access to a limited number of fibres on the network for the provision of its own commercial broadband services.

• Implemented Outback Connect, providing IT training and technical support for pastoral, Aboriginal and remote communities.

• Bio Innovation SA continued development of the $9.5 million Thebarton Bioscience Precinct and bioscience incubator.

• Playford Capital continued to attract follow-on investment from the private sector through early stage ICT start up companies. Playford’s investment portfolio companies have now raised more than $35 million in co-investment since 2001.

Human Resources and People • Consolidated the Marketing and International team under the office of the CE,

broadening the skill base of the team and enabling the development of strategic marketing plans for the agency.

• Finalised the DFEEST Workforce Development Platform for building the department’s workforce into the future.

• Finalised the DFEEST Aboriginal Employment Strategy, which aims for 2.1 per cent of the department’s workforce to comprise Aboriginal people by 2010.

• Launched and rolled out Progressive FEEST, building stronger linkages across the department and a common sense of direction.

• Introduced new Child Protection procedures throughout the TAFE system to ensure all reasonable steps are taken to protect students and children under 18.

• DFEEST “Lettuce be Healthy” Health Fair promoted healthy living options to staff. • Held mock OH&S trial in conjunction with PIRSA to raise awareness of OH&S

issues across the department, particularly with senior management.


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I am pleased to be able to present the 2005 Annual Report of the Department of Further Education, Employment, Science and Technology. The year has offered many challenges, yet brought significant rewards, particularly in delivering outcomes for South Australia. This report demonstrates the valuable work the department has undertaken over 2005. The department has made significant strides forward in further aligning its activities to ensure that we are focussed on our major targets in South Australia’s Strategic Plan. To this end we have had excellent engagement with the Executive Committee of Cabinet and with other key agencies, with whom we are working closely to advance significant outcomes for the state. We hope to build on these strong working relationships to deliver a more seamless level of service over the coming 12 months. The state continues to contribute to improved results on the training and employment front, with a record number of people now in work (742,700 people in December 2005 compared to 655 000 a decade ago) and undertaking an apprenticeship or traineeship (now 33 800, a rise of 5.6 per cent from a year earlier). We are working to place South Australia in a strong position over the coming years by ensuring that we have an internationally competitive workforce, able to support strategic industry growth. There are major challenges facing the state to develop a skilled worker base to support the significant expansion of our mining and defence industries planned for the coming years. The state’s demographic profile will add to this challenge. The government released the State’s Workforce Development Strategy and Action Plan, Better Skills. Better Work. Better State, in August. The strategy sets the first state framework for government and industry to work collaboratively to deliver initiatives targeting workforce needs and addressing recruitment, retention and the use of labour. The Training and Skills Commission was the driving force behind this strategy and I would like to thank them for their hard work and valuable input in delivering this key document. I am also pleased with the progress made with the reformation of TAFE SA, beginning with the establishment of three new institutes in early 2005 and the appointment of three experienced executive directors for each institute. The TAFE SA institutes have performed remarkably well in a difficult year and the system continues to perform as the strongest in the nation. The most recent student outcomes survey indicates that 91 per cent of graduates go on to employment or further training within three months of completing their studies. The strength of our training system can be seen from the ongoing success that the state is having in attracting international students. The number of overseas students has increased by 60 per cent over the last three years, with more than 17 900 international students choosing Adelaide as their study destination in the first 11 months of 2005. It is examples such as these that I am promoting to South Australian businesses to demonstrate the competitiveness of our system and to encourage them to build their workforces through training.

CHIEF EXECUTIVE’S REPORT


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On the science, technology and innovation front, we have progressed with the planning for the development of five innovation precincts under Constellation SA, further implementing the initiatives set out in the state’s 10-year plan for Science technology and innovation – STI10. Once established, these will place the state in a stronger position to build its reputation for internationally competitive scientific research and maximise the level of Commonwealth Government and industry investment in research and development. It is essential that this connect business, education/training and government in order that research is applied to benefit both the community and industry. Significant progress has been realised in delivering the state’s Broadband Strategy, with a number of important regional telecommunication projects funded through the Broadband Development Fund over 2005 and the ongoing roll-out of the South Australian Broadband Research and Education Network across Adelaide. Internally, a new departmental structure was implemented in mid-2005, with two Deputy Chief Executives now supporting me in my management responsibilities. The new structure provides a more effective means through which the department can work across its various functional areas, establishing a foundation for greater customer service to students, trainees/apprentices and industry and community organisations. The work of the Training Advocate, including new capability to assist international students, is a unique part of the state’s training system in helping people to navigate a complex training environment. The department also welcomed Tom Phillips, the former CEO of Mitsubishi Australia, who was appointed Chair of the Training and Skills Commission on 1 October 2005. The management team is working hard to build DFEEST as a high performing organisation, through a focus on our people as our most significant asset. An internal workforce development platform has been developed and endorsed, and the department’s Aboriginal Employment Strategy, finalised in late 2005, will ensure that we can provide opportunities to Aboriginal people, who have traditionally been disadvantaged in the labour market. I would particularly like to take the opportunity to thank all staff from across DFEEST for their excellent level of support and commitment. I look forward to continuing to work with my department to strengthen our role in employment, training, further education, science, technology and innovation over coming years. Brian Cunningham CHIEF EXECUTIVE


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Portfolio governance for further education, employment, science and technology is managed through a number of councils, boards and committees that work in conjunction with the department to provide the Minister for Employment, Training and Further Education and the Minister for Science and Information Economy with advice in key strategic areas.

Hon Stephanie Key MP took responsibility for this portfolio on 5 March 2004. Agency

The Department of Further Education, Employment, Science and Technology. Acts Administered

Construction Industry Training Fund Act 1993 Technical and Further Education Act 1975 Flinders University of South Australia Act 1966 University of Adelaide Act 1971 University of South Australia Act 1990 Training and Skills Development Act 2003 Statutory Authorities and Boards

Construction Industry Training Board Education Adelaide Training and Skills Commission Grievances and Disputes Mediation Committee Regulations

Construction Industry Training Fund Regulations 1993 Public Corporations (Education Adelaide) Regulations 1998 Technical and Further Education Regulations 1999 Technical and Further Education (Vehicles) Regulations 1998 Training and Skills Development Regulations 2003 Boards, Committees and Authorities within the Minister’s portfolio

Training and Skills Commission

The Training and Skills Commission was established under the Training and Skills Development Act 2003. The Act gives authority to the industry-led commission in regulating vocational education and training and non-university higher education in the state and in planning and policy advice on employment, vocational and adult community education. The commission reports to the government through the Minister for Employment, Training and Further Education.

MINISTERIAL LEGISLATIVE RESPONSIBILITIES

MINISTERIAL LEGISLATIVE RESPONSIBILITIES Employment, Training and Further Education


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The commission is formally advised by three reference groups in the areas of quality, adult community education and overseas qualifications recognition. The Act also sets up a Grievances and Disputes Mediation Committee to resolve formal disputes between apprentices/trainees and their employers under contracts of training. These groups are all convened by commission members, but draw on the wider resources of industry and the community for specialist advice through their membership and consultation strategies. The Training and Skills Commission reports annually to Parliament on its operations and those of its committees and reference groups. Higher Education Council

The Higher Education Council was established in 2002 to foster collaborative arrangements between industry and higher education institutions in South Australia. Areas of activity for the council include: • developing skills and knowledge for South Australian students and researchers • supporting cultural, environmental and professional exchanges • improving entrepreneurial skills for both industry and universities • attracting businesses for South Australia to engage the expertise of the state’s

universities. Austraining International

Austraining International Pty Ltd is an international consulting and project management company of the South Australian Government. Its head office is in Adelaide and the company has a regional presence in Asia through its subsidiary company PT Austraining Nusantatra, which was established in 1993 in Jakarta, Indonesia. It has a registered company in Papua New Guinea, which maintains an office in Port Morseby. Austraining has a network of 18 agents in the Middle East, Asia and the Pacific and has ISO 9001 accreditation for the development and management of international education and training projects. Education Adelaide

Education Adelaide is a subsidiary of the Minister for Employment, Training and Further Education established by regulation under the Public Corporations Act 1993 in 1998. It operates as a partnership between the City of Adelaide, the state’s universities, the State Government and numerous private colleges and schools. Its strategic direction is to accelerate the growth of South Australia’s education export industry to benefit the state’s education providers, the local economy and community and the City of Adelaide. Education Adelaide works closely with DFEEST to achieve targets in South Australia’s Strategic Plan.


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The Hon Karlene Maywald MP took over responsibility for this portfolio on 23 March 2005. Agency

The Department of Further Education, Employment, Science and Technology. Regulations

Public Corporations (Bio Innovation SA) Regulations 2001 Public Corporations (Playford Centre) Regulations 1996 Statutory Authorities

Bio Innovation SA Information Industries Development Centre (Playford Centre) Boards, Committees and Authorities within the Minister’s portfolio The Premier’s Science and Research Council The Premier’s Science and Research Council was established in June 2002 to advise the government on strategies for boosting local science and research capabilities and improving levels of innovation. The council is co-chaired by the Premier and the state’s chief scientist Dr Max Brennan AO and supported by the Department of Further Education, Employment, Science and Technology. The Premier's Science and Research Council was responsible for establishing the Premier’s Science and Research Fund in 2003, to facilitate strategic investment in science and research in South Australia and transfer of research outcomes to end users, as a foundation for South Australia’s economic, social and environmental future. Since then, the Premier's Science and Research Fund, through a competitive process, has committed a total of over $8 million for collaborative science and research projects in South Australia. Information Economy Advisory Board The Information Economy Advisory Board provides advice to the Minister for Science and Information Economy on the potential benefits of the information economy for all South Australians and on how to maximise these benefits. The board’s membership brings together prominent individuals from the community, academia and, in particular, industry. It is supported by, and works closely with, the Department of Further Education, Employment, Science and Technology to provide advice on the state’s current capacity to benefit from the information economy.

Bio Innovation SA Bio Innovation SA is a public corporation subsidiary of the Minister for Science and Information Economy. Funded by the State Government, Bio Innovation SA provides grants to companies and public research organisations to promote company development and enable commercialisation of technologies.

MINISTERIAL LEGISLATIVE RESPONSIBILITIES Science and Information Economy


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The organisation also provides mentoring, advice on business and product development, financial and marketing advice, as well as infrastructure development support for the local bioscience industry. Over the past five years, Bio Innovation SA has established itself as the focal point for the local bioscience community and industry development in South Australia. Adelaide has one of the fastest-growing biotechnology industry clusters in Australia – and its global position is growing by the day. The South Australian biotechnology sector contributes 14 per cent of the State’s total business research and development expenditure. The number of biotech companies has doubled since 2001 with now more than 70 biotechnology companies in South Australia, employing about 1000 people and generating more than $175 million in revenue. Investigator Science and Technology Centre

The Investigator Science and Technology Centre is an incorporated non-profit association that works closely with the state’s three universities, research organisations and industry to promote the importance of science and technology to the community at large and targeted to children of schooling age. Playford Centre

Playford Centre was established by regulation under the Public Corporations (Playford Centre) Regulations 1996 as a subsidiary of the Minister for Science and Information Economy, to contribute to South Australia’s economic growth, exports, commercialisation of research and entrepreneurial activity, by facilitating the formation and development of innovative technology ventures. Playford Capital In 2001, Playford Centre formed a subsidiary Playford Capital Pty Ltd. Playford Capital uses funding provided by the Commonwealth's Building on IT Strengths and ICT Incubators Programs to invest in South Australian ICT firms which have the potential and commitment to become high growth companies exporting interstate and overseas. This has stimulated the inflow of private equity into South Australia and supported ICT company growth. SABRENet Ltd SABRENet Ltd is a not-for-profit tax-exempt public company limited by guarantee. Once constructed, SABRENet will own the multicore optical fibre network connecting major research and education sites in Adelaide.


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The Department of Further Education, Employment Science and Technology plays a key role in creating an environment in which all South Australians prosper as a result of having an opportunity to share in learning and to seek better jobs. The department has lead responsibility for developing the scientific, research and innovative capacity of the state and developing the state such that it is widely recognised for its highly skilled, educated and high performing workforce. The department undertakes the following range of functions to meet its objectives:

• providing strategic policy advice for developing the state’s workforce

• ensuring high-quality vocational education and training delivered by TAFE SA institutes, other registered training organisations and adult community education providers

• providing a regulatory service for registered training organisations and higher education providers, including the regulation of apprenticeships and traineeships

• managing state-funded employment and community development programs

• facilitating the state’s interactions with the university sector

• providing strategic policy advice for science, technology, information economy and innovation policy development that links government, business, industry and the state’s education sectors.

DEPARTMENTAL RESPONSIBILITIES


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MINISTER FOR SCIENCE AND

INFORMATION ECONOMY

MINISTER FOR EMPLOYMENT

TRAINING AND FURTHER EDUCATION

CHIEF

EXECUTIVE

EXECUTIVE DIRECTOR,

SHARED BUSINESS SERVICES

DEPUTY CHIEF EXECUTIVE

PLANNING POLICY &

INNOVATION


EMPLOYMENT &

TRAINING SERVICES

EXECUTIVE ADVISER

INTERNAL AUDIT

OFFICE OF THE CHIEF

EXECUTIVE

DFEEST SENIOR MANAGEMENT STRUCTURE AND REPORTING ARRANGEMENTS

OVERVIEW

DFEEST also has many important relationships with other organisations such as the Office of the Training Advocate, Education Adelaide, Playford Capital and Bio Innovation SA. These relationships are not shown here.


INFORMATION ECONOMY



CHIEF

EXECUTIVE


PLANNING POLICY &

INNOVATION


PLANNING, POLICY AND INNOVATION

EXECUTIVE DIRECTOR SCIENCE TECHNOLOGY &

INNOVATION EXECUTIVE DIRECTOR

ABORIGINAL EDUCATION & EMPLOYMENT STRATEGIESDIRECTOR,

STRATEGY DIRECTOR, QUALITY DIRECTOR,

HIGHER EDUCATION

TRAINING AND SKILLS

COMMISSION EXECUTIVE

ORGANISATIONAL CHARTS

As of 1 August 2005


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INFORMATION ECONOMY



CHIEF

EXECUTIVE


EMPLOYMENT &

TRAINING SERVICES


EMPLOYMENT AND TRAINING SERVICES

TAFE SA

EXECUTIVE DIRECTOR TAFE SA REGIONAL

EXECUTIVE DIRECTOR TAFE SA ADELAIDE

SOUTH

EXECUTIVE DIRECTOR TAFE SA ADELAIDE

NORTH

DIRECTOR, EMPLOYMENT

PROGRAMS DIRECTOR, EDUCATION

SERVICES AND PROGRAMS

DIRECTOR, MARKETING

AND INTERNATIONAL

DIRECTOR, TRAINEESHIP &

APPRENTICESHIP SERVICES


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STRATEGIC FRAMEWORK

The framework below illustrates the links between DFEEST’s strategic objectives, South Australia’s Strategic Plan targets and the status of implementations/actions taken.

Building a High Performance

Organisation

DFEEST will become a skilled, high performance organisation in order

to ensure that we have the capacity to deliver our strategic objectives.

SASP Targets

T1.18 Cost effectiveness of services T1.19 Quick decision making T3.2a Reducing energy consumption

Status

DFEEST Workforce Development Platform

EDRMS implemented Energy use down by

5.44%

Skilling South Australia

DFEEST will lead the way in skilling

South Australia by working with industry and businesses to implement

workforce planning and skill development programs, building a

quality and competitive training market and strengthening the publicly owned

TAFE SA system.

SASP Targets

T6.15 Non-school qualifications

T6.16 University participation T6.17 VET participation T1.14 Overseas students

Status

Consumer protection strategy

Three TAFE SA institutes established

State Commonwealth training agreement

Overseas student numbers up by 60%

Employment and Workforce

Development

DFEEST will lead the way in supporting individuals and

communities to make the right choices in relation to careers and learning by providing high quality employment

and workforce development services and community education.

SASP Targets

T1.1 Jobs T1.2 Unemployment T1.3 Youth unemployment

Status

Workforce Development Strategy

Regional SA Works contracts

Workforce Development Fund

An Innovative Community

DFEEST is committed to the

strategies endorsed by the Premier’s Science and Research Council

detailed in STI10 in conjunction with the implementation of the State

Broadband Strategy and the state’s current Information Economy Agenda

both endorsed by the Information Economy Advisory Board.

SASP Targets

T1.14 Overseas students T4.2 Commercialisation of

research T4.6 Investment in research T4.7 Internet usage T4.8 CRCs and research

centres T6.15 Non-school

qualifications T6.16 University participation

Status

Constellation SA commenced

BDF projects Information Economy

Agenda


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The department’s principal corporate governance obligations are prescribed in the Public Sector Management Act 1995 and the Technical and Further Education Act 1975. These Acts establish general management aims, personnel management and employee conduct standards. The Chief Executive is responsible for observance of these aims and standards within the department. The department operates within a framework that integrates strategic management and leadership, accountability, robust standards and processes, and the effective and efficient management of people, resources and risk. A corporate executive leadership team has responsibility for maintaining the effectiveness of these corporate governance mechanisms. The department is committed to developing a culture that delivers best-practice services and encourages the involvement of all employees in a process of continuous improvement that recognises and values their contribution to departmental objectives. The allocation of funds across the department and TAFE institutes is based on the principle of delivering value for money and educational and training services linked to whole-of-government objectives. The corporate executive team oversees high-level corporate strategy and determines major internal resource allocation. Reports are provided monthly to the corporate executive team and the executive forum (senior management group) to enable monitoring and evaluation of performance. This includes reporting in the areas of financial results, occupational health, safety and welfare statistics, workforce details, project status, and results against other key performance indicators, including the targets contained in South Australia’s Strategic Plan. The Executive Budget Committee conducts an independent review of departmental processes and controls. It provides governance and risk management advice and additional services to assist management with the achievement and maintenance of the management aims and standards in line with the department’s objectives and priorities. In line with this advice, the department has initiated a comprehensive review and revision of its financial governance practices. The department’s personnel management practices ensure the fair and consistent treatment of employees. It has established policies and procedures that reflect its commitment to the public service code of conduct.

CORPORATE GOVERNANCE


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In 2004-05 the department’s financial resources amounted to $439.9 million comprising appropriations from the South Australian Government for recurrent and capital purposes together with student fees, Commonwealth grants and other revenues from external sources. Budget Allocation by Program 2004-05

Education & SkillsFormation - VocationalEducation & Training $388m

Education & Training -Higher Education $0.6m

Education & Training -Regulatory Services $4.3m

Employment & SkillsFormation - EmploymentDevelopment $24.1m

Science, Technology &Innovation $22.9m

Overview of Revenue Sources 2004-05 The resources available to the department have been allocated to the following programs in accordance with approved strategic priorities:

• Education & Skills Formation – Vocational Education & Training. Provision of vocational education and training by TAFE institutes and other providers outside the school sector (including publicly funded Adult Community Education), including contestable and non-contestable sources of funding; policy advice and support for post-secondary education. Includes recurrent $376.2 million, investing $11.8 million

$388 million

• Employment & Skills Formation – Employment Development. Addressing disadvantage by providing opportunities to participate in employment, training, skills development, adult community education and assisting industry to meet current and future skills needs. Includes funding for SA Works.

$24.1 million

• Science, Technology & Innovation. Provides the government’s principal strategic focus for science, technology, information economy and innovation policy development and program delivery in South Australia that links the government, business, industry and education sectors. Includes funding for Bio Innovation SA, Premier’s Science and Research Fund, Broadband Development Program and Playford Capital.

$22.9 million

• Education & Training Formation – Regulatory Services. Provision of registration, accreditation and approval services for registered training organisations, and the regulation, administration and funding of apprenticeships and traineeships.

$4.3 million

• Education and Training Formation – Higher Education. Provision of advice to the Minister on higher education policy and planning.

$0.6 million

Total $439.9million

FINANCIAL OVERVIEW


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The following table provides a summary of the actual results for the 2004-05 financial year compared to the original budget. The detailed financial statements reflecting these results for 2004-05 are presented under Financial Information (please refer to Section E of this report). Summary of Financial Information Actual

2003-04$’000

Budget 2004-05

$’000

Actual2004-05

$’000Financial Performance: Operating Expenses 416,441 428,068 434,440Operating Revenues 187,553 178,274 180,282Net cost of services 228,888 249,749 254,158Revenues from State Government 229,124 239,415 242,181Surplus (Deficit) for the year before restructuring

236 (10,379) (11,977)

Net revenues from restructuring - - Surplus (Deficit) for the year after restructuring

236 (10,379) (11,977)

Total valuation adjustments recognised directly in equity

12,480 - 11,204

Total changes in equity other than those resulting from transactions with the State Government as owner

12,716 (10,379) (773)

Operating Revenues Actual operating revenues for 2004-05 were $422.5 million. The principal source of funding for the department is State Government appropriation which totalled $242.2 million. Other operating revenues included Commonwealth grants of $91 million and $73.1 million from student and other fees and charges.

State Government Funds$242.2m

Commonwealth Grants $91m

Sales/Fee For ServiceRevenue $37.8m

Student Enrolment Fees andCharges $32.5m

Other User Fees and Charges$2.8m

Other Grant andContributions $5.0m

Interest Income $3.3m

Other $7.9m


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Operating Expenses Actual employee benefits of $230.8 million for 2004-05 constituted 53 percent of the total operating expenses of $434.4 million. Other major expenses included $18.9 million for funding to non-TAFE providers for Vocational Education and Training, $24.8 million for information technology infrastructure and communication and $12.6 million and $15.9 million for employment programs and science and technology programs respectively. Operating Result The actual deficit for 2004-05 was $12 million compared to the approved budget deficit of $10.4 million. Factors contributing to the change in operating result from a surplus of $236 000 in 2003-04 to a deficit of $12 million in 2004-05 were: • an increase in employee benefits of $14.8 million (after allowing for TVSPs of

$11.8 million in 2003-04) • an increase in expenditure of $9.2 million on minor works, maintenance and

equipment • the payment of $6.1 million for tertiary student transport concessions which were

previously paid by another government agency. The additional expenditure was partly offset by increases in: • student and other fees and charges of $4.9 million • revenues from South Australian Government of $13.1 million. Actual

2003-04$’000

Budget 2004-05

$’000

Actual2004-05

$’000Financial Position: Total Assets 530 432 512 660 523 602Total Liabilities 89 119 81 726 83 062Net Assets 441 313 430 934 440 540 The department’s net assets in 2004-05 decreased by $0.8 million. This was primarily due to a decrease in cash, current receivables and in the amount of land and improvements partly offset by lower liabilities relating to deposits held and unearned revenue. Actual

2003-04$’000

Budget 2004-05

$’000

Actual2004-05

$’000Capital Investing Activities: Investing Payments 6 549 11 833 2 951Investing Receipts 3 090 1 635 1 635Net Investing Payments 3 459 10 198 1 316 The actual investing payments for 2004-05 were $3 million compared to the approved budget of $11.8 million. The under expenditure reflects timing variations applicable to a budgeted loan advance of $7 million to Le Cordon Bleu and other capital projects carried forward for completion in 2005-06.

DFEEST Annual Report 2005 - Section B

WORKFORCE PROFILE

During 2005 the department has made significant progress in meeting the objectives of its Strategic Plan, which aims to build a sustainable workforce and demonstrate leadership in workforce development. This is vital given the role DFEEST has provided in industry, community and government policy as the agency responsible for the state’s Workforce Development Strategy. Building on the initiatives implemented during 2005, the department will continue to strive to become a high-performance, learning organisation which attracts, develops and retains the most talented workforce available and enhances this agency’s workforce profile. Workforce Data The following data are based on records from the Human Resource information system Empower for persons identified as being employed on 30 June 2005. Data may vary from the 2004 report as the 2004 information was provided from another source no longer regarded as reliable for management reporting purposes. Hourly Paid Instructors (HPIs) are excluded from the data tables. HPIs are covered separately as they are employed under totally different conditions and reported accordingly. To combine HPI data with regular staff information would result in data distortion. EMPLOYEE NUMBERS, GENDER AND STATUS (EXCLUDING HPIS) Persons: 3669 FTEs: 3356.57

Percentage of Em ployee Num bers by FTEs, Persons and Gender

0.00% 20.00% 40.00% 60.00% 80.00% 100.00%

% Persons

% FTE

Male

Female

Number of persons separated from the agency during the 2004-05 financial year (excluding HPIs): 401 Number of persons recruited to the agency during the 2004-05 financial year (excluding HPIs): 542

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Number of persons employed (excluding HPIs)

Act Permanent Temporary TotalPSM Act 1321 427 1748TAFE Act 1063 639 1702Weekly Paid 118 62 180Workers Comp 33 16 49Total 2535 1144 *3679*Some staff have been coded against more than one category and therefore counted once for each category, thus the discrepancy in total numbers as compared to the previous heading. Hourly Paid Instructors

DFEEST augments its teaching force by employing casual hourly paid instructors (HPIs) to provide specialist and back up support. HPIs may be employed for as little as one lecture per annum or may provide teaching services on a regular basis. Once an HPI’s annual hours reach a certain level they are offered ongoing employment as a lecturer. In 2004-05, 2617 individual HPIs provided 284,763 hours teaching at a cost of $13,185,429. The hours equated to 296.63 full-time equivalent lecturers. Number of employees by salary bracket (excluding HPIs)

Num ber of Em ployees by Salary Bracket (Excluding HPIs )

0

200

400

600

800

1000

1200

1400

0-38 000 38 001 - 49 000 49 001 – 64 000 64 001 - 83 000 83 001 plus

Salary Brackets

Staf

f Num

bers

Male

Female

Total

Employment Status – Persons and FTEs (excluding HPIs)

Persons FTEsOngoing 2 527 2 354.42Temporary 1 142 1 002.15Total 3 669 3 356.57

EXECUTIVE PROFILE

Number of executives by status in current position, gender and classification

Contract Contract Tenured Untenured Total Classification Male Female Male Female Male Female Male Female CD-3 1 1 EMC 8 9 8 9 EXECLA 5 7 4 1 9 8 EXECLB 3 1 3 1 EXECLC 1 2 3 2 4 EXECLD 1 1 0 EXECLE 1 1 0 MINAPP 2 1 2 1

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WORKFORCE DIVERSITY The department recognises the value of workforce diversity and the benefits inherent from a workforce that is representative of the broader community. The following section outlines the department’s current profile. Age Profile Number of employees by age bracket by gender (excluding HPIs) Age Bracket Female Male Total % of Total *SA Workforce (%)15-19 22 5 27 0.74 7.120-29 329 143 472 12.86 21.530-39 448 194 642 17.49 21.440-59 1349 966 2315 63.09 44.660 plus 102 111 213 5.81 5.4Total 2250 1419 3669 100 100*Australian Bureau of Statistics, Labour Force, Australia, Detailed - Electronic Delivery, Monthly – Supertable LM8 - Labour Force Status by Sex, State, Age, Catalogue Number 6291.0.55.001 (as at June 2005). As at September 2005, the median age of the department’s workforce is 47 years, which is higher by two years than that of the public sector workforce in South Australia (45 years)1 and significantly above the average for the total South Australian workforce (39.5 years). Addressing the ageing of the department’s workforce is a pressing and significant challenge. The department is identifying and creating opportunities to recruit young South Australians into skilled jobs, create employment pathways for groups traditionally disadvantaged in the labour market and explore how older workers can be retained and recruited. In 2005 DFEEST’s Workforce Development Platform to 2010 was developed and approved by the Executive for release in March 2006. Aboriginal Employment Strategy Providing sustainable and effective employment outcomes for Aboriginal people through the recruitment, retention and development of Aboriginal employees is a high priority for the department. In September 2005, the department launched and commenced implementation of DFEEST’s Aboriginal Employment Strategy to 2010: Walking Together Towards Prosperity. As at the end of December 2005 the department employed 65 staff of Aboriginal or Torres Strait Islander descent, representing 1.8 per cent of the workforce. Compared to December 2004 this represents an increase of 0.4 per cent. By 2010, the department aims to have 2.1 per cent of its workforce comprised of Aboriginal people, with the Aboriginal workforce having:

• a higher level of sustainable employment • a higher level of non-school qualifications • a higher level of representation in decision-making positions as compared to

2005.

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1 “Benchmark Data Drawn from the Public Sector both Internationally and Australia and New Zealand”, research by Corporate Leadership Council (CLC) commissioned by DTEI, November 2005.


Initiatives designed to further these ends included the following: • approval was given for release of staff to attend the NAIDOC week march • increased employment opportunities were created in a number of ‘mainstream’

business areas • places were sponsored for female Aboriginal staff to attend the ‘Women at the

Board Table’ governance training provided by Office for Women • the new Enterprise Bargaining Agreement for TAFE Act staff includes provision

for special leave up to 15 days for cultural leave. Among many new initiatives in 2006, a cultural respect program for all staff and scholarships for Aboriginal students undertaking degrees in skill shortage areas are being introduced. Cultural and Linguistic Diversity The current HR information system does not have the capacity to report comprehensively on the number of employees born overseas and/or who speak language(s) other than English at home. Work is currently underway to improve this aspect of the HR data collection. Voluntary Flexible Working Arrangements As part of the department’s commitment to attracting and retaining the best possible staff and to assist employees to balance work and family life a number of voluntary flexible working arrangements (VFWA) are available to its employees, in particular to PSM Act staff. Current VFWA arrangements include: • flexitime • purchased leave • compressed weeks • part-time and job-share • working from home • provision for special leave up to 15 days for cultural leave. LEAVE MANAGEMENT Number of persons on Leave without Pay as at 30 June 2005 (excluding HPIs): 131 Total days leave taken – average days per FTE (excluding HPIs) Leave Type 2004-05Sick Leave Taken 7.99Family Carer’s Leave Taken *Special Leave with Pay 0.86

*Note: Family Carer’s Leave may be taken as part of an employee’s entitlement to Sick Leave or Special Leave with Pay. Thus it cannot currently be reported upon as a separate leave type.

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PERFORMANCE MANAGEMENT

Performance management and development processes continued to be rolled out across the department. In the last year there has been an emphasis on enhancing the performance development culture within the organisation. The department is also investigating models for automating the system through adaptation of our ‘Empower’ human resource management system and linking it to learning and development systems to promote up to date information on progress with performance development. TRAINING AND DEVELOPMENT Individual Staff Development

In the 2004-05 year, $1.72 million, or one per cent of total staff costs were recorded as being spent on staff development activities identified within individuals’ personal development plans2. Organisational Learning and Development

Progressive FEEST offered a program of events to all staff and is designed to: • enable them to have a better grasp of the directions and work of the department • develop a greater sense of who we are and want to become as a department • harness and develop the professionalism, energy and commitment of staff.

Approximately 30 per cent of staff participated in 2005. Progressive FEEST had six main programs:

Crunch Time: Video-conference ‘live across the state’ address by the Chief Executive on building a culture of performance excellence in which he painted his future vision for DFEEST.

Conversation Café: Executive Support Officers went on a half-day guided conversation and tour with key stakeholders on ‘Getting the bigger picture’ with regard to the machinery of government.

Learning for Lunch: A couple of lunchtime events occurred to promote learning in the workplace: ‘Simply the best’: a conversation between the Chief Executive and Professor Daryll Hull on becoming a high performance workplace, with a staff question and answer session; and ‘Recognising your worth: RPL/RCC process’: a panel session on the RPL/RCC experience on ‘Learn @ Work day’ as part of Adult Learners Week.

Let’s get Serial: Staff attended workshops on innovation styles, with participants then participating in follow-up action learning teams centred around mechanisms to systemise innovation.

Beyond the Square Bistro: ‘Me and My Shadow’ taught both management and staff to experience different roles in the organisation, learn about what skills or knowledge is required to perform a job well through negotiated packages of ‘job shadowing’ within the department. This provided staff with ideas for possible career development and helped managers better understand the development requirements of their staff and business. ‘Lateral Thinking Tool Set’ workshops were held to introduce and equip staff with a range of lateral and creative thinking tools.

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Celebration Cocktails: ‘Open House!’ gave staff a chance to showcase their workplaces and connect with one another.

2 Limitations within the tracking system mean that associated costs are not included in this figure; it should therefore be read as a minimum.


Leadership development Research was undertaken into the potential features and components of a leadership development system within DFEEST, with the production of a comprehensive research report that recommended a range of key features and principles for such a system. This system is due to be implemented in 2006. Building capabilities of HR staff Late in 2005, a learning and development model called ‘HR SMART’ (Sustainable, Monitored, Accredited, Recognised and Training) was developed with TAFE SA to increase the HR capability of our HR teams, particularly our strategic capability, whilst recognising and acknowledging staff competence and professionalism. Centred on the draft Office of Public Employment HR Capability competency framework, it will include creative and SMART use of RPL with a focus on mapping work/life performance and assessment of development against the draft HR competencies. This program will be delivered in the first half of 2006. Staff Survey DFEEST piloted its first ‘whole of department’ staff survey during the two-week period from Monday 7 November to Friday 18 November 2005. The purpose of the survey was to shed light on the extent to which staff perceive that the department is: becoming a family friendly workplace through the promotion and support of a

balance between life and work providing healthy and safe workplaces and becoming an excellent place to work for and in.

In addition the survey will provide important data to inform workforce planning activities such as on aspects of workforce profile, mobility and commitment. The findings will inform a future work/life balance strategy, organisational improvement and development initiatives as well as a benchmark with which to compare future performance. Work/Life Balance DFEEST is the lead agency for the development and strategic leadership of the state’s Workforce Development Strategy which will include a focus on flexible workplaces that help individuals balance life and work. During 2004-05 a Ministerial Committee on Work/Life Balance was formed to undertake a project to improve access to flexible working arrangements and create cultural change around this issue within DFEEST, with representation from the Office for Women, DTED, OPE, Minister’s Office and appropriate unions. The project’s aim is to obtain and analyse detailed qualitative and quantitative data and recommend potential strategies, programs and/or materials to improve access to flexible working arrangements and create cultural change around this issue. The research component of the project was completed in 2005, involving an investigation and examination of best practice models/ initiatives and relevant surveys, a literature review and a staff survey. A conceptual model has also been established.

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Given the congruence in timing of the staff survey and the work/life balance research, the work/life balance survey is included as part of the staff survey. The survey results will inform the development of a Work/Life Balance Strategy in 2006 as part of the department’s Workforce Development Platform. DFEEST Workforce Development Platform 2010 Principally aimed at addressing the challenges presented by an ageing workforce and the projected labour supply shortage, an extensive process was undertaken to develop the DFEEST Workforce Development Platform to 2010, which was approved by the Executive at the end of 2005 and is due for release in March 2006. The platform is derived from staff consultation, empirical analysis of workforce profile, analysis of contemporary research and literature on both high performance/learning organisations and workforce planning as well as assessment of the environmental demands on our business and their likely impact on what we the department’s customers need now and into the future. A new suite of performance indicators was established to evaluate the progress and success of the platform and were incorporated into the Quarterly Corporate Reporting Template. Whole-of-Government Initiatives State Demographic Strategy – the department is involved in the development and implementation of this strategy with representation on the Senior Management Council’s Sub-Committee, the Strategy’s Think Tank and five of the project working parties, namely: • irresistible offer – employment branding the state public sector • retaining staff – obtaining good data • flexible workplaces – work/life balance • build flexible retirement • youth group. Public Sector Workforce Development Plan – the department has been actively involved in processes associated with the development of this plan. Retirement Intentions Survey – working in partnership with OPE, the department was successful in securing in-principle funding from the Government Agencies Statistical Committee to design and conduct a Retirement Intentions Survey across the state public sector in 2006. EMPLOYEE ASSISTANCE PROGRAM

As part of its ongoing care for the wellbeing of employees and their families DFEEST established a single Employee Assistance Program program during 2005 which offers confidential, impartial and culturally sensitive counselling support to employees and their families 24 hours a day, seven days a week. In addition, the department established the EAP Manager Assistance Program, a free service offered to DFEEST management to deal with specific people management issues.

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EQUAL OPPORTUNITY EMPLOYMENT PROGRAMS

During 2004-2005 the department employed seven graduates from the Office of the Commissioner for Public Employment graduate scheme and 44 trainees through the State Government Youth Traineeship Program. Child Protection

Throughout 2005 DFEEST implemented child protection initiatives in line with meeting the recommendations put forward by the external child protection expert engaged in 2004 to identify and assess child protection risks. The recommendations are aimed at minimising risks for children and young people using DFEEST services and are also aimed at addressing the requirements outlined in the Children’s Protection (Miscellaneous) Amendment Bill 2005, previously called ‘Keeping Them Safe’. The following initiatives were implemented in 2005:

• development and promulgation of the DFEEST Child Protection Policy

• implementation of compulsory Mandated Notification Training (MNT). 1450 DFEEST employees received MNT by the close of 2005. A total of 52 departmental staff have been trained as accredited Children, Youth & Family Services (CYFS) trainers

• development of the DFEEST Guidelines and Procedures for the Assessment of Consented Police Checks (Child Related Offences) for Existing Employees

• implementation of voluntary police checks for existing DFEEST employees. A four hour training package was designed and implemented in partnership with the Child Youth & Family Services (CYFS) for TAFE SA and DFEEST employees.

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WORKFORCE PROFILE Occupational Health, Safety and Injury Management

Significant work in the area of Occupational Health Safety & Injury Management has been undertaken in 2005 due to executive commitment to industry best practice. During 2005, 22 new procedures which manage identified high-risk and costly areas of OHS&W were implemented, and another six will be implemented by March 2006. The continued implementation of DFEEST’s OHS&IM strategic plan (Project Plan) has continued to highlight the importance of OHS&IM. Reports are provided to the Minister for Employment, Training and Further Education, the CE, Executive, Health and Safety Committees and unions. This has ensured that the department retains ownership of OHS&IM outcomes and improvement strategies. As a result there was a considerable reduction in new workplace injuries in 2005: 108 compared to 139 in 2004. Executive level commitment to OHS&W was further strengthened through the holding of a mock prosecution trial in collaboration with Primary Industries and Resources SA, which practically demonstrated what is required under legislation of the department in this area. All Executive Forum members participated in this exercise and it will provide a catalyst for ongoing implementation of the department’s OHS&W procedures over 2006. The year 2005 saw a change to the senior OHS&IM Committee (Central Consultative Committee). This resulted from a realignment of the business and the committee now aligns perfectly with the new accountability framework. The committee consists of 12 employee representatives representing each of the areas of DFEEST and eight management representatives, including the CE and officer responsible for OHS&IM. Together with local committees, the Central Consultative Committee continues to drive OHS&IM. They are supported by the new OHS&IM Network, which comprises OHS&IM professionals and key departmental contacts. Employee welfare remains a priority of DFEEST and the implementation of systems that address psychological wellbeing, bullying and harassment and violence and security in the workplace were introduced in 2005. This has received positive feedback from staff and managers. The department’s Employee Assistance Program continued to contribute to positive outcomes through the seven-day-a-week, 52 weeks-a-year assistance that is available to staff and their immediate families no matter where they are in Australia. TAFE SA OHS&IM practitioners led improvement strategies in 2005, contributing to the long-term improvement in OHS&W and Injury Management in the TAFE area. Long term injured employees were actively engaged during 2005. DFEEST’s injury management service provider continues to receive high praise from both injured employees and managers.

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Occupational Health, Safety and Injury Management Data 2005 2005 2004

1 OHS Legislative Requirements (includes incidents with students not included in 2004 figures)

Number of notifiable occurrences pursuant to OHS&W Regulations Division 6.6

4 2

Number of notifiable injuries pursuant to OHS&W Regulations Division 6.6

6 1

Number of notices served pursuant to OHS&W Act s35, s39 and s40 3 3

2 Injury Management Legislative Requirements

Total number of new claimants who participated in the rehabilitation program

35 52

Total number of employees rehabilitated and reassigned to alternative duties

7 2

Total number of employees rehabilitated back to their original work 32 43

3 WorkCover Action Limits

Number of open claims as at 31 December 2005 209 205

*Percentage of workers’ compensation expenditure over gross annual remuneration

0.016% 0.017%

4 Number of Injuries

Number of new workers’ compensation claims in the calendar year 108 (4 withdrawn)

139

Number of fatalities, lost time injuries, medical treatment only

(F)

(LTI)

(MTO)

0

58 (3 withdrawn)

50 (1 withdrawn)

0

87

52

Total number of whole working days lost 10,126 15,550

5 Cost of Workers’ Compensation

Cost of new claims for calendar year $234 808 $570 655

Cost of all claims excluding lump sum payments $2 526 077 $2 476 378

Amount paid for lump sum payments (s42, s43, s44) $747 874 $458 683

Total claims expenditure $3,273,951 $2,935,061

Total amount recovered from external sources (s54) $20,004 $3,112

**Budget allocation for workers compensation $3,300,000 $3,000,000

6 Trends

***Injury frequency rate for new lost-time injury/disease for each million hours worked

10.28 16.04

Most frequent cause (mechanism) of injury Falls, Trips and Slips

Body Stressing

Most expensive cause (mechanism) of injury Falls, Trips and Slips

Mental Stress

* Calendar year costs divided by 04/05 fiscal year. ** 04/05 fiscal year. *** Based on Lost Time Flag (i.e. ≥ 1day or shift) Improved process for recording hours worked

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This section contains performance information for the 2005 calendar year relating to the following reporting categories: • workforce development • quality and regulatory services • trainees and apprentices • employment development programs • adult community education • TAFE SA • indigenous training and employment • higher education • science technology and innovation.

During 2005 the Department commenced implementation of major strategies for workforce development across South Australia. Better Skills Better Work Better State: A Strategy for the Development of South Australia’s Workforce to 2010 was developed under the leadership of the Training and Skills Commission and approved by Cabinet. The South Australian Skills Action Plan and the Workforce Development Action Plan were developed during 2005 to underpin the implementation of Better Skills Better Work Better State. Both identify the workforce development initiatives by government, industry, regions and the education and training systems in order to address immediate and longer-term skill shortages. The Workforce Information Service, incorporating the Regional Information Exchange, became operational in August 2005. The service provides high level, high quality information and advice about the labour market, economic and demographic trends, regional and industry workforce analysis, supply and demand information to support policy makers and practitioners in better workforce planning and policy development. Further information can be found at the website: [email protected] Nine new industry skills boards were established. Their objectives are to develop industry specific workforce development action plans, identify workforce trends and emerging skill needs and to consider issues relating to career advice and the attraction and retention of a skilled workforce. A new triennial Commonwealth-State Training Funding Agreement was negotiated.

2005 PERFORMANCE REPORTS

2005 PERFORMANCE REPORTS State Workforce Development

mailto:[email protected]

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Better Skills Better Work Better State and Workforce Development Action Plan The South Australian Government recently endorsed Better Skills, Better Work, Better State – A Strategy for the Development of South Australia’s Workforce to 2010. This plan recognises that workforce development requires a cross-government agency approach and is the shared responsibility of government, industry, the education sectors and the community. Better Skills Better Work Better State takes workforce development beyond training and skills to incorporate work organisation, job design, industrial relations, human resource management practices and employment conditions. The Workforce Development Strategy has three priority areas: • the creation of a high skill economy • access to quality employment • shaping our future through better workforce planning. Better Skills Better Work Better State is supported by the Workforce Development Action Plan which showcases a wide variety of initiatives (past, present and planned) supporting workforce development and planning across the state. This Action Plan outlines a range of past, present and planned initiatives which contribute to workforce development across the State and it highlights initiatives under 14 industry sectors. Some workforce development activities that have occurred in 2005 are discussed below. A HIGH SKILL ECONOMY Industry Skills Boards With the support of DFEEST and government funding, South Australian industry leaders formed and established nine Industry Skills Boards to develop industry specific workforce development action plans, identify workforce trends and emerging skill needs and to consider issues relating to career advice and the attraction and retention of a skilled workforce. Overseas Qualifications A new policy was developed by the Overseas Qualifications Reference Group of the Training and Skills Commission to overcome barriers to the assessment and recognition of overseas qualifications in South Australia. Industry and community groups were fully involved in the formulation of new practices which will better meet the needs of newly arrived migrants and meet skills shortages. Consequently DFEEST has established a new Trades Recognition Unit to facilitate the efficient assessment of people with trade skills and experience gained in Australia or overseas. The unit will assist skilled migrants make a smooth and quick transition into the local workforce and community. Commonwealth Funding In 2005, the department actively engaged to develop new national VET funding and accountability arrangements, which attracts approximately $90 million of Commonwealth funding annually to the State. The Commonwealth Department of Education, Science and Training assumed responsibilities which were previously the domain of the Australian National Training Authority. DFEEST also facilitated the development of four successful funding submissions for national projects in South Australia which included:

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1. A skill eco system supply chain demonstration project, Logistics and Export Assured Delivery (2005), which focused on maintaining a high, consistent standard through the supply and export of horticultural products to Asian markets.

2. Creating a Career Development Culture in VET which aimed to contribute to resolving the national issue of employment and skill shortages by increasing the capacity of the VET sector through a trial implementation of the Australian Blueprint for Career Development (ABCD).

3. Valuing Older Workers which aimed to inform employers and Registered Training Organisations (RTOs) about the impending demographic issues affecting the Australian workforce over the next 20 years and the strategies for addressing the issues identified in the products developed through a previous national project.

4. Reframing the Future which was a major initiative of the former Australian National Training Authority (ANTA). Reframing the Future’s mission is to assist VET practitioners to become highly skilled and VET organisations to perform better in order to enable Australian industry to thrive in the local and global economy.

During 2005 the construction of 11 skill centres in South Australia was approved under the Commonwealth Infrastructure Program. These comprised four industry skill centres, three school-based skill centres and four Indigenous skill centres. QUALITY EMPLOYMENT Community Learning A draft Community Learning Statement that includes 12 action areas from Better Skills Better Work Better State was released for consultation in the final quarter of 2005 on behalf of the Adult Community Education Reference Group of the Training and Skills Commission. Consultation forums held in metropolitan and regional areas were attended by representatives from the business, community and government sectors. Input on effective methods of implementing the strategies in the draft Community Learning Statement in order to ensure that relevant targets in South Australia’s Strategic Plan are achieved was received through forums, submissions and questionnaires representing a wide cross-section of the state. QUALITY EMPLOYMENT Research and Analysis of the Workforce Issues of Equity Groups The Department has conducted significant data analysis and research into the workforce issues for people experiencing barriers to their participation in learning and work, with a particular focus on Indigenous people, older workers and people living with a disability. This research will inform and guide new and existing DFEEST activity and programs that are aimed at removing barriers for marginalised and disengaged to participate in learning and work. Discussion Paper on Older Workers The Department led an inter-agency working group to prepare a discussion paper Opening the Window on Existing Opportunities – Identifying Barriers to the Workforce Participation of People Over 45 Years on the range of complex and multi-disciplinary issues faced by older workers in participating in learning and work. Client and Student Voice Action Group The Client and Student Voice Action Group is a national group chaired by the Chief Executive of DFEEST and charged with developing recommendations on new advisory mechanisms for people experiencing barriers to their participation in the vocational education and training system – specifically Indigenous people, people living with a disability, and a mechanism to provide advice on equity issues generally.

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Commitment to Young People The department implemented strategies aimed at ensuring that all young South Australians develop the skills and knowledge required to participate in productive work. Three principal areas were addressed by DFEEST. 1. Enhanced Career Services for South Australians

DFEEST worked with the three school sectors and the Australian Government Department of Employment and Workplace Relations to improve careers information and advice for secondary school students by: • developing twice-yearly labour market information fact sheets for use by students and

their advisors • sponsoring professional development for advisors • trialling the Australian Blueprint for Career Development in schools • establishing a web-based resource for career advisors • assisting Industry Skill Boards to develop strategies for informing young people about

career and work opportunities in their respective industries. DFEEST also led a national project to promote a career development focus in the vocational education and training sector. 2. South Australian Youth Engagement Strategy

DFEEST played a key role in developing the South Australian Youth Engagement Strategy which aims to ensure that all 15-19 year olds are “learning or earning”, that is, are in full-time schooling or further education and training, full-time employment, or an equivalent combination of part-time study and part-time work. The ultimate aim of the strategy is to provide every young person with the opportunity and support to complete 12 years of schooling or an equivalent vocational qualification and gain meaningful employment. The strategy will address the issue of youth engagement on several fronts. It will put in place processes to help all secondary students think about their futures and make plans to achieve their goals, and it will provide new learning and work opportunities to help young people achieve their goals. The strategy will also look at better ways of supporting young people as they negotiate the space between compulsory schooling and further education and training and work.

3. Youth Commitment

While the South Australian Youth Engagement Strategy (SAYES) focuses on the needs of young people, the youth commitment targets young people to 24 years. A youth commitment builds on learning from South Australia Works and SAYES. Its aim is to create a seamless transition system, at the statewide and local level to support all young people to achieve success in education, training and employment. In preparation for trials in 2006, DFEEST developed the approach with a renewed focus on integrated policies, planning and programs (centrally and in the regions) to ensure young people are supported to effectively participate in work and learning.

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BETTER WORKFORCE PLANNING Workforce Information and Planning

Detailed workforce planning in conjunction with industry and government agencies has identified the potential demand for workforce skills to meet forecast growth related to the current positive economic climate. DFEEST, DTED and PIRSA worked collaboratively on the workforce planning for the growth in the mineral resources sector and defence industries, as a result of the air warfare destroyer contract. The launch of the Workforce Information Service and Regional Information Exchange in December 2005 supports the implementation of the South Australian Government's Better Skills Better Work Better State and its workforce planning priorities through provision of useful tools to assist policy makers and practitioners to assist in better workforce planning. The Workforce Information Service, WIS Online, consists of two web sites. The first focuses on workforce information and provides a primary access point for the service, whilst the second, a regional information exchange, operates as a companion page to provide information with a regional focus. A range of products including DFEEST Regional Profiles, DFEEST Industry Profiles, Feature Article series, e-Alert, South Australia: People, Jobs and Skills and Labour Force Brief form the basis of advice and information to government, industry and the community. Strong relationships with other state, Commonwealth and local government agencies bring together expertise on joint projects, particularly in food, wine, mining and defence sectors, while research excellence, labour market and demographic analysis is supported by links to workforce development research being undertaken by South Australia’s universities through the Workforce Development Research Consortium. Key labour force trends for 2005 included the following highlights: • total employment rose during 2005 on a trend basis and at December 2005 stood at a

new record level of 742 700 persons • full-time employment rose during 2005 by 1.6 per cent to 512 100 • the number of unemployed persons fell during 2005 by 2300 and the unemployment rate

fell by 0.4 per cent to 5.0 per cent • the youth full-time unemployment rate fell during 2005 from 26.3 per cent in January

2005 to 21.2 per cent in December 2005. DFEEST is engaged in a range of current and proposed activities in the area of workforce development research and practice and is committed to working collaboratively with other organisations in this field.

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Public and private training providers of vocational education, non-university higher education and education services to overseas students are regulated under the Training and Skills Development Act 2003. The legislation provides the basis for ensuring that providers and courses meet quality and consumer protection requirements for nationally recognised training. Consumer Protection Strategy A Consumer Protection Strategy developed by the department to strengthen the protection of clients of registered training organisations was implemented. The strategy included the development of the Guidelines for RTOs registered in South Australia under the Training and Skills Development Act 2003. The guidelines strengthen aspects of the Australian Quality Training Framework Standards for Registered Training Organisations (RTOs), particularly in regard to:

• provider policies on fee refunds and information to clients about these • protection of student fees paid in advance • transfer of records to the department including qualifications issued to students. Another significant strategy was the development of a brochure to inform consumers about nationally recognised training and their rights and responsibilities. The brochure is targeted towards potential consumers of training in the VET sector and was widely distributed to year 11 and year 12 students. Registered Training Organisations Public and private training providers of vocational education to domestic and overseas students are regulated under the South Australian Training and Skills Development Act 2003. The legislation provides the basis for ensuring that providers and courses meet the quality and consumer protection requirements for nationally recognised training. At 31 December 2005 there were a total of 256 registered training organisations, including TAFE SA, based in South Australia delivering vocational education and training qualifications (a net increase of 11 from 31 December 2004). A further 717 registered training organisations from other states and territories (a net increase of 87 from 31 December 2004) were also listed on the national register as offering vocational education and training in this state. Twenty three new registered training organisations were approved in 2005 and 10 registered training organisations left the system. A total of 31 providers were registered to deliver education services to overseas students studying in South Australia. Twelve providers delivered in the vocational education sector, eight in the higher education sector and 11 providers delivered in both VET and higher education. A full list of recognition data for 2005 is provided in the Statistical Appendices. Training packages for the VET sector are developed and endorsed as the national qualifications for each industry sector. In 2005 the State Training Authority implemented 28 training packages and supported the endorsement of a further 15.

2005 PERFORMANCE REPORTS Quality and Regulatory Services

37

Qualifications in national training packages have replaced many of the state-accredited courses. However, a small number of courses continue to be accredited to meet niche markets, with the majority containing units of competency from training packages, enabling graduates to gain national recognition for much of their study. In 2005, 29 vocational education courses were approved for initial accreditation or renewal of accreditation. Quality Audits The registration of training providers and accreditation of courses are managed by the department in accordance with national and state standards. An independent audit of departmental approval processes and decisions in the vocational education and training sector is conducted each year and on each occasion has confirmed that these meet and exceed national standards. Training providers and courses must demonstrate that they meet the relevant national standards through audit. The conduct of audits is managed by the department and involves departmental staff and contracted external auditors or competent assessors. In addition to audits for initial approval, the department also scheduled compliance and strategic audits based on a risk assessment. In 2005, 108 audits of training providers were conducted to assess compliance with state and national standards. In addition to approving providers and courses under the South Australian Training and Skills Development Act 2003, the department is building the capacity of each of these sectors and promoting quality outcomes for their clients by: • informing students and consumers of their choices, rights and responsibilities

• informing and advising training providers about the relevant national and state standards and legislation with which they must comply

• contributing to the design, development and implementation of national qualifications

• ensuring standards are met and encouraging continuous improvement through audits of training providers

• convening professional development workshops and forums on teaching and learning strategies and education management issues

• working in collaboration with relevant national and interstate bodies to maintain and improve the national training system.

Annual Training Sector Forum

‘Enhancing Capacity to Respond, Deliver and Succeed’ was the theme of the annual Training Sector Forum held in June 2005. A total of 200 practitioners including trainers, teachers and assessors from TAFE SA, private RTOs and schools attended, participating in the seminars and workshops over the two-day event. The forum is the major professional development event offered by the department for training providers.

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PARTICIPATION IN NATIONAL DEVELOPMENTS National Strategic Hospitality Industry Audit All states are participating in this audit, which commenced in September 2005 and will be completed with the publication of a national report in March 2006. The purpose of the strategic audit is to: • determine the level of compliance with the Australian Quality Training Framework

Standards for Registering Training Organisations

• identify key issues impacting on training outcomes and good practice in the hospitality industry and recommend strategies to strengthen the quality of training and assessment within the hospitality industry across Australia.

The audit focus has been at the lower qualification level (Certificates II and III) and several opportunities for improvement which apply nationally have been identified. The results, outcomes and recommendations of the audit will be communicated to all participants, industry bodies and other stakeholders via the publication of national and state reports as well as workshops held at state level. National AQTF Moderation Strategy DFEEST is managing the National AQTF Moderation Strategy project, led by a national steering committee comprising officers from each State and Territory Registering and Course Accreditation Body (RCAB). The project is due to be completed by 31 May 2006. The project objectives are to: • develop national AQTF moderation guidelines

• further develop the shared understanding of the range and nature of evidence that is acceptable for demonstrating compliance with AQTF standards

• develop tools and processes to moderate AQTF outcomes between RCABs and auditors

• develop and promote an online facility to encourage collaboration and communication between auditors across each State and Territory.

Valuing Older Workers Project DFEEST is managing this national project, due for completion by 31 March 2006. Significant resources have been developed including a range of teaching resources, brochures and a DVD to provide support materials for the delivery of workshops for RTOs and employers across metropolitan and regional venues in each State and Territory. Workshops have commenced across all jurisdictions and will be completed in early 2006. The workshops focus on the need for RTOs, their trainers and assessors to: • understand the implications of an ageing workforce for employers and RTOs

• work closely with employers and industry to assist them in the skill development of their workforce

• integrate industry or enterprise-specific learning with lifelong learning and personal development for employees

• recognise prior skills and knowledge.

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Workshops for employers are also being conducted, and are designed to raise the level of awareness amongst industry and employers about the implications of an ageing workforce, the predicted impact of these changes, and how they can work with RTOs to attract and retain employees. Educational Services to Overseas Students

The national regulatory framework for the provision of Educational Services to Overseas Students (ESOS) is currently undergoing revision. ESOS has become of fundamental significance to the national economy and The Australian Education Systems Officials’ Committee (AESOC) has appointed the National Code Action Group (NCAG) to undertake work on the National Code of Practice for Registration Authorities and Providers of Education and Training to Overseas Students (the National Code), the principal instrument for the quality assurance of ESOS. The work includes devising an auditable set of quality standards. The Quality Branch DFEEST represents South Australia on the NCAG. The department is also leading the national project on quality standards for English Language Intensive Courses for Overseas Students (ELICOS) and represents the State on the national Steering Committee for establishing quality standards for Foundations Programs for Overseas Students.

DFEEST Annual Report 2005 - Section C

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The department is responsible for regulating, funding and developing policy across government for the South Australian contract of training system for traineeships and apprenticeships. This includes approving employers, contracts of training, variations to contracts of training and providing advice and support to trainees, apprentices and employers on matters relating to their contracts. The department prepares policy and strategic advice in relation to whole of South Australian Government initiatives and Australian Government initiatives such as national training system reforms. At the end of June 2005 there were 33 800 trainees and apprentices in training in South Australia. This is an increase of 1800, or 5.6 per cent, on the June 2004 figure of 32 000 and is also the highest recorded number of apprentices and trainees in training in this state. The number of female trainees and apprentices has been increasing and the current figure of 12 200 at June 2005 represents an increase of 400 (or 3.4 per cent) on the 11 800 recorded in June 2004. With females accounting for 36.3 per cent of apprentices and trainees in training, South Australia has exceeded the national average for female participation (of 34.5 per cent in June 2005) for the second consecutive year. As illustrated in the following figure, young people continue to dominate the uptake of apprentices and trainees with 19 500, or 58 per cent, aged less than 25 years.

Apprentices and trainees by age, South Australia, June 2005

45 years and over11%

25 to 44 years31%

less than 25 years58%

2005 PERFORMANCE REPORTS Traineeships and Apprenticeships


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Traineeship and Apprenticeship Commencements In the year to 30 June 2005, the department approved 22 700 contracts of training for trainees and apprentices. This is 2000 more than the number approved in the year ending 30 June 2004. Traditional apprenticeship† commencements also increased by 400 from 3800 to 4200 during the same period. Traditional apprenticeships include, for example, the electrical and plumbing trades, butchering, motor mechanics and hairdressing. Traineeship and Apprenticeship Completions The department issued Certificates of Competency to 9200 trainees and apprentices who completed their contracts of training in the year ending 30 June 2005, compared with 9500 for the 12 months ending 30 June 2004. Although there were fewer completions in 2005 the number of apprentices and trainees in-training continued to increase from 32 000 at the end of June 2004 to 33 800 at 30 June 2005. Training subsidies The department provides support to traineeships and apprenticeships through the provision of training subsidies (known as User Choice training subsidies) to registered training organisations. In 2005, 199 funding agreements were signed with TAFE SA and private registered training organisations for the delivery of off and on-the-job training. A total of $36.4 million was provided by the State Government during the 2004-05 financial year to support the delivery of some 1300 nationally recognised qualifications. Training subsidies supported approximately 30 000 trainees and apprentices during this time. Administrative improvements for trainees and apprentices The time the department takes to assess and approve contracts of training improved significantly in 2005. In the last half of 2005, 73 per cent of training contracts were approved within 10 working days, up from 50 per cent in the corresponding period in 2004. The department also implemented phase II of an electronic interface between the South Australian and Commonwealth Government’s information management systems for traineeships and apprenticeships resulting in improved communication and data quality. During 2005, the Training and Skills Commission approved new guidelines for the withdrawal of employer approval to train trainees and apprentices and amended guidelines for the approval of an employer to train an apprentice/trainee under a contract of training. The department also extended its AS/NZS ISO 9001:2000 certification to all units in Traineeship and Apprenticeship Services except Group Training, which transferred to Traineeship and Apprenticeship Services in late 2005. Marketing An Information Service was established in December 2004 to provide information to the public on all aspects of traineeships and apprenticeships, as well as a more streamlined service to employers, trainees and apprentices on matters relating to their contract of training. † Traditional apprenticeships as defined by National Centre for Vocational Education and Research are trades apprenticeships and traineeships at AQF III qualification or above with more than two years expected duration for full-time contracts and more than eight years expected duration for part-time and school-based contracts.


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In 2005, the Information Service received 14 511 calls; an average of 279 per week. Of the calls received, 6320 (or 44 per cent) were dealt with by the information service, a further 6038 (or 42 per cent) were referred within the department and the remaining 2153 (or 14 per cent) were referred to other agencies or government departments. The Information Service also promoted the benefits of traineeships and apprenticeships to the wider public at the Career Expo, Small Business Week and the Royal Adelaide Show. In addition, a campaign encouraging school leavers to consider an apprenticeship as an alternative option to tertiary education coincided with the release of the final South Australian Tertiary Admission Centre (SATAC) offers in February. Group Training In 2005 a total of 3471 apprentices and trainees were employed by 13 group training organisations funded under the Joint Group Training Program. During 2005 group training organisations that had met the national standards for group training were invited to tender for funding under the Joint Group Training Program for 2005-06. Thirteen group training organisations received funding under the $2.25 million State/Commonwealth program. The department participated in the national reviews of the National Standards for Group Training and the Joint Group Training Program. Skills shortage initiative During 2005, the department undertook a variety of projects aimed at increasing the number of trainees and apprentices in areas experiencing or forecast to experience skills shortage. Pre-Apprenticeship Pilot Program

The department funded eight pre-apprenticeship courses in the trade related occupations of plumbing and engineering (mechanical and fabrication) through a pilot in early 2005. The pilot aimed to prepare participants for an apprenticeship in plumbing or engineering by providing training in specific technical skills and organising work experience with employers. Of the 114 participants that commenced training, 96 (or 84 per cent) completed, and 54 (or 56 per cent) of completing participants obtained some form of employment. Thirty nine of these were apprenticeships under a contract of training. Child care

The department is collaborating with the State Government Department of Education and Children’s Services, the Australian Government Department for Employment and Workplace Relations and child care employers to address the shortage of Diploma qualified workers in child care. Twenty one job seekers graduated from a pre-employment program in child care, funded by Job Network, as part of a pilot recruitment program for the child care sector. The department is providing training subsidies to these job seekers, if they enter into traineeships in the Certificate 3 and the Diploma of Children’s Services, and to 70 childcare workers who are undertaking traineeships in the Diploma of Children’s Services as part of a pilot upskilling program.


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Broadening of User Choice funding to existing workers

From 1 January 2005 User Choice policy was broadened to include existing workers undertaking apprenticeships under a pilot program. This allowed employers with existing employees working in traditional trade areas the opportunity to convert existing skills to a formal qualification in their chosen trade. In 2005 User Choice provided training subsidies to support training for 491 existing worker apprentices. Trades recognition

The department has approved the creation of a Trades Recognition Unit in accordance with the release of the Training and Skills Commission guidelines for assessing the competency of persons who have acquired trade skills or qualifications other than under the Australian Qualifications Framework. The unit will work with Industry Skills Boards to coordinate the assessment of trade skills gained through formal training or on-the-job experience in Australia or overseas and ensure that pathways for recognition are identified for individuals who are unable to demonstrate competencies in all areas of a trade. A series of assessment panels are currently being formed by industry to assess people’s skills and to make recommendations on the issuing of Certificates of Recognition. These panels will streamline recognition processes and ensure that South Australia maintains standards and protects consumers while still facilitating clear pathways to recognition and employment. Grievances and Disputes Formal mechanisms are in place to address grievances and disputes that may arise in the traineeship and apprenticeship system. In 2005, 77 complaints about contract of training matters by employers, apprentices and trainees were resolved through formal mediation while 66 disputes were referred to the Grievance and Disputes Mediation Committee of the Training and Skills Commission for determination. Special projects ATIS The department is developing an on-line system that will streamline, improve and provide consistent data for analysis and reporting for its clients and the department in the areas of Contract of Training data, User Choice funding agreements and User Choice payments. This on-line system, known as the Apprenticeship Traineeship Information System (ATIS) was first released to registered training organisations in May 2005. There are currently 91 organisations with 262 user accounts using ATIS to access information about their South Australia Registered Contracts of Training. It is anticipated that all User Choice registered training organisations and New Apprenticeships Centres (NACs) will be using ATIS by the end of May 2006. When fully functional, ATIS will allow registered training organisations and New Apprenticeships Centres to: • view data on line for South Australian Contracts of Training • lodge User Choice claims electronically • validate and report in ‘real time’ • apply for and acquit User Choice funding agreements on line • extract statistical reports.


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Workplace Bullying Guidelines

The department participated in the Interagency Roundtable on Workplace Bullying, which was created to draw on the experience of non-government and government agencies and organisations that are involved in providing advocacy, information and advice, or investigation of workplace bullying. The roundtable culminated in the release of two sets of Guidelines, Preventing Workplace Bullying: A Practical Guide for Employers, and Dealing with Workplace Bullying: A Practical Guide for Employees, a Stop Bullying in SA website and a brochure listing agencies which can provide information, resources and assistance. The brochure is being distributed to all new apprentices and trainees, and their employers. ABS survey of School-Based New Apprentices

The three schooling sectors, the ABS and department collaborated to send over 3000 surveys to School-Based New Apprentices, with currently approved training contracts. The responses are being analysed with a view to understanding the motives of those entering into School-Based New Apprenticeships and improving the management of these training contracts Traineeship and Apprenticeship Futures Project

The report on the Traineeship and Apprenticeships Futures project was commissioned to examine and recommend future directions for traineeships and apprenticeships in South Australia. The project report has been forwarded to the Training and Skills Commission, and the Minister for Employment, Training and Further Education. The Commission has appointed a steering committee to draft advice on priorities for action. Recognition of Prior Learning

In 2005 the department led a Reframing the Future Project that established a community of practice comprising registered training organisations, employers and critical friends aimed at addressing the low level of recognition of prior learning (RPL) provided to apprentices in the traditional trades. The community of practice has developed an agreed set of strategies which have the capacity to reduce the duration of training for a small but significant number of apprenticeships and increase the speed with which industry is able to reshape the skills profile of the workforce.


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The South Australia Works initiative plays a key role in achieving DFEEST Strategic Plan 2004-07 objectives and the following South Australian Strategic Plan strategic directions and targets:

• bettering the Australian average employment growth rate within 10 years

• equalling or bettering the Australian unemployment average within five years

• equalling or bettering the Australian youth unemployment average within five years

• reducing regional unemployment rates

• reducing the gap between the outcomes for South Australia’s Aboriginal population and those of the rest of South Australia’s population

• increasing the proportion of the South Australian labour force with non-school qualifications from 50.7 per cent in 2002 to 55 per cent within 10 years.

Key labour force trends for 2005 included the following highlights:

• total employment rose during 2005 on a trend basis and currently (as at December 2005) stands at a new record level of 742 700 persons.

• full-time employment rose during 2005 by 1.6 per cent to 512 100

• the number of unemployed persons fell during 2005 by 2300 and the unemployment rate fell by 0.4 per cent to 5.0 per cent

• the youth full-time unemployment rate rose during 2005 from 20.7 per cent in December 2004 to 21.2 per cent in December 2005.

In 2005-06, over 19 000 South Australians will participate in learning, skill development, and training and employment opportunities gaining over 6800 work opportunities. South Australia Works in the regions by helping regional organisations and Networks to identify their region’s training and employment needs, and to address them in ways appropriate to each region. The Networks developed innovative ways of marketing and linking jobseekers with industries and held successful jobs forums and expos in a number of regions.

DFEEST worked in partnership with the Recovery Committee, the Eyre Network and the Eyre Regional Development Board to provide skills to jobseekers needed for recovery projects to assist local businesses and industry.

Nine South Australia Works Coordinators based across the state assisted regional networks to train people for employment. Coordinators were supported by the placement of Executive Officers in 13 Regional Development Boards, local councils, the Office of the North and the Office of the North West.

2005 PERFORMANCE REPORTS Employment Development Programs


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The investment of $7.6 million across South Australia enabled regions to attract an estimated $5.5 million of leveraged funds through partnering arrangements with all levels of government, industry and local business to support initiatives. This includes assistance provided to the communities affected by the Eyre Peninsula bushfires.

Learning and work projects will attract up to 9500 participants with up to 2630 employment outcomes. Highlights include a Youth to Work project with 28 young people from the Yorke region. The project provided a wide range of case management support resulting in all participants gaining employment. The project was also delivered in the Mid North region, with 28 young people participating and 16 finding employment. South Australia Works for young people by giving them skills and opportunities to move successfully from school, further education and training or unemployment, into stable, rewarding work. Commitment to Young People Youth initiatives supported 4453 young people with 1965 young people gaining employment.

A highlight was the Learn to Earn Program which provided pre-vocational training through innovative project based approaches to young people aged 16-24 years. Seven projects across South Australia were funded with 105 disadvantaged young participants. 30 achieved employment, 12 achieved Certificate 1 in Vocational Education and Training and 16 achieved Certificate 2. This included the Sprint Car project which was showcased at the Royal Adelaide Show, which provided skills in a range of vocations for young participants from the Northern Adelaide and Barossa Light regions.

The Alternative Learning Options Program kept young people connected to learning opportunities and increased school retention rates in the State. Ten projects were delivered across the State, with 550 young participants at risk of becoming disengaged from school participating in the program. Outcomes included 410 returning to school or a learning environment.

The Youth Conservation Corps Program encouraged young people to commit to their environment while helping them to gain skills and practical work experience. Fourteen conservation projects such as the One Million Trees, New Springs Landcare, and restoration projects with the Adelaide City Council, Goldfield, SA Water and Echunga goldfields provided 323 young people with work-ready skills and experience. Ninety participants gained either full-time or part-time employment and 36 went onto further education.

ACE Youth Works is a social inclusion initiative which supported five Adult Community Education (ACE) providers to work with disengaged young people and re-connect them with education and training pathways. An ACE Youth Works Network provided additional opportunities for providers to develop their skills in youth work and develop appropriate programs for this group of young people.

SAYES (the South Australian Youth Entrepreneur Scheme) was broadened for the 2005-07 financial years to target a diverse range of young people, including Indigenous and regional young people.


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South Australia Works for mature aged people recognises the often difficult conditions which mature aged jobseekers face and plays a significant role in assisting this growing group overcome barriers to employment. Over 5400 mature aged people participated in learning and work programs with 1578 people gaining employment.

Employment 40 Plus Program promoted the recognition of older workers’ experience and provided 412 mature aged jobseekers with opportunities to participate in a series of forums and specialised workshops which increased jobseekers’ understanding of current work environments as well as one-on-one advice and support.

The Employment Assistance Program supported mature-aged people through a range of assistance, including career counselling, job search training, individual case management, employment brokerage, mentoring, work experience opportunities and post placement support.

The Employment 40 Plus Info-line provided over 1140 mature aged jobseekers with information and referral services to South Australian agencies which provide employment and training services. South Australia Works in communities by creating opportunities for learning for individuals and their communities. It enables people to participate in affordable learning programs targeted to the needs of those who may have experienced disadvantage or barriers to learning or participation in the workforce. In 2004-05 a budget of $1.117 million was allocated to support programs in 65 community-based organisations, for professional development of adult community education providers, and to fund ACE projects such as Adult Learners’ Week and TAFE concession fees.

Highlights include the South Australia Works Adult Community Education Grant Program, which focuses on non-formal, non-accredited learning for people that experience difficulty in accessing formal education, training and employment.

The Parents Return to Work Program, a direct initiative of the State Government’s Population Policy – Prosperity Through People provided 2969 people with assistance to increase work-related skills, improve future job prospects and improve their transition into the workforce. South Australia Works with industry to identify new employment and training possibilities. It helps people to develop the skills required by a changing and dynamic economy and so meet emerging workforce needs. The Workforce Development Fund supported industries such as horticulture, tourism and hospitality, agriculture, fitness, recreation and community services, and manufacturing and transport to design and implement best practice strategies to address existing workforce issues which restricted their economic performance. Highlights include an innovative logistics, transport and supply chain management project by the Transport and Distribution Industry Skills Board to overcome skill and labour shortages in logistics and supply chain management occupations.

The Labour Market Adjustment Program provided training and support services to 171 workers made redundant by GM Holden Ltd. Services were also extended to workers who were displaced in supplier companies as a result of the Holden third shift closure.


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An additional 1841 retrenched workers from Mitsubishi, Levis, Fletcher Jones (Mount Gambier) and Motorola were assisted to find alternative work with 912 job placements resulting. Personalised and tailored support for workers ensured that a majority were able to use their existing skills and develop new capabilities to assist them into new employment.

The Commonwealth/State Joint Group Training Program funded 13 Group Training Organisations, which supported 3471 apprentices and trainees and 1600 new apprentice/trainee commencements.

Following a review of the Ticket to Train Program in early 2005, as of 1 July 2005, 300 tickets were distributed to small businesses providing 162 employees with training related to their work.

The Australian Fisheries Academy was funded to provide 65 000 hours of training, with an additional 17 750 hours of self-funded training provided by the Academy. South Australia Works for Indigenous people by providing support, job training, work placements, recruitment, leadership training, career enhancement and traineeships and apprenticeships. • Over the past 12 months 1190 Aboriginal people participated in learning and

work programs with 362 people gaining employment.

• The Aboriginal Apprenticeship Program placed and supported 47 apprentices. A graduation ceremony was held to celebrate the 18 apprentices completing their three- or four-year contract of training.

• A highlight was 18 Aboriginal people that commenced a Diploma in Enrolled Nursing through the Cadetship Program in the Flinders region.

• Refer to Indigenous Training and Employment for further information regarding South Australia Works for Indigenous people, including the State Public Sector Aboriginal Recruitment and Career Development Strategy, Private Sector Employment Pathways, the Scholarship Program, regional initiatives and Tauondi Aboriginal College.

South Australia Works in the public sector by providing opportunities to train and work in the public sector, especially for people who are disadvantaged in the job market. • The Government Youth Traineeship program, the Government Apprenticeship

Scheme and the Public Sector Cadetship program placed 501 trainees, 27 apprentices and 32 cadets into employment. These programs also provided specific opportunities for young people who have a disability, are of Indigenous descent, have been under the Guardianship of the Minister for Child and Youth Services, and/or are long term unemployed.

• An additional 94 graduating trainees were assisted through the Trainee Employment Register (TER) with 73 employment outcomes. The TER guidelines were revised to provide graduating trainees with three years’ access to State Public Sector Notice of Vacancies and 12 months intensive case management support.

• Traineeships in the Community, a new program implemented in 2005, supported the employment of trainees, apprentices and cadets in the community based not-for-profit sector, with a particular focus on creating opportunities in regional areas. Five pilot initiatives were implemented in the Barossa Light, Port Augusta, Far West Coast and Northern Adelaide regions.


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Adult Community Education Grant Program The Adult Community Education (ACE) Grant Program supports community-based adult education in South Australia through the provision of general adult education, language, literacy and numeracy programs, employment skills development, social and personal development. It also builds local networks and partnerships to promote the development of learning communities. The grant program supports local responses to community need for adults who are educationally, socially and economically disadvantaged. In 2004-05 a budget of $1.117 million was allocated to support programs in 65 community-based organisations, for professional development of adult community education providers, and to fund ACE projects such as Adult Learners’ Week and TAFE concession fees. Adult Community Education Professional Development Program The ACE Professional Development Program serves to enhance the quality of ACE provision through developing the skills and knowledge of ACE staff, including volunteers. In 2005 the program featured a state ACE Conference: ‘Adult Education in the Community: Building Community Capacity’. The ACE Conference brought together providers from around the state and delivered 18 workshops and three keynote presentations to 200 participants over two days. It also provided the opportunity for providers to showcase key programs and initiatives to colleagues in the ACE and VET sectors. Learning Communities Networks The ACE Learning Communities Network involves up to 30 participants from 11 ACE providers in receipt of funds for major programs to build their understanding and support for the role they play in the growth of learning communities. ACE-TAFE Partnerships The promotion of partnerships and pathways between ACE providers and TAFE Institutes was continued in 2005. The promotion of partnerships and pathways between ACE providers and TAFE Institutes continues to be a priority. Seven partnerships developed in 2004 continued into 2005 and an ACE-TAFE Partnership Forum was held in August to bring ACE providers in the southern suburbs together with TAFE SA Adelaide city campus program managers to discuss ideas for collaboration for program development in 2005-06.

2005 PERFORMANCE REPORTS Adult Community Education


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Adult Learners’ Week Adult Learners’ Week is an annual celebration of adult learning and is supported by funding from the ANTA held on 1-8 September. South Australian activities included the distribution of funding for local events, State Adult Learners’ Week Awards and an official launch event with an international guest speaker. In 2005, the national Adult Learners’ Week website listed 116 events occurring in South Australia, more than double the number in 2003. Forty nominations were received for the Adult Learners’ Week Awards which were presented at an awards function attended by 210 people.

• The ALW national website Calendar of Events listed 116 events occurring in South Australia, an increase of 14 per cent on 2004

• The State Launch and Awards Presentation attracted 210 guests, an increase of 40 per cent on 2004

• Thirty three ACE organisations received funding under the ALW Grants

• Forty ACE organisations registered applications for ALW Awards

• Approximately 1000 organisations received a direct mail-out of promotional material for ALW 2005 initiatives

• Increased usage of web-based information via the DFEEST website and Training and Skills Commission

• Advertising was placed in approximately 250 000 papers in Adelaide metropolitan area and approximately 50 000 in rural and regional areas

• An increase in Learn @ Work Day media exposure on PBA 5M promoted the Learn @ Work CD

• Learn @ Work CD was distributed to 150 key stakeholders

• ALW 2005 Photographic CD was distributed to 150 key stakeholders. Learning to Work – Literacy and Numeracy Program The Learning to Work Literacy and Numeracy Program provided funding to eight training providers around the state to deliver accredited training in literacy and numeracy for 406 adults needing to improve their skills in preparation for returning to the workforce or study. The program targets people in rural and isolated areas in addition to other disadvantaged groups.


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TAFE SA is the public provider of vocational education and training in South Australia. It plays a critical role in delivering the government’s objectives to improve economic and social development, the skill base and employment opportunities for all South Australians. From 1 January 2005 TAFE SA commenced operation with a revitalised, streamlined structure of three Institutes of TAFE SA and the appointment of a fresh leadership team, restoring its position as South Australia’s public vocational education and training provider with emphasis on the individual, the rural and remote regions, business, community and industry. TAFE SA Executive

TAFE SA Executive is now established within the DFEEST governance framework as the pivotal mechanism for strategic coordination and decision-making for TAFE SA. It met monthly throughout 2005. The TAFE SA Executive comprises the Chief Executive, Deputy Chief Executive Employment & Training Services (Chair), the senior executives from the three Institutes of TAFE SA (TAFE SA Adelaide North, TAFE SA Adelaide South, TAFE SA Regional), and the senior directors from Education Services and Programs and Shared Business Services. It is responsible for developing and implementing the TAFE SA Business Strategy and identifying TAFE SA policy and strategic issues for collective consideration. Additionally, the establishment of a number of strategic reference groups, the development and endorsement of consistent policies, and the finalisation of issues from the Positioning TAFE project facilitated a responsive and coherent TAFE system. Program Leadership and Review

TAFE SA’s appointment of nine state-wide Program Leaders during 2005 provided a mechanism for achieving strategic educational outcomes for industry sectors while providing a prominent and visible contact point for industry clients and community stakeholders. Each Program Leader has a state-wide portfolio and works with staff across the three TAFE SA Institutes to meet the needs of employers, the community and the state, as well as to identify opportunities for new and/or improved service, product delivery and partnerships. In 2004 TAFE SA committed to a cycle of high level reviews of TAFE SA services to industry sectors in South Australia. The first of the planned program reviews commenced in November 2004 with the final report of the Review of TAFE SA Services to the Manufacturing and Allied Industries completed and endorsed by the Minister in September 2005. The Program Leader for Manufacturing, Engineering and Transport is working with TAFE SA staff within the program to respond to the recommendations within the report.

2005 PERFORMANCE REPORTS TAFE SA


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Key recommendations include: • Consideration and identification of national and global trends related to

Manufacturing and Allied Industries and the capacity of the Manufacturing and Allied Industries Program to contribute to state and national initiatives and directions.

• Identification of the capacity of the Manufacturing and Allied Industries Program to meet the needs of local industries.

• Identification of the capacity of the Manufacturing and Allied Industries Program to enhance community capacity and sustainability to meet the needs of local communities.

• Consideration of the provision of pathways for students, including opportunities for collaboration with other education sectors.

• Identification of opportunities for new ventures and partnerships to achieve growth and innovation for TAFE SA.

• Consideration of the satisfaction with services and products provided by TAFE SA.

• Identification of opportunities for improvement in TAFE SA products and services, including structure and range, to better meet the needs of stakeholders.

A report on progress against these recommendations will be placed on the TAFE SA website in 2006. Quality education and training delivery

Educational programs in TAFE SA are delivered through nationally endorsed training packages and accredited curricula which meet protocols within the Australian Qualifications Framework. Training packages are developed at a national level in collaboration with industry and community groups and are regularly reviewed and updated. TAFE SA offers 1140 qualifications from 98 training packages and 211 curriculum courses in 53 campuses across the state. In 2005, 64 out-of-date qualifications were de-activated to ensure currency and responsiveness to industry needs. 105 new training package qualifications were implemented, and 13 new courses were accredited in TAFE SA. The extent of this training activity requires a coordinated, systematic approach to quality assurance and compliance with national quality vocational education and training (VET) standards. The repositioning of TAFE SA as one Registered Training Organisation (RTO) in 2005 has required a review of its comprehensive quality systems to ensure high quality standards and integrity of teaching and consistency across all programs and campuses in South Australia.

A state-wide quality network works to ensure that mechanisms are in place to regulate and support the maintenance of TAFE SA’s status to self-accredit courses.


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Responsive State-wide Programs

Development of TAFE SA training programs and training package implementation priorities are targeted to address areas of skill shortages and the needs of emerging industries within South Australia. The diversity of courses being offered by TAFE SA continues to grow and close links and partnerships with industry help broaden the State’s skills base. The following are program outcomes based on State training priorities, needs and identified skills shortages. Aboriginal Education

TAFE SA works closely with the Aboriginal Education and Employment Unit and regions through SA Works and other programs to ensure people are trained in the necessary skills to benefit local industries and provide sustainable jobs and apprenticeships for local communities. Further information on the programs delivered and outcomes achieved by the Aboriginal Education and Employment Unit is contained within the Indigenous Training and Employment section of this report. Building, Construction and Furnishing

The high level review of TAFE SA services to the building, construction and furnishing industry commenced in the latter half of 2005. A discussion paper summarising key findings was prepared by the Review Committee and released for public comment in November 2005. A final report is expected in March 2006. Thirteen proposals for a range of pre-employment training programs targeting areas of skill shortages were submitted to the Construction Industry Training Board and DFEEST. The programs were supported by industry placements and included painting, glazing, carpentry, furnishing, bricklaying, plumbing, roof plumbing and wall and ceiling fixing.

Investigation and implementation of flexible learning methodologies to better meet the training needs of industry in rural areas was a priority in 2005 and underpinned a proposal to the Construction Industry Training Board for an innovative pre-employment training program in plumbing for the South East region of South Australia. This proposal involved partnership arrangements between TAFE SA, local group training companies, industry and community.

The Water Innovation Network (WIN) Stage 2 built on and consolidated the outcomes of WIN Stage 1. WIN Stage 2 has continued to engage with water industry related networks and employed a state-wide approach involving Program Leaders, Educational Managers, and Project Managers from DFEEST. This group is now referred to as ‘Waterways’ and has:

• identified competencies that are currently available from across TAFE SA programs

• identified water related competencies required by industry and that need to be included on TAFE SA scope of registration

• determined skill sets and sample qualification plans based on industry feedback

• developed a capability statement for TAFE SA use with state, national and international industries.


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Business, Finance, Retail and Property Services

Business Services is the largest delivery program in TAFE SA, completing over three million State Government-subsidised training hours across the state during 2005, delivering at all sites, with an increase of approximately two per cent expected for 2006. Added to this is the increased demand for fee-for-service delivery and user choice that will continue to develop in 2006 as industry continues to recognise TAFE SA’s level of expertise and flexibility. The innovative training methods employed by TAFE SA’s business and retail courses were highlighted during 2005, with several successes being recorded. The State Trade Fair of Practice Firms saw hundreds of students from around South Australia and Victoria attended a “trading” day at TAFE SA Adelaide City campus and showcased the practice firms they had created. Practice firms have been widely recognised as a beneficial learning tool, with students gaining experience in all aspects of running a retail business or office. The State Trade Fair also involved TAFE SA event management students, who oversaw the running of the day. Twenty new ‘businesses’ trading in Adelaide during 2005 were run by hundreds of high school and TAFE students from around the State.

Students from TAFE SA Noarlunga campus celebrated the first birthday of their Raw Trade retail outlet which is run by retail and business administration students and sells various items made by TAFE SA students in other courses. Raw Trade has been highly successful in giving students first hand retail and business operation experience. Its yearly profit exceeded $10 000, which will be used to further develop the business in 2006 with additional equipment and expanded opportunities for students.

TAFE SA Mt Gambier campus developed an initiative designed to boost retail job prospects. The new simulated retail shop named “Reality” provides real life work experience for students from opening the shop, window dressing, merchandising, presentation and gift wrapping to balancing the till at the end of the day as well as the all important skill of customer service.

TAFE SA Adelaide campus legal studies teaching staff negotiated several overseas training opportunities throughout the year, including Fiji, Samoa and the Philippines. Projects included the Fiji Law and Justice Sector Program, the Philippines Courts Project and the Solomons Law & Justice Sector Project, further enhancing TAFE SA’s reputation as a quality training provider of international standard.

TAFE SA had a significant number of students studying business and financial services through external studies in 2005, with 750 students enrolled through Tea Tree Gully campus. The regular development of new on-line resources enables flexible delivery of courses like the new Certificate IV in Training and Assessment.

TAFE SA Regency campus launched an on-line communication hub for ANZ Bank trainees. This hub will allow both regional and metropolitan trainees to discuss their course online and the facilitator to post resources online.


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Community Services and Health

The Community Services and Health sectors have identified significant skill shortages currently and in the imminent future. Joint partnerships were developed through project-based activities in the community and volunteer sectors. Staff worked with a skilled community entrepreneur to focus on promoting ‘Community Capacity Building’ and enhance the delivery of pre-employment courses. VET in Schools and traineeships have been identified as a means of attracting young people to the industry. Skill shortages in the Children’s Services area have necessitated a number of initiatives aimed at attracting and retaining workers including entry level workers, managers, indigenous and migrant groups. Traineeships are being strongly promoted as an effective recruitment strategy. The State Government increased funding to provide 50 additional places in TAFE SA child care courses in 2006. Many existing workers’ skills will be upgraded under the new training initiatives. Nursing education in the south has been boosted by the construction of a $60 000 state-of-the-art nursing skills laboratory at the TAFE SA Noarlunga campus. The new facility increases the standard of training in TAFE SA’s highly sought-after nursing courses, where direct pathways to university exist. On 25 November 2005, 14 Riverland students graduated with a Diploma of Nursing (Pre-enrolment) after studying full time for 18 months. 13 of these students are now fully employed with some working in the Aged Care sector, some working across Acute and Aged Care facilities, two working in theatres and one gaining employment in a local pathology laboratory. Fourteen students graduated with a Diploma of Nursing (Post-enrolment) after studying part time over nine months whilst continuing to work full time. The diploma gives students 12 months credit in the Bachelor of Nursing at UniSA and Flinders University. In the aged care sector, TAFE SA staff trained existing workers in medication management and care practices. This training was funded through the Department of Health and Ageing and has enabled greater access to training for existing workers in an area of high demand and growth. Requirements for workers in the disability sector to have a Certificate III qualification by 2008 have seen an increase in demand for customised training and skills recognition with industry working closely with staff. TAFE SA provided $50 000 towards the cost of the new Learning Centre for Medical Technicians which is based at the Women’s and Childrens Hospital. This learning centre will benefit all SA pathology providers by providing first class training facilities in pathology techniques and real-life work experience for students. This partnership has been developed in direct response to the implementation of the National Laboratory Operations Training Package and the specialised needs of the industry. Mandated Notification Training was implemented over an 18-month period to ensure that TAFE SA meets departmental requirements to ensure a safe learning environment for young clients. Flexible delivery options and development of resources is being explored in 2006 to ensure ongoing training and effective induction for new staff.


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Design, Arts, Information Technology and Related Industries TAFE SA is now a proactive member of relevant external working groups, committees and associations: Australian Interactive Media Industry Association, IT Council, Solution City, ICT Council Skills development working group, Australian Network for Art and Technology, Art Thinkers Gym, Game Developers Association of Australia, Australian Information and Communications Technology in Education Committee, and C31 Community TV. TAFE SA was successful in securing $71 800 over two years under the ‘Outback Connect’ program to deliver IT training to clients in remote locations. Microbric™ is an electronic construction set based upon the construction style/concept of both Lego® and Meccano®, invented and developed by a graduate of TAFE SA’s electro-technology program based at Regency campus. The success of this product and the Electronics & Computer Systems program provided a co-promotional opportunity between TAFE SA, the Advertiser and Sunday Mail newspapers. The major benefits included targeting the appropriate demographics for the program, enhancing the TAFE SA brand, and raising public awareness about rising skills and training needs in this area. The Adelaide Centre for the Arts further enhanced its reputation among the arts community in 2005. Screen production students produced six one-hour magazine-style television programs which aired on Channel 9. The student-driven program was a collaboration across a range of courses, including hair and beauty, dancing, acting and professional writing. Eight TAFE SA dance students received international recognition, winning three awards at the Barcelona International Dance Competition in Spain. TAFE SA’s strong links with industry were highlighted at the 2005 Fashion Parade, which was attended by about 1000 people, including some of the state’s top designers. In one of the most significant events on the TAFE SA calendar, about 45 fashion and millinery students displayed more than 170 creations. Several students also scooped the pool at the national Textile Institute Student Design Competition. TAFE SA has strengthened its relationship with Carnegie Mellon University and the two institutes will work collaboratively in 2006 in the Adelaide Centre for the Arts to offer a Masters of Entertainment Technology. TAFE SA’s collaboration with this “Top 100” university will enhance employment opportunities for South Australians. Manufacturing, Engineering and Transport The Manufacturing, Engineering and Transport program embarked on a number of initiatives in 2005, including successful projects to maintain apprenticeship and traineeship growth. The High Level Review of TAFE SA Services to the manufacturing and allied industries was completed with strong support and input from all areas of the SA manufacturing industry. Priority actions for 2006 include developing on-job assessments and developing e-learning strategies in consultation with industry. Close working relationships were established with the Manufacturing Collaborative Partners Workforce Development program to develop enterprise workforces and drive the pilot program of Competitive Manufacturing Initiative.


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Co-operative activities were carried out between the Engineering Employers’ Association Group Training Scheme and TAFE SA. This was formalised through the signing of an exchange of letters and has resulted in planning joint training for 2006. TAFE SA’s Advanced Diploma of Engineering course at the Noarlunga campus successfully pioneered a new learning strategy which saw students form a not-for-profit organisation. The “learn and serve” strategy enables students to be engaged in the educational process and to apply their learning immediately into real life projects that benefit disadvantaged groups of our community. In 2005, students involved in Engineering for Humanity designed a mechanical car seat to assist the elderly and disabled. Students engaged the community throughout their studies and found the course not only provided them with technical knowledge, but also a sense of goodwill. A very successful automotive project to build a sprint car (through the Learn to Earn project) was delivered at Elizabeth campus, with industry sponsorship and employment outcomes for the students involved. TAFE SA’s engineering and metal fabrication students and staff participated in the Australian International Pedal Prix held in Murray Bridge late September 2005, repairing over 50 vehicles in a field of 204 during the 24-hour race. A collaborative industry and TAFE SA partnership, led by the Transport Operators Group enabled the return of a heavy vehicle training program offered through the TAFE SA Mt Gambier campus in response to skills shortages within the industry. The training program is one of the various SA Works programs offered on the Limestone Coast. TAFE SA successfully negotiated to become the SA and NT leader in exhaust emissions testing. In partnership with Transport SA, a state-of-the-art testing facility is to be built at TAFE SA O’Halloran Hill campus. The facility will enable TAFE SA to provide quality training in exhaust emissions testing to staff in the public and private sectors in line with the State Government’s plan to improve environmental sustainability. Staff and students from Croydon, Gilles Plains, Port Adelaide and Regency campuses participated in the 8th World Solar Car Challenge held in September 2005, successfully travelling the 3000 kilometres and finishing 12th overall out of 21. The competitors travelled from Darwin to Adelaide using only solar energy. Primary and Allied Industries Mining is one of the state’s fastest growing industry sectors and students in TAFE SA’s Geosciences courses have an almost 100 per cent employment rate. In September 2005 TAFE SA hosted a forum between senior industry personnel, Regional Development Boards and State Government representatives to discuss a strategy to provide the training needs of the industry in light of the BHP Billiton Olympic Dam expansion, the Oxiana Prominent Hill mine completion and the Whyalla Steelwork’s Project Magnet. TAFE SA continues to work on training strategies with employers and other training providers in the region to prepare for the expansion of training required in the mineral resources sector.


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TAFE SA Agriculture trainees from across South Australia recently travelled to New Zealand on a study tour of farms, agribusiness and related industries. This study tour gave students the opportunity to see the practices of other successful enterprises overseas and apply some of their strategies to their own agribusiness. In August 2005 TAFE SA facilitated gene technology workshops for primary producers, bringing CSIRO scientists to South Australia to enable farmers to gain hands-on experience in gene technology processes and information from world best-practice scientists. These workshops assisted producers interested in genetic modification to make better informed decisions. Job losses in the forestry industry and the announcement of the Penola Blue Gum Pulp Mill underlined the need for a significant stock take of industry workforce needs and planning for the future. TAFE SA Regional partnered with the Forest Industry Training Network (FITNET), the South Australian Government through South Australia Works Program, the Limestone Coast Area Consultative Committee, Auspine, Logging Investigations Training Association, and Green Triangle Regional Plantation Committee, committing over $8,000 to an industry profiling and training needs project due for completion in March 2006. Aquaculture students celebrated their graduation after two years of study at TAFE SA Port Lincoln campus and the Lincoln Marine Science Centre. The students completed their Diploma of the Seafood Industry (Aquaculture) and six of the eight students are planning to continue their studies at Flinders University, taking advantage of the credit transfers between TAFE SA and Flinders University for Aquaculture Diploma students. Tourism, Hospitality, Hair and Beauty, Recreation and Fitness During 2005 the program focussed on developing a range of initiatives and building strong relationships with the Food, Tourism and Hospitality Industry Skills Advisory Council and Services Skills Industry Alliance (Industry Skills Boards). Key education and training outcomes related to the Adelaide Airport and Western Region skills project where approximately 350 people were trained in hospitality, retail and tourism skills specifically for the airport context in an intense two-week program. The training programs were completed over eight weeks in multiple campuses. Another Adelaide Airport initiative was the training of 40 South Australian migrants, who between them spoke over 25 languages, to provide retail services and tourism information to ensure that international visitors were greeted appropriately on immediate arrival to the state. TAFE SA tourism staff also delivered a Certificate II in Tourism Operations to about 85 Adelaide Airport Limited staff in a major workforce development project. TAFE SA’s Regency International Centre is currently involved in training approximately 120 Food & Beverage staff for the airport as well as for surrounding businesses. On 13 December 2005, 11 students studying at the Whyalla campus graduated with the Certificate IV in Hospitality Supervision. This is the first group outside of the Adelaide metropolitan area to graduate with this qualification and all have secured positions in the hospitality industry.


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The meat processing industry in South Australia has been growing significantly and has major challenges in attracting and retaining staff. A workforce development program commenced in the South East that engaged industry, schools, job networks, local councils and TAFE SA in a locally based project that offers a sustainable model of training and career development for new and existing workers. It is anticipated that the model be transferred to the Mid North where there is high projected growth in the pork and poultry sector. TAFE SA’s Coffee Academy at Regency campus increased its reputation on the coffee scene by training staff and franchisees of establishments such as Cibo, Rio, Illy and Gloria Jeans. Vocational Preparation and Equity TAFE SA Vocational Preparation and Equity program is well recognised by key stakeholders for designing and facilitating learning programs that provide positive personal, vocational and employment pathway outcomes for students. A significant event for the Vocational Preparation and Equity program in 2005 was Adult Learners’ Week (1-8 September 2005), an annual international celebration of adult learning. The program continued to contribute to state, DFEEST and TAFE SA social inclusion and economic development through: • developing Literacy and Numeracy Cross- Sectoral Strategies • developing a state-wide response to Community Learning Statement • building links with the community • building links to Adult Community Education providers through professional

development, enhancing the interface between non-accredited to accredited programs.

Workplace Education Services (WES) generated more than $1 million throughout 2005, providing fee-for-service training to several industry and community sectors, state and commonwealth government agencies and RTOs. Partnerships were formed with organisations as diverse as OneSteel and the University of South Australia. WES also enjoyed great success in tenders for Commonwealth Workplace English Language Literacy funds. The Language, Literacy and Numeracy Program (LLNP) achieved 100 per cent employment and further education outcomes for migrant students. This is the first time this has been achieved in national Department of Education, Science and Training LLNP provision. A CD for family day care workers (‘Family Day Care at Zeena’s Home’) was developed as a collaborative initiative between TAFE SA Workplace Education Service, TAFE SA English Language Services and the Organisation and Professional Development Services of the Department of Education and Children’s Services, funded by the Commonwealth Department of Education, Science and Training. The training resource won recognition for its outstanding achievement in enhancing the provision of quality childcare providers from culturally and linguistically diverse backgrounds. The first-ever VET LLN qualification, the Advanced Diploma of Language, Literacy and Numeracy (LLN) Practice in Vocational Education Training, was accredited in South Australia in August 2005 and is now a national qualification that provides academic pathways for LLN educators in VET.


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Two students in the English as a Second Language (ESL) program, with high level qualifications from their native countries of Ukraine and Russia, were successful in winning recognition for their ESL achievements through, respectively: • scholarship to the University of Adelaide into a Ph.D in Chemistry program • employment with Australian Water Quality Centre laboratories as a chemistry

technician The evening computing course offered through Women’s Education program of TAFE SA Elizabeth campus in Term 3 of 2005 opened up training opportunities for women who have been restricted from attending daytime classes due to employment or lack of access to childcare. Of the 13 students who completed Certificate 3 in Women’s Education with focus on Information Technology electives: • seven applied for university and all received offers • six have enrolled in VET courses Shipbuilding / Defence training programs In 2005 South Australia secured more than half of the work on the Navy’s $6 billion Air Warfare Destroyer (AWD) program, creating an estimated 3 000 new jobs. This initiative significantly increased the wide range of jobs to skill for in key shipbuilding trades (welding, fabrication, pipefitting and mechanical engineering, electrical) and key professional areas (project management, 3D CAD, advanced electronics, planning, scheduling, engineers and systems integration). As a leader in CAD training, TAFE SA offers courses at a number of campuses including Regency, Panorama and Elizabeth. Both CAD and the pre-apprenticeship programs are major aspects of SA’s commitment to the AWD program bid. TAFE SA is working with industry to design flexible, innovative and relevant training programs to meet the needs of apprentices, new and existing workers. Appropriate pre-apprenticeship programs are being planned to be conducted in a number of TAFE SA campuses around the state, commencing in 2006 and using existing TAFE SA venues, resources and staff.

Negotiations are underway with TAFE SA Port Adelaide campus to use workshop, childcare centre and lecture theatre space. Learn to Earn pre-employment program In its second year of operation in 2005, Learn to Earn is a $1.1 million, 12-month pre-employment program to assist disengaged youth aged 16-24 years to make the transition to training or employment. The program incorporates multiple strategies required to address the needs of participants, such as the facilitation of ‘hands on’ project-based learning, the creation of ‘youth friendly’ learning environments, the use of individual case management techniques and the construction of durable partnerships with committed local businesses and community groups.

TAFE facilitators involved in the program have specialist experience in youth mentoring and case management, including strong links with the youth support agencies in their local areas, council youth workers, student counsellors in local schools, youth employment development officers with DFEEST, and job network agencies.


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The program has been well received and supported by local communities and industry and has resulted in positive outcomes for participants with a high majority (approximately 70 per cent) gaining either employment or enrolling in some form of further education. The seven Learn to Earn projects delivered in 2005 were: Elizabeth – Sprint Car This project focused on welding/fabrication and automotive programs by building a sprint car. Students from the Northern Adelaide region and Barossa Light region gained skills in a range of vocations that have been identified as experiencing skill shortages for the region. Port Adelaide – State Pedal Prix The Port Adelaide project presented students with the opportunity to be part of a team entering the Adelaide Pedal Prix and included activities such as designing and building the bike, health and fitness activities, event management and sponsorship management activities and work placements. Mount Gambier – Conservation and Land Management The Mount Gambier project centered on integrating employability and environmental skills so that participants become work-ready and work experienced in the areas of conservation and environment. There was a particular focus on the timber industry with Timbercorp Australia as the project partner. Tea Tree Gully – Multimedia and 3D Animation The Tea Tree Gully project provided project work in the electronics, multimedia and information technology industries. The projects included building and installing computer controlled entertainment systems (such as disco music systems) for not-for-profit and charitable organisations, providing computer network cabling on site for not-for-profit and charitable organisations; refurbishing computers for not-for-profit and charitable organisations and developing small web sites and multimedia projects.

O’Halloran Hill – Youth Supporting Communities The focus of the O’Halloran Hill project was Community Capacity Building with students working with community organisations to complete negotiated projects. The Hallett Cove Baptist Community Centre and the Guide Dogs for the Blind Association were identified as ‘primary partners’ as both had ongoing projects providing students with appropriate opportunities to develop vocational skills and knowledge in areas which relate to skill shortages in the Southern region. Gawler – Showcasing Young Workers in regional South Australia This program focused on work placements in the students’ field of interest with a focus on building ‘job ready’ skills in conjunction with vocational skills. Industry mentors were trained by TAFE SA staff to support students to develop their self esteem and confidence while introducing them to the industry and providing them with the employment experience.

Whyalla – Aluminium Boat Project The Whyalla Learn to Earn program focused on small projects for local not-for-profit organisations and assisted in building better communities. Skills developed during small project work were then further enhanced by the fabrication and welding of an aluminium boat linking the students to the emerging aquaculture industry in the Eyre Peninsula region.


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Innovations in Teaching and Learning Innovative teaching practice involves fresh thinking, finding new and creative ways to deliver the same content or new content to respond to varying student needs and learning styles that are not currently met by more conventional methods. A budget of $250 000 was allocated to the following TAFE SA innovations projects in 2005: Digital Story Telling (DST) – Making use of software that comes with the Microsoft XP operating system that allow for the building of digital stories. These stories include a range of digital media such as photos, movies, narration and music that are incorporated together. TAFE SA practitioners can use this method to develop inexpensive instructional videos, and to have students produce assignments presentations, e-portfolios, research and present ideas using new digital methodology.

Regional Lifelong Partnership – A TAFE, university, community and council partnership project to explore opportunities for the provision of further education in the South East, and to explore alternative models for the provision of learning.

Animal Studies – Specifically designed to re-engage young people in learning. An interactive CD ROM was developed that can stand alone or be set up on a network system which allows learners to progress through and complete the requirements of the Certificate 1 in Animal Studies.

Individualised Learning Solutions (ILS) for Apprentices – This project has developed a framework, models and resources to support case managers to provide individualised learning solutions for apprentices who would normally be engaged in block release training.

Eco Footprint 1.8 – This project scoped the feasibility of embedding the topic of environmental sustainability into all units of the mechanical and civil engineering teaching program.

VITALS - This project focused on employability skills and looked into how to inspire students to look beyond one option as an outcome of VET, and instil in students (and staff) a sense of entrepreneurship to maximise the outcomes achieved through VET as well as their own potential. More details of these projects including partners and TAFE SA staff details are available on www.innovations.brightcookie.com Online Education Services A significant upsurge in e-learning and flexible delivery was evident during 2005. Since 2004, with the introduction of Janison as the TAFE SA supported e-learning platform, the level of interest and involvement in e-learning has continued to grow each year as staff become more aware of the benefits of using the available communication tools and the computerised marking of tests. Numerous workshops were conducted to showcase the integration and implementation of toolboxes into classes as well as an online resource. These sessions generated widespread interest and culminated in over 400 toolboxes being distributed to TAFE SA staff throughout the year.

http://www.innovations.brightcookie.com/


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Student Services Student Services across TAFE SA provide a client focused service that facilitates fair and equitable access by all individuals to TAFE SA Institutes and study options. In addition to this, the network along with QAGs and course coordinators work across the State to ensure the accurate production of TAFE SA course publications, both print and web-based information. In 2005, the network of Student Services Officers along with other relevant stakeholders developed and/or assisted in the review of the following policies/initiatives:

• Student Alcohol and Other Drugs Policy • Admissions Policy • minimum entry requirements for courses • mental health issues and anti-social behaviour training • TAFE SA Equity Assistance Grants for disadvantaged students • TAFE SA Child Care Subsidy • TAFE SA Student Association – survey of interest. Social Inclusion In September 2005 the State Government directed all service providers to give priority access to children and young people who are or have been under the guardianship of the Minister of Families and Communities. These are children and young people who have been removed from their biological families for their own safety and/or welfare. TAFE SA has looked at how it might best cater for the special needs of this group, and has made a range of services available from 2006 for guardianship students up to the age of 25 years. These include: • automatic entry to literacy, numeracy as well as vocational education programs • the waiving of all fees so that students from this group can access training at no

cost to themselves, except normal living expenses • access to career counselling to enable training plans to be put in place for each

student from a guardianship to assist them to achieve their career ambitions.

The program of special services will be evaluated during 2006. Implementation of TAFE SA’s Disability Risk Assessment Treatment Plan will begin in 2006 which will enable TAFE SA to mitigate risks relating to the requirements of the Disability Discrimination Act. The project will include prioritising strategies for the identified risks, confirming accountability and responsibility for each strategy, and demonstrating how the strategies can be incorporated into existing processes.


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Child Protection With more students under the age of 18 enrolling in TAFE SA, new child protection procedures have been introduced throughout the system to ensure all reasonable steps are taken to protect students and children under 18. TAFE SA staff trained in 2005 totalled 1387. Training was carried out at as many campuses as was reasonably possible across TAFE SA, with several campuses holding a number of sessions over 2005. Planning for 2006 will include training of a further 1300 staff which will be conducted across various TAFE SA sites. More information regarding this can be found in the Workforce Profile section of this report. TAFE Admissions, Offers and Enrolments The year 2004-05 was the second cycle of full implementation of a centralised TAFE SA admissions process. Applications for new enrolments in TAFE SA mainstream award courses were handled through the South Australian Tertiary Admissions Centre (SATAC) system for both semesters in 2005 and for those courses that accept applications on a continuous basis, resulting in 22 203 applicants and 17 944 offers in 2005. High demand courses included: • Diploma of Dental Hygiene • Certificate I in Vocational Education (Plumbing) • Diploma of Nursing (pre-enrolment) • Diploma of Event Management • Certificate III in Children’s Services • Diploma of Fitness • Diploma of Beauty Therapy • Advanced Diploma of Tourism Management • Advanced Diploma of Hospitality Management. Enrolment categories exempt from the SATAC application process are re-enrolments, apprentices and trainees, vocational preparation and women’s education, fee-for-service courses and leisure interest courses. In consequence, approximately 65, 000 students enrolled directly with Institutes in 2005. A working party was established in 2004 to review the minimum entry requirements for all TAFE SA award courses to ensure their validity and reliability. This work was completed as a priority in 2005 for implementation in 2006. The result was the introduction of generic minimum entry requirements for all courses. This is a pilot project with a review planned for 2006. A career component was added to the web information on TAFE SA courses to increase the usefulness of the information and to provide interested applicants with SA labour market information.


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Learning Works TAFE SA applicants who did not receive an offer in the major intake rounds in January 2005 and July 2005 were contacted by specially trained brokers who offered one-to-one assistance with finding an alternative entry point or place for them within the TAFE system. Strategies provided to these applicants included transferring preferences to another campus or being offered an alternative TAFE SA course in a similar field. From the Semester One course offer round, 3 485 individuals were contacted with 705 (20 per cent) assisted through the Learning Works program. From the Semester Two offer round, 609 individuals were contacted with 98 assisted through the Learning Works program (16 per cent). Learning brokers worked with individuals to provide case management and counselling on career paths, study options or how to improve their chances of being offered a place in the next round by enrolling in individual modules that count towards points in the selection process. Learning Works aimed to increase the number of South Australians in the workforce who have non-school qualifications and to reduce regional unemployment rates in line with South Australia’s Strategic Plan. Schools-TAFE-University Transitions, Pathways and Partnerships TAFE SA expands opportunities for young people and adult learners by negotiating and developing study pathways through credit transfer and articulation arrangements between TAFE SA courses, SSABSA courses and the three South Australian universities. The VET in Schools program has been successfully operating within TAFE SA for many years, with most public and private schools now participating in formal VET in Schools Agreements (VISA) across a range of programs. In 2005, there were over 400 VISA schedules with TAFE Institutes. On successful completion of their VET in Schools study, students receive status within a nationally accredited VET qualification. Additionally, there were a number of other relationships between schools and TAFE Institutes including school-based traineeships and a special arrangement in which school students are able to participate in regular TAFE classes under certain conditions. TAFE SA and the three South Australian universities operate under Memorandums of Understanding (MOU) that facilitate credit transfer arrangements for students who have completed TAFE qualifications and who have been accepted into university study. MOUs between TAFE SA and each of the universities also specify the use of shared facilities and provide a framework for collaborative projects. In addition, TAFE SA delivers several higher education programs on behalf of

universities within South Australia and interstate.


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Research and an analysis of TAFE SA’s expansion of its provision of higher education was undertaken. This study included an examination of options and the development of some clear recommendations. It is anticipated that TAFE SA’s position and future in relation to delivery of higher education will emerge in 2006. TAFE SA Libraries and Learning Resources The network of TAFE libraries assists students in accessing resources and network communications across South Australia, as well as generating demand for TAFESA library materials nationwide. The development of a TAFE SA Training Products Register in 2005 fulfils the SA Government’s requirement for DFEEST to report annually on all intellectual property created. The register has been designed and developed to incorporate a Learning Objects Repository (LOR) which includes previews of all TAFE SA developed products, and incorporates secure e-business transactions enabling on-demand ordering via the TAFE SA website. This has been particularly successful for the on-demand ordering, printing and distribution of learning guides supporting qualifications within the Community Services Training Package. This project is a very successful cooperative approach between South Australia and Western Australia which has netted an annual profit of approximately $400 000 from sales of these learning materials. Another high profile national training resource developed by TAFE SA to ensure the safe use of chemicals in the workplace is SafeTChem, a set of DVDs which provide instruction on the safe handling, storage, transport and use of chemicals and will prove an invaluable training resource to many industries that are affected by injuries caused through mishandling of chemicals. It is envisaged that the Training Products Register in 2006 will include a full suite of training products from all nine TAFE SA program areas and an expanded repository. All learning materials developed by TAFE SA are also added to AEShareNet, a collaborative national system for the licensing of intellectual property developed within the Australian vocational training and education sector. Accessible to the general public via the Internet, this system provides two-fold benefits to TAFE SA, including cost savings through accessing existing learning materials as well as the raising of revenue from licensing of TAFE SA learning resources. Opportunities for TAFE SA to promote and sell its learning resources were increased on 29 September 2005 due to the launch and opening of the DFEEST Training Resource Centre. Systems for the identification, management and, where needed, protection of intellectual property within TAFE SA, have been the subject of a specific project during 2005. Intellectual property asset registers and intellectual property policy have been given greater profiling across institutes. This centre is testament to a successful partnership that the department has established with Australian Training Products Limited which has enabled a full display of all training packages and support material. The centre incorporates onsite viewing facilities for all multimedia resources and internet access and has proved popular with VET providers, TAFE SA staff and the general public.


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LEARNING AND PROMOTIONAL MATERIALS DEVELOPMENT The main materials development units within DFEEST are the ESP Production House, SmartMedia and Regency Publishing. Product Highlights A number of major interactive CDROM products were produced including Family Day Care at Zeena’s Home (TAFESA/DECS), Working Together (Access & Equity Unit), Engaging Industry (Flexible Learning Framework). The Minister for Further Education, Employment and Training launched the SafeTChem video series and the Family Day Care at Zeena’s Home CDROM. Over 63 new course booklets have been developed for Hospitality Studies. These have covered many areas in the Advanced Diploma in Hospitality Management. Eighteen new units have also been developed for the Diploma of Nursing. Two major assessment products have also been developed and published for the Diploma in Children’s Services. In 2005 the following products were produced by these units. Product Type Number Produced in 2005 Report, brochure or pamphlet 211 Powerpoint presentation 20 Video/DVD 35 Logo, Illustration, cover designs or other special graphic design - includes large scale banners

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High End 3D Modelling with Animation 4 Printed course booklets or study guides 261 Updates to printed course booklets or study guides 118 Online courses 2 Websites 7 Single web pages 126 Major CDROM resources – includes sound, animations and/or video

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Minor CDROM resources 40 Databases 3 Advertisements 100 Photo-shoots (each 1-50 photos taken) 30 Scanning jobs 100


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International Delegations

For the last two years, South Australia has been performing above the national average in attracting international students, with a 15 per cent rise last year, compared with a national rise of six per cent. One in four of those students are from China. The following partnerships/arrangements have contributed to increasing South Australia’s international student numbers: TAFE SA has intensified its efforts to attract more students from Asia, being one of only six bodies chosen nationally to participate in a pilot mentoring program aimed at enhancing cooperation and build partnerships between Australia and China in the VET sector. As part of the program, two agreements were signed with Chinese institutes. Several recruitment opportunities were identified, with a significant number of Chinese students expressing interest in furthering their education through TAFE in South Australia, particularly in the areas of international business, hotel management and banking and finance. Asia continues to be the main regional source for overseas students, with most coming from China, India, South Korea, Hong Kong, Malaysia, Japan and Singapore. This project was carried out in accordance with South Australia’s Strategic Plan, which aims to boost the number of international students studying in Adelaide.

Following the signing of a bilateral agreement by TAFE SA with Zhejian Technology Institute, the People’s Republic of China took a close look at South Australia’s public vocational educational system, with several delegations visiting TAFE SA in September 2005. The delegations aim to promote Adelaide as a Study Destination to school students across China. China Education Television, the second largest government channel in China with an audience of 200 million, interviewed the Minister for Employment, Training and Further Education as part of a week-long tour and filming of Adelaide’s universities and TAFE SA.

TAFE SA Primary Industries managers and lecturers in the Wine and Viticulture program also hosted a number of international delegations in 2005. International delegates from Thailand and other parts of Asia participated in tours of wine regions in South Australia which included TAFE SA facilities. TAFE SA CAPITAL WORKS DFEEST has a number of strategic Capital Projects in regard to TAFE. Gilles Plains TAFE Campus (VASC Redevelopment)

More appropriate and new accommodation for the Veterinary and Applied Science Centre (VASC) at the Gilles Plains TAFE campus will replace the existing facilities. The existing VASC facilities, which were planned 26 years ago and have been in use for 24 years, are overcrowded, antiquated and quite unsuited to the delivery and development of expanded and innovative VASC education and training programs. The project, estimated to cost $15 million at completion in December 2006, includes the refurbishment of an existing under-utilised building, the construction of new building extensions, new equipment and some infrastructure upgrades. The existing facilities were originally designed for 90 full-time students and generated 20 000 training hours in 1980. In 2002 the existing facilities were required to accommodate more than 600 full-time and flexible delivery students generating over 150 000 training hours.


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The new VASC redevelopment will increase the overall size of facilities from approximately 1,500m2 (existing) to approximately 4,800m2 (new).

Barossa TAFE Campus (Building Extension 2A) Construction of urgently needed additional teaching, student and staff facilities at the campus will be undertaken to address serious accommodation pressures due to population growth in the region and increased demand for training. The Stage 2A building project, estimated to cost $1.716 million at completion, includes a new building extension of approximately 600m2 and the refurbishment of some existing accommodation that requires upgrading. The Barossa campus has unmet demand for training in Hospitality, Commercial Cookery, Wine Studies, Viticulture and general studies programs. There is also critical shortage of staff accommodation at the campus. Some staff are currently housed in classrooms, store rooms and workshop areas. Additionally, student amenities are in urgent need of upgrading. Tenders for construction have been called and a successful contract was signed in December 2005. A construction start is expected in January 2006 with completion expected by August 2006. Marleston TAFE Campus (Stage 1)

Construction of new accommodation for the Building Studies (Carpentry / Joinery, Furnishing, Building Construction, Glazing, Civil Engineering) and Fashion / Textiles programs will take place to replace the current facilities housed in a 40 year old building that is inadequate in scope, layout and has serious OH&S problems. It will also include parking for more than 300 cars. The aim is to create a state-wide focus for the programs and a “Centre of Excellence” for training for the building and design industries. Future stages would be considered as part of a master plan for the campus and may include the wet trades, plumbing, painting and sign writing, decorating, a special design centre and a printing/ publishing centre. It is proposed to construct the Stage 1 project on an existing vacant TAFE site and recently acquired land adjacent to the campus. The Stage 1 construction would therefore have no effect on the existing campus operations. An Initial Project Brief and Business Case has been completed and, on 8 March 2005, the Project Steering Committee gave approval for the project to proceed. Professional Service Contractors have been appointed to develop master and concept plans for the campus. An indicative cost estimate of Stage 1 is $22 million. A cost at completion will be provided at the concept planning stage. The current program proposes construction to start in February 2007 and completion by the end of May 2008. Victor Harbor TAFE Campus (Redevelopment) Redevelopment of the TAFE campus at Victor Harbor will replace the existing temporary, transportable type accommodation that has been operating from the McCracken Road site since 1990.


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The current campus facilities at McCracken Road occupy approximately one hectare of land, with approximately 5.3 hectares being vacant land. The McCracken TAFE SA site is in a prominent location and is considered one of the most sought after parcels of land for development in the immediate Victor Harbor area. A number of external parties have expressed interest in purchasing the TAFE land over the past few years. The current valuation of the TAFE land is $4.725 million.

A Business Case for the proposed new TAFE SA Victor Harbor campus redevelopment has been prepared and a concept plan has been costed at $5.5 million (June 2005 estimates). Loxton TAFE Campus Part of TAFE SA Loxton campus was leased to the SA Murray Darling Basin Resource Info Centre (SAMRIC). SAMRIC is a Resource Information Centre which is primarily involved in joint venture arrangements between SA Government agencies, industries and local government, providing global information systems, natural resource management information, natural resource management planning and mapping capabilities and services. Other SAMRIC clients include community groups with interest in sustainable development and natural resource management of the environment (viticulture and citrus industries). SAMRIC approached TAFE SA Loxton Campus to negotiate the use of the campus to accommodate approximately four staff members. TAFE SA Loxton campus was considered the best facility by a panel from SAMRIC who chose the facility over four other options in Loxton and surrounding areas. Mount Gambier TAFE Campus TAFE SA’s Mount Gambier Campus has developed into a multi-use site for TAFE SA and the University of South Australia. This will be expanded in 2006 with Southern Cross University also providing forestry degrees on site. Significant redevelopment work has been undertaken at the campus to allow for this expansion of educational delivery. The Federal Government announced further funding to enable the development of further infrastructure to create a community learning precinct. The provision of further and higher education on the same site has major advantages for the Mount Gambier and wider South East community.


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The vocational education and training sector is increasingly the sector of choice for Aboriginal people and the growth potential within this sector is extremely high. The department recognises that the acquisition of skills and access to training and meaningful employment are key factors affecting the social wellbeing and economic position of Aboriginal people in this state. It is committed to providing services and programs that will materially improve the opportunities for Aboriginal people and contribute to the long-term sustainability of their communities. Strategic policy and advice The department has a dedicated unit (Aboriginal Education and Employment Services, AEES) responsible for providing strategic leadership and policy advice to the Chief Executive and the broader department to improve the educational, training and employment opportunities for Aboriginal South Australians. Key areas of activity for the unit during 2005 included:

• promoting the department as an employer of choice for Aboriginal South Australians through the Aboriginal Employment Strategy ‘Walking Together Towards Prosperity 2005-2010’ launched by the Minister for Employment, Training and Further Education in September 2005

• developing strategies to improve the quality of Aboriginal vocational education and training and student transition pathways into the labour market

• compiling the South Australian Government’s submission to the Senate inquiry into Aboriginal training and employment outcomes

• establishing the Aboriginal TAFE SA program leadership model and associated activities for a state-wide program for all TAFE SA institutes

• negotiating the quadrennial funding agreement (2005–08) with the Commonwealth Government to secure supplementary support for Aboriginal TAFE SA programs.

Employment Development – South Australia Works for Indigenous People Improving learning and employment outcomes for Aboriginal people is a priority area of South Australia Works. This is demonstrated through a commitment to: • build on the success of existing Aboriginal employment programs focusing on

pre-employment and skills development programs, apprenticeships in the private sector, scholarships and career development opportunities

• generate pathways into the mainstream labour market thereby expanding the range of opportunities available to Aboriginal people

• significantly improve outcomes by establishing closer links between training, industry and employment

• support initiatives in urban and remote Aboriginal communities to build economic independence.

During 2005, 1190 Aboriginal people participated in learning and work programs through South Australia Works, with 362 people gaining employment.

2005 PERFORMANCE REPORTS Indigenous Training and Employment


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Highlights from some of the South Australia Works programs delivered during 2005 follow. State Public Sector Aboriginal Recruitment and Career Development Strategy Ninety one clients attended a variety of pre-employment and skills development programs aimed at gaining employment in the public sector.

A total of 101 clients were assisted into employment in placements ranging from ASO1 to ASO7, including 13 long term unemployed clients. The major departments who utilised and supported the register included DFEEST, DFCs, DEH, and the Attorney General’s Department.

A total of 168 existing state public sector employees undertook a variety of career enhancement training programs and 15 successfully applied for and won career advancement positions through the program. Private Sector Employment Pathways A total of 169 clients undertook pre-employment and skills development programs, in a range of industry areas including: transport, hair and beauty, hospitality, business administration, the arts, information technology, child care, health and community services, tourism and retail.

Fifty five clients secured employment as a result of attending training, with the remaining clients being case managed to assist them in achieving their career goals. The majority of employment outcomes were achieved in the following industries finance and administration, health and community services, transport and distribution, emergency services, retail, building and construction and hospitality. Scholarship Program In 2005 the Scholarship Program focussed on management qualifications as well as two identified skills shortage areas – child care and health services. Fifteen scholarship recipients are undertaking studies including a Diploma in Children’s Services and Associate Degrees in Management Nursing, Public Policy, Human Resources, Community Welfare, Indigenous Mental Health Studies and Social Work. Focus on Regional Areas Pt Lincoln

Driver Education & Licensing: Forty six Aboriginal residents undertook and passed a driver education program. They all gained their learner’s permit and several are now undertaking driving lessons to gain their probationary licence.

Forklift Licensing: Ten clients received forklift training with all successfully gaining their licences. Six immediately secured employment as bush fire relief worker trainees. Due to the success of this program a second program was run and another seven clients achieved their forklift licence.

Pre-Employment Training: Seven clients undertook pre-employment training in the hospitality industry and 12 passed their senior first aid certificate.

Work Placements: Six clients were assisted to gain employment in the private sector/community sector.


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Ceduna

Driver Education: A very successful driver education program was run with participants from both the immediate area as well as surrounding areas such as Koonibba, Yalata, Tia Tuckia and Scotdesco.

Employment Support: The program funded the purchase of materials and uniforms for five Environment Health Workers for the region.

Work Placements: Seven clients were assisted into employment in the private sector/community sector. Riverland As a result of close collaboration with Indigenous communities 10 people undertook a variety of pre-employment training with 5 securing employment to date. APY Lands Drivers Education: Fifty four people participated in a driver education program with 51 gaining their learner’s permit and two gaining their probationary licence.

First Aid: Three people completed their Senior First Aid Certificate and 27 others achieved their Emergency First Aid training.

APY TAFE program After a period of rebuilding the TAFE program on the Anangu Pitjantjatjara Yankunyatjatjara (APY) Lands in 2005, the department began to made progress toward re-establishing a training culture on the Lands. Key areas of employment opportunity on the Lands include retail, office administration, community services (including health, family support, child care, youth work and aged care), arts and crafts, land management/horticulture, tourism and trades associated with community construction and maintenance programs. The small size of communities means that opportunities for full-time employment in specific vocations are limited, leading to an emphasis on multi-skilling. An emerging area requiring skills development is in IT support in response to the establishment of Rural Transaction Centres and growing reliance on information technologies in many services on the Lands. Skills in community governance are also required in order to enable community members to play an effective role in the management and leadership positions. The TAFE program will have a key role in these two areas. Programs offered on the APY Lands in 2005 included multi-trade training, regular skills programs, a plant operator course, arts training, tourism training and community education. Additional funds were secured for store worker training, a Water Awareness Training Program, aged care traineeships, family support training and wage subsidies and project management for a regional traineeship initiative for 50 trainees.


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Specific APY TAFE Initiatives in 2005 Environmental Health Workers Four communities nominated to be involved in the Indigenous Environmental Health Worker program and received funding to employ people from within the Communities and purchase equipment. Training commenced in April 2005, comprising one week ‘face to face’ training each month for 12 months, using a collaborative initiative between Batchelor Institute of Indigenous Tertiary Education, Ceduna Campus of TAFE and AEES.

Mobile Skills Centre

Two lecturers (one based at Amata and the other at Pipalyatjara) began conducting training with the Mobile Skills Centre on a rotational basis at the western communities of Kalka, Watarru, Pipalyatjara and associated homelands.

Visual Arts program

A very successful visual arts program was conducted at Indulkana involving both school and community participants.

Plant and machinery training

A lecturer from Adelaide successfully conducted training and assessment with Civil Construction trainees in Cert II and Cert III. Additional training and assessment was completed on various items of plant with CEDEP workers resulting in 14 operator tickets being distributed. AFTC also conducted Civil Construction Plant training in the West resulting in several people gaining tickets.

Water awareness

A water awareness project was delivered in collaboration with schools throughout the Lands. A Civil Engineer with considerable experience on the Lands was contracted by TAFE to run the project. A video is being made with clips from each site being featured. Projects included water quality testing, rain water collection, monitoring water use, irrigation from evaporative air conditioners and traditional water management practices.

Horticulture training

Bush food plots at Mimili and Amata were established as economic development projects. More are planned for other communities, in conjunction with training programs developed and delivered by TAFE. Participants will be enrolled in relevant horticultural modules which will be delivered by visiting lecturers and TAFE staff on the Lands.

Construction skills training

TAFE staff are working with a range of agencies (including the Departments of Education and Children's Services, and Administrative and Information Services) to develop training opportunities from construction and infrastructure projects on the Lands. This program will enable participants to gain employment in community maintenance projects and general construction, both on and off the Lands. An Adelaide based co-ordinator will be appointed early in 2006.


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Tauondi Aboriginal College Tauondi, located at Port Adelaide, is a registered training organisation, which is controlled and managed by Aboriginal people. The college receives funding for the provision of vocational education and training to Indigenous South Australians from both the state and commonwealth governments. As a part of this, under a partnership agreement with the Department of Education and Childrens Services, VET training was delivered to 100 Indigenous school students. Tauondi also offered a range of national training package qualifications and accredited courses as well as adult community education activities. Courses include information technology, business administration, hospitality and tourism. Programs are designed to provide pathways to further studies and also to employment. Tauondi delivered an estimated 180 000 training hours to 1165 students undertaking accredited certificates. A further 437 students undertook 9540 hours of training in cultural classes (both accredited and unaccredited). An important result of the work undertaken by the college is the significant contribution which the teaching and learning program makes to Aboriginal students in their personal development and to the development of their communities. South Australia Works in the Regions

South Australia Works in the regions by helping regional organisations and networks to identify their region’s training and employment needs, and to address them in ways appropriate to each region. Indigenous people were actively targeted for employment and skill formation activities in all regions during 2005. Highlights include: • Murraylands: eight women graduated from an Indigenous Business Enterprise

Project in November.

• Fleurieu: Twenty people were supported to gain their Boat Handling Certificate and are now being provided with further support to establish an Indigenous tourism venture.

• Port Augusta: Twelve people completed station hand training with 10 gaining employment. This project was conducted in partnership with TAFE SA and Kidman’s Pastoral Group

• Port Pirie: Fourteen young people were placed into traineeships following participation in a pre-employment training program with Bungala CDEP.

Initiatives in the Yalata and Ceduna Region The department’s interaction with the Ceduna/Yalata and surrounding communities is conducted primarily through TAFE SA Ceduna campus and the training offered in these communities is demand driven and dependent upon community engagement and need.


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Ceduna • West Coast Building Initiative: All six apprentices successfully completed four

years of training to gain the Certificate 3 in General Construction-Carpentry. • Emu Farm Training Centre: Participants undertook and completed Certificates

I, II & III in Conservation and Land Management. Ceduna Area School participants undertook and completed Certificates I & II.

• Technology/Woodwork: Crossways Lutheran School delivering a preparation program for VET in Schools Program / School Based New Apprenticeships

• Alternative Learning Options Program: Participants reengaged in education through project based learning in Certificate I: Learning Pathways

• Driver Education • Study Centre Program • Numeracy and Literacy for community and transitional Yalata participants • Environmental Health Worker Training • Certificate III Aged Care / transition to nursing program Koonibba • New Study Centre facility and program opened • Conservation and Land Management • Basic introduction to Construction Training • Driver Education

Scotdesco • Study Centre Program • Certificate I, II & III in IVEC • Community Lunch Program / Intro to Hospitality • Driver Education In April 2005, 11 Aboriginal people from the Ceduna, Yalata, Scotdesco and Oak Valley communities commenced training in Certificate II in Health and Environmental Health. This was an initiative between TAFE SA Ceduna campus, Batchelor Institute of Indigenous Education and AEES. Five of these students are currently employed in this area. Aboriginal Apprenticeship Program

The Aboriginal Apprenticeship Program assists Indigenous people into trade-based apprenticeships in the private sector. Apprentices and their employers are provided with ongoing support during the apprenticeship and graduates are provided with post-placement support. At the end of December 2005, 110 Indigenous apprentices were being supported by the program. Highlights for the program during 2005 are detailed below. Forty seven apprentices were employed in the private sector in various vocations, with 25 of these working in regional areas.


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The Post Placement Support Program was successfully introduced. This program provides additional support to apprentices during the last six months of their apprenticeship, with a focus on transitioning graduating apprentices into ongoing employment following the completion of their contract of training. Additional assistance is also provided to those apprentices interested in establishing their own business.

Umoona Aged Care Corporation, Coober Pedy, which has employed four Aboriginal apprentices through the program, won the Commonwealth Minister’s Award for Excellence for Employer of New Apprentices in the SA Country Region. Umoona has employed four apprentices through the program.

A ceremony was held to celebrate the second group of apprentices to graduate since the program commenced in 2000. This year 18 apprentices completed their trade-based contract of training. South Australian Indigenous VET Steering Committee In 2005 the Steering Committee developed a draft plan in response to Partners in a Learning Culture. The year 2005 saw the abolishment of ANTA, which impacted on the work of the Steering Committee. All ANTA responsibilities were transferred to DEST. Links through the Australian Indigenous Training Advisory Council (AITAC) were put on hold whilst new arrangements for Indigenous advice to DEST were being considered at the national level. In late 2005 the Ministerial Council, through the National Senior Officials Committee, agreed to the establishment of a National Client and Student Voice Action Group charged with the responsibilities of developing models for future advisory mechanisms for all equity target groups; in particular, Indigenous peoples and people with a disability. This work is due to be completed by 30 June 2006. TAFE SA Aboriginal Education Program TAFE SA offers a range of accredited training programs designed to meet the needs of students of Aboriginal or Torres Strait Islander descent. During 2005, TAFE SA Aboriginal Education continued its partnerships with local high schools, industry, CDEPs, Aboriginal community organisations and other relevant key stakeholders to deliver VET courses to Aboriginal people. A range of accredited courses and short courses were offered to provide students with academic skills necessary to engage in further education and/or to successfully gain employment, access traineeships or apprenticeships. Aboriginal students studying in TAFE were able to access accredited courses from industry groups including Building and Construction, Business, Community Services and Horticulture. Participation in TAFE SA programs by Aboriginal and Torres Strait Islander people has significantly increased with TAFE SA Regional recording 1.5 times above the target training hours for 2005 (that is, target training hours were 191 400 but as at 16 December 2005, the total training hours were 297 439).

An 18-month unique training program developed by TAFE SA, Pika Wiya Centre of Unique Learning, and the Department of Health has resulted in eight Aboriginal nurses gaining registration with the Nurses Board of SA and subsequent employment. The development of this program was in response to the need to increase the number of Aboriginal nurses in South Australia’s health system. Because of its success, a further 18 students have enrolled.


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After four years of training, six Aboriginal apprentices celebrated their successful completion of the Certificate III in General Construction and were well on their way to becoming accredited carpenters thanks to a joint local initiative, the ‘West Coast Building’ initiative, between the Aboriginal Housing Authority, TWT CDEP, Career Employment Group and TAFE SA which enabled carpentry training to be delivered in Ceduna.

Traineeships on the APY Lands are managed by TAFE SA through its APY TAFE work group. The Department of Employment and Workplace Relations (DEWR) provided funding for project management, mentoring and wage subsidies for 50 Anangu trainees as part of a two-year Structured Training and Employment Project (STEP). Training delivered under traineeships on the Lands is funded through APY TAFE and the Traineeship and Apprenticeship Services Branch of DFEEST.

In April 2005, 47 Aboriginal students gained their Learner’s Permit by attending a four day Driver Education Program at TAFE SA Port Lincoln Campus. In June 2005, 10 Aboriginal students successfully completed a three day accredited forklift course at TAFE SA.

TAFE SA, through its Ceduna campus, piloted a training initiative for Aboriginal people in the region where participants will receive training in the Certificate II in Environmental Health. Once qualified, this will enable them to work as Environmental Health Workers to educate their communities in safe waste removal, sanitation, recycling, reducing mosquito breeding, storing pesticides and other community health issues.

Adelaide North TAFE SA, Salisbury campus - Aboriginal Certificate II in Horticulture Amenity Program From the beginning of 2005, Aboriginal Education Salisbury campus has collaborated with the City of Salisbury and Roseworthy TAFE SA to present a Certificate II course in Horticulture Amenity to Indigenous students ranging from youth to mature-aged Aborigines.


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Aboriginal Education Salisbury campus has provided facilities, equipment and lecturers to instruct students in subjects such as; • machine operation and maintenance • tree planting and maintenance • plant propagation • plant identification • plant pests and weed control • working within the horticulture industry. The program focused on training students to take command of their own future, to build confidence and self esteem along with setting an example for other Aborigines to follow in the quest for self determination and recognition. TAFE SA Roseworthy Campus Aboriginal students joined with Roseworthy students to study plant propagation and machine operation and maintenance. Student numbers in 2005 increased to a total of 19 participants with three students successfully completing the required 17 subjects and graduating at the end of the 2005 academic year. It is a goal of this campus to build on the success of the program in 2006. Student Statistical Profile Aboriginal students comprise 3.8 per cent of the total TAFE SA student population. TAFE SA students identified as Aboriginal or Torres Straight Islander 2004 and 2005

2004 Indigenous students Total students

Individual students 2833 77 895

Curriculum hours 692 055 17 293 630

Successful completions 78% 86%

2005 Indigenous students Total students

Individual students 2988 79 477

Curriculum hours 657 246 17 462 816

Successful completions 80% 86%


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Aboriginal Study Centre Program The Aboriginal Study Centre program is a supported open learning program for students in rural and remote locations. Twenty six study centres throughout the state enable Aboriginal students to study in a supportive learning environment close to their home. Students work from printed materials and support workers provide administrative and study skills support. Lecturers provide subject expertise through daily telephone links with students. Lecturers also visit students and link them up via video conferencing where possible. Courses offered through the Aboriginal Study Centre Program range from Certificates I and II in Introductory Vocational Education and certificate to diploma level vocational courses. It is envisaged that the Aboriginal Study Centre Program will be one of the beneficiaries of the roll out of new computers in the Aboriginal Education state-wide program. Sale of 221 Wakefield Street, Adelaide The re-investment from the sale proceeds was used to upgrade program infrastructure and develop new initiatives, including the Aboriginal e-Learning Network Program.

Aboriginal e-Learning Network Program

To support increased Aboriginal employment levels and economic sustainability there is a need to support initiatives in rural and remote Aboriginal communities to build economic independence and for the South Australian Government to meet its commitment to employment and economic self-determination for Aboriginal people. The Aboriginal e-Network project, which will substantially improve the provision of equitable vocational education and training, directly targets an estimated client base of between 130 and 200 individuals within South Australia’s Aboriginal community. The required specifications for an e-Learning package were: • provision of web-conferencing • application sharing • interaction of class participants via voice and video • one to one and one to many remote class delivery • whiteboarding • repository of educational content • the ability to incorporate various forms of electronic documents to comprise a

teaching session • the ability to view each participant • the ability for a student to join and interact within a session using the lowest

network connection: 28.8Kb modem. The necessary infrastructure, licenses and maintenance together with the required computing equipment to the state’s sites for the Aboriginal Education programs has been purchased and disseminated across the state.


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Prisoner education Prisoner education was delivered in all prisons throughout South Australia and juvenile detention centres located at Magill and Cavan. Accredited courses were offered in a range of entry-level training programs covering literacy and numeracy, computing, communications, leather work and art. Marketing and Promotion During 2005, seven Croc Festivals were staged around the nation and one was in South Australia. The Croc Festival is a national event that provides opportunities for students in rural and remote areas to come together and meet students from other remote areas. The Croc Festival plays an important role in building community ownership of youth issues through student involvement in festival planning, participation and delivery of the events. Although the festival is an Indigenous event, non-Indigenous students from remote schools participate along with their Indigenous classmates. Participating students range in age from eight to 18 years of age, with the majority being ten to 14 years. The Croc Festival relies on partnerships between government, commercial sponsors and local communities. In 2005, the department supported the Croc Festival in Port Augusta with TAFE Aboriginal Education programs across the state providing workshops, displays and promoting all TAFE programs.


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The higher education sector in South Australia comprises three universities and 31 non-university higher education providers with over 65 000 students both on and offshore. From 2006 the American University Carnegie Mellon will operate in South Australia contributing to the state’s increasing reputation as a centre for education excellence and preferred student destination. South Australia’s three universities play a crucial role in supporting and promoting the state’s economic and cultural prosperity. The sector has been distinguished in the past year by continued growth in the international student market and an increased demand for courses contrary to a national downward trend. The sector continues to operate in an increasingly deregulated and globalised market with local, national and international competition for students, staff and resources. Significantly, university legislation in South Australia has been amended to comply with Commonwealth reforms aimed at creating national consistency in the higher education sector. In addition the following interstate universities and non-self accrediting higher education providers are approved to operate in SA. • Edith Cowan University – Western Australia • University of Ballarat – Victoria • Institute of Chartered Accountants – NSW • Invisage – QLD • Spherion Education – Victoria • The College of Law – NSW. Achievements for 2005 included: • devising strategies to meet South Australia’s Strategic Plan targets for higher

education • responding to initiatives under the Commonwealth Higher Education Review,

including reforming all three South Australian University Acts to comply with national governance protocols required by Section 33-15 of the Commonwealth Higher Education Support Act 2003

• amending university legislation to give universities in SA greater autonomy • continuing work with the Department of Health to increase student participation

in South Australian medical schools • reviewing the Higher Education Council. Higher Education Council (HEC) The Higher Education Council, created in 2002, is chaired by the Minister for Employment, Training and Further Education. Its membership comprises the three university Vice Chancellors, the Chief Executives of the Department of Further Education, Employment, Science and Technology (DFEEST) and the Department of Trade and Economic Development, two business and one community leader. The Council met four times in 2005.

2005 PERFORMANCE REPORTS Higher Education


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In 2005 the Higher Education Council:

• developed strategies to assist the state to meet South Australia’s Strategic Plan targets for university participation and increasing the number of overseas students

• released the Review of the Systems Model for South Australian Universities report, prepared by Phillips KPA in response to recommendation 40 of the Economic Development Board’s Framework for Economic Development in SA. The review recommended strengthening the tri-partite relationships between universities, government and industry

• provided advice on amendments to university legislation

• provided advice on responses to the Commonwealth reform agenda

• approved a review of the Council as required by recommendation 41 of the Economic Development Board’s Framework for Economic Development in SA

• developed further opportunities for collaboration between the universities and TAFE SA.

Carnegie Mellon University A major DFEEST achievement was the establishment under South Australian legislation of Carnegie Mellon University (CMU). The Premier initiated moves to establish a branch of CMU in South Australia. CMU is a world class higher education institution and will add to the reputation of South Australia as a centre of educational excellence. The establishment of CMU in Adelaide involved ensuring that the quality of local delivery is appropriate and meets the requirements of both South Australia and the national higher education quality framework; this was undertaken by the Quality Branch DFEEST. CMU is the first overseas university authorised to operate in Australia. The department has set the precedent in establishing overseas universities operating in Australia. Already other states have sought advice in processing applications for the establishment of overseas universities in their jurisdictions. DFEEST, and in particular TAFE, will have ongoing involvement with CMU.


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Higher Education Recognition Providers of non-university higher education and education services to overseas students are regulated under the South Australian Training and Skills Development Act 2003. The legislation provides the basis for ensuring that providers and courses meet the quality and consumer protection requirements for nationally recognised training. Draft Guidelines for Higher Education Accreditation and Registration (Recognition) will be considered by the Commission’s Higher Education Advisory Group in February 2006. The draft guidelines will be submitted to the Commission for approval once the Advisory Group’s work is complete. There were 28 non-university higher education providers registered in South Australia to deliver over 220 higher education qualifications. Five new higher education providers and 47 higher education courses were approved in the period. A total of 31 providers are registered to deliver education services to overseas students studying in South Australia. Twelve providers deliver in the vocational education sector, eight in the higher education sector and 11 providers deliver in both VET and higher education. A full list of recognition data for 2005 is provided in the Statistical Appendices. NATIONAL CONSULTATION The National Protocols for Higher Education Approval Processes The protocols were agreed by Ministers at the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) in 2000 to provide consistency in the regulation of the higher education sector. The Higher Education Unit has been working with other jurisdictions nationally on an extensive review of the protocols. This has included chairing a national forum with key stakeholders from the higher education sector and organising a number of national working parties to provide advice to Ministers in 2006. The revised protocols will help shape the future of higher education in Australia. Joint Committee on Higher Education (JCHE) SA currently chairs the Joint Committee on Higher Education (JCHE) a national officers group which reports to the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA). In 2005 the JCHE provided advice on: • the review of the National Protocols for Higher Education Approval Processes • Commonwealth/State responsibilities for higher education • best practice principles for credit transfer and articulation between the vocational

education and training and the higher education sectors • Commonwealth reforms. Capital Development Pool Funding The Commonwealth provides annual competitive grants to universities for capital works. The Higher Education Unit supports the three universities in their annual bidding for CDP funding from the Commonwealth. Funds won in 2003 for acquittal in 2005 amounted $2 789 000 and funds won in 2005 for use in 2007 amounted to $6 189 000 (the latter amounting to 13.8 per cent of national funding; well above SA’s population share).


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CDP funding won in 2005 for acquittal in 2007

University of South Australia Building 3A, City West 2 500 000 Flinders University Science Innovation Learning Centre 2 096 000 University of South Australia Access to Regional Education, Mt Gambier Campus 1 593 000 Total 6 189 000 Commonwealth Legislative Impact – Reviewed University Legislation Section 33-15 of the Commonwealth Higher Education Support Act 2003 made it compulsory for higher education providers to meet the requirements of the National Governance Protocols in order to qualify for increased Commonwealth funding. Legislative change was required to make the three SA University Acts compliant with the Protocols. Parliament met the deadline of 31 August 2005 for making universities compliant thus avoiding penalties of about $20 million. Other changes to the university acts made at the same time included broadening the universities power to dispose of land (other than land held in trust), power to confirm awards jointly with other universities or registered training organisations, inclusion of provisions to protect university logos, insignia and official titles and increased autonomy including the ability to operate within Australia and overseas. STATE CONSULTATION TAFE SA Higher Education Reference Group Higher Education officers participated in the TAFE SA Higher Education Reference Group proving advice on partnerships and collaborative models between universities and TAFE SA, the implications of introducing FEE-HELP for TAFE students, articulation and associate degrees. The Reference Group prepared a higher education policy for TAFE SA for consideration by TAFE SA Executive. Memorandum of Understanding (DFEEST – University Collaboration)

DFEEST has in place Memorandums of Understanding with each of the State’s three universities. The Memorandums are supported by steering groups that work on projects to improve cooperation and collaboration between each of the universities and TAFE SA. In 2005 the steering groups focused on improving articulation pathways between TAFE and the universities, domestic and international marketing and exploring opportunities for joint delivery of courses. SA Regional Engagement Forum

The Higher Education Unit provided support to the State Government-sponsored Business Higher Education Round Table (BHERT) forum held in Whyalla on 7 June 2005. The forum was attended by the Minister along with senior representatives from development agencies and local government and community leaders, and cross-sector education representatives highlighted collaboration between education, business and industry. Ventures such as aquaculture, renewable energy, rural health management and niche manufacturing were promoted.


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'Working Together to Create Learning Cities of the Future’ July 2005 conference The Higher Education Unit participated in the ‘Working Together to Create Learning Cities of the Future’ conference hosted by the State Government, Education Adelaide, the City of Adelaide, the three South Australian Universities and TAFE SA. The two-day conference contributed to SA's leadership role in regional international higher education through collaboration with 70 participants of whom 27 were from 17 countries outside Australia (including South Africa, Korea, India, Finland, Spain, China, Brunei, Philippines and NZ). Key issues on international education had been presented to the International Association for Educating Cities (IAEC) Executive meeting in Lyon, France in October 2005 in which options were explored for Adelaide's exposure and promotions at the IAEC Congress in Lyon in September 2006. These matters were further developed with local stakeholders the International Education Forum in which potential local benefits from the proposed Sustainable Learning Cities Conference to be held in Adelaide in November 2006 were identified. Higher Education – Department of Health Collaboration The Department developed, in collaboration with the Department of Health, options for health workforce planning in particular medicine and nursing. Work continued on identifying strategies for increasing South Australian student enrolment in the health professions and retaining graduates to work in SA. Both Flinders University and the University of Adelaide medical schools increased their enrolment of South Australian students in 2005. Towards 2006 In 2006 higher education will continue to work to achieve relevant targets under South Australia’s Strategic Plan – in particular, increasing university participation rates. This will involve strategies to: • increase university student enrolments in South Australia • increase recruitment and retention of overseas students in SA universities • improve university retention • improve university access. The Higher Education Council will take a more strategic role in assisting universities to respond to Commonwealth reforms including opportunities for increased funding for specific collaborative programs, new university places and research grants. The state will help shape the national higher education agenda through the development of revised National Protocols for Higher Education Approval Processes and through working with the Commonwealth and other jurisdictions on a range of policy matters. ERFORMANCE REPORTS Statistics The Higher Education Unit (HEU) has continued to monitor statistics such as student numbers and participation rates for universities in South Australia and other Australian universities during 2005. The following tables are the most up-to-date available at the time of publication.


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The number of students commencing a course continued to increase between 2002 and 2004.

Commencing Students enrolled in South Australian universities, 2002–2004*

0

5,000

10,000

15,000

20,000

25,000

30,000

Num

ber o

f stu

dent

s**

2002 17,183 5,832 23,015

2003 17,001 5,999 23,000

2004 17,024 6,828 23,852

Domestic Students International Students*** Total

* Full-year data. Includes students who are enrolled at the beginning of each year and those students who are counted as enrolled mid-year. ** Tabor College included in 2003 and 2004 data but not in 2002 data. *** The number of international students includes students who are onshore and also offshore students enrolled in overseas programs certified by each of the South Australian universities. Source: DEST 2002, 2003 and 2004 Higher Education Student Statistics Collection. The total number of students enrolled in South Australian universities also continued to increase between 2002 and 2004.

All Students enrolled in South Australian universities, 2002–2004*

0

10,000

20,000

30,000

40,000

50,000

60,000

70,000

Num

ber o

f stu

dent

s**

2002 47,451 13,008 60,459

2003 48,298 14,737 63,035

2004 49,133 16,369 65,502

Domestic Students International Students*** Total

* Full-year data. Includes students who are enrolled at the beginning of each year and those students who are counted as enrolled mid-year. ** Tabor College included in 2003 and 2004 data but not in 2002 data. *** The number of international students includes students who are onshore and also offshore students enrolled in overseas programs certified by each of the South Australian universities. Source: DEST 2002, 2003 and 2004 Higher Education Student Statistics Collection.


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The number of students who are exempt from the Higher Education Contribution Scheme (HECS) continued to increase between 2002 and 2004 while those who were liable for a HECS debt increased only slightly. Exempt students include postgraduate coursework and research students, non-award enrolments, full-fee-paying domestic and overseas students.

All Students enrolled in South Australian universities, by Liability Status, 2002–2004*

0

5,000

10,000

15,000

20,000

25,000

30,000

35,000

40,000

45,000

Num

ber o

f stu

dent

s**

HECS Liable 41,370 41,339 41,560

HECS Ex empt 20,665 23,467 25,707

2002 2003 2004

* Full-year data. ** Total number of students is less than the sum of all categories because some students appear in more than one category. Source: DEST 2002, 2003 and 2004 Higher Education Student Statistics Collection. The higher education participation rate continued to increase for South Australia and Australia between 2002 and 2004 with the gap between South Australia and Australia continuing to narrow. This is in line with the university participation target (T6.16) of South Australia’s Strategic Plan.

Participation Rates, All Students as a % of the 15–64 Estimated Resident Population (ERP), South Australia and Australia, 2002–2004*

5.40

5.60

5.80

6.00

6.20

6.40

6.60

6.80

7.00

7.20

Prop

ortio

n(%

)

South Australia 6.02 6.23 6.44

Australia 6.81 6.97 6.99

2002 2003 2004

* Full-year data. ** These proportions are calculated using all students regardless of whether they are domestic students or international students (includes onshore as well as offshore) as a proportion of the Estimates Resident Population (ERP) aged 15–64. The ERP only includes those people in Australia for 12 months or more. International students who have student visas to undertake full-time studies in a course longer than 12 months are also counted as a resident. Source: DEST 2002, 2003 and 2004 Higher Education Student Statistics Collection.


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The South Australian Government has identified science, technology and innovation as key drivers of economic growth and future prosperity. The department has responsibility for leading an across-government approach to the development and implementation of strategic policy advice in the areas of science, technology, innovation, information economy and information and communication technologies (ICT)†. The Science, Technology and Innovation (STI) directorate works closely with a wide variety of stakeholders including the skills and training functions of the department, other State, Commonwealth and local government agencies and organisations, Bio Innovation SA, Playford Capital, the state’s universities, Commonwealth Scientific and Industrial Research Organisation (CSIRO) and the Australian Government’s Defence, Science and Technology Organisation (DSTO). The three business units that form the focus for STI are:

• Science and Innovation which focuses on maximising economic, environmental and social benefits from the state’s scientific research and innovation

• ICT which focuses on increasing industry and business use of ICT, specifically facilitating state-wide broadband infrastructure, e-business capability and ICT industry support

• Legal Services and Social Policy which provides specialist guidance and advice for legal, regulatory and probity best practice to support STI policies and programs as well as developing policies and programs that address online literacy among target communities at risk of being marginalised by advanced technologies.

In addition to this STI provides executive support to the:

• Premier’s Science and Research Council • Information Economy Advisory Board • South Australian Consortium for Information Technology and

Telecommunications (SACITT), which is a consortium of the state’s universities to promote ICT as a career of choice and the creation of a strong ICT research and development sector in the state.

Premier’s Science and Research Council The Premier’s Science and Research Council was established in 2002 to advise the Government on strategies for boosting local science and research capabilities and improving levels of innovation. At the end of the members’ initial two-year appointments, membership of the Council was reviewed by the Minister for Science and Information Economy, resulting in a smaller council. In June 2004, on the appointment of Emeritus Professor Max Brennan AO as the State’s Chief Scientist, Professor Brennan joined the Premier as Co-Chair of the Council. † Excluding matters regarding South Australian Government procurement and management of its own ICT service which is the responsibility of Department of Administrative and Information Services.

2005 PERFORMANCE REPORTS Science Technology and Innovation


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Specific areas of advice include: • science, mathematics and engineering education • Commonwealth funding and infrastructure • commercialisation of South Australia’s intellectual property • transfer of research outcomes to the state’s science-based industries • strategic priorities for state government investment. The council is supported by the Science, Technology and Innovation Directorate of DFEEST. The directorate took steps to improve the operations of the council in 2005, to increase efficiency and responsiveness to council needs. The Premier’s Science and Research Council was responsible for establishing the Premier’s Science and Research Fund in 2003. Its purpose was to facilitate strategic investment in science and research in South Australia and transfer of research outcomes to end users, to contribute to the foundation of South Australia’s economic, social and environmental future. Since then, through competitive processes, the Government has committed a total of over $11 million for collaborative science and research projects in South Australia through the Premier’s Science and Research Fund and the new strategic projects initiative. 10-Year Vision for Science, Technology and Innovation

During 2004 the Premier’s Science and Research Council finalised the development of a 10-year vision for Science, Technology and Innovation in South Australia (STI10). Launched by the Premier in April 2004, this vision provides a strategic framework for building and marketing (nationally and internationally) the state’s capabilities in scientific endeavour, technological development and assists in the creation of new, innovative industries and businesses. The vision is strongly integrated with South Australia’s Strategic Plan. During 2005, the focus was on implementation of STI10 and this resulted in refinement of the Innovation Constellation concept to its final form – Constellation SA (see below). To support this initiative, the guidelines for the Premier’s Science and Research Fund were modified to ensure approved investments helped the progress of Constellation SA. In addition, a new strategic projects initiative was developed and implemented, resulting in approximately $3 million being provided by the Government for five innovative science and research projects (total cost of which was estimated at $16 million) of significant commercial impact for South Australia. Linkages between the various precincts within Constellation SA via broadband connections will be facilitated by the recent formation of a company for the South Australian Broadband Research and Education Network (SABRENet) (see below).


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Premier’s Science and Research Fund

The Premier’s Science and Research Fund was established in 2003 to facilitate strategic investment in science and research in South Australia. An initial allocation of $1 million per annum was provided by the government for this initiative in 2003, increasing to $3 million per annum in 2004. Two initiatives were funded in the first round, which was completed in 2004. A further eight projects received $5.2 million in State Government support through the fund in the 2004–05 round to support projects with an estimated total value of $20.1 million. This means that each PSRF dollar invested in the 2004-05 round attracted approximately three dollars from other non-State Government sources. These results were announced in March 2005. The 2005-06 round of the fund was also completed and successful projects announced within the 2005 calendar year, due to operational efficiencies in the announcement and processing of applications. In this round the State Government offered support totalling $1.9 million for five projects, the value of which totalled $8.8 million. Strong interest has been demonstrated in the Premier’s Science and Research Fund. In total, more than 125 applications have been received over the three rounds of the Fund. These included some excellent applications of strategic significance to the state, including applications for support from the Australian Research Council’s Centres of Excellence and Federation Fellowships programs, and a number of projects with strong industry participation. Constellation SA

The concept of the Adelaide Innovation Constellation has grown from the original STI10 vision. STI10 describes five precincts linked across the constellation by SABRENet (see below) to provide greater focus to regional economic development and strengthen linkages between business and educators (including universities/TAFE) to support distinctive industry capabilities. These precincts are the heart of research and development activity in SA and will each house the headquarters of a range of innovation alliances based on industry sectors to form Constellation SA. During 2005, broad-based support for Constellation SA was secured across government and the research and development sector; planning for implementation is underway in most alliances and precincts. Initial input from industry was also sought, with liaison to continue in 2006. Cooperative Research Centres (CRCs)

In the ninth selection round of the Commonwealth’s CRC program a total of $407 million over seven years from July 2005 was allocated to 16 successful bids. South Australia has a stake in eight of these bids with the State Government contributing $4.2 million to assist these CRCs. Two of these CRCs, Contamination Assessment and Remediation of the Environment and Internationally Competitive Pork Industry have their headquarters in Adelaide and will increase the number of CRCs that undertake South Australian research activity from 44 per cent to 51 per cent. The STI Directorate co-ordinated the State Government’s involvement in these CRC bids by adopting a whole-of-government approach and bringing together the relevant government agencies. In addition to this operating funding committed by the State Government, various government agencies including DWLBC, EPA, SA Water and SARDI have contributed cash and in-kind to various CRCs.


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The 10th selection round of the CRC program commenced in late 2005 and continues into 2006. The STI Directorate is already working with government agencies, universities and industry to increase South Australia’s share of the CRC funds allocated to our state. Australian Synchrotron Project

The Australian Synchrotron in Melbourne is a nationally significant facility and a major addition to Australia’s science infrastructure. DFEEST is the lead South Australian Government agency working with industry and research institutions to assist local involvement in the synchrotron. During 2005, the South Australian synchrotron was successful in attracting a strategic project grant from the department. The STI Directorate also negotiated an in-principle agreement with the Victorian Government, securing access rights for SA researchers to use the synchrotron for a total state input of $2.5 million rather than the $5 million initially sought. Australian Minerals Science Research Institute

The State Government announced a grant of $2.5 million to the University of South Australia for the establishment of the new multi-million dollar Australian Minerals Science Research Institute (AMSRI) and its headquarters at Mawson Lakes. Led by the Ian Wark Research Institute in collaboration with a number of interstate university and industry partners, AMSRI will strengthen Australian technological and scientific leadership in particle science and engineering. ASMRI research will support the kinds of innovations that improve energy efficiency, enhance frugal water use and waste management, devise improved minerals processing, and develop new and better materials. AMSRI was also successful in leveraging additional funds of some $28 million, including an $8.6 million ARC linkage grant, the largest grant of its type ever made in Australia. Improving linkages with the Commonwealth and Related Agencies In 2005 the department was involved in the following national science, technology and innovation forums in the following ways:

• lead role in ensuring South Australian industry, education and research organisations maximise their participation in the Commonwealth’s Backing Australia’s Ability – Building our Future package including the $542 million National Collaborative Research Infrastructure Strategy (NCRIS)

• representation on the Commonwealth State and Territory Advisory Council on Innovation which is the key national consultative forum on science, technology and innovation matters

• representation on the National Broadband Strategy Implementation Group and its Working Groups and the Online and Communications (Ministerial) Council Officials Committee.


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Innovation Awareness Activities A key strategy of STI10 is the innov8 program which aims to improve community awareness of science and technology and encourage South Australians to pursue careers in science and technology. The department supported a number of key initiatives under the innov8 program during 2005, including: • Australian Innovation Festival • Adelaide Festival of Ideas • National Science Week • Premier’s Science Excellence Awards • Tall Poppy Campaign • Thinkers in Residence • IEEE International Symposium on Information Theory • Premier’s Industry Awards for Science and Mathematics Teachers • Australian Science and Mathematics School Scholarships.

These initiatives simultaneously help to create an increased awareness of the importance of science, technology and innovation in the community and acknowledge the outstanding contributions of leaders in various aspects of science, research and innovation. Information Economy Advisory Board

The Information Economy Advisory Board (IEAB) was established by the Minister for Science and Information Economy in February 2003. Its role is to provide advice to the Minister for Science and Information Economy on the potential benefits of the information economy to the State and on how to maximise the benefits. Membership of the IEAB brings together prominent individuals from community, industry, research and government sectors. The IEAB is supported by, and works closely with, the Science Technology and Innovation Directorate, ensuring that the advice provided to the Minister from both entities is considered and consistent. The IEAB met approximately every two months in 2005 and its key achievement, in conjunction with the Directorate, was the preparation of the Information Economy Agenda for South Australia. In mid-2005, the IEAB was significantly restructured, making its membership smaller and more industry-focused and to make its activities more task-focused and dynamic. The IEAB’s activities in late 2005 were focused on the preparation of an Information & Communications Technology (ICT) Industry Development Strategy. This strategy is expected to be completed in 2006. Information Economy Agenda for South Australia

The Information Economy Agenda for South Australia is a report to the Minister for Science and Information Economy that develops a basis for responding to the profound change inherent in the information economy and presents a framework to recognise and pursue topics that demand priority attention and position the State to achieve present and future benefits. The full version was noted by Cabinet in August 2005 and an abridged version for public release was prepared in late 2005, for official launch in early 2006.


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Broadband SA

Broadband SA is a key element of South Australia’s Broadband Strategy, which seeks to extend affordable broadband services to all South Australians by 2008. It includes the Broadband Development Fund (BDF) comprising $7 million (2003-08) for projects to enhance and extend the state’s broadband environment. Previously approved projects

Services for the District Council of Yorke Peninsula were launched mid-2005. A project for the City of Salisbury is complete and was formally launched on 7 February 2006. During 2005, funding from the BDF was approved for additional projects:

• Coorong District Council: The BDF provided $414,000 towards the $1.048 million project to provide wireless broadband coverage over the large and sparsely populated area of the Council region.

• Kangaroo Island Development Board: BDF funding of $442,300 was approved towards a total project of $2.783 million to established ADSL broadband in all 11 exchanges on Kangaroo Island.

• Port Lincoln: construction of optical fibre connections within the town centre, wireless broadband to outlying areas and a high speed link to Adelaide. The project, managed by DAIS, is funded through SA Government agency funds ($1.14 million), the carrier partner ($1.37 million), the Australian Government’s Coordinated Communications Infrastructure Fund ($2 million) and BDF ($140 000).

• “Broadband 4 Eyre”: BDF funding of $993 000 approved towards a $2.55 million project sponsored by the Eyre Regional Development Board to provide broadband services to 11 Eyre Peninsula towns. The Eyre Region project leverages the Port Lincoln project to provide connectivity back to Adelaide.

• Barossa and Light Regional Development Board: BDF funding of $596 500 was approved towards a $1.354 million project to provide broadband services across the Barossa and Light council areas using ADSL2+ and wireless technology.

Coverage maps for ADSL broadband in the state have been developed in conjunction with Planning SA and assistance with mapping has been provided to broadband demand aggregation projects. Through 2005 a State Demand Aggregation Broker, jointly funded by DFEEST and the Australian Government, has worked with regional organisations to raise awareness, stimulate and capture demand, and initiate broadband infrastructure projects. A small portion of the BDF was allocated towards to these demand aggregation activities. In 2005 small grants between $20 000 - $40 000 each were approved for the demand aggregation projects for the Murray and Mallee, Fleurieu, Adelaide Hills, South East and Central Local Government regions. Most regional areas of the state have now been covered by demand aggregation activities.


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The Broadband SA team and the South Australian Telecommunications Strategy Implementation Group have been involved in a significant consultation process with the Department of Communications, Information Technology and the Arts (DCITA), regarding the Australian Government’s new Connect Australia program. South Australian input to the consultation process has enabled DCITA to better understand the needs of South Australian communities, with the aim of ensuring that the guidelines will adequately reflect those needs. South Australian Broadband for Research and Education Network (SABRENet) SABRENet is a joint initiative of the South Australian Government, the three South Australian Universities and DSTO. Its objective is to create a 92 kilometre dark fibre optical network connecting research and education sites in the Adelaide metropolitan region. When completed in late 2006, SABRENet will form part of the Australian Research and Education Network (AREN). The SABRENet construction project is funded by the Australian Government ($6.5 million) with the remaining funds provided by the SABRENet project partners to a total of $8 million. During 2005, considerable in-kind support was provided to the project by the STI Directorate. In April 2005 the SABRENet project partners released a Request for Tender to construct the SABRENet infrastructure. In September 2005 a non-profit company, SABRENet Limited, was formed to build, own and manage the network. In November 2005 SABRENet Limited executed an agreement with Amcom Telecommunications Pty Ltd to build, maintain and operate the SABRENet infrastructure. SABRENet will comprise multi-core optical fibre cables installed in underground conduit. The network will comprise five ‘backbones’ emanating from the Adelaide CBD, each of which will comprise between 72 and 324 optical fibres. SABRENet users will be allocated ‘dark’ fibres over which they will provide their own ‘active’ broadband services. SABRENet will also commission the Australian Academic Network (AARNet) to provide a dedicated 10GB/sec backhaul link to Melbourne for advanced e-research applications. The link is funded by a $1m grant from the South Australian Government. E-Business Program The ebizSA program was launched in November 2004 with the objective of increasing the effective use of online technologies by South Australian small to medium sized (SME) businesses. The program provided funding support on a dollar-for-dollar basis to help ensure that South Australian small businesses remained competitive within an increasingly global economy. Projects included:

• A number of e-business related seminars and workshops throughout metropolitan and regional South Australia.

• “E-Business for Exporters Program”. A dollar-for-dollar funding program to improve online presence and transactional capabilities of emerging and existing exporters.


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• “E-Business Collaboration Fund”. A matching funding program aimed at targeted industry sectors. Projects within this program included : − Training for tourism operators in the use of the State Government’s new

central reservation system – ConnectSA. − Development of an online learning program for the effective management of

infection control within the aged care sector. − Development of a centralised customer relationship management system to

be used by Regional Development Boards and Business Enterprise Centres. The Adelaide Hills Regional Development Board will be the first to trial the system.

− An ICT student placement program in conjunction with Salisbury BEC and the University of South Australia.

• ICT Research Projects which included:- − How to increase the use of ICT by small businesses in South Australia. − The economic impact of broadband on the South Australian economy. − Student use of wireless technologies in the Adelaide CBD.

ICT Industry Strategy In 2005 the department under the leadership of the IEAB undertook a number of phases of consultation with the ICT industry on development of an ICT Industry strategy. It is expected that the strategy will be finalised by mid 2006. South Australian Consortium for IT and Telecommunications The South Australian Consortium for IT and Telecommunications (SACITT) is the key body for collaboration between industry, universities and government. It also plays a crucial role in coordinating the resources for the construction of SABRENet. The department supports SACITT through the provision of secretariat services to the Consortium’s Industry Advisory Board. During 2005, SACITT played an instrumental role in the pre-incorporation phase of SABRENet, acting as the overseeing body for the project until the formation of the company. In November SACITT with the assistance of DFEEST, held a research industry collaboration forum. Over 90 people attended the forum which was opened by the Minister for Science and Information Economy. The forum emphasised the opportunities for using ICT in each of bioscience, manufacturing, health, ICT and defence as well as encouraging research/ industry collaboration. A follow-up forum is planned for 2006. SACITT was also funded in 2005 by DFEEST to develop a Population Health Informatics program. Digital Bridge Unit The continued development of Digital Bridge programs acknowledges the growth of digital technology and its significance to our society. The use of digital technology is impacting on all aspects of life. It is imperative to ensure that individuals and communities have the opportunity to benefit from the use of on line resources and services. The effective use of ICT to enhance everyday life is one factor to be considered in achieving social inclusion across South Australian society. To do this, it is necessary to address inequities in:

Formatted: Bullets andNumbering

Formatted: Bullets andNumbering


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• Connectivity: access to affordable and effective digital technology for all people • Capacity: the development of relevant skills and interest in using ICTs • Content: ensuring that the specific needs of community sectors and individuals

are met by available on-line information and services. The Digital Bridge Unit (DBU) has implemented various programs to address these requirements, including the following.

• The development of a Web Accessibility Community of Practice, a collaborative program to ensure that government and other websites meet guidelines to enable universal access to the information on that website. Two intensive workshops were facilitated by the DBU and subsidies provided for community organisations to attend. These workshops enabled web masters and project managers to analyse the accessibility of existing websites and to gain the skills needed to ensure that future web page development would meet access requirements.

• A successful application for Commonwealth ANTA funding through Employment and Training Services to research “Barriers to e-Learning”, particularly for rural communities, women and Aboriginal people.

• The creation of the David Unaipon Innovation Award, a DFEEST reconciliation project to highlight and encourage the participation of Aboriginal young people in the fields of science and technology. This award was presented by the Hon Stephanie Key MP in a ceremony in December to Warriapindi School, with the runner’s-up prize awarded to Port Augusta High School.

• Completion of the Web-based Information Systems for the Homeless (WISH) project report. This was undertaken by a student from the Business Information Systems Program of the University of South Australia, and investigated how ICT could provide a case management system to, firstly, meet the needs of service providers and, in the longer term, to enhance the case management of services to homeless people.

• Support for not-for-profit (community organisations through funding Community Information Strategies Australia Inc (CISA) to deliver IT health checks, IT audits, advice, planning and implementation support for community organisations and small businesses. Digital Bridge Communityships were also funded to provide employment opportunities for young people in IT as well as technical support for the not-for-profit organisations which hosted these trainees.

• Sponsorship for CISA’s annual Connecting Up Conference which promotes the benefits of access to low-cost, high quality ICT infrastructure and showcases innovative and collaborative programs designed to build ICT capacity in communities.

A major DBU program in 2005 has been the implementation of Outback Connect, the provision of IT training and technical support for pastoral, Aboriginal and remote communities of South Australia. This $1.2 million project received $540 000 in Australian Government funding through DCITA, and is supported by collaborative partners including public libraries (PLAIN), Rural Solutions SA, Department of Education and Children’s Services’ School of the Air and the Outback Areas Community Development Trust. This innovative model uses “virtual classroom” methods and has the potential to be applied in many other areas to provide effective access to learning and communication through web-based structures, over vast distances and at minimal cost.


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The DBU also provided South Australian representation on the national On-line Access Centre Working Group and Indigenous Telecommunications Working Group, which provided input to the Ministerial Online and Communication Council, and the e-Democracy Community of Practice convened by AGIMO to build an effective network on e-democracy across Australia in order to achieve better practice and facilitate successful outcomes for government. Support for ICT Council The ICT Sector is a major contributor to South Australia’s economic growth both as an industry in its own right and as an enabler for other industry sectors. During 2005, the department provided funding under a performance based contract to the ICT Council for South Australia to publish their ICT Industry Education and Skills Development Strategic Plan and the results and analysis of their ICT Industry Survey. The ICT Council appointed a new Executive Director in November filling a position that was vacant from February. The ICT Council also undertook a strategic planning initiative. ICT Skills The department provided funding to the ICT Council of South Australia and the Electronics Industry of Australia to establish an ICT Careers promotion stand at the Only Way to Live Expo at the Adelaide Convention Centre. The department also provided funding support to Women in Innovation and Technology as well as departmental officers who acted as mentors as part of its mentoring program for females about to graduate from ICT studies.

DFEEST Annual Report 2005 - Section D

CONTENTS

SECTION D

FEATURES DISABILITY ACTION PLAN 100 CONTRACTS 104 EXTERNAL CONSULTANCIES 107 ACCOUNT PAYMENT PERFORMANCE 108 RECONCILIATION 108 ENERGY EFFICIENCY ACTION PLAN REPORT 110 ASBESTOS MANAGEMENT 111 URBAN DESIGN CHARTER 113 OVERSEAS TRAVEL 114 FRAUD 116 FREEDOM OF INFORMATION 116

SECTION E FINANCIAL INFORMATION 118 STATISTICAL APPENDICES 152

APPENDIX 1: VOCATIONAL EDUCATION AND TRAINING 152 APPENDIX 2: VET RECOGNITION DATA FOR 2004 AND 2005 163 APPENDIX 3: TAFE SA DATA 165 APPENDIX 4: GLOSSARY OF TERMS 168

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FEATURES Disability Action Plan

The following report reflects the department’s performance in relation to the five outcome areas outlined in the Promoting Independence – Disability Action Plan for South Australia. Portfolios and their agencies ensure accessibility to their services to people with disabilities The department has a policy on the inclusion of people with disabilities and their access requirements. In 2005 a disability risk assessment was conducted for TAFE and a report presented to the Department’s Executive. Accessible and inclusive strategies The Bridging Pathways State Implementation Committee developed a Strategic Plan for 2004–07 to improve accessibility to VET for people with a disability. The committee includes representatives from key disability bodies as well as specialist training service providers. Its work was guided by the national Bridging Pathways Blueprint for Implementation developed by ANTA and the National VET Disability Task Force. Access auditing of facilities and services TAFE SA is audited under the national Australian Qualification Training Framework (AQTF) and has registered training organisation status. Audits determine whether issues of disability are considered in delivery and assessment practices and selection processes. Further to this, TAFE completed a risk assessment against the Disability Standards for Education which covers the five areas included in the standards, therefore thoroughly auditing TAFE SA processes in this area. Information is provided in student information handbooks on services available for people with a disability. This information was reviewed and improved in the 2006 SATAC Guide for TAFE. In addition to the ANTA funded disability projects, the department has a range of programs and projects for people with a disability including: • the Government Apprenticeship Scheme ($7000 subsidy to agencies for placing

a person with a disability) • the Government Youth Traineeship Scheme ($9000 subsidy to an employer) • ACE Community Education (programs that target people with a disability) • the Transitional Works Assistance Program (Disability Works Australia was

funded to provide specialised services to jobseekers who have a disability) • Regions at Work.

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101

Participation rates of people with disabilities Reliable statistical information pertaining to people with a disability in employment and training for South Australia is not readily available. The primary source of disability data is ABS 4446.0 Disability in Australia. However, further work has been undertaken in this area as part of the risk assessment project. This has identified that for 2004, the most recent statistics available, that 5.9 per cent of VET students (7224) and TAFE (4598) students identified as having a disability. Of these 55.4 per cent of total VET students and 74.8 per cent of TAFE students were enrolled in a certificate or higher qualification. Further statistical information is provided in the appendices to this report. Portfolios and their agencies ensure information about their services and programs is inclusive of people with disabilities The department’s disability policy does not specifically address publications. However, the policy incorporates the principles of reasonable adjustment and the provision of appropriate learning materials and supports. The TAFE SA website was priority-one compliant in relation to government website standards and protocol requirements. However, changes to that standard mean that the Department will return to compliance only after the new web content management system is installed in the first quarter of 2006. The risk assessment project will identify and address further barriers or difficulties with access to information. Further to this, information is provided to TAFE students in large print and/or with the use of computer assisted technology, translating and the use of Auslan. Further improvements will occur as a result of the risk assessment project. Where demand is identified interpreters will be accessed, appropriate venues sourced and carers accommodated. Consultation in developing communication strategies Student feedback is sought through the Institute Quality Units via Tell Us We Will Listen or Tell Us What You Think feedback mechanisms. Some students with disabilities were also specifically surveyed as a part of the Disability Action Plan development process. Demand for alternative formats Data capture in this area is not consistent at this time. Demand for specialised interpreter services is met on an as-needed basis. The current demand is perceived to be minimal. Percentage of information and web sites accessible Actions are taken to ensure websites are accessible. Information is predicated on the websites passing two levels of testing. The TAFE Student Portal is compliant and was redesigned during 2003 in line with Australian National Training Authority Access on guidelines for accessibility.


102

Portfolios and their agencies deliver advice or services to people with disabilities with awareness and understanding of issues affecting people with disabilities The department has developed and implemented education and training programs for staff in disability awareness and discrimination issues. Further consultations with people with disabilities will occur through the risk assessment project and recommendations made for improvements. Training and resources developed Throughout the past three years TAFE SA has implemented an online workplace discrimination and harassment training course for all staff. A current professional development project focuses on training in interacting effectively with people with disability, inclusive language guidelines and implementing findings of a National project into the AQTF and equity issues. Further work in this area is occurring through the risk assessment project. Portfolios and their agencies provide opportunities for consultation with people with disabilities in decision-making processes and regarding service delivery and implementation of complaints and grievance mechanisms Consultation processes include: • TAFE SA institutes operating a system of client feedback • TAFE representation on the Australian Disability Training Council • specific customised training programs developed in consultation with relevant

clients/organisations. The risk assessment project has completed consulting with students across a variety of areas to gather feedback and comments regarding their experiences and involvement in tertiary education. Representation of people with disabilities on advisory committees New national arrangements are being developed and will be implemented by the middle of 2006. The state program will respond to the new national arrangements. Education strategies on customer rights TAFE SA access and equity managers ensure a network of information sharing including legislative updates, professional development forums, information on websites and induction information. Complaints processes TAFE SA has a formal grievance procedure in place that is available in print and on the web. A Disability Action Plan for the central office directorates is yet to be developed.


103

Compliance with Disability Discrimination Act 1992 and Equal Opportunity Act 1984 In relation to the development, implementation and evaluation of draft Disability Action Plans (DAPs):

• TAFE SA institutes have developed DAPs uniquely modelled on the structure of ANTA’s Bridging Pathways Strategy, which have been lodged with the Human Rights and Equal Opportunities Commission

• Reframing the Future Projects are supporting the implementation of the DAPs

• lecturing staff are designing and implementing delivery and assessment plans and ensure inclusive practices.

Programs and services being made inclusive

Compliance with the Disability Discrimination Act 1992 in vocational education and training terms ensure that reasonable adjustment processes and procedures are in place as required. These are being explored and requirements clarified as part of the current risk assessment project. Relationship of Disability Action Plans to Strategic Plans

Work teams are required to address the institute DAP when formulating their annual plans. Equity and diversity are also addressed as a component of the department’s strategic plan with specific reference to improving participation in the workforce for people with a disability.

TAFE SA access and equity managers (2.0 FTE), access and equity project officers (1.5 FTE), the Coordinator TAFE Statewide Disability Support (1.0 FTE) and Student Services Managers (4.0 FTE) include this task within their role.


FEATURES Contracts

In December 2004 the Central Procurement Unit was established and DFEEST exited from a shared service arrangement with DECS. As part of the “Start Up” Strategy an induction program was developed for the existing and new members of the team. Throughout 2005, the Procurement Unit has continued to refine its staffing base. The number of start-up staff was clearly not commensurate with the volume of work, nor the quality of service that was defined through the planning process. The DFEEST Central Procurement Unit profile has been elevated within the organisation and a better understanding of the benefits of strategic procurement and the educative partnership model that has been developed is starting to have a positive impact. Between December 2004 and June 2005 good procurement practice through sourcing and negotiation has netted approx $3.5 million worth of savings to DFEEST. The APU membership has been refreshed in light of staff movements and changes in the organisation. It covers all composite skill requirements and is representative of all DFEEST Directorates. The APU will shape and drive procurement reform in DFEEST. A targeted and coordinated DFEEST procurement training covering all levels of the organisation is being planned for delivery during 2006. Several of the procurement staff attended relevant components of the Procurement Capability Development Program (pCAPd) and will continue to do so subject to relevance and funding. A suite of internal operating procedures has been developed to ensure quality and consistency of application of government and DFEEST procurement standards. Presentations to the following groups were made on the value of strategic procurement and the critical importance of planning, defining needs, developing clear specifications, testing the market and contract management post establishment of contracts: • DFEEST Internal Review and Efficiency Committee • TAFE Executive Directors • DFEEST Board • TAFE Supply Network • TAFE IT Managers Group. The manager of DFEEST Procurement is actively participating in whole-of-government procurement reform initiatives and is currently a member of the Procurement Reform Implementation Strategy Group (PRISG) and maintains strong and informal networks with counterparts in other government agencies. DFEEST has transitioned to the Masterpiece Web version for the management of electronic requisitioning and purchasing.

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105

Members of the DFEEST Procurement Unit and clients within business units keep close contact with their respective markets through networking and research on the latest market developments. DFEEST will further develop supplier development strategies once the Expenditure Review has been completed and it has a more comprehensive understanding both of the current supplier base and the potential opportunities that emerge from the associated commodity analysis. Throughout 2005, the Procurement Unit has progressed a number of significant contracts:

Description of contract/purchase Value Provision of Vocational Education and Training to Indigenous South Australians

$8 000 000

Joint group training $4 500 000

Purchase of desktop and notebook computers for DFEEST in 2005 $4 248 051

Parents Return to Work program $3 960 000

Electronic Document and Records Management System for DFEEST $2 210 606

Videoconferencing − Education Network $993 938

Employment Assistance Program $990 000

Videoconferencing Bridges and Netlinx controllers $772 303

Transition Employment Assistance Program $495 000

Pre-apprenticeship Program Delivery $430 000

EDRMS - Phase 2 $375 900

Vocational Education and Training to the Fishing and Seafood industry in SA

$352 137

Provision of SA Works Literacy and Numeracy Training 2005 $322 776

Counselling services − DFEEST $320 000

Provision of literacy and numeracy professional support services $280 000

Employment services to mature age South Australians $230 000

Novell licences for whole of DFEEST $226 795

Youth Conservation Corps − Government Projects $215 305

Upgrade of DFEEST Call Logging System $188 596

Review of the Student Management System $170 623

Youth Conservation Corps −Million Trees / DEH Project $176 000

Youth Conservation Corps −Government Projects $144 500

Employment 40Plus $143 000

2004 Mature Age Mentorship Program - "Pre-Employment Support Program"

$137 500

Administration and analysis of 2005 E-learning Baseline Survey $136 600

Consultancy for the evaluation of an optimal business model for commercialisation of Intellectual property in SA

$121 000

Purchase of 17 welding machines for TAFE SA Regional $103 565

Bus purchase − TAFE SA Regional $101 257


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As a result of the introduction of the State Procurement Act 2004, Cabinet approved a submission outlining a number of procurement reforms. The first stage included the implementation of: • new delegation arrangements aligning delegation to business need and

capability • an annual certification process to verify compliance to the State Procurement

Board policies and guidelines • a new suite of policies and guidelines to improve the efficiency and

effectiveness of procurement processes • improved reporting processes to provide greater transparency and

accountability.

The DFEEST Central Procurement Unit undertook an internal review of business needs and capability and, late in November 2005, provided the requisite self-assessment to DAIS Contract Services together with a draft application which sought to formalise a Level 1 delegation of $1.1 million.

Early in December, State Procurement Board auditors attended DFEEST’s premises and reviewed and verified DFEEST’s procurement policies, systems and practices against the procurement authority criteria.

Feedback from the audit team was to the effect that, with the inclusion of a small number of additional action plans, DFEEST’s application would meet the procurement authority requirements and criteria for achieving the Level 2 procurement authority of $4.4 million. These additional action plans were, therefore, incorporated into a revised application which was formally submitted and presented to the Board.

On 22 December 2005 the Board approved a $4 400 000 procurement authority.


FEATURES External Consultancies

The department’s expenditure on consultancies for 2004-05 was $448 913 (GST exclusive) Greater than $50 000 Subject Consultant $Undertake the evaluation of optimal business model for advancing commercialisation in SA

Ernst & Young 113 805

Review of systems model for SA Universities Phillips KPA 63 975ARPOS review McLachlan Hodge Mitchell 64 461 Greater than $10 000 and less than $50 000 Subject Consultant $Review of the DFEEST support services provided to Ministerial Offices

Taylor Management Consulting Pty Ltd

13 738

Feasibility study on the establishment of a national career development centre in SA

Education. AU Limited 10 000

Review of Construction Industry Training Fund Act 1993

KPA Consulting Pty Ltd 33 710

Review of fishing industry (second instalment)

Ray Dundon 13 500

Examining trends in women's employment Adelaide Research & Innovation Pty Ltd

28 000

ICT cluster research Coutts Communications 31 400Synchrotron demand study University of SA 15 500Broadband modelling Intellesys 41 280Establish policy and market developments for the provision of broadband infrastructure and services in the context of land management and development

Eckerman Associates 10 454

Below $10 000 Subject Consultant $Community innovation awareness survey Swinburne University 9 090

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FEATURES Account Payment Performance

January 2005 to December 2005 Particulars Number of

Accounts Paid Percentage of Accounts Paid (by Number)

Value in $A of Accounts Paid

Percentage of Accounts Paid (by Value)

Paid by due date

70 260 73% 138 589 463 71%

Paid within 30 days or less from due date

16 928 18% 37 359 078 19%

Paid more than 30 days from due date

8 987 9% 20 179 078 10%

The due date is defined as per 11.7 of the Treasurer’s Instruction. Unless there is a discount or a written agreement between the public authority and the creditor, payment should be within 30 days of the date of the invoice or claim.

FEATURES Reconciliation

In 2005 DFEEST continued to actively progress the Government’s commitment to Aboriginal reconciliation through a number of initiatives aimed at increasing cultural awareness, improving Aboriginal employment opportunities within the department and increasing vocational education and training outcomes for Aboriginal South Australians.

Aboriginal Employment In response to South Australia’s Strategic Plan target to increase the percentage of Aboriginal people in the public sector, the department launched its Aboriginal Employment Strategy. By 2010, Aboriginal people will comprise 2.1 per cent of the DFEEST workforce and have:

a higher level of sustainable employment

a higher level of non-school qualifications

a higher level of representation in decision-making positions.

Details of the strategy are provided in the workforce section of this report.

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David Unaipon Awards An exciting new initiative launched in 2005 was the David Unaipon Awards. They contributed to the department’s efforts to progress reconciliation and were designed to:

• increase awareness of the work of David Unaipon in the South Australian community

• promote understanding of the interaction of science with traditional Aboriginal culture

• increase awareness in young Aboriginal people of the value of science and technology for general interest or career development

• generate innovative images to be used by DFEEST and other government departments for communications projects targeted at young Aboriginal people.

For 2005 the awards were conducted by inviting young Aboriginal people to develop an understanding of the value of a science and technology through designing a superhero figure incorporating Aboriginal themes and cultural icons and ideas. The David Unaipon Innovation Award winner and runner up were presented with cash and trophy prizes by the Minister for Further Education, Employment and Training at a presentation ceremony which was attended by the remaining descendents of David Unaipon, DFEEST Executives and staff, and the competition participants. An evaluation of the awards will be conducted in 2006 to determine their future development and possible implementation as an ongoing annual event.

Native Medicine Intellectual Property Protection Forums In the first half of 2005 the department facilitated a series of native medicine intellectual property protection and commercialisation forums. The purpose of the forums was to inform Aboriginal people of the escalating bio-prospecting activity in Australia and the potential impact this may have on Aboriginal knowledge. The forums were a first step in advising Aboriginal people of possible solutions and support available to them to assist in the protection of traditional knowledge. Participation in State Aboriginal and Reconciliation Forums The department continued its involvement in a number of state forums throughout 2005 including:

• representation and contribution to reconciliation through membership on the Across Government Reconciliation Implementation Reference Committee

• participation in the CrocFest through the Croc Futures Skills tent which provided a variety of hands-on activities associated with learning pathways in TAFE SA and the Croc Careers Market which provided information on career and further post-schooling education options available for young people

• the Family Well Being project which is run in conjunction with the Department of Health and aims at improving health knowledge and lowering health-related illness of the local Aboriginal communities living in the Riverland area.


FEATURES Energy Efficiency Action Plan

Energy Use (GJ) Expenditure ($) GHG Emissions CO2

Base Year 2000−01 156,157 $5 111 532 41 641*

2004−05 143,157 $4 890 566 30 797*

Target for 2004−05 146,927 N/A 39 181*

Target for 2010 132,733 N/A 35 395*

Target for 2014 122,472 N/A 32 659* *GHG Emissions based on 2005 coefficient factors

Significant energy management achievements Energy savings in GJ for the financial year 2004-05 was a 5.44 per cent saving on 2003-04. This is a positive result for the department.

Some energy initiatives that contributed to these results are:

• the replacement of old air conditioning services including new energy efficient air conditioning at Tea Tree Gully, Adelaide and Noarlunga campuses

• upgrade of lighting and installation of motion sensors at Tea Tree Gully campus • continuing replacement program of old-style energy intensive computer monitors

(CRT) with new energy efficient thin-screen (LCD) monitors • continuous monitoring and management of Building Management Systems

(BMS) to improve efficiencies at various campuses • seasonal fluctuations.

The department’s initiatives for 2006 include:

• Implementing the approved DFEEST Energy Efficiency Action Plan 2005-06 which incorporates the following initiatives: − securing a senior sponsor from executive management − energy data consolidation and reconciliation − investigating communication strategies to increase the awareness to staff of

the department − conducting up to 10 Energy Audits to Australian Standard 3598:2000 − reviewing the maximum peak demand of high energy use sites to identify

opportunities of adjusting our maximum peak demand levels − formation of a reference group to promote and coordinate energy initiatives

throughout the department. • Incorporating energy management as a component of procurement policy and

as a criterion of the prioritisation of funding through the Minor Works program. • Increasing the use of gas-only vehicles in the department’s long term hire fleet Disclaimer The greenhouse gas emissions in the department do not represent the same percentage change as the energy, primarily due to variations in the CO2 emissions coefficient of the electricity supply system. The emissions coefficient is dependent upon a number of factors; most importantly, the mix of primary fuels used to generate electricity that is supplied in South Australia. Decisions about the mix of fuels are made as a function of the National Electricity Market and are therefore beyond the control of the department. The department has endeavoured to provide the most accurate information from all possible sources available to it, and any unintentional inconsistencies in these figures are beyond the department’s control.

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FEATURES Asbestos Management

SECTION 1: ANNUAL REPORT – PRIORITY AND REMOVAL ACTIVITIES

Site Asbestos Presence Status

Priority for Risk

Assessment

No of sites in Priority for

Assessment category

Risk Reduction Program:

Activities conducted during 2004-05

Quantification of Activities (By item/By Area/By $)

Insufficient data Urgent 13

DFEEST is working with the DAIS Asbestos Management Unit to determine how best to confirm that they contain no asbestos products.

0

Unstable, Accessible; or Unstable, Damaged or Decayed

Urgent 6 3 items 55 m2

Unstable, Inaccessible; or Unstable, Partly Accessible

High 7 4 items

Stable, Accessible; or Stable, Accessible, Initial Signs of Decay

Medium 16

Have asbestos register, annual inspection by DAIS Asbestos Management Unit. DFEEST strategy for the management of asbestos, which will apply to any of the currently unknown sites if they are found to contain asbestos products is as follows: Asbestos found to be in an unstable or unsafe state is removed immediately. Stable low risk asbestos containing materials are inspected annually and if any works are required to them the asbestos in the area is removed as part of the works.

1 item

Stable, Inaccessible; or Stable, Partly Accessible

Low 1 10 m2

Asbestos Free Not applicable 11 No activities required

Site Asbestos Presence Status • Indicates what types of asbestos containing materials (ACMs) can be present at

each site, as recorded in the Asbestos Register. Priority for Site Risk Assessment • Indicates the associated priority for further whole-of-site risk assessment, based

on type of ACM present at each site. No of Sites in Priority Group • Indicates how many sites have at least one item of ACM of that type present. • This provides an initial summary of what ACM items are present over a portfolio,

and how further whole of site risk assessment should be prioritised.

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112

Risk Reduction Program: Activities Conducted During 2004-05 (Commentary) • A brief, qualitative description of planning/analysis and removal works

undertaken over the elapsed year, indicating: analysis work being or to be undertaken, what ACMs have been targeted (such as roofing/eaves, equipment fittings such as insulation or gaskets, or damaged cladding on walls, partitions or ceilings).

• Site names can be used but are not mandatory. Quantification of Activities: ACMs Removed (By Item / By Area / By $) • Quantitative totals of how many items (as recorded in the Asbestos Register),

and/or how many square metres (or linear metres, cubic metres etc), and/or level of expenditure for removal of ACMs over the elapsed year.

SECTION 2: ANNUAL REPORT – RISK REDUCTION A detailed risk assessment template was developed in 2005 comprising six levels of site risk. Asbestos registers are maintained and available at each site and standard work procedures are in place to manage asbestos items. A risk reduction analysis for 2005 was not able to be done because as this was the inaugural year for this report, no data snapshot was available for the beginning of 2005 and thus no comparison could be done. This template provides a balanced perspective of asbestos management processes, and it will be possible to provide a detailed risk analysis in 2006. Site Category Scale: Site Performance Score • Site Performance Score based on risk assessment of ACMs present at that site,

using a 1 to 5 numeric scale (also allows a category for sites that are being assessed but yet to be categorised).

Site Category Scale: Site Risk Level • The assessed level of risk for a site as a whole, based on a detailed risk

assessment of the ACMs and the associated removal and management plan at that site.

% of Sites in Category at Year’s Commencement • The percentage of sites in the portfolio assessed at the associated site risk level,

at the commencement of the elapsed year. Adjusted % After Annual Reduction Activity • The adjusted percentage of sites in the portfolio assessed at the associated site

risk level, at the completion of the elapsed year and completion of reduction activities for the year.

DEFINITIONS • ACM: Asbestos Containing Material • Unstable: Denotes Non-Friable ACMs of Poor Condition, or Friable ACMs of

Medium or Poor Condition, as recorded in the Asbestos Register • Stable: Denotes Non-Friable ACMs or Good or Medium Condition, or Friable

ACMs of Good Condition, as recorded in the Asbestos Register


FEATURES Urban Design Charter

The department recognises the important role the institutes and campuses play in the local community. The institute/campus structure provides significant input into social networks and reinforces local character. Also, they are a physical resource and a landmark place of activity. The department's facilities management and capital works processes include consideration of urban design concepts. This helps support the building of community capacity and social capital through safe, accessible and welcoming facilities. Integrating Urban Design with our Core Systems and Procedures Consultant, contractor tenders and contracts are managed on behalf of DFEEST by the Department of Administrative and Information Services (DAIS). DFEEST has supported DAIS in the preparation of policies, including ESD in major works that must be addressed for all major capital works projects. This policy details mandatory requirements and issues for consideration. This policy includes reference to the requirements of the Energy Action Plan. To initiate the engagement of consultants to undertake design work, a request to DAIS for consultant engagement is completed by the Asset Management Unit. This provides DFEEST with the opportunity to define and /or request specific urban design principles associated with the project or request their investigation, including:

• ESD initiatives to be considered • specific site issues such as cultural, political and heritage issues • corporate parameters (relevant policies, standards and guidelines) • specific consultant services required (for example tree audits, traffic

management surveys, disability access, Indigenous/cultural issues). DFEEST interacts and communicates with the community through the institutes and campuses. With respect to major projects, cabinet submissions, the Public Works Committee process and DAIS on behalf of DFEEST help ensure exposure to a wide range of community views and scrutiny.

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FEATURES Overseas Travel

A summary of overseas travel by employees between 1 January 2005 and 1 January 2006, including destinations, costs and reasons for travel is outlined below. Employees

Involved Destination/s Reasons for Travel Costs to

department ($)

Participate in promotional exhibitions, for example; International Careers Exhibition, Austrade - Study in Australia Exhibition, etc.

Recruitment of international students

3 China

Business Development

$38 738.51

Participate in promotional exhibitions fore example; International Careers Exhibition, Austrade - Study in Australia Exhibition, etc. Recruitment of international students Discussion with tertiary institution(s) of country visited Business development Attendance at workshop / conference Presenting papers at conference Facilitating at workshop Project management School excursion Teacher/student exchange

2 France

Off-shore delivery of course/program

$10 108.19

Participate in promotional exhibitions, for example;. International Careers Exhibition, Austrade - Study in Australia Exhibition, etc. Recruitment of International Students

4 Hong Kong

Business development

$57 828.18

Participate in promotional exhibitions, for example; International Careers Exhibition, Austrade - Study in Australia Exhibition, etc. Business development Recruitment of international students Discussion with tertiary institution(s) of country visited Business development Attendance at workshop / conference Presenting papers at conference Facilitating at workshop Project management School excursion Teacher/student exchange

2 India


$19 463.42

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115

Participate in promotional exhibitions, for example; International Careers Exhibition, Austrade - Study in Australia Exhibition, etc. Recruitment of international Students Discussion with tertiary institution(s) of country visited

3 Japan


$20 759.93

Participate in promotional exhibitions, for example International Careers Exhibition, Austrade - Study in Australia Exhibition, etc. Recruitment of international students

1 Macau


$14 284.61

Participate in promotional exhibitions, for example; International Careers Exhibition, Austrade - Study in Australia Exhibition, etc. Recruitment of international students

1 Malaysia


$16 436.84

Discussion with tertiary institution(s) of country visited Business development Attendance at workshop / conference School excursion

4 New Zealand

Teacher/student exchange

$15 300.00

Facilitating at workshop 2 Singapore Off-shore delivery of course/program

$8 643.68

Recruitment of international students 1 South Africa Off-shore delivery of course/program

$2 837.00

Participate in promotional exhibitions, for example; International Careers Exhibition, Austrade - Study in Australia Exhibition, etc. Recruitment of international students

2 Taiwan


$31 095.20

Participate in promotional exhibitions, for example; International Careers Exhibition, Austrade - Study in Australia Exhibition, etc. Recruitment of international students Teacher/student exchange

2 Thailand


$21 345.51

1 United States Attendance at workshop/conference $11 322.00


FEATURES Fraud

The department’s internal audit and risk management review function provides assurance of the effectiveness of agency governance processes and support for risk management initiatives. The Internal Audit and Risk Management Review unit is coordinating its review activities in line with the development of a comprehensive governance framework for the department. During 2005, no new allegations of fraud were received.

FEATURES Freedom of Information

The Freedom of Information Act 1991 confers on each member of the public a legally enforceable right to be given access to documents held by the government, subject only to such restrictions as are reasonably necessary for the proper administration of the government. It also enables members of the public to apply for the amendment of records concerning their personal affairs if the records are incomplete, incorrect, out-of-date or misleading. The structure and functions of the department are described elsewhere in this report. These functions affect the public through the direct delivery of the education, training and employment related services provided, as well as through the purchase of such services from private and community providers, the accreditation of training courses, the registration of training providers, the integration of complaints about training organisations and accredited courses, the management of contracts of training, facilitation and development of the skills base in the state, the encouragement of the growth of science, technology and innovation based industries and the uptake and usage in the community of online technologies and other ways of enhancing the economy of South Australia. The public can participate in the department’s policy development in a number of ways. These include membership of TAFE councils and other boards and committees as well as by responding to calls for public consultation on particular issues. The department holds correspondence and administrative records including: • personnel records • accounts records • payroll records • supply records • facilities management records • students’ records in Institutes of TAFE • student services records • records relating to accredited training courses • complaints made about registered training providers and accredited courses • records relating to registered training providers and contracts of training • contracts • records relating to grants of funding

116

• surveys and statistics.


117

Records are held in a variety of media including paper, microfiche and electronic formats. Information and explanatory documents about courses, contracts of training, course accreditation and training organisation registration, science, technology and innovation are available free of charge from the following websites: • TAFE: http://www.tafe.sa.edu.au/ • Information on accreditation/registration and contracts of training:

http://www.training.sa.gov.au/ • Higher education accreditation: http://www.aqf.edu.au/ • Adult Community Education Grants: • http://www.training.sa.gov.au/OVETstudents/pages/default/fundace/ • User Choice policy located under the User Choice submenu:

http://www.training.sa.gov.au/OVETorgs/ • Training and Skills Commission guidelines:

http://www.employment.sa.gov.au/employ/ − Click on the Traineeships/Apprenticeships submenu − Now click on the ‘downloadable documents’ submenu − Scroll to the bottom of the page and click on ‘Training and Skills

Commission guidelines.’ • Science, Technology and Innovation information: http://www.innovation.sa.gov.au • General DFEEST website: http://www.dfeest.sa.gov.au Hard copies of documents are available from:

Project Officer Information & Intellectual Property Legislation and Delegations Unit Department of Further Education, Employment Science and Technology GPO Box 320 ADELAIDE SA 5001 Telephone inquiries can be made on (08) 8226 3276.

Public Access to Documents Applications under the Freedom of Information Act 1991 (FOI Act) must be made in writing, specifying that they are made under the FOI Act, include an address in Australia to which correspondence may be sent, be accompanied by either the prescribed application fee or proof of financial hardship and should be addressed to:

The Accredited FOI Officer Legislation and Delegations Unit Department of Further Education, Employment Science and Technology GPO Box 320 ADELAIDE SA 5001 Telephone inquiries can be made on (08) 8226 3276.

Access Requests in 2005 The department received and processed 15 applications under the FOI Act (including one internal review) during 2005. No applications were carried forward from 2004. Policy Documents Departmental policy documents are available via the internet at:

http://www.tafe.sa.edu.au/about/pages/About http://www.saworks.sa.gov.au/ http://www.youthworks.sa.gov.au

http://www.tafe.sa.edu.au/

http://www.training.sa.gov.au/

http://www.aqf.edu.au/

http://www.training.sa.gov.au/OVETstudents/pages/default/fundace/

http://www.training.sa.gov.au/OVETorgs/

http://www.employment.sa.gov.au/employ/

http://www.innovation.sa.gov.au/

http://www.dfeest.sa.gov.au/

http://www.tafe.sa.gov.au/about/pages/About

http://www.saworks.sa.gov.au/

http://www.youthworks.sa.gov.au/

FINANCIAL STATEMENTS

118

2005 2004Note $'000 $'000

EXPENSES FROM ORDINARY ACTIVITIESEmployee benefits 5 230 811 227 852Supplies and services 6 140 271 129 622Grants and subsidies 7 46 700 33 932Depreciation 8 13 865 13 857Other 9,10 2 793 11 178Total Expenses from Ordinary Activities 434 440 416 441

REVENUES FROM ORDINARY ACTIVITIESCommonwealth grants 11 91 026 92 452Student and other fees and charges 12 73 076 68 211Other grants and contributions 4 966 6 389Interest income 13 3 271 2 288Other 15 7 943 18 213Total Revenues from Ordinary Activities 180 282 187 553

NET COST OF SERVICES FROM ORDINARY ACTIVITIES 254 158 228 888

REVENUES FROM/PAYMENTS TO SA GOVERNMENTRevenues from SA Government 16 242 236 229 124Payments to SA Government 16 55 - Total Government Revenues 242 181 229 124

NET RESULT FROM ORDINARY ACTIVITIES (11 977) 236

NON-OWNER TRANSACTION CHANGES IN EQUITY

Asset revaluation reserve increase 11 204 12 480

TOTAL REVENUES, EXPENSES AND VALUATION ADJUSTMENTS RECOGNISED DIRECTLY IN EQUITY 26 11 204 12 480

TOTAL CHANGES IN EQUITY OTHER THAN THOSE RESULTINGFROM TRANSACTIONS WITH THE STATE GOVERNMENT AS OWNER (773) 12 716

Statement of Financial Performance for the Year Ended 30 June 2005

120

2005 2004Note $'000 $'000

CURRENT ASSETSCash on hand, at bank and on deposit 17 52 734 54 876Receivables 18 16 927 19 120Other 21 1 927 2 931Total Current Assets 71 588 76 927

NON-CURRENT ASSETSReceivables 18 274 355Investments 19 1 019 1 055Property, plant and equipment 20 450 721 452 095Total Non-Current Assets 452 014 453 505

TOTAL ASSETS 523 602 530 432

CURRENT LIABILITIESPayables 22 20 325 20 950Employee benefits 23,24 14 447 22 577Other 25 2 611 9 339Total Current Liabilities 37 383 52 866

NON-CURRENT LIABILITIESPayables 22 3 729 2 969Interest-bearing liabilities 499 499Employee benefits 23,24 41 451 32 785Total Non-Current Liabilities 45 679 36 253

TOTAL LIABILITIES 83 062 89 119

NET ASSETS 440 540 441 313

EQUITYAccumulated surplus 26 416 856 428 833Asset revaluation reserve 26 23 684 12 480

TOTAL EQUITY 440 540 441 313

COMMITMENTS 27CONTINGENT ASSETS AND LIABILITIES 28

Statement of Financial Position as at 30 June 2005

121

122

Other grants and contributions 4 966 6 389Interest received 3 354 2 048GST receipts from taxation authority 4 347 2 799Other 12 087 537

187 759 184 280CASH FLOWS FROM SA GOVERNMENT:

Receipts from SA Government 239 748 226 778Payments to SA Government (55) - Funds from other Government entities 2 488 2 346

242 181 229 124

Net Cash from Operating Activities 29 (826) 19 799

CASH FLOWS FROM INVESTING ACTIVITIESCash Outflows

Purchase of non-current assets (2 951) (6 549)

Cash InflowsSales of non-current assets 1 635 3 090

Net Cash from Investing Activities (1 316) (3 459)

NET (DECREASE) INCREASE IN CASH HELD (2 142) 16 340CASH AT 1 JULY 2004 54 876 38 536CASH AT 30 JUNE 2005 17 52 734 54 876

2005 2004Note $'000 $'000

Inflows Inflows(Outflows) (Outflows)

CASH FLOWS FROM OPERATING ACTIVITIESCASH OUTFLOWS

Employee benefits (229 505) (225 100)Supplies and services (147 523) (128 734)Grants and subsidies (46 700) (34 252)Other (7 038) (5 519)

(430 766) (393 605)CASH INFLOWS

Commonwealth grants 91 026 92 379Student and other fees and charges 71 979 69 128

11

Statement of Cash Flows for the year ended 30 June 2005

Science, Technology

and Innovation

Expenses/Revenues Vocational Higher Regulatory Learning TotalEducation Education Services Workforce Development

and Training and Employment

$'000 $'000 $'000 $'000 $'000 $'000Expenses from Ordinary ActivitiesEmployee benefits 216 353 440 4 778 6 136 3 104 230 811Supplies and services 131 414 232 1 024 6 219 1 382 140 271Grants and subsidies 17 729 - 2 13 140 15 829 46 700Depreciation 13 865 - - - - 13 865Other 2 766 1 8 13 5 2 793Total Expenses from Ordinary Activities 382 127 673 5 812 25 508 20 320 434 440

Revenues from Ordinary ActivitiesCommonwealth grants 89 730 - - 1 084 212 91 026Student and other fees and charges 73 076 - - - - 73 076Other grants and contributions 4 959 - - - 7 4 966Interest income 3 271 - - - - 3 271Other 7 487 - 358 - 98 7 943Total Revenues from Ordinary Activities 178 523 - 358 1 084 317 180 282

GovernmentRevenues from SA Government 195 266 623 4 011 22 083 20 253 242 236Payments to SA Government (55) - - - - (55)

Net Result from Ordinary Activities (8 393) (50) (1 443) (2 341) (250) (11 977)

Program Schedule - Expenses and Revenues for the year ended 30 June 2005

Employment and Skills Formation

123

124

Expe

ExpeEmpSuppGrantDeprOtherTota

ReveComStudOtherInterOtherTota

GovRevenues

Net Resul

Science, Technology

and Innovation

nses/Revenues Vocational Higher Regulatory Employment TotalEducation Education Services Development

and Training

$'000 $'000 $'000 $'000 $'000 $'000nses from Ordinary Activities

loyee benefits 215 437 296 2 807 6 409 2 903 227 852lies and services 120 929 67 563 6 330 1 733 129 622s and subsidies 9 305 4 37 12 876 11 710 33 932

eciation 13 857 - - - - 13 857 11 155 - 4 14 5 11 178

l Expenses from Ordinary Activities 370 683 367 3 411 25 629 16 351 416 441

nues from Ordinary Activitiesmonwealth grants 90 498 - 635 1 000 319 92 452ent and other fees and charges 68 211 - - - - 68 211 grants and contributions 6 129 - - 200 60 6 389

est income 2 288 - - - - 2 288 17 608 - 434 - 171 18 213

l Revenues from Ordinary Activities 184 734 - 1 069 1 200 550 187 553

ernment from SA Government 189 325 546 2 364 19 618 17 271 229 124

t from Ordinary Activities 3 376 179 22 (4 811) 1 470 236

Program Schedule - Expenses and Revenues for the year ended 30 June 2004

Employment and Skills Formation

5 Employee benefits2005 2004$'000 $'000

Salaries and wages (including annual leave) 184 299 175 296Superannuation 20 576 19 071Payroll tax 11 636 12 749Long service leave 10 596 7 793Workers’ compensation 2 846 277Targeted voluntary separation payments 34 11 830Other employee related costs 824 836

230 811 227 852

Targeted voluntary separation packages (TVSPs) 2005 2004$'000 $'000

TVSPs paid/payable to employees for the reporting period were:

TVSP payments (included in employee expenses) 34 11 830

Less: recovered from the Department of the Premier and Cabinet in respect of TVSPs - 6 912

Annual and long service leave accrued over the period ofemployment paid/payable to employees who received TVSPs - 4 539

The number of employees paid/payable TVSPs during the reportingperiod totalled Nil (134)

The TVSP amount reflects arrears for the 2003/04 financial year

Notes to The Statement of Financial Performance for the Year Ended 30 June 2005

125

Remuneration of Employees

The number of employees whose remuneration received or receivable falls within the following bands:

Normal Salary Packages 2005 2004Number of Number ofEmployees Employees

$100,000 - $109,999 - 11$110,000 - $119,999 6 5$120,000 - $129,999 8 6$130,000 - $139,999 11 3$140,000 - $149,999 5 -$150,000 - $159,999 2 -$170,000 - $179,999 1 1$180,000 - $189,999 - 1$190,000 - $199,999 - 1$200,000 - $209,999 1 -$210,000 - $219,999 2 -$250,000 - $259,999 1 -$260,000 - $269,999 - 1

37 29

The above table reflects those employees whose normal annual remuneration exceeds totals of $100,000 or more. Total remuneration received or due and receivable by these employees was $5.3m (included in employee benefits) (2004, $3.7m).

Other Employees 2005Number ofEmployees

$100,000 - $109,999 56$110,000 - $119,999 16$120,000 - $129,999 2$130,000 - $139,999 1$140,000 - $149,999 2$160,000 - $169,999 1$210,000 - $219,999 1

79

The above remuneration includes all other employees who received remuneration of $100,000 or more during the year due to the payment of arrears arising from the review of the Educational Managers classification structure and also includes 9 employees who retired/resigned during the year. Total remuneration received or due and receivable by the aboveemployees was $8.7 million (included in employee benefits).

The remuneration includes salary, employer's superannuation costs, use of motor vehicle in accordance with prescribed conditions and associated fringe benefits tax, but does not include any amounts payable due to retirement under the Targeted Voluntary Separation Package (TVSP).


126

6 Supplies and Services

Supplies and Services provided by entities within the SA Government 2005 2004

$'000 $'000Funding to non-TAFE providers for Vocational Education and Training - 596Printing and consumables 153 2 439Minor works, maintenance and equipment 21 246 11 690Information technology infrastructure and communication 7 121 12 002Fees - contracted services (including consultants) 2 314 3 331Trainee Reimbursements 2 637 3 674Utilities 1 683 1 655Cleaning 6 349 5 891Vehicle and travelling expenses 2 495 2 365Rentals and leases 2 335 2 108Other 565 626Total Supplies and Services - SA Government Entities 46 898 46 377

Supplies and Services provided by entities external to the SA Government 2005 2004

$'000 $'000Funding to non-TAFE providers for Vocational Education and Training 18 867 20 638Printing and consumables 13 045 11 364Minor works, maintenance and equipment 4 004 4 362Information technology infrastructure and communication 17 681 12 168Fees - contracted services (including consultants) 11 806 9 100Trainee Reimbursements 2 556 465Utilities 4 625 5 299Cleaning 1 014 978Vehicle and travelling expenses 3 533 3 952Rentals and leases 1 744 1 685Other 14 498 13 234Total Supplies and Services - Non SA Government Entities(1) 93 373 83 245

Total Supplies and services 140 271 129 622

(1) The total includes supplies and services paid or payable to SA Government entities where the amount paid or payable to the SA Government entity was less than $100,000

Consultancy

The number and dollar amount of Consultancies paid/payable (includedin supplies and services) that fell within the following bands:

2005 2004Number $'000 Number $'000

Below $10,000 1 9 - -Between $10,000 and $50,000 9 198 3 63Above $50,000 3 242 2 188Total paid/payable to the consultants engaged 13 449 5 251


127

7 Grants and subsidies 2005 2004$'000 $'000

Grants and subsidies paid/payable to entities within the SA Government

Employment Programs 487 243Vocational Education and Training Programs 2 211 2 783Science and Technology Programs 8 911 5 638Tertiary Student Transport Concessions* 6 147 -Skill Centre Programs - 240Other specific grants 70 38Total Grants and Subsidies - SA Government Entities 17 826 8 942*Previously the responsibility of another government agency

2005 2004$'000 $'000

Grants and subsidies paid/payable to entities external to the SA Government

Employment Programs 12 160 13 138Vocational Education and Training Programs 7 101 3 275Science and Technology Programs 6 994 5 498Skill Centre Programs 829 1 927Other specific grants 1 790 1 152Total Grants and Subsidies - Non SA Government Entities(1) 28 874 24 990

Total Grants and Subsidies 46 700 33 932

(1) The total includes grants and subsidies paid or payable to SA Government entities where the amount paid or payable to the SA Government entity was less than $100,000

8 Depreciation 2005 2004$'000 $'000

Depreciation expense for the reporting period was charged in respect of:Buildings and improvements 12 161 12 401Computing, communication equipment, furniture and equipment 1 704 1 456

13 865 13 857

9 Other expenses 2005 2004$'000 $'000

Other expenses paid/payable to entities external to the SA Government

Written down value on disposalof non-current assets 1 782 10 078Reduction in the value of investments 36 -Allowance for doubtful debts and debt write-offs 666 852Total Other Expenses(1) 2 484 10 930

(1) The total includes other expenses paid or payable to SA Government entities where the amount paid or payable to the SA Government entity was less than $100,000


128

10 Auditor's Remuneration 2005 2004$'000 $'000

Audit Fees paid/payable to the Auditor-General's Department 248 220Audit Fees paid/payable to entities external to the SA Government 61 28Total Auditor's Remuneration 309 248

Other ServicesNo other services were provided by the Auditors

11 Commonwealth grants 2005 2004$'000 $'000

Recurrent grantsVET Funding Act 71 417 69 307Specific Purpose 5 612 6 393

77 029 75 700Capital grantsVET Funding Act 13 600 13 600Specific Purpose 397 3 152

13 997 16 752

Total Commonwealth Grants 91 026 92 452

12 Fees and Charges 2005 2004$'000 $'000

Fees and charges received/receivable from entities within the SA Government

Sales/fee for service revenue 1 755 13 171Student enrolment fees and charges 640 -Other user fees and charges 60 2 226Total Fees and charges-SA Government Entities 2 455 15 397

Fees and charges received/receivable from entities external to the SA Government2005 2004$'000 $'000

Sales/fee for service revenue 36 038 22 945Student enrolment fees and charges 31 875 28 954Other user fees and charges 2 708 915Total Fees and charges- Non SA Government Entities 70 621 52 814

Total Fees and Charges(1) 73 076 68 211

(1) The total includes user charges received or due from SA Government entities where the amount received or due from the SA Government entity was less than $100,000


129

13 Interest 2005 2004$'000 $'000

Interest from entities within the SA Government 3 253 2 288Other 18 -Total Interest 3 271 2 288

14 Net Loss on Disposal of Non-Current Assets2005 2004$'000 $'000

Land and BuildingsProceeds from disposals 1 655 3 127Less: written down value 1 782 10 078Loss on disposals 127 6 951

15 Other Revenues

Other revenues received/receivable from the SA Government 2005 2004$'000 $'000

Targeted voluntary separation package recoveries - 11 830Proceeds from sales of non-current assets 1 655 -Share of net gains from investments - 328Sundry revenue 1 788 576Total other Revenues received/receivable-SA Government 3 443 12 734Entities

Other revenues received/receivable external to the SA Govt 2005 2004$'000 $'000

Assets recognised for the first time 99 1 721Proceeds from sales of non-current assets - 3 127Sundry revenue 4 401 631Total other Revenues received/receivable- Non SA Government 4 500 5 479EntitiesTotal other Revenues received/receivable 7 943 18 213

16 Revenues from/Payments to SA Government 2005 2004$'000 $'000

Revenues from SA GovernmentAppropriations from Consolidated Account pursuant to the Appropriation Act 239 748 226 778Grants from other government entities - T&F 2 488 2 346Total Revenues from SA Government 242 236 229 124

Payments to SA GovernmentReturn of Surplus Cash pursuant to cash alignment policy 55 -Total Payments to SA Government 55 -


130

17 Cash on hand, at bank, and on deposit 2005 2004$'000 $'000

Deposits with the Treasurer 26 231 18 720Special Deposit Account with the Department of Treasury and Finance 25 854 35 512Other 649 644

52 734 54 876

Deposits with the TreasurerIncludes Accrual Appropriation Account and Surplus Working Account balances.

18 Receivables 2005 2004$'000 $'000

CurrentFees and charges receivable 13 633 10 935Less: provision for doubtful debts 841 12 792 473 10 462GST recoverable from ATO 3 759 3 385Other receivables 376 5 273Total Current Receivables 16 927 19 120

Non-CurrentWorkers compensation receivable 274 355Total Non-Current Receivables 274 355

Total Receivables 17 201 19 475

Government/Non Government Receivables 2005 2004$'000 $'000

Receivables from SA Government Entities

Receivables 1 068 995Other 515 5 575Total Receivables from SA Government entities 1 583 6 570

Receivables from Non SA Government Entities

Receivables 11 723 9 467GST recoverable from ATO 3 759 3 385Other 136 53Total Receivables from Non SA Government entities(1) 15 618 12 905

Total Receivables 17 201 19 475

(1) The total includes receivables received or due from SA Government entities where the amount received or due from the SA Government entity was less than $100,000

Notes to The Statement of Financial Position as at 30 June 2005

131

19 Investments 2005 2004$'000 $'000

Non-CurrentShares in associated company (refer below) 1 018 1 054Other 1 1

1 019 1 055

Associated Company Austraining AustrainingInternational International

Pty Ltd Pty Ltd

$'000 $'000

Interest in associated company 400 400

Share of retained profit 618 654

Equity accounted amount of investment in associated company 1 018 1 054 Retained profits attributable to associated company: Balance at 1 July 706 * 413

Share of operating loss and extraordinary items after income tax (88) 241

Balance at 30 June 618 654 *

Austraining International Pty Ltd

Austraining International Pty Ltd, which has a reporting date of 30 June, is controlled by the Minister for Employment, Training and Further Education. Its principal activity is to secure international contracts for work in vocational education and training.

The current investment value is based on unaudited financial statements as at 30 June 2005. The figures arenot consolidated as they were considered to be immaterial and unaudited at the time of preparing these statements.

*The comparative closing balance as at 30 June 2004 was unaudited and, when subsequently audited, was revised to $706,000.


132

133

20a Property, plant and equipment 2005 2004$'000 $'000

Land and BuildingsLand at Fair Value* 50 534 52 022Buildings and Improvements at Fair Value*/Cost 625 622 627 281Accumulated Depreciation (276 787) (266 559)Construction work in progress 1 118 285Total Land and Buildin

gs 400 487 413 029

2005 2004$'000 $'000

Plant and EquipmentPlant and Equipment at cost (deemed fair value) 28 822 27 286Accumulated Depreciation (14 959) (13 474)Total Plant & Equipment 13 863 13 812

25 25425 254

LibrariesLibraries at valuation* 36 371Total Libraries 36 371

Total Property, Plant and Equipment 450 721

*Valuations of land were performed at 30 June 2005 by the Valuer-General, buildings aat 31 March 2004 respectively by the Department for Administrative and Information Selibraries at 30 June 2005 by VALCORP Aust Pty Ltd.

452 095

nd improvements rvices and


20b Reconcilations

Reconciliations of the carrying amount of each class of non-current assets at the beginning and end of the current financial year are set out below:

30 June 2004 Carrying amount Additions Disposals

Transfer fromWIP

Net revaluation Increment/

(decrement)Other

Movements Depreciation

30 June 2005

Carrying amount

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

2005

Land at fair value 49 012 - 1 575 - 87 3 010 - 50 534

Land at cost 3 010 - - - - (3 010) - -

Buildings and improvements at fair value 294 053 - 139 - - - 10 995 282 919

Buildings and improvements at cost 66 669 413 - - - - 65 916

Computing, communication equipment

furniture and equipment at cost 13 812 1 823 68 - - - 13 863

Construction work in progress 285 833 - - - - 1 118

Libraries at valuation 25 254 - - - 11 117 - - 36 371

Total 452 095 3 069 1 782 - 11 204 - 13 865 450 721


134

135

20b

g t

00

2

10

53

69

12

85

54

95

Reconcilations (continued)

30 June 2003 Carrying amount Additions Disposals

Transfer fromWIP

Net revaluation Increment/

(decrement)Other

Movements Depreciation

30 June 2004

Carryinamoun

$'000 $'000 $'000 $'000 $'000 $'000 $'000 $'02004

Land at valuation 39 134 - 3 335 - 12 818 395 - 49 01

Land at cost 395 3 010 - - - (395) - 3 0

Buildings and improvements at valuation 307 045 762 2 180 - (338) - 11 236 294 0

Buildings and improvements at cost 67 040 - - 795 - - 1 166 66 6

Computing, communication equipment

furniture and equipment at cost 15 703 4 112 4 548 - - - 1 455 13 8

Construction work in progress 587 864 - (795) - (371) - 2

Libraries at valuation 25 254 - - - - - - 25 2

Total 455 158 8 748 10 063 - 12 480 (371) 13 857 452 0


DFEEST Annual Report 2005 - Section E

21 Other Assets provided by the SA Government 2005 2004Current $'000 $'000Prepayments - 1 790Total Current Other Assets - SA Government Entities - 1 790

Other Assets provided by entities external to the SA Government 2005 2004Current $'000 $'000Prepayments 488 273Inventories 1 439 868Total Current Other Assets - Non SA Government Entities 1 927 1 141

22 Payables 2005 2004$'000 $'000

CurrentCreditors 17 050 13 870Accrued expenses 1 070 3 528Employment On-costs 2 025 3 426Other 180 126Total Current Payables 20 325 20 950

Non-CurrentEmployment On-costs 3 729 2 969Total Non-Current Payables 3 729 2 969

Total Payables 24 054 23 919

Government/Non Government Payables 2005 2004$'000 $'000

Payables to SA Government Entities

Creditors 4 430 2 539Accrued expenses 488 2 781Employment On-costs 5 754 6 395Total Payables to SA Government entities 10 672 11 715

Payables to Non SA Government Entities

Creditors 12 620 11 331Accrued expenses 582 747Other 180 126Total Payables to Non SA Government entities(1) 13 382 12 204

Total Payables 24 054 23 919

(1) The total includes payables paid by or payable to SA Government entities where the amount paid or payable to the SA Government entity was less than $100,000


136


23a Employee Benefits 2005 2004$'000 $'000

CurrentAccrued salaries and wages 630 8 342Provision for annual leave 6 674 5 248Provision for non-attendance days 2 598 3 394Provision for long service leave 3 325 3 469

13 227 20 453

Non-CurrentProvision for long service leave 35 403 27 856

35 403 27 856

In the 2005 financial year, the guidelines for APS 9 have been amended based on an actuarial assessment and the benchmark for the measurement of the long service leave liability has been revised from 10 years to 9 years.

23b Employee Benefits and Related On-Cost Liabilities $'000 $'000CurrentOn-costs included in payables - (note 22) 2 025 3 426Provision for employee benefits - (note 23A) 13 227 20 453

15 252 23 879

Non-CurrentOn-costs included in payables - (note 22) 3 729 2 969Provision for employee benefits - (note 23A) 35 403 27 856

39 132 30 825

Aggregate Employee Benefit and Related On-Costs Liabilities 54 384 54 704

24 Provisions 2005 2004$'000 $'000

CurrentProvision for Workers' Compensation 1 220 2 124Total Current Provision 1 220 2 124

Non-CurrentProvision for Workers' Compensation 6 048 4 929Total Non-Current Provision 6 048 4 929

Total Provisions 7 268 7 053

Carrying amount at the beginning of the Financial Year 7 053 9 235Increase in the provision 215 -Decrease in the provision - 2,182Carrying amount at the End of the Financial Year 7 268 7 053


137


25 Other Liabilities 2005 2004$'000 $'000

CurrentDeposits 487 3 074Unearned revenue 2 082 4 927Other liabilities 42 1 338

2 611 9 339

26 Equity 2005 2004$'000 $'000

Accumulated Surplus 440 811 428 833Asset Revaluation Reserve 23 684 12 480Total equity 464 495 441 313

Accumulated surplusBalance at 1 July 428 833 428 597Surplus (Deficit) for the year 11 977 236Balance at 30 June 2005 440 811 428 833

Asset revaluation reserveBalance at 1 July 2004 12 480 -Increase as a result of revaluations 11 204 12 480Balance at 30 June 2005 23 684 12 480

The asset revaluation reserve is used to record increments and decrements on the revaluation of non-current assets. This accords with the department policy on the revaluation of property, plant and equipment as discussed in Note 2.


138


139

27 Commitments for Capital Expenditure

At the end of the reporting period the Department had entered into the followingcapital budget commitments:

2005 2004$'000 $'000

These amounts are due for payment:

Not later than one year 785 8 775Total (including GST) 785 8 775

GST included in capital expenditure commitments 71 798

Operating Leases

At the reporting date, the Department had the following obligations as lessee under non-cancellableoperating leases. These are not recognised as liabilities in the Statement of Financial Position.

2005 2004$'000 $'000

Payable no later than one year 3 243 2 966Payable later than one year and not later than five years 2 720 5 622Payable later than five years 142 264Total (including GST) 6 105 8 852

GST included in operating lease commitments 555 874

28 Contingent Assets and Liabilities

The Department has no items which meet the definition of contingent assets, however, there are a number of outstanding personal injury claims, which were not settled as at 30 June 2005. Althoughthere is uncertainty over the final amounts at settlement, the estimated amounts of these claims total $337,000. In addition, a guarantee was provided to Austraining International Pty Ltd by theMinister for Employment, Training and Further Education during the year ending 30 June 2005in respect to a draw down of loan funds totalling $400,000.

29 Reconciliation of Net Cash provided by Operating Activities to Net Cost of Services2005 2004$'000 $'000

Net cash provided by Operating Activities (826) 19 799

Depreciation (13 865) (13 857)Bad and doubtful debts (666) (852)Investments - share of operating gains - 328Net assets recognised for first time 99 1 721Loss on sale of assets (127) (6 951)(Increase) in employee benefits (536) (1 657)(Decrease) Increase in receivables (1 645) 10 360(Decrease) Increase in other current assets (1 004) 18Decrease (Increase) in payables (135) (3 388)Decrease (Increase) in other liabilities 6 728 (5 285)Revenues from Government (242 181) (229 124)Net cost of services (254 158) (228 888)



30 Financial instruments

(a) Accounting Policies and terms and conditions affecting future cash flows

Financial AssetsCash deposits are recognised at their nominal amounts. Interest is credited to revenue as it accrues.Interest is earned on the daily balance at rates based on the applicable 90 day bank bill rate.

Trade accounts receivables are generally settled within 30 days and are carried at amounts due. Creditterms are net 30 days. A provision is raised for any doubtful debts based on a review of alloutstanding amounts at balance date. Bad debts are written off in the period in which they are identified.

Loans are recognised at the amounts lent. Collectability of amounts outstanding is reviewed atbalance date. Provision is made for bad and doubtful loans where collection of the loan or part thereof is judged to be less rather than likely. Interest is credited to revenue as it accrues. No security isgenerally required. Principal is repaid in full at maturity. Interest rates are fixed. Interest payments are dueon the day of the scheduled agreed terms of payment.

Financial LiabilitiesTrade accounts payable, incuding accruals not yet billed, are recognised when the Department becomesobliged to make future payments as a result of a purchase of assets or services at their nominal amounts.Trade accounts payable are generally settled within 30 days.

Borrowings are recognised when issued at the amount of the net proceeds due and carried at cost until settled. Interest is recognised as an expense when it is due.

All assets and liabilities are unsecured.

(b) Credit risk exposures

The credit risk on financial assets of the Department which have been recognised in the Statement of Financial Position is generally the carrying amount, net of any allowance for doubtful debts.


140


30 Financial instruments (continued)

(c) Interest rate risk exposures

The Department's exposure to interest rate risk and the effective weighted average interest rate for each class of financial assets and financial liabilities is set out as follows:

2005 2004 2003

Weighted Average

Interest RateFloating

Interest Rate

Non Interest Bearing Total Total Total

(%) $'000 $'000 $'000 $'000 $'000Financial AssetsCash and deposits 5.16 52 085 649 52 734 54 876 38 536Receivables - 17 201 17 201 19 475 9 966Investments - 1 019 1 019 1 055 727

52 085 18 869 70 954 75 406 49 229

Financial LiabilitiesTrade and other creditors - 18 300 18 300 16 430 14 066Interest bearing liabilities - 499 499 499 499Other liabilities - 529 529 4 412 2 631

- 19 328 19 328 21 341 17 196

Net Financial Assets/(Liabilities) 52 085 (459) 51 626 54 065 32 033

(d) Net fair value of financial assets and financial liabilities

The net fair value of financial assets and financial liabilities of the Department approximates their carrying value.


141


142

1. Agency Objectives and Funding

(a) Objective

To create an environment in which all South Australians prosper as a result of having an equal opportunity to share in more and better jobs and learning opportunities by developing the scientific, research and innovative capacity of the State and developing the State’s workforce and communities.

The Department undertakes a range of functions in order to meet its

objective:

• provision of strategic policy advice for developing the State’s workforce; • ensuring high-quality vocational education and training delivered by

TAFE Institutes, private registered training organisations and adult community education providers;

• regulation of vocational education and registered training organisations,

non-university higher education providers, and providers of English language intensive courses for overseas students;

• regulation, administration and funding of apprenticeships and

traineeships;

• managing state-funded employment and community development programs;

• support the government’s strategic direction in the higher education

sector; and

• provision of strategic advice for science, technology, information economy and innovation policy development that links government with business, industry and education sectors.


143

(b) Funding

The Department is predominantly funded by State Government appropriations supplemented by Commonwealth grants. In addition revenues are generated on a sales or fee for service basis. These include:

student fees and charges; training for various organisations; sale of curriculum material; hire of facilities and equipment.

The financial activities of the Department are primarily conducted through a Special Deposit Account with the Department of Treasury and Finance pursuant to Section 8 of the Public Finance and Audit Act 1987 and to comply with the Australian National Training Authority Act 1992. The Special Deposit Account is used for funds provided by State Government appropriation, Commonwealth grants and revenues from fees and charges.

(c) Administered Funds

The Department is responsible for the administration of the salary and allowances for the Minister for Employment, Training and Further Education, which are funded by Special Acts Appropriation. These appropriations are outside of the control of the Department and hence do not form part of the financial statements. Salary and allowances paid to the Minister totalled $213,000.


144

2. Summary of Significant Accounting Policies

(a) Basis of Accounting

The financial statements have been prepared in accordance with Statements of Accounting Concepts, applicable Australian Accounting Standards, Urgent Issues Group Consensus Views, the Treasurer's Instructions and Accounting Policy Statements issued pursuant to the Public Finance and Audit Act 1987 and other mandatory professional reporting requirements in Australia. The financial statements have been prepared on the accrual basis of accounting and in accordance with the historical cost convention, except as otherwise stated.

(b) Reporting Entity

The financial statements reflect the use of assets, liabilities, revenues and expenses controlled or incurred by the Department in its own right.

(c) Comparative Figures

2004 figures have been adjusted to ensure compatibility with 2005.

(d) Revenue and Expenses

Revenues and Expenses are recognised in the Statement of Financial Performance when the flow or consumption or loss of economic benefits has occurred and can be reliably measured. Revenues and Expenses have been classified according to their nature in accordance with APS 13 Form and Content of General Purpose Financial Reports. Revenues from fees and charges are derived from the provision of goods and services to other SA government agencies and to other clients. Revenues from disposal of non-current assets are recognised when control of the asset has passed to the buyer. Resources received/provided free of charge are recorded as revenue and expenditure in the Statement of Financial Performance at their fair value. Grants are amounts provided by the Department to entities for general assistance or for a particular purpose. Grants may be for capital, current or recurrent purposes and the name or category reflects the use of the grant. The grants given are usually subject to terms and conditions set out in the contract, correspondence, or by legislation.


(e) Revenues from/Payments to SA Government

Appropriations for program funding are recognised as revenues when the Department obtains control over the assets. Control over appropriations is normally obtained upon their receipt and are accounted for in accordance with Treasurer’s Instruction 3 Appropriation. Where money has been appropriated in the form of a loan, the Department has recorded a loan receivable. Payments include the return of surplus cash pursuant to the cash alignment policy paid to the Consolidated Account.

(f) Current and Non-Current Items

Assets and liabilities which will be recognised within 12 months of the reporting date are classified as current. The remainder are shown as non-current.

(g) Cash

For the purposes of the Statement of Cash Flows, cash includes cash at bank, bank overdrafts and other deposits at call that are readily converted to cash and are used in the cash management function on a day-to-day basis. For the Statement of Financial Position cash does not include bank overdrafts.

(h) Employee Benefits and Employment Related Expenses

Provisions have been established for the Department’s liability for various employee benefits arising from services rendered by employees to balance date in accordance with Australian Accounting Standard AASB1028, “Employee Benefits”. Employee benefits include entitlements to wages and salaries, long service leave, annual leave and non-attendance days. Non-attendance days are accrued annually for employees engaged under the Technical and Further Education Act 1976 but are non-cumulative. Employment related expenses include on-costs such as employer superannuation and payroll tax on employee entitlements together with the workers’ compensation insurance premium. These are reported under Payables as on-costs on employee benefits (refer Note 22).

145


146

(i) Employee benefits

(a) Salaries, wages, annual leave and non-attendance days Liabilities for salaries, wages, annual leave, non-attendance days and leave loading are measured and recognised at their nominal amount in respect of employees’ services up to the reporting date.

(b) Long service leave

Long service leave is recognised on a pro-rata basis in respect of services provided by employees up to the reporting date. In calculating long service leave entitlements the Department takes into account, as a benchmark, an actuarial assessment prepared by the Department of Treasury and Finance based on a significant sample of employees throughout the South Australian public sector. This benchmark is the number of years of service that produces a value equal to the actuarially calculated net present value. Long service leave liability entitlements have been calculated using an Education specific benchmark of nine years, advised by the Department of Treasury and Finance, based on current salaries and wages.

(c) Sick leave Sick leave is not provided for in the financial report, as it is non-vesting. However, entitlements are accumulated and any sick leave is considered to be taken from the employees’ current entitlement.

(ii) Employment related expenses

(a) Fringe benefits tax The Commonwealth Government levies a tax on certain non-cash salary related benefits afforded to employees. Any fringe benefits tax which is unpaid at period end is shown as a liability in the Statement of Financial Position.

(b) Superannuation

The Department makes contributions to several superannuation schemes operated by the State Government. These contributions are treated as an expense when they occur. There is no liability for payments to beneficiaries as they have been assumed by the Superannuation Funds. The liability outstanding at balance date relates to any contribution due but not yet paid to the superannuation schemes.

(c) Payroll tax Payroll tax is a State tax levied on total gross salary paid plus (non-cash) benefits and employer superannuation contributions. The estimated amount of payroll tax payable in respect of employee benefits liabilities is also shown as a liability in the Statement of Financial Position. Any increase or decrease in the level of required payroll tax provision is charged as an increase or decrease in the payroll tax expense in the Statement of Financial Performance. The payroll tax liability is only payable when the employee benefits are paid.


147

(i) Provisions

A liability has been reported to reflect unsettled workers compensation claims. The workers compensation provision is based on an actuarial assessment performed by the Public Sector Workforce Relations Branch of the Department for Administrative and Information Services.

(j) Receivables

Receivables are shown at recoverable value and reflect fees and charges which are due for settlement within 30 days of the reporting date. At the end of each reporting period the receivable balances are reviewed and an allowance is raised in respect of any balance where recovery is considered doubtful. The allowance for doubtful debts is established based on a review of outstanding amounts at year-end. Bad debts are written off when they are identified as irrecoverable.

(k) Inventory Inventories are measured as the lower of cost (as determined by the latest purchase price) and net realisable value.

(l) Leases

The Department has entered into a number of operating lease agreements, as lessee, for buildings and other facilities where the lessors effectively retain all of the risks and benefits incidental to ownership of the items held under the operating leases. Equal instalments of the lease payments are charged to the Statement of Financial Performance over the lease term, as this is representative of the pattern of benefits to be derived from the leased property.

Details of commitments of current non-cancellable operating leases are disclosed at Note 27.

(m) Property, Plant and Equipment

The Statement of Financial Position includes all property, plant and equipment controlled by the Department. All classes of physical non-current assets with fair values at the time of acquisition equal to or greater than $1million and estimated useful lives equal to or greater than five years are revalued at intervals not exceeding three years. The relevant classes are shown at revalued amounts in the Statement of Financial Position.


148

In accordance with Accounting Policy Statement No.3 “Valuation of Non-Current Assets” issued by the Department of Treasury and Finance, the Department has elected to measure each class of non-current asset on the fair value basis as required by Australian Accounting Standard AASB1041 “Revaluation of Non-Current Assets”. Property, plant and equipment donated, gifted or bequeathed is recorded as an asset at its fair value at the time control passes to the Department. Assets received in this way are disclosed as revenue in the Statement of Financial Performance.

Land

Land is recorded on the basis of best use market value obtained from the South Australian Valuer-General as at 30 June 2005. Buildings and Improvements

Information was obtained from the Building and Land Asset Management System (BLAMS), maintained by the Department for Administrative and Information Services. Buildings and improvements are valued at current replacement cost less accumulated depreciation. Replacement costs have been established by reference to Quantity Surveyors estimates. The valuations for buildings and paved areas are current as at 31 March 2004. The building data provided in the statements relates specifically to buildings and paved areas.

Buildings under construction are recorded as work in progress and are valued at cost. Library Collection The library collection is recorded at valuation. The most recent valuation was carried out as at 30 June 2005 by VALCORP Aust Pty Ltd, on the basis of written down current cost.

Plant and Equipment Items of plant and equipment are recorded at fair value less accumulated depreciation. Only individual items costing $10,000 or more are capitalised and recorded in the Statement of Financial Position. Items under $10,000 are recorded in the Statement of Financial Performance as an expense in the accounting period in which they are acquired.

(n) Depreciation of Non-Current Assets Non-current assets with an acquisition cost individually equal to or greater than $10,000 are systematically depreciated using the straight-line method of depreciation over their useful lives. This method is considered to reflect the consumption of their service potential. The Department reviews depreciation rates annually.


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Major depreciation periods are:

Improvements

Buildings Transportables

Fixed construction Paved areas

Computing and communication equipment Other plant and equipment

Years 30 to 50 40 to 106 15 to 45 3 to 7 7 to 40

(o) Payables

These amounts represent liabilities for goods and services provided to the Department prior to the end of the financial year, which are unpaid. The amounts are unsecured and are usually paid within 30 days of recognition.

(p) Investments

Investments are carried in the Statement of Financial Position at the lower of cost or recoverable amount.

(q) Accounting for Taxation

The Department is liable for payroll tax, fringe benefits tax, goods and services tax and the emergency services levy. In accordance with the requirements of UIG Abstract 31 “Accounting for the Goods and Services Tax (GST)”, revenues, expenses and assets are recognised net of the amount of GST except that:

• the amount of GST incurred by the Department as a purchaser that is

not recoverable from the Australian Taxation Office is recognised as part of the cost of acquisition of an asset or as part of an item of expense; and

• receivables and payables are stated with the amount of GST included.

(r) Rounding

All amounts are rounded to the nearest thousand dollars.


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3. Changes in Accounting Policies

(a) Government/Non-Government Disclosures

In accordance with APS 13, the Department has included details of revenue, expenditure, assets and liabilities according to whether the transactions are with entities internal or external to the SA Government in the notes to the accounts.

(b) Long Service Leave

In 2003-04 long service leave entitlements were calculated using a benchmark of ten years as advised by the Department of Treasury and Finance. For 2004-05 long service leave entitlements have been calculated using a benchmark of nine years as advised by the Department of Treasury and Finance. The effect of this change was to increase long service leave expense and associated employer superannuation and other employment related expenses by $0.9 million in 2004-05.

(c) Impact of Adopting Australian Equivalents to International Financial

Reporting Standards The International Financial Reporting Standards (AIFRS) commence for reporting periods on or after 1 January 2005. The Department will adopt these standards for the first time in the published financial report for the year ended 30 June 2006.

In accordance with requirements of AASB 1047 “Disclosing the Impacts of Adopting Australian Equivalents to International Financial Reporting Standards”, an assessment of the impacts of adopting AIFRS has been completed by the Department and there will be no material changes to the opening balances.


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4. Programs and Sub-programs

The programs and sub-programs presented in this report are: Program - Employment and Skills Formation Description/Objective: To strengthen the economic prosperity and social well-being of South Australia through strategic employment, skills formation and further education activities.

Sub-program - Vocational Education and Training

Provision of vocational education and training by TAFE institutes and other providers outside the school sector (including publicly funded Adult Community Education), including contestable and non-contestable sources of funding; policy advice and support for post-secondary education. Sub-program - Higher Education

Provision of advice to the Minister on higher education policy and planning. Sub-program - Regulatory Services

Provision of registration, accreditation and approval services for registered training organisations, and the regulation, administration and funding of apprenticeships and traineeships. Sub-program - Learning, Workforce Development and Employment

Addressing disadvantage by providing opportunities to participate in employment, training, skills development, adult community education and assisting industry to meet current and future skills needs.

Program - Science, Technology and Innovation Description/Objective: Provides the Government’s principal strategic focus for science, technology, information economy and innovation policy development and program delivery in South Australia that links the government, business, industry and education sectors.


STATISTICAL ANNEX APPENDIX 1: Vocational Education and Training Statistics The annual figures for 2005 we re not available at the time this report was prepared. Unless otherwise stated, all VET data are related to the 2004 calendar year. Number of VET Students • In 2004, 122 356 students undertook vocational education and training in South

Australia. Students were almost equally split between genders, with 49.4 per cent (60 442) male and 50.6 per cent female (61 885). There were 29 students that did not specify their gender.

• Around 12.9 per cent of South Australia’s working age (15-64 years) population•

participated in VET in 2004. • The figure below shows that 63 per cent of VET students (77 387 students)

attended TAFE institutes.

VET Students by Provider Type South Australia, 2004

ACE8%

Private Providers 14%

TAFE 63%

VISA 9%

WEA6%

VET Students by Age Groups

The figure below shows that the largest proportion of students undertaking vocational education and training in South Australia were 15 to 19 year-olds, with 26.6 per cent (32 515 students) of total students, followed by 30 to 39 year-olds with 17.0 per cent (20 821 students). • ABS Population Estimates by Age and Sex, South Australia, 2004, At 30 June: 2004

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VET Students by Age Group, South Australia, 2004

Aged 15-19 years26.6%


Aged 25-29 years 9.3%




Aged 65 years and over1.9%


not stated 3.1%

Aged 14 or under 1.0%

The largest share of male students were between 15 to 19 years old with 28.2 per cent (17 046 students) of total male students, followed by 20 to 24 years with 18.1 per cent (10 941 students). Similarly, the largest share of female students were between 15 to 19 years old with 25.0 per cent (15 469 students) of total female students, however 30 to 39 years followed with 17.4 per cent (10 754 students). Student Hours In 2004, South Australia generated 22 474 682 hours of VET delivery, a decrease of 7.5 per cent (1 695 175 hours) on 2003 levels. The figure below shows the distribution of VET hours by the Australian Qualifications Framework (AQF). The largest share of VET provision for 2004 was at Certificate III level, which accounted for 27.0 per cent (6 063 157 hours) of total VET hours. The predominance of Certificate III level training reflects both national trends in training.

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VET Hours by AQF level, South Australia, 2004

Certificate II15.6%

Certificate III 27.0%

Certificate IV12.9%

Diploma or Higher 14.0%

Non Award Course0.1%

Other Education 21.3%

Subject Only3.5%

Certificate I5.7%

Note: Totals do not add up to 100 per cent due to rounding.

Field of Education Field of education defines the subject matter of an educational activity. The following figure shows the distribution of South Australia’s 2004 VET activity by field of education. The field of education with the largest number of hours was management and commerce with 22.2 per cent (4 982 504 hours) of nominal hours. This is followed by engineering and related technologies with 18.2 per cent (4 083 456 hours) and society and culture with 14.2 per cent (3 197 988 hours).

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VET Hours by Field of Education, South Australia, 2004

Architecture and Building

4.6%

Health4.1%

Management and Commerce

22.2%

Society and Culture14.2%

Creative Arts4.9%

Mixed Field Programs9.5%

Food, Hospitality and Personnel Services

8.3%

Agriculture, Environmental and

Related Studies5.6%

Engineering and Related Technologies

18.2%

Natural and PhysicalSciences

0.3%

Information Technology3.4%

Unknown3.5%

Education1.2%

Training Package Activity

VET activity can be classified as training package activity or non-training package activity. In 2004, training package activity in South Australia accounted for 37.5 per cent of all course enrolments (57 753 enrolments) and 52 per cent of total VET hours (11 675 434 hours). In contrast, non-training package activity generated 62.5 per cent of all course enrolments (96 344 enrolments) and 48 per cent of VET hours (10 999 248 hours). Of the more than 60 training packages used in South Australia in 2004, 15 training packages alone accounted for 78 per cent of training package hours and enrolments (9 144 415 hours and 45 240 enrolments respectively). When considered in the context of total training activity, these 15 packages (figure below) accounted for 40.7 per cent of all South Australia’s VET nominal hours and 37 per cent of total VET course enrolments in 2004. From the top 15 training packages, the community services training package had the largest share of training package hours with 18.8 per cent (1 721 222 nominal hours), followed by business services with 14.9 per cent (1 365 067 nominal hours) and the hospitality industry with 10.5% (956 448 nominal hours). When considering course enrolments, the business services training package had the largest with 8 305 enrolments, followed by community services (6 595), retail (4 720), hospitality industry (4 615) and information technology (3 323).

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Share of Training Packages by the 'Top 15" Training Packages, South Australia 2004

Business Services14.9%

Information Technology 8.1%

Hospitality Industry10.5%

Finance Services5.4%

Horticulture3.2%

General Construction 4.1%

Tourism4.0%

Community Services18.8%

Australian Meat Industry 3.1%

Transport andDistribution

3.1%

Food ProcessingIndustry

3.8%

Automotive Retail, Service and Repair

5.3%

Assessment andWorkplace Training

2.2%

Retail8.7%

Metal and Engineering Industry

4.8%

VET Students by Country of Birth The figure below provides an overview of the diversity of students participating in vocational education and training in South Australia for 2004. The figure shows that 70.4 per cent (86 100 students) of VET students reported that they were born in Australia; 7.9 per cent of students (9 657 students) were born in countries not specified in the figure; and 14.1 per cent of students (17 228 students) did not state their country of birth. In terms of other countries of birth, 4.0 per cent of South Australia’s VET students (4 868 students) were born in England; 1.1 per cent (1 294) were born in Vietnam and 0.8 per cent (966) were born in New Zealand.

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South Australian VET Students by Country of Birth, South Australia 2004

Australia 70.4%

Not Stated14.1%

Other 7.9%

China 0.6%

Scotland0.5%

Germany 0.4%

Philippines0.4%

Vietnam1.1% New Zealand

0.8%

England4.0%


The figure below shows that 75.3 per cent (92 061 students) of South Australia’s VET students were born in an English speaking country (70.4 per cent of these students born in Australia); 10.7 per cent (13 033 students) were born in a non-English speaking country; and 14.1 per cent (17 262 students) did not state their background.

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Share of VET Students born in English Speaking Countries, South Australia 2004

Australia70.4%

Other ESB countries 4.9%

NESB countries 10.7%

Not stated 14.1%


VET Students by Disability Status

The figure below shows that 5.9 per cent of South Australia’s VET students (7 224 students) stated they had a disability. The split between males and females with a disability was roughly equal with 3 614 females and 3 607 males (three students did not state their gender). In 2004, 82.6 per cent (101 071 students) of South Australia’s VET students reported no disability and 11.5 per cent of students (14 061 students) did not state whether or not they had a disability.

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VET Students by Disability Status, South Australia, 2004

No Disability 82.6%

Have a disability 5.9%

Not stated 11.5%

VET students by Aboriginal/Torrens Strait Islander status

The following figure shows that in 2004, 3.3 per cent (4 092 students) of South Australia’s VET students identified themselves as having an Indigenous background. Of these students, 52.9 per cent (2 165 students) were female and 47.1 per cent male (1 927 students).

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VET Students by Indigenous Status, South Australia, 2004

Indigenous 3.3%

Non-Indigenous 80.4%

Not stated 16.3%

Provider Type and Funding Source

The figure below shows the distribution of training activity (nominal hours) by VET provider type. TAFE remains the largest provider with 76.9 per cent of total VET hours (17 282 541 hours). Other registered private providers accounted for 14.9 per cent of VET hours (3 340 102 hours).

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VET Hours by Provider Type, South Australia, 2004

Schools4.9%

Private Providers 14.9%

ACE2.8%

WEA0.5%

TAFE 76.9%

VET hours by funding source, South Australia, 2004

Commonwealth and state recurrent funding

81.8%

Commonwealth and state specific funding

0.3%

Fee for service 9.5%

Overseas full fee paying 3.5%

Unknown 4.9%

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The above figure shows that 81.8 per cent of total VET hours (18 391 592 hours) were funded by Commonwealth and State recurrent funding accounts in 2004. The next largest funding source was through fee for service with 9.5 per cent of hours (2 124 827 hours), followed by overseas full fee paying students with 3.5 per cent of hours (791 403 hours).


STATISTICAL ANNEX APPENDIX 2: VET recognition data for 2004 and 2005 VET registration

Summary 2004 2005Total number of RTOs registered in South Australia 245 256

Number of RTOs delivering to overseas students 22 23

Number of RTOs also delivering higher education courses 13 16

Number of RTOs operating in another state or territory 89 108

Number of interstate RTOs operating in South Australia 630 717

Number of RTOs with delegated powers 1 1 Approvals 2004 2005Initial registrations 18 23

Renewal of registrations 49 7

Extension to scope of registration 102 92

Extension to scope of registration – TAFE SA (under delegation) 106 100 Refusals, Cancellations and Suspensions 2004 2005RTO initiated cancellation of registration 20 9

Registration authority initiated cancellation of registration 0 0

Registration authority initiated suspension of registration 3 1

Refusal of registration - initial registration - extension to scope registration - renewal registration

1 0 0

110

Audit Activity: Number of audits conducted and approved 2004 2005Initial 18 23

Renewal of registration 46 7

Extension to scope of registration 32 44

Compliance 16 17

Overseas 10 9

Complaint n/a 8

TOTAL 122 108

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VET Accreditation

Summary 2004 2005Total number of current accredited courses 532 495

Approvals 2004 2005Number of courses accredited 17 10

Number of courses accredited (TAFE SA under delegated authority)

14 19

Higher Education Registration

Summary 2004 2005Number of higher education providers 23 28

Number delivering to overseas students 15 19

Number of providers who also deliver VET 13 16 Approvals 2004 2005Initial registrations 1 5

Variation to scope 6 9 Refusals, Revocations and Withdrawals 2004 2005RTO initiated cancellation of registration 0 0


Refusal of registration 0 1

Higher Education Accreditation

Summary 2004 2005Total number of current accredited courses 190 226

Approvals 2004 2005Number of courses accredited 22 47

English Language Intensive Courses for Overseas Students (ELICOS) Recognition

Summary 2004 2005Number of ELICOS providers 8 7

Number audited for compliance 1 1



STATISTICAL ANNEX APPENDIX 3: TAFE SA Data Educational Sub Programs 2003 and 2004

2004 2005 Sub Program Individual

Students Curriculum hours

Successful Completions

Individual Students

Curriculum hours


Aboriginal Education

2016 4619 76% 2061 437 639 82%

Building, Construction and Furnishing

5122 1 173 599 89% 5463 1 222 302 90%

Business, Finance, Retail and Property Services

16 540 2 931 570 85% 16 594 2 979 123 84%

Community Services and Health

7285 2 350 485 92% 7774 2 439 969 92%

Design, Arts, Information Technology and Related Industries

6196 2 253 542 80% 5798 2 118 523 80%

Manufacturing, Engineering and Transport

11 581 2 195 744 89% 11 410 2 135 453 88%

Primary and Allied Industries

6775 1364 92% 6340 1 227 277 92%

Tourism, Hospitality, Hair and Beauty, Recreation and Fitness

12 961 2 884 735 87% 13 368 3 085 028 86%

Vocational Preparation and Equity

14 306 1 677 636 79% 15 641 1 817 502 80%

Total All Programs 82 782 17 293 630 86% 84 449 17 462 816 86% Total Reconciled* 77 895 79 477

*Total TAFE SA student numbers are reconciled to allow for students enrolled in more than one education program

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166

Fund Source Indicator Group 2004 and 2005

2004 2005 Fund Source indicator

Individual Students

Curriculum hours


Individual Students

Curriculum hours


State Recurrent 43 033 10 744 323 84% 42 450 10 741 764 83% Aboriginal Education

1746 425 407 75% 1794 411 652 81%

User Choice 9496 2 333 695 93% 10 115 2 440 703 94% VET in Schools 794 79 867 88% 1021 113 388 91% Other Government 2299 401 891 94% 2788 564 960 82% Fee for Services (FFS) – Australian Students

25 073 2 449 737 93% 26 524 2 432 510 92%

FFS – Overseas Students Studying in Australia

1172 762 002 86% 1099 697 637 86%

FFS – Overseas Students Studying Off Shore

443 66 708 85% 333 60 202 85%

Total all Fund Sources

84 056 17 293 630 86% 85 924 17 462 816 86%

Total Reconciled* 77 895 79 477

*Total TAFE SA student numbers are reconciled to allow for students enrolled under more than one fund source indicator group


Students by age group and gender 2004 and 2005

2004 2005 Female Male Total Female Male Total Under 15 90 72 162 48 41 8915 to 19 yrs 5916 7901 13 817 3937 5302 923920 to 29 yrs 10 981 13 356 24 337 12 183 15 662 27 84530 to 39 yrs 7881 7978 15 859 7803 8114 15 91740 to 59 yrs 11 534 10 077 212 611 12 602 10 698 23 300Over 60 yrs 874 1026 1900 1358 1533 2891Age unknown 97 112 209 100 96 196Total 37 373 40 522 77 895 38 031 41 446 79 477

Students identified with some form of disability 2004 and 2005

2004 2005 Student Category Individual

Students Curriculum hours


Individual Students

Curriculum hours


Students with a Disability

4635 1 068 435 81% 5137 1 214 652 81%

Total 77 895 17 293 630 86% 79 477 17 462 816 86%

Level of Awards issued 2004 and 2005 2004 2005 Level of award Number of students Number of students Variation (%) Graduate Certificate 8 23 188%Bachelor Degree (Pass) 79 93 18%Advanced Diploma 561 556 - 1%Diploma 2136 2418 13%Certificate IV 3991 4091 3%Certificate III 6498 5666 - 13%Certificate II 3637 3355 -8%Certificate I 1585 1630 3%Statement of Attainment 245 228 - 7%Bridging and Enabling Courses

1 1 0%

Not Elsewhere Classified 14 - 100%Total 18 755 18 061 - 3.70%

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STATISTICAL ANNEX APPENDIX 4: Glossary of Terms AAP Aboriginal Apprenticeship Program ACE Adult Community Education ANTA Australian National Training Authority APY Anangu Pitjantatjara Yankunytjatjara AQF Australian Qualifications Framework AQTF Australian Qualification Training Framework BDF Broadband Development Fund BITS Building on IT Strengths CDEPs Community Development Employment Programs CRC’s Cooperative Research Centres CSIRO Commonwealth Scientific and Industrial Research Organisation DAPs Disability Action Plans DFEEST Department of Further Education, Employment, Science and Technology DSTO Defence, Science and Technology Organisation EAP Employee Assistance Programs ELICOS English Language Intensive Courses for Overseas Students HPC High Performance Computing ICDL International Computers Drivers’ Licence ICT Information and Communications Technology NCVER National Centre for Vocational Education and Research OHS&IM Occupational Health, Safety and Injury Management OHSW Occupational Health, Safety and Welfare RTOs Registered Training Organisations SABRENet South Australian Broadband for Research and Education Network SACE South Australian Certificate of Education SACITT South Australian Consortium for Information Technology Telecommunications SATAC South Australian Tertiary Admissions Centre STI Science Technology and Innovation STI10 10 year Vision for Science Technology and Innovation TAFE SA Technical and Further Education South Australia VET Vocational Education and Training VFWA Voluntary Flexible Working Arrangements VISA VET in Schools Agreements WEA Workers Education Association

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