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DFEEST Annual Report 2005
 

The Annual Report represents an overview of DFEEST’s achievements, governance, workforce management and financial performance. It also outlines progress made towards achieving our objectives in ...

The Annual Report represents an overview of DFEEST’s achievements, governance, workforce management and financial performance. It also outlines progress made towards achieving our objectives in South Australia’s Strategic Plan.

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    DFEEST Annual Report 2005 DFEEST Annual Report 2005 Document Transcript

    • DFEEST Annual Report 2005 - Section AHon Paul Caica MPMinister for Employment, Training and Further Education GPO Box 320Level 11, Zurich House Adelaide SA 500150 Grenfell Street T 08 8226 3821ADELAIDE SA 5000 F 08 8226 9533Hon Karlene Maywald MPMinister for Science and Information EconomyLevel 12211 Victoria SquareADELAIDE SA 500031 March 2006Dear MinistersI am pleased to present to you the 2005 Annual Report for the Department of FurtherEducation, Employment, Science and Technology.The report has been prepared in accordance with the requirements of the Technicaland Further Education Act 1975 and the Public Sector Management Act 1995.This annual report presents the department’s financial statement for the financialyear 2004–05 and an overview of the activities and achievements for the 2005calendar year reporting on progress made towards achieving the objectives in SouthAustralia’s Strategic Plan.Yours sincerelyBrian CunninghamCHIEF EXECUTIVE
    • DFEEST Annual Report 2005 - Section AFor further copies and enquiries please contact:Department of Further Education, Employment, Science and Technology (DFEEST)Office of the Chief ExecutiveGPO BOX 320ADELAIDE SA 5001Telephone: (08) 8226 3821Facsimile: (08) 8226 9533The 2005 Annual Report is available on the DFEEST website atwww.dfeest.sa.gov.au.ISSN 1449-6437 2
    • DFEEST Annual Report 2005 - Section ACONTENTSSECTION 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 18SECTION 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 29SECTION 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 3
    • DFEEST Annual Report 2005 - Section ACONTENTSSECTION 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 116SECTION 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 4
    • DFEEST Annual Report 2005 - Section AHIGHLIGHTS 2005Employment 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. 5
    • DFEEST Annual Report 2005 - Section AScience, 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. 6
    • DFEEST Annual Report 2005 - Section ACHIEF EXECUTIVE’S REPORTI am pleased to be able to present the 2005 Annual Report of the Department ofFurther Education, Employment, Science and Technology. The year has offeredmany challenges, yet brought significant rewards, particularly in delivering outcomesfor South Australia. This report demonstrates the valuable work the department hasundertaken over 2005.The department has made significant strides forward in further aligning its activities toensure 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 ofCabinet and with other key agencies, with whom we are working closely to advancesignificant outcomes for the state. We hope to build on these strong workingrelationships 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 employmentfront, with a record number of people now in work (742,700 people in December2005 compared to 655 000 a decade ago) and undertaking an apprenticeship ortraineeship (now 33 800, a rise of 5.6 per cent from a year earlier). We are workingto place South Australia in a strong position over the coming years by ensuring thatwe have an internationally competitive workforce, able to support strategic industrygrowth.There are major challenges facing the state to develop a skilled worker base tosupport the significant expansion of our mining and defence industries planned forthe coming years. The state’s demographic profile will add to this challenge.The government released the State’s Workforce Development Strategy and ActionPlan, Better Skills. Better Work. Better State, in August. The strategy sets the firststate framework for government and industry to work collaboratively to deliverinitiatives targeting workforce needs and addressing recruitment, retention and theuse of labour. The Training and Skills Commission was the driving force behind thisstrategy and I would like to thank them for their hard work and valuable input indelivering 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 theappointment of three experienced executive directors for each institute. The TAFESA institutes have performed remarkably well in a difficult year and the systemcontinues to perform as the strongest in the nation. The most recent studentoutcomes survey indicates that 91 per cent of graduates go on to employment orfurther training within three months of completing their studies.The strength of our training system can be seen from the ongoing success that thestate is having in attracting international students. The number of overseas studentshas increased by 60 per cent over the last three years, with more than 17 900international students choosing Adelaide as their study destination in the first 11months of 2005.It is examples such as these that I am promoting to South Australian businesses todemonstrate the competitiveness of our system and to encourage them to build theirworkforces through training. 7
    • DFEEST Annual Report 2005 - Section AOn the science, technology and innovation front, we have progressed with theplanning for the development of five innovation precincts under Constellation SA,further implementing the initiatives set out in the state’s 10-year plan for Sciencetechnology and innovation – STI10.Once established, these will place the state in a stronger position to build itsreputation for internationally competitive scientific research and maximise the level ofCommonwealth Government and industry investment in research and development.It is essential that this connect business, education/training and government in orderthat 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 theBroadband Development Fund over 2005 and the ongoing roll-out of the SouthAustralian Broadband Research and Education Network across Adelaide.Internally, a new departmental structure was implemented in mid-2005, with twoDeputy Chief Executives now supporting me in my management responsibilities.The new structure provides a more effective means through which the departmentcan work across its various functional areas, establishing a foundation for greatercustomer service to students, trainees/apprentices and industry and communityorganisations. The work of the Training Advocate, including new capability to assistinternational students, is a unique part of the state’s training system in helping peopleto 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 performingorganisation, through a focus on our people as our most significant asset. Aninternal workforce development platform has been developed and endorsed, and thedepartment’s Aboriginal Employment Strategy, finalised in late 2005, will ensure thatwe can provide opportunities to Aboriginal people, who have traditionally beendisadvantaged in the labour market.I would particularly like to take the opportunity to thank all staff from across DFEESTfor their excellent level of support and commitment. I look forward to continuing towork with my department to strengthen our role in employment, training, furthereducation, science, technology and innovation over coming years.Brian CunninghamCHIEF EXECUTIVE 8
    • DFEEST Annual Report 2005 - Section AMINISTERIAL LEGISLATIVE RESPONSIBILITIESPortfolio governance for further education, employment, science and technology ismanaged through a number of councils, boards and committees that work inconjunction with the department to provide the Minister for Employment, Training andFurther Education and the Minister for Science and Information Economy with advicein key strategic areas.MINISTERIAL LEGISLATIVE RESPONSIBILITIESEmployment, Training and Further EducationHon Stephanie Key MP took responsibility for this portfolio on 5 March 2004.AgencyThe Department of Further Education, Employment, Science and Technology.Acts AdministeredConstruction Industry Training Fund Act 1993Technical and Further Education Act 1975Flinders University of South Australia Act 1966University of Adelaide Act 1971University of South Australia Act 1990Training and Skills Development Act 2003Statutory Authorities and BoardsConstruction Industry Training BoardEducation AdelaideTraining and Skills CommissionGrievances and Disputes Mediation CommitteeRegulationsConstruction Industry Training Fund Regulations 1993Public Corporations (Education Adelaide) Regulations 1998Technical and Further Education Regulations 1999Technical and Further Education (Vehicles) Regulations 1998Training and Skills Development Regulations 2003Boards, Committees and Authorities within the Minister’s portfolioTraining and Skills CommissionThe Training and Skills Commission was established under the Training and SkillsDevelopment Act 2003. The Act gives authority to the industry-led commission inregulating vocational education and training and non-university higher education inthe state and in planning and policy advice on employment, vocational and adultcommunity education. The commission reports to the government through theMinister for Employment, Training and Further Education. 9
    • DFEEST Annual Report 2005 - Section AThe commission is formally advised by three reference groups in the areas of quality,adult community education and overseas qualifications recognition. The Act also setsup a Grievances and Disputes Mediation Committee to resolve formal disputesbetween apprentices/trainees and their employers under contracts of training.These groups are all convened by commission members, but draw on the widerresources of industry and the community for specialist advice through theirmembership and consultation strategies. The Training and Skills Commission reportsannually to Parliament on its operations and those of its committees and referencegroups.Higher Education CouncilThe Higher Education Council was established in 2002 to foster collaborativearrangements 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 InternationalAustraining International Pty Ltd is an international consulting and projectmanagement company of the South Australian Government. Its head office is inAdelaide and the company has a regional presence in Asia through its subsidiarycompany PT Austraining Nusantatra, which was established in 1993 in Jakarta,Indonesia. It has a registered company in Papua New Guinea, which maintains anoffice 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 andmanagement of international education and training projects.Education AdelaideEducation Adelaide is a subsidiary of the Minister for Employment, Training andFurther Education established by regulation under the Public Corporations Act 1993in 1998. It operates as a partnership between the City of Adelaide, the state’suniversities, the State Government and numerous private colleges and schools. Itsstrategic direction is to accelerate the growth of South Australia’s education exportindustry to benefit the state’s education providers, the local economy and communityand the City of Adelaide. Education Adelaide works closely with DFEEST to achievetargets in South Australia’s Strategic Plan. 10
    • DFEEST Annual Report 2005 - Section AMINISTERIAL LEGISLATIVE RESPONSIBILITIESScience and Information EconomyThe Hon Karlene Maywald MP took over responsibility for this portfolio on 23 March2005.AgencyThe Department of Further Education, Employment, Science and Technology.RegulationsPublic Corporations (Bio Innovation SA) Regulations 2001Public Corporations (Playford Centre) Regulations 1996Statutory AuthoritiesBio Innovation SAInformation Industries Development Centre (Playford Centre)Boards, Committees and Authorities within the Minister’s portfolioThe Premier’s Science and Research CouncilThe Premier’s Science and Research Council was established in June 2002 toadvise the government on strategies for boosting local science and researchcapabilities and improving levels of innovation. The council is co-chaired by thePremier and the state’s chief scientist Dr Max Brennan AO and supported by theDepartment of Further Education, Employment, Science and Technology.The Premiers Science and Research Council was responsible for establishing thePremier’s Science and Research Fund in 2003, to facilitate strategic investment inscience and research in South Australia and transfer of research outcomes to endusers, as a foundation for South Australia’s economic, social and environmentalfuture. Since then, the Premiers Science and Research Fund, through a competitiveprocess, has committed a total of over $8 million for collaborative science andresearch projects in South Australia.Information Economy Advisory BoardThe Information Economy Advisory Board provides advice to the Minister for Scienceand Information Economy on the potential benefits of the information economy for allSouth Australians and on how to maximise these benefits. The board’s membershipbrings together prominent individuals from the community, academia and, inparticular, industry. It is supported by, and works closely with, the Department ofFurther Education, Employment, Science and Technology to provide advice on thestate’s current capacity to benefit from the information economy.Bio Innovation SABio Innovation SA is a public corporation subsidiary of the Minister for Science andInformation Economy.Funded by the State Government, Bio Innovation SA provides grants to companiesand public research organisations to promote company development and enablecommercialisation of technologies. 11
    • DFEEST Annual Report 2005 - Section AThe organisation also provides mentoring, advice on business and productdevelopment, financial and marketing advice, as well as infrastructure developmentsupport for the local bioscience industry. Over the past five years, Bio Innovation SAhas established itself as the focal point for the local bioscience community andindustry 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 biotechnologysector contributes 14 per cent of the State’s total business research anddevelopment expenditure. The number of biotech companies has doubled since 2001with now more than 70 biotechnology companies in South Australia, employing about1000 people and generating more than $175 million in revenue.Investigator Science and Technology CentreThe Investigator Science and Technology Centre is an incorporated non-profitassociation that works closely with the state’s three universities, researchorganisations and industry to promote the importance of science and technology tothe community at large and targeted to children of schooling age.Playford CentrePlayford Centre was established by regulation under the Public Corporations (PlayfordCentre) Regulations 1996 as a subsidiary of the Minister for Science and InformationEconomy, to contribute to South Australia’s economic growth, exports, commercialisationof research and entrepreneurial activity, by facilitating the formation and development ofinnovative technology ventures.Playford CapitalIn 2001, Playford Centre formed a subsidiary Playford Capital Pty Ltd. PlayfordCapital uses funding provided by the Commonwealths Building on IT Strengths andICT Incubators Programs to invest in South Australian ICT firms which have thepotential and commitment to become high growth companies exporting interstate andoverseas. This has stimulated the inflow of private equity into South Australia andsupported ICT company growth.SABRENet LtdSABRENet Ltd is a not-for-profit tax-exempt public company limited by guarantee.Once constructed, SABRENet will own the multicore optical fibre network connectingmajor research and education sites in Adelaide. 12
    • DFEEST Annual Report 2005 - Section ADEPARTMENTAL RESPONSIBILITIESThe Department of Further Education, Employment Science and Technology plays akey role in creating an environment in which all South Australians prosper as a resultof having an opportunity to share in learning and to seek better jobs. The departmenthas lead responsibility for developing the scientific, research and innovative capacityof the state and developing the state such that it is widely recognised for its highlyskilled, 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. 13
    • DFEEST Annual Report 2005 - Section A ORGANISATIONAL CHARTS As of 1 August 2005 DFEEST SENIOR MANAGEMENT STRUCTURE AND REPORTING ARRANGEMENTS OVERVIEW MINISTER FOR SCIENCE AND MINISTER FOR EMPLOYMENT INFORMATION ECONOMY TRAINING AND FURTHER EDUCATION OFFICE OF THE INTERNAL CHIEF CHIEF AUDIT EXECUTIVE EXECUTIVE EXECUTIVE ADVISER DEPUTY CHIEF DEPUTY CHIEF EXECUTIVE EXECUTIVE PLANNING POLICY & EMPLOYMENT & INNOVATION EXECUTIVE TRAINING SERVICES DIRECTOR, SHARED BUSINESS SERVICES 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. DFEEST SENIOR MANAGEMENT STRUCTURE AND REPORTING ARRANGEMENTS PLANNING, POLICY AND INNOVATION MINISTER FOR SCIENCE AND MINISTER FOR EMPLOYMENT INFORMATION ECONOMY TRAINING AND FURTHER EDUCATION CHIEF EXECUTIVE DEPUTY CHIEF EXECUTIVE PLANNING POLICY & INNOVATION EXECUTIVE DIRECTOR EXECUTIVE DIRECTOR SCIENCE TECHNOLOGY & ABORIGINAL EDUCATION &TRAINING AND DIRECTOR, DIRECTOR, DIRECTOR, INNOVATION EMPLOYMENT STRATEGIES SKILLS STRATEGY QUALITY HIGHER COMMISSION EDUCATION EXECUTIVE 14
    • DFEEST Annual Report 2005 - Section A DFEEST SENIOR MANAGEMENT STRUCTURE AND REPORTING ARRANGEMENTS EMPLOYMENT AND TRAINING SERVICES MINISTER FOR SCIENCE AND MINISTER FOR EMPLOYMENT INFORMATION ECONOMY TRAINING AND FURTHER EDUCATION CHIEF EXECUTIVE DEPUTY CHIEF EXECUTIVE EMPLOYMENT & TRAINING SERVICES TAFE SA DIRECTOR, DIRECTOR, DIRECTOR, DIRECTOR, TRAINEESHIP & EMPLOYMENT EXECUTIVE DIRECTOR EDUCATION MARKETINGAPPRENTICESHIP PROGRAMS TAFE SA REGIONAL SERVICES AND AND SERVICES PROGRAMS INTERNATIONAL EXECUTIVE DIRECTOR TAFE SA ADELAIDE SOUTH EXECUTIVE DIRECTOR TAFE SA ADELAIDE NORTH 15
    • DFEEST Annual Report 2005 - Section A 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 SASP Targets Status Organisation T1.18 Cost effectiveness of DFEEST Workforce services Development Platform DFEEST will become a skilled, high performance organisation in order T1.19 Quick decision making EDRMS implementedto ensure that we have the capacity to T3.2a Reducing energy Energy use down by deliver our strategic objectives. consumption 5.44% Skilling South Australia Status DFEEST will lead the way in skilling SASP Targets Consumer protection South Australia by working with T6.15 Non-school strategyindustry and businesses to implement qualifications Three TAFE SA workforce planning and skill institutes established T6.16 University participation development programs, building a State Commonwealthquality and competitive training market T6.17 VET participation training agreement and strengthening the publicly owned T1.14 Overseas students Overseas student TAFE SA system. numbers up by 60% Employment and Workforce Status Development SASP Targets Workforce DFEEST will lead the way in Development Strategy supporting individuals and T1.1 Jobs Regional SA Workscommunities to make the right choices T1.2 Unemployment contracts in relation to careers and learning by T1.3 Youth unemployment providing high quality employment Workforce and workforce development Development Fund services and community education. SASP Targets An Innovative Community T1.14 Overseas students DFEEST is committed to the T4.2 Commercialisation of Statusstrategies endorsed by the Premier’s research Constellation SA Science and Research Council T4.6 Investment in research 10 commenced detailed in STI in conjunction with T4.7 Internet usage BDF projects the implementation of the State T4.8 CRCs and research Information Economy Broadband Strategy and the state’s centres Agendacurrent Information Economy Agenda T6.15 Non-school both endorsed by the Information qualifications Economy Advisory Board. T6.16 University participation 16
    • DFEEST Annual Report 2005 - Section ACORPORATE GOVERNANCEThe department’s principal corporate governance obligations are prescribed in the PublicSector Management Act 1995 and the Technical and Further Education Act 1975. TheseActs establish general management aims, personnel management and employee conductstandards. The Chief Executive is responsible for observance of these aims and standardswithin the department.The department operates within a framework that integrates strategic management andleadership, accountability, robust standards and processes, and the effective and efficientmanagement of people, resources and risk. A corporate executive leadership team hasresponsibility for maintaining the effectiveness of these corporate governance mechanisms.The department is committed to developing a culture that delivers best-practice services andencourages the involvement of all employees in a process of continuous improvement thatrecognises and values their contribution to departmental objectives.The allocation of funds across the department and TAFE institutes is based on the principle ofdelivering value for money and educational and training services linked to whole-of-government objectives. The corporate executive team oversees high-level corporate strategyand 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. Thisincludes reporting in the areas of financial results, occupational health, safety and welfarestatistics, workforce details, project status, and results against other key performanceindicators, including the targets contained in South Australia’s Strategic Plan.The Executive Budget Committee conducts an independent review of departmentalprocesses and controls. It provides governance and risk management advice and additionalservices to assist management with the achievement and maintenance of the managementaims and standards in line with the department’s objectives and priorities. In line with thisadvice, the department has initiated a comprehensive review and revision of its financialgovernance practices.The department’s personnel management practices ensure the fair and consistent treatmentof employees. It has established policies and procedures that reflect its commitment to thepublic service code of conduct. 17
    • DFEEST Annual Report 2005 - Section A FINANCIAL OVERVIEW 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 & Skills Form ation - Vocational Education & Training $388m Education & Training - Higher Education $0.6m Education & Training - Regulatory Services $4.3m Em ploym ent & Skills Form ation - Em ploym ent Developm ent $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 $388 million 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• Employment & Skills Formation – Employment Development. Addressing $24.1 million 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.• Science, Technology & Innovation. Provides the government’s principal strategic $22.9 million 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.• Education & Training Formation – Regulatory Services. Provision of registration, $4.3 million accreditation and approval services for registered training organisations, and the regulation, administration and funding of apprenticeships and traineeships.• Education and Training Formation – Higher Education. Provision of advice to $0.6 million the Minister on higher education policy and planning. Total $439.9million 18
    • DFEEST Annual Report 2005 - Section AThe following table provides a summary of the actual results for the 2004-05 financialyear compared to the original budget. The detailed financial statements reflectingthese results for 2004-05 are presented under Financial Information (please refer toSection E of this report).Summary of Financial Information Actual Budget Actual 2003-04 2004-05 2004-05 $’000 $’000 $’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 236 (10,379) (11,977)restructuringNet revenues from restructuring - -Surplus (Deficit) for the year 236 (10,379) (11,977)after restructuringTotal valuation adjustments 12,480 - 11,204recognised directly in equityTotal changes in equity other than 12,716 (10,379) (773)those resulting from transactionswith the State Government asownerOperating RevenuesActual operating revenues for 2004-05 were $422.5 million. The principal source offunding for the department is State Government appropriation which totalled $242.2million. 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 Service Revenue $37.8m Student Enrolment Fees and Charges $32.5m Other User Fees and Charges $2.8m Other Grant and Contributions $5.0m Interest Income $3.3m Other $7.9m 19
    • DFEEST Annual Report 2005 - Section AOperating ExpensesActual employee benefits of $230.8 million for 2004-05 constituted 53 percent of thetotal operating expenses of $434.4 million. Other major expenses included $18.9million for funding to non-TAFE providers for Vocational Education and Training,$24.8 million for information technology infrastructure and communication and $12.6million and $15.9 million for employment programs and science and technologyprograms respectively.Operating ResultThe actual deficit for 2004-05 was $12 million compared to the approved budgetdeficit of $10.4 million. Factors contributing to the change in operating result from asurplus 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 Budget Actual 2003-04 2004-05 2004-05 $’000 $’000 $’000Financial Position:Total Assets 530 432 512 660 523 602Total Liabilities 89 119 81 726 83 062Net Assets 441 313 430 934 440 540The department’s net assets in 2004-05 decreased by $0.8 million. This wasprimarily due to a decrease in cash, current receivables and in the amount of landand improvements partly offset by lower liabilities relating to deposits held andunearned revenue. Actual Budget Actual 2003-04 2004-05 2004-05 $’000 $’000 $’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 316The actual investing payments for 2004-05 were $3 million compared to theapproved budget of $11.8 million. The under expenditure reflects timing variationsapplicable to a budgeted loan advance of $7 million to Le Cordon Bleu and othercapital projects carried forward for completion in 2005-06. 20
    • DFEEST Annual Report 2005 - Section BWORKFORCE PROFILEDuring 2005 the department has made significant progress in meeting the objectivesof its Strategic Plan, which aims to build a sustainable workforce and demonstrateleadership in workforce development. This is vital given the role DFEEST hasprovided in industry, community and government policy as the agency responsiblefor the state’s Workforce Development Strategy.Building on the initiatives implemented during 2005, the department will continue tostrive to become a high-performance, learning organisation which attracts, developsand retains the most talented workforce available and enhances this agency’sworkforce profile.Workforce DataThe following data are based on records from the Human Resource informationsystem Empower for persons identified as being employed on 30 June 2005. Datamay vary from the 2004 report as the 2004 information was provided from anothersource no longer regarded as reliable for management reporting purposes.Hourly Paid Instructors (HPIs) are excluded from the data tables. HPIs arecovered separately as they are employed under totally different conditions andreported accordingly. To combine HPI data with regular staff information wouldresult in data distortion.EMPLOYEE NUMBERS, GENDER AND STATUS (EXCLUDING HPIS)Persons: 3669FTEs: 3356.57 Pe rce ntage of Em ploye e Num be rs by FTEs , Pe rs ons and Ge nde r % FTE Male Female % Pers ons 0.00% 20.00% 40.00% 60.00% 80.00% 100.00%Number of persons separated from the agency during the 2004-05 financial year(excluding HPIs): 401Number of persons recruited to the agency during the 2004-05 financial year(excluding HPIs): 542 21
    • DFEEST Annual Report 2005 - Section BNumber 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, thusthe discrepancy in total numbers as compared to the previous heading.Hourly Paid InstructorsDFEEST augments its teaching force by employing casual hourly paid instructors(HPIs) to provide specialist and back up support. HPIs may be employed for as littleas 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 ongoingemployment as a lecturer. In 2004-05, 2617 individual HPIs provided 284,763 hoursteaching at a cost of $13,185,429. The hours equated to 296.63 full-time equivalentlecturers.Number of employees by salary bracket (excluding HPIs) Num be r of Em ploye e s by Salar y Br ack e t (Excluding HPIs ) 1400 1200 1000 Staff Numbers 800 Male 600 Female 400 Total 200 0 0-38 000 38 001 - 49 000 49 001 – 64 000 64 001 - 83 000 83 001 plus Salar y Br ack e tsEmployment Status – Persons and FTEs (excluding HPIs) Persons FTEs Ongoing 2 527 2 354.42 Temporary 1 142 1 002.15 Total 3 669 3 356.57EXECUTIVE PROFILENumber 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 22
    • DFEEST Annual Report 2005 - Section BWORKFORCE DIVERSITYThe department recognises the value of workforce diversity and the benefits inherentfrom a workforce that is representative of the broader community. The followingsection outlines the department’s current profile.Age ProfileNumber 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 SouthAustralia (45 years) 1 and significantly above the average for the total SouthAustralian workforce (39.5 years).Addressing the ageing of the department’s workforce is a pressing and significantchallenge. The department is identifying and creating opportunities to recruit youngSouth Australians into skilled jobs, create employment pathways for groupstraditionally disadvantaged in the labour market and explore how older workers canbe retained and recruited.In 2005 DFEEST’s Workforce Development Platform to 2010 was developed andapproved by the Executive for release in March 2006.Aboriginal Employment StrategyProviding sustainable and effective employment outcomes for Aboriginal peoplethrough the recruitment, retention and development of Aboriginal employees is ahigh priority for the department.In September 2005, the department launched and commenced implementation ofDFEEST’s Aboriginal Employment Strategy to 2010: Walking Together TowardsProsperity.As at the end of December 2005 the department employed 65 staff of Aboriginal orTorres 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 Aboriginalpeople, 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 2005.1 “Benchmark Data Drawn from the Public Sector both Internationally and Australia and New Zealand”, research byCorporate Leadership Council (CLC) commissioned by DTEI, November 2005. 23
    • DFEEST Annual Report 2005 - Section BInitiatives 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 andscholarships for Aboriginal students undertaking degrees in skill shortage areas arebeing introduced.Cultural and Linguistic DiversityThe current HR information system does not have the capacity to reportcomprehensively on the number of employees born overseas and/or who speaklanguage(s) other than English at home. Work is currently underway to improve thisaspect of the HR data collection.Voluntary Flexible Working ArrangementsAs part of the department’s commitment to attracting and retaining the best possiblestaff and to assist employees to balance work and family life a number of voluntaryflexible working arrangements (VFWA) are available to its employees, in particular toPSM 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 MANAGEMENTNumber of persons on Leave without Pay as at 30 June 2005 (excluding HPIs):131Total days leave taken – average days per FTE (excluding HPIs) Leave Type 2004-05 Sick Leave Taken 7.99 Family 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 withPay. Thus it cannot currently be reported upon as a separate leave type. 24
    • DFEEST Annual Report 2005 - Section BPERFORMANCE MANAGEMENTPerformance management and development processes continued to be rolled outacross the department. In the last year there has been an emphasis on enhancingthe performance development culture within the organisation. The department is alsoinvestigating models for automating the system through adaptation of our ‘Empower’human resource management system and linking it to learning and developmentsystems to promote up to date information on progress with performancedevelopment.TRAINING AND DEVELOPMENTIndividual Staff DevelopmentIn the 2004-05 year, $1.72 million, or one per cent of total staff costs were recordedas being spent on staff development activities identified within individuals’ personaldevelopment plans 2 .Organisational Learning and DevelopmentProgressive 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. 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 asa minimum. 25
    • DFEEST Annual Report 2005 - Section BLeadership developmentResearch was undertaken into the potential features and components of aleadership development system within DFEEST, with the production of acomprehensive research report that recommended a range of key features andprinciples for such a system. This system is due to be implemented in 2006.Building capabilities of HR staffLate in 2005, a learning and development model called ‘HR SMART’ (Sustainable,Monitored, Accredited, Recognised and Training) was developed with TAFE SA toincrease 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 competencyframework, it will include creative and SMART use of RPL with a focus on mappingwork/life performance and assessment of development against the draft HRcompetencies. This program will be delivered in the first half of 2006.Staff SurveyDFEEST piloted its first ‘whole of department’ staff survey during the two-weekperiod 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 thatthe 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 planningactivities such as on aspects of workforce profile, mobility and commitment.The findings will inform a future work/life balance strategy, organisationalimprovement and development initiatives as well as a benchmark with which tocompare future performance.Work/Life BalanceDFEEST is the lead agency for the development and strategic leadership of thestate’s Workforce Development Strategy which will include a focus on flexibleworkplaces that help individuals balance life and work.During 2004-05 a Ministerial Committee on Work/Life Balance was formed toundertake a project to improve access to flexible working arrangements and createcultural change around this issue within DFEEST, with representation from the Officefor Women, DTED, OPE, Minister’s Office and appropriate unions.The project’s aim is to obtain and analyse detailed qualitative and quantitative dataand recommend potential strategies, programs and/or materials to improve accessto flexible working arrangements and create cultural change around this issue.The research component of the project was completed in 2005, involving aninvestigation and examination of best practice models/ initiatives and relevantsurveys, a literature review and a staff survey. A conceptual model has also beenestablished. 26
    • DFEEST Annual Report 2005 - Section BGiven the congruence in timing of the staff survey and the work/life balanceresearch, the work/life balance survey is included as part of the staff survey. Thesurvey results will inform the development of a Work/Life Balance Strategy in 2006as part of the department’s Workforce Development Platform.DFEEST Workforce Development Platform 2010Principally aimed at addressing the challenges presented by an ageing workforceand the projected labour supply shortage, an extensive process was undertaken todevelop the DFEEST Workforce Development Platform to 2010, which wasapproved 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 workforceprofile, analysis of contemporary research and literature on both highperformance/learning organisations and workforce planning as well as assessmentof the environmental demands on our business and their likely impact on what wethe department’s customers need now and into the future.A new suite of performance indicators was established to evaluate the progress andsuccess of the platform and were incorporated into the Quarterly CorporateReporting Template.Whole-of-Government InitiativesState Demographic Strategy – the department is involved in the development andimplementation of this strategy with representation on the Senior ManagementCouncil’s Sub-Committee, the Strategy’s Think Tank and five of the project workingparties, 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 activelyinvolved in processes associated with the development of this plan.Retirement Intentions Survey – working in partnership with OPE, the departmentwas successful in securing in-principle funding from the Government AgenciesStatistical Committee to design and conduct a Retirement Intentions Survey acrossthe state public sector in 2006.EMPLOYEE ASSISTANCE PROGRAMAs part of its ongoing care for the wellbeing of employees and their familiesDFEEST established a single Employee Assistance Program program during 2005which offers confidential, impartial and culturally sensitive counselling support toemployees and their families 24 hours a day, seven days a week.In addition, the department established the EAP Manager Assistance Program, afree service offered to DFEEST management to deal with specific peoplemanagement issues. 27
    • DFEEST Annual Report 2005 - Section BEQUAL OPPORTUNITY EMPLOYMENT PROGRAMSDuring 2004-2005 the department employed seven graduates from the Office of theCommissioner for Public Employment graduate scheme and 44 trainees through theState Government Youth Traineeship Program.Child ProtectionThroughout 2005 DFEEST implemented child protection initiatives in line withmeeting the recommendations put forward by the external child protection expertengaged in 2004 to identify and assess child protection risks. The recommendationsare aimed at minimising risks for children and young people using DFEEST servicesand are also aimed at addressing the requirements outlined in the Children’sProtection (Miscellaneous) Amendment Bill 2005, previously called ‘Keeping ThemSafe’.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 theChild Youth & Family Services (CYFS) for TAFE SA and DFEEST employees. 28
    • DFEEST Annual Report 2005 - Section BWORKFORCE PROFILEOccupational Health, Safety and Injury ManagementSignificant work in the area of Occupational Health Safety & Injury Management hasbeen undertaken in 2005 due to executive commitment to industry best practice.During 2005, 22 new procedures which manage identified high-risk and costly areasof 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 theMinister for Employment, Training and Further Education, the CE, Executive, Healthand Safety Committees and unions. This has ensured that the department retainsownership of OHS&IM outcomes and improvement strategies. As a result there wasa considerable reduction in new workplace injuries in 2005: 108 compared to 139 in2004.Executive level commitment to OHS&W was further strengthened through theholding of a mock prosecution trial in collaboration with Primary Industries andResources SA, which practically demonstrated what is required under legislation ofthe department in this area. All Executive Forum members participated in thisexercise and it will provide a catalyst for ongoing implementation of the department’sOHS&W procedures over 2006.The year 2005 saw a change to the senior OHS&IM Committee (CentralConsultative Committee). This resulted from a realignment of the business and thecommittee now aligns perfectly with the new accountability framework. Thecommittee consists of 12 employee representatives representing each of the areasof DFEEST and eight management representatives, including the CE and officerresponsible for OHS&IM. Together with local committees, the Central ConsultativeCommittee continues to drive OHS&IM. They are supported by the new OHS&IMNetwork, which comprises OHS&IM professionals and key departmental contacts.Employee welfare remains a priority of DFEEST and the implementation of systemsthat address psychological wellbeing, bullying and harassment and violence andsecurity in the workplace were introduced in 2005. This has received positivefeedback from staff and managers. The department’s Employee AssistanceProgram continued to contribute to positive outcomes through the seven-day-a-week, 52 weeks-a-year assistance that is available to staff and their immediatefamilies no matter where they are in Australia.TAFE SA OHS&IM practitioners led improvement strategies in 2005, contributing tothe long-term improvement in OHS&W and Injury Management in the TAFE area.Long term injured employees were actively engaged during 2005. DFEEST’s injurymanagement service provider continues to receive high praise from both injuredemployees and managers. 29
    • DFEEST Annual Report 2005 - Section BOccupational 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 4 2 Division 6.6 Number of notifiable injuries pursuant to OHS&W Regulations 6 1 Division 6.6 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 35 52 program Total number of employees rehabilitated and reassigned to 7 2 alternative duties 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 0.016% 0.017% annual remuneration 4 Number of Injuries Number of new workers’ compensation claims in the calendar year 108 (4 139 withdrawn) Number of fatalities, lost time injuries, medical treatment only (F) 0 0 (LTI) 58 (3 87 withdrawn) 50 (1 (MTO) withdrawn) 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 10.28 16.04 million hours worked Most frequent cause (mechanism) of injury Falls, Trips Body and Slips Stressing Most expensive cause (mechanism) of injury Falls, Trips Mental and Slips 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 30
    • 2005 PERFORMANCE REPORTSThis section contains performance information for the 2005 calendar year relating to thefollowing 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.2005 PERFORMANCE REPORTSState Workforce DevelopmentDuring 2005 the Department commenced implementation of major strategies for workforcedevelopment across South Australia.Better Skills Better Work Better State: A Strategy for the Development of South Australia’sWorkforce to 2010 was developed under the leadership of the Training and SkillsCommission and approved by Cabinet.The South Australian Skills Action Plan and the Workforce Development Action Plan weredeveloped during 2005 to underpin the implementation of Better Skills Better Work BetterState. Both identify the workforce development initiatives by government, industry, regionsand the education and training systems in order to address immediate and longer-term skillshortages.The Workforce Information Service, incorporating the Regional Information Exchange,became operational in August 2005. The service provides high level, high quality informationand advice about the labour market, economic and demographic trends, regional andindustry workforce analysis, supply and demand information to support policy makers andpractitioners in better workforce planning and policy development. Further information canbe found at the website: workforceinfoservice@saugov.sa.gov.auNine new industry skills boards were established. Their objectives are to develop industryspecific workforce development action plans, identify workforce trends and emerging skillneeds and to consider issues relating to career advice and the attraction and retention of askilled workforce.A new triennial Commonwealth-State Training Funding Agreement was negotiated. 31
    • Better Skills Better Work Better State and Workforce Development Action PlanThe South Australian Government recently endorsed Better Skills, Better Work, Better State– A Strategy for the Development of South Australia’s Workforce to 2010. This planrecognises that workforce development requires a cross-government agency approach andis the shared responsibility of government, industry, the education sectors and thecommunity. Better Skills Better Work Better State takes workforce development beyondtraining and skills to incorporate work organisation, job design, industrial relations, humanresource 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 ActionPlan which showcases a wide variety of initiatives (past, present and planned) supportingworkforce development and planning across the state. This Action Plan outlines a range ofpast, present and planned initiatives which contribute to workforce development across theState and it highlights initiatives under 14 industry sectors.Some workforce development activities that have occurred in 2005 are discussed below.A HIGH SKILL ECONOMYIndustry Skills BoardsWith the support of DFEEST and government funding, South Australian industry leadersformed and established nine Industry Skills Boards to develop industry specific workforcedevelopment action plans, identify workforce trends and emerging skill needs and to considerissues relating to career advice and the attraction and retention of a skilled workforce.Overseas QualificationsA new policy was developed by the Overseas Qualifications Reference Group of the Trainingand Skills Commission to overcome barriers to the assessment and recognition of overseasqualifications in South Australia. Industry and community groups were fully involved in theformulation of new practices which will better meet the needs of newly arrived migrants andmeet skills shortages.Consequently DFEEST has established a new Trades Recognition Unit to facilitate theefficient assessment of people with trade skills and experience gained in Australia oroverseas. The unit will assist skilled migrants make a smooth and quick transition into thelocal workforce and community.Commonwealth FundingIn 2005, the department actively engaged to develop new national VET funding andaccountability arrangements, which attracts approximately $90 million of Commonwealthfunding annually to the State. The Commonwealth Department of Education, Science andTraining assumed responsibilities which were previously the domain of the AustralianNational Training Authority.DFEEST also facilitated the development of four successful funding submissions for nationalprojects in South Australia which included: 32
    • 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 theCommonwealth Infrastructure Program. These comprised four industry skill centres, threeschool-based skill centres and four Indigenous skill centres.QUALITY EMPLOYMENTCommunity LearningA draft Community Learning Statement that includes 12 action areas from Better Skills BetterWork Better State was released for consultation in the final quarter of 2005 on behalf of theAdult Community Education Reference Group of the Training and Skills Commission.Consultation forums held in metropolitan and regional areas were attended byrepresentatives from the business, community and government sectors. Input on effectivemethods of implementing the strategies in the draft Community Learning Statement in orderto ensure that relevant targets in South Australia’s Strategic Plan are achieved was receivedthrough forums, submissions and questionnaires representing a wide cross-section of thestate.QUALITY EMPLOYMENTResearch and Analysis of the Workforce Issues of Equity GroupsThe Department has conducted significant data analysis and research into the workforceissues for people experiencing barriers to their participation in learning and work, with aparticular focus on Indigenous people, older workers and people living with a disability. Thisresearch will inform and guide new and existing DFEEST activity and programs that areaimed at removing barriers for marginalised and disengaged to participate in learning andwork.Discussion Paper on Older WorkersThe Department led an inter-agency working group to prepare a discussion paper Openingthe Window on Existing Opportunities – Identifying Barriers to the Workforce Participation ofPeople Over 45 Years on the range of complex and multi-disciplinary issues faced by olderworkers in participating in learning and work.Client and Student Voice Action GroupThe Client and Student Voice Action Group is a national group chaired by the ChiefExecutive of DFEEST and charged with developing recommendations on new advisorymechanisms for people experiencing barriers to their participation in the vocational educationand training system – specifically Indigenous people, people living with a disability, and amechanism to provide advice on equity issues generally. 33
    • Commitment to Young PeopleThe department implemented strategies aimed at ensuring that all young South Australiansdevelop the skills and knowledge required to participate in productive work.Three principal areas were addressed by DFEEST.1. Enhanced Career Services for South AustraliansDFEEST worked with the three school sectors and the Australian Government Department ofEmployment and Workplace Relations to improve careers information and advice forsecondary 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 vocationaleducation and training sector.2. South Australian Youth Engagement StrategyDFEEST played a key role in developing the South Australian Youth Engagement Strategywhich aims to ensure that all 15-19 year olds are “learning or earning”, that is, are in full-timeschooling or further education and training, full-time employment, or an equivalentcombination of part-time study and part-time work.The ultimate aim of the strategy is to provide every young person with the opportunity andsupport to complete 12 years of schooling or an equivalent vocational qualification and gainmeaningful employment.The strategy will address the issue of youth engagement on several fronts. It will put in placeprocesses to help all secondary students think about their futures and make plans to achievetheir goals, and it will provide new learning and work opportunities to help young peopleachieve their goals.The strategy will also look at better ways of supporting young people as they negotiate thespace between compulsory schooling and further education and training and work.3. Youth CommitmentWhile the South Australian Youth Engagement Strategy (SAYES) focuses on the needs ofyoung people, the youth commitment targets young people to 24 years. A youth commitmentbuilds on learning from South Australia Works and SAYES. Its aim is to create a seamlesstransition system, at the statewide and local level to support all young people to achievesuccess in education, training and employment. In preparation for trials in 2006, DFEESTdeveloped 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 participatein work and learning. 34
    • BETTER WORKFORCE PLANNINGWorkforce Information and PlanningDetailed workforce planning in conjunction with industry and government agencies hasidentified the potential demand for workforce skills to meet forecast growth related to thecurrent positive economic climate. DFEEST, DTED and PIRSA worked collaboratively onthe 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 inDecember 2005 supports the implementation of the South Australian Governments BetterSkills Better Work Better State and its workforce planning priorities through provision ofuseful 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 focuseson workforce information and provides a primary access point for the service, whilst thesecond, a regional information exchange, operates as a companion page to provideinformation with a regional focus. A range of products including DFEEST Regional Profiles,DFEEST Industry Profiles, Feature Article series, e-Alert, South Australia: People, Jobs andSkills 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 bringtogether expertise on joint projects, particularly in food, wine, mining and defence sectors,while research excellence, labour market and demographic analysis is supported by links toworkforce development research being undertaken by South Australia’s universities throughthe 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 workforcedevelopment research and practice and is committed to working collaboratively with otherorganisations in this field. 35
    • 2005 PERFORMANCE REPORTSQuality and Regulatory ServicesPublic and private training providers of vocational education, non-university higher educationand education services to overseas students are regulated under the Training and SkillsDevelopment Act 2003. The legislation provides the basis for ensuring that providers andcourses meet quality and consumer protection requirements for nationally recognisedtraining.Consumer Protection StrategyA Consumer Protection Strategy developed by the department to strengthen the protection ofclients of registered training organisations was implemented.The strategy included the development of the Guidelines for RTOs registered in SouthAustralia under the Training and Skills Development Act 2003. The guidelines strengthenaspects of the Australian Quality Training Framework Standards for Registered TrainingOrganisations (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 aboutnationally recognised training and their rights and responsibilities. The brochure is targetedtowards potential consumers of training in the VET sector and was widely distributed to year11 and year 12 students.Registered Training OrganisationsPublic and private training providers of vocational education to domestic and overseasstudents 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 qualityand consumer protection requirements for nationally recognised training.At 31 December 2005 there were a total of 256 registered training organisations, includingTAFE SA, based in South Australia delivering vocational education and training qualifications(a net increase of 11 from 31 December 2004). A further 717 registered trainingorganisations 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 thisstate. Twenty three new registered training organisations were approved in 2005 and 10registered training organisations left the system.A total of 31 providers were registered to deliver education services to overseas studentsstudying 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 highereducation. 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 nationalqualifications for each industry sector. In 2005 the State Training Authority implemented 28training packages and supported the endorsement of a further 15. 36
    • Qualifications in national training packages have replaced many of the state-accreditedcourses. However, a small number of courses continue to be accredited to meet nichemarkets, with the majority containing units of competency from training packages, enablinggraduates to gain national recognition for much of their study. In 2005, 29 vocationaleducation courses were approved for initial accreditation or renewal of accreditation.Quality AuditsThe registration of training providers and accreditation of courses are managed by thedepartment in accordance with national and state standards. An independent audit ofdepartmental approval processes and decisions in the vocational education and trainingsector is conducted each year and on each occasion has confirmed that these meet andexceed national standards.Training providers and courses must demonstrate that they meet the relevant nationalstandards through audit. The conduct of audits is managed by the department and involvesdepartmental staff and contracted external auditors or competent assessors. In addition toaudits for initial approval, the department also scheduled compliance and strategic auditsbased on a risk assessment. In 2005, 108 audits of training providers were conducted toassess compliance with state and national standards.In addition to approving providers and courses under the South Australian Training and SkillsDevelopment Act 2003, the department is building the capacity of each of these sectors andpromoting 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 annualTraining 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 inthe seminars and workshops over the two-day event. The forum is the major professionaldevelopment event offered by the department for training providers. 37
    • PARTICIPATION IN NATIONAL DEVELOPMENTSNational Strategic Hospitality Industry AuditAll states are participating in this audit, which commenced in September 2005 and will becompleted 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 severalopportunities 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 aswell as workshops held at state level.National AQTF Moderation StrategyDFEEST is managing the National AQTF Moderation Strategy project, led by a nationalsteering committee comprising officers from each State and Territory Registering and CourseAccreditation 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 ProjectDFEEST 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 RTOsand 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. 38
    • Workshops for employers are also being conducted, and are designed to raise the level ofawareness 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 andretain employees.Educational Services to Overseas StudentsThe national regulatory framework for the provision of Educational Services to OverseasStudents (ESOS) is currently undergoing revision. ESOS has become of fundamentalsignificance to the national economy and The Australian Education Systems Officials’Committee (AESOC) has appointed the National Code Action Group (NCAG) to undertakework on the National Code of Practice for Registration Authorities and Providers of Educationand Training to Overseas Students (the National Code), the principal instrument for thequality assurance of ESOS. The work includes devising an auditable set of qualitystandards. The Quality Branch DFEEST represents South Australia on the NCAG. Thedepartment is also leading the national project on quality standards for English LanguageIntensive Courses for Overseas Students (ELICOS) and represents the State on the nationalSteering Committee for establishing quality standards for Foundations Programs forOverseas Students. 39
    • DFEEST Annual Report 2005 - Section C 40
    • DFEEST Annual Report 2005 - Section C2005 PERFORMANCE REPORTSTraineeships and ApprenticeshipsThe department is responsible for regulating, funding and developing policy acrossgovernment for the South Australian contract of training system for traineeships andapprenticeships. This includes approving employers, contracts of training, variationsto contracts of training and providing advice and support to trainees, apprentices andemployers on matters relating to their contracts.The department prepares policy and strategic advice in relation to whole of SouthAustralian Government initiatives and Australian Government initiatives such asnational training system reforms.At the end of June 2005 there were 33 800 trainees and apprentices in training inSouth Australia. This is an increase of 1800, or 5.6 per cent, on the June 2004 figureof 32 000 and is also the highest recorded number of apprentices and trainees intraining in this state.The number of female trainees and apprentices has been increasing and the currentfigure of 12 200 at June 2005 represents an increase of 400 (or 3.4 per cent) on the11 800 recorded in June 2004. With females accounting for 36.3 per cent ofapprentices and trainees in training, South Australia has exceeded the nationalaverage for female participation (of 34.5 per cent in June 2005) for the secondconsecutive year.As illustrated in the following figure, young people continue to dominate the uptake ofapprentices 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 over 11% less than 25 years 25 to 44 years 58% 31% 41
    • DFEEST Annual Report 2005 - Section CTraineeship and Apprenticeship CommencementsIn the year to 30 June 2005, the department approved 22 700 contracts of training fortrainees and apprentices. This is 2000 more than the number approved in the yearending 30 June 2004. Traditional apprenticeship † commencements also increased by400 from 3800 to 4200 during the same period. Traditional apprenticeships include,for example, the electrical and plumbing trades, butchering, motor mechanics andhairdressing.Traineeship and Apprenticeship CompletionsThe department issued Certificates of Competency to 9200 trainees and apprenticeswho completed their contracts of training in the year ending 30 June 2005, comparedwith 9500 for the 12 months ending 30 June 2004. Although there were fewercompletions in 2005 the number of apprentices and trainees in-training continued toincrease from 32 000 at the end of June 2004 to 33 800 at 30 June 2005.Training subsidiesThe department provides support to traineeships and apprenticeships through theprovision of training subsidies (known as User Choice training subsidies) toregistered training organisations. In 2005, 199 funding agreements were signed withTAFE 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 Governmentduring the 2004-05 financial year to support the delivery of some 1300 nationallyrecognised qualifications. Training subsidies supported approximately 30 000trainees and apprentices during this time.Administrative improvements for trainees and apprenticesThe time the department takes to assess and approve contracts of training improvedsignificantly in 2005. In the last half of 2005, 73 per cent of training contracts wereapproved within 10 working days, up from 50 per cent in the corresponding period in2004. The department also implemented phase II of an electronic interface betweenthe South Australian and Commonwealth Government’s information managementsystems for traineeships and apprenticeships resulting in improved communicationand data quality.During 2005, the Training and Skills Commission approved new guidelines for thewithdrawal of employer approval to train trainees and apprentices and amendedguidelines for the approval of an employer to train an apprentice/trainee under acontract of training.The department also extended its AS/NZS ISO 9001:2000 certification to all units inTraineeship and Apprenticeship Services except Group Training, which transferred toTraineeship and Apprenticeship Services in late 2005.MarketingAn Information Service was established in December 2004 to provide information tothe public on all aspects of traineeships and apprenticeships, as well as a morestreamlined service to employers, trainees and apprentices on matters relating totheir contract of training.† Traditional apprenticeships as defined by National Centre for Vocational Education and Research aretrades apprenticeships and traineeships at AQF III qualification or above with more than two yearsexpected duration for full-time contracts and more than eight years expected duration for part-time andschool-based contracts. 42
    • DFEEST Annual Report 2005 - Section CIn 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 informationservice, a further 6038 (or 42 per cent) were referred within the department and theremaining 2153 (or 14 per cent) were referred to other agencies or governmentdepartments.The Information Service also promoted the benefits of traineeships andapprenticeships to the wider public at the Career Expo, Small Business Week andthe Royal Adelaide Show.In addition, a campaign encouraging school leavers to consider an apprenticeship asan alternative option to tertiary education coincided with the release of the final SouthAustralian Tertiary Admission Centre (SATAC) offers in February.Group TrainingIn 2005 a total of 3471 apprentices and trainees were employed by 13 group trainingorganisations funded under the Joint Group Training Program.During 2005 group training organisations that had met the national standards forgroup training were invited to tender for funding under the Joint Group TrainingProgram for 2005-06. Thirteen group training organisations received funding underthe $2.25 million State/Commonwealth program.The department participated in the national reviews of the National Standards forGroup Training and the Joint Group Training Program.Skills shortage initiativeDuring 2005, the department undertook a variety of projects aimed at increasing thenumber of trainees and apprentices in areas experiencing or forecast to experienceskills shortage.Pre-Apprenticeship Pilot ProgramThe department funded eight pre-apprenticeship courses in the trade relatedoccupations of plumbing and engineering (mechanical and fabrication) through a pilotin early 2005. The pilot aimed to prepare participants for an apprenticeship inplumbing or engineering by providing training in specific technical skills andorganising work experience with employers. Of the 114 participants that commencedtraining, 96 (or 84 per cent) completed, and 54 (or 56 per cent) of completingparticipants obtained some form of employment. Thirty nine of these wereapprenticeships under a contract of training.Child careThe department is collaborating with the State Government Department of Educationand Children’s Services, the Australian Government Department for Employment andWorkplace Relations and child care employers to address the shortage of Diplomaqualified 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 pilotrecruitment program for the child care sector. The department is providing trainingsubsidies to these job seekers, if they enter into traineeships in the Certificate 3 andthe Diploma of Children’s Services, and to 70 childcare workers who are undertakingtraineeships in the Diploma of Children’s Services as part of a pilot upskillingprogram. 43
    • DFEEST Annual Report 2005 - Section CBroadening of User Choice funding to existing workersFrom 1 January 2005 User Choice policy was broadened to include existing workersundertaking apprenticeships under a pilot program. This allowed employers withexisting employees working in traditional trade areas the opportunity to convertexisting skills to a formal qualification in their chosen trade. In 2005 User Choiceprovided training subsidies to support training for 491 existing worker apprentices.Trades recognitionThe department has approved the creation of a Trades Recognition Unit inaccordance with the release of the Training and Skills Commission guidelines forassessing the competency of persons who have acquired trade skills or qualificationsother than under the Australian Qualifications Framework. The unit will work withIndustry Skills Boards to coordinate the assessment of trade skills gained throughformal training or on-the-job experience in Australia or overseas and ensure thatpathways for recognition are identified for individuals who are unable to demonstratecompetencies in all areas of a trade.A series of assessment panels are currently being formed by industry to assesspeople’s skills and to make recommendations on the issuing of Certificates ofRecognition. These panels will streamline recognition processes and ensure thatSouth Australia maintains standards and protects consumers while still facilitatingclear pathways to recognition and employment.Grievances and DisputesFormal mechanisms are in place to address grievances and disputes that may arisein the traineeship and apprenticeship system. In 2005, 77 complaints about contractof training matters by employers, apprentices and trainees were resolved throughformal mediation while 66 disputes were referred to the Grievance and DisputesMediation Committee of the Training and Skills Commission for determination.Special projectsATISThe department is developing an on-line system that will streamline, improve andprovide consistent data for analysis and reporting for its clients and the department inthe areas of Contract of Training data, User Choice funding agreements and UserChoice payments.This on-line system, known as the Apprenticeship Traineeship Information System(ATIS) was first released to registered training organisations in May 2005. There arecurrently 91 organisations with 262 user accounts using ATIS to access informationabout their South Australia Registered Contracts of Training. It is anticipated that allUser 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 NewApprenticeships 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. 44
    • DFEEST Annual Report 2005 - Section CWorkplace Bullying GuidelinesThe department participated in the Interagency Roundtable on Workplace Bullying,which was created to draw on the experience of non-government and governmentagencies and organisations that are involved in providing advocacy, information andadvice, or investigation of workplace bullying. The roundtable culminated in therelease of two sets of Guidelines, Preventing Workplace Bullying: A Practical Guidefor Employers, and Dealing with Workplace Bullying: A Practical Guide forEmployees, a Stop Bullying in SA website and a brochure listing agencies which canprovide information, resources and assistance. The brochure is being distributed toall new apprentices and trainees, and their employers.ABS survey of School-Based New ApprenticesThe three schooling sectors, the ABS and department collaborated to send over3000 surveys to School-Based New Apprentices, with currently approved trainingcontracts. The responses are being analysed with a view to understanding themotives of those entering into School-Based New Apprenticeships and improving themanagement of these training contractsTraineeship and Apprenticeship Futures ProjectThe report on the Traineeship and Apprenticeships Futures project wascommissioned to examine and recommend future directions for traineeships andapprenticeships in South Australia. The project report has been forwarded to theTraining and Skills Commission, and the Minister for Employment, Training andFurther Education. The Commission has appointed a steering committee to draftadvice on priorities for action.Recognition of Prior LearningIn 2005 the department led a Reframing the Future Project that established acommunity of practice comprising registered training organisations, employers andcritical friends aimed at addressing the low level of recognition of prior learning (RPL)provided to apprentices in the traditional trades. The community of practice hasdeveloped an agreed set of strategies which have the capacity to reduce the durationof training for a small but significant number of apprenticeships and increase thespeed with which industry is able to reshape the skills profile of the workforce. 45
    • DFEEST Annual Report 2005 - Section C2005 PERFORMANCE REPORTSEmployment Development ProgramsThe South Australia Works initiative plays a key role in achieving DFEEST StrategicPlan 2004-07 objectives and the following South Australian Strategic Plan strategicdirections 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, skilldevelopment, and training and employment opportunities gaining over 6800 workopportunities.South Australia Works in the regions by helping regional organisations andNetworks to identify their region’s training and employment needs, and to addressthem in ways appropriate to each region. The Networks developed innovative waysof marketing and linking jobseekers with industries and held successful jobs forumsand expos in a number of regions.DFEEST worked in partnership with the Recovery Committee, the Eyre Network andthe Eyre Regional Development Board to provide skills to jobseekers needed forrecovery projects to assist local businesses and industry.Nine South Australia Works Coordinators based across the state assisted regionalnetworks to train people for employment. Coordinators were supported by theplacement of Executive Officers in 13 Regional Development Boards, local councils,the Office of the North and the Office of the North West. 46
    • DFEEST Annual Report 2005 - Section CThe investment of $7.6 million across South Australia enabled regions to attract anestimated $5.5 million of leveraged funds through partnering arrangements with alllevels of government, industry and local business to support initiatives. This includesassistance provided to the communities affected by the Eyre Peninsula bushfires.Learning and work projects will attract up to 9500 participants with up to 2630employment outcomes. Highlights include a Youth to Work project with 28 youngpeople from the Yorke region. The project provided a wide range of casemanagement support resulting in all participants gaining employment. The projectwas also delivered in the Mid North region, with 28 young people participating and 16finding employment.South Australia Works for young people by giving them skills and opportunities tomove successfully from school, further education and training or unemployment, intostable, rewarding work.Commitment to Young PeopleYouth initiatives supported 4453 young people with 1965 young people gainingemployment.A highlight was the Learn to Earn Program which provided pre-vocational trainingthrough innovative project based approaches to young people aged 16-24 years.Seven projects across South Australia were funded with 105 disadvantaged youngparticipants. 30 achieved employment, 12 achieved Certificate 1 in VocationalEducation and Training and 16 achieved Certificate 2. This included the Sprint Carproject which was showcased at the Royal Adelaide Show, which provided skills in arange of vocations for young participants from the Northern Adelaide and BarossaLight regions.The Alternative Learning Options Program kept young people connected to learningopportunities and increased school retention rates in the State. Ten projects weredelivered across the State, with 550 young participants at risk of becomingdisengaged from school participating in the program. Outcomes included 410returning to school or a learning environment.The Youth Conservation Corps Program encouraged young people to commit to theirenvironment while helping them to gain skills and practical work experience.Fourteen conservation projects such as the One Million Trees, New SpringsLandcare, and restoration projects with the Adelaide City Council, Goldfield, SAWater and Echunga goldfields provided 323 young people with work-ready skills andexperience. Ninety participants gained either full-time or part-time employment and36 went onto further education.ACE Youth Works is a social inclusion initiative which supported five AdultCommunity Education (ACE) providers to work with disengaged young people andre-connect them with education and training pathways. An ACE Youth WorksNetwork provided additional opportunities for providers to develop their skills in youthwork and develop appropriate programs for this group of young people.SAYES (the South Australian Youth Entrepreneur Scheme) was broadened for the2005-07 financial years to target a diverse range of young people, includingIndigenous and regional young people. 47
    • DFEEST Annual Report 2005 - Section CSouth Australia Works for mature aged people recognises the often difficultconditions which mature aged jobseekers face and plays a significant role inassisting this growing group overcome barriers to employment.Over 5400 mature aged people participated in learning and work programs with 1578people gaining employment.Employment 40 Plus Program promoted the recognition of older workers’ experienceand provided 412 mature aged jobseekers with opportunities to participate in a seriesof forums and specialised workshops which increased jobseekers’ understanding ofcurrent work environments as well as one-on-one advice and support.The Employment Assistance Program supported mature-aged people through arange of assistance, including career counselling, job search training, individual casemanagement, employment brokerage, mentoring, work experience opportunities andpost placement support.The Employment 40 Plus Info-line provided over 1140 mature aged jobseekers withinformation and referral services to South Australian agencies which provideemployment and training services.South Australia Works in communities by creating opportunities for learning forindividuals and their communities. It enables people to participate in affordablelearning programs targeted to the needs of those who may have experienceddisadvantage or barriers to learning or participation in the workforce.In 2004-05 a budget of $1.117 million was allocated to support programs in 65community-based organisations, for professional development of adult communityeducation providers, and to fund ACE projects such as Adult Learners’ Week andTAFE concession fees.Highlights include the South Australia Works Adult Community Education GrantProgram, which focuses on non-formal, non-accredited learning for people thatexperience difficulty in accessing formal education, training and employment.The Parents Return to Work Program, a direct initiative of the State Government’sPopulation Policy – Prosperity Through People provided 2969 people with assistanceto increase work-related skills, improve future job prospects and improve theirtransition into the workforce.South Australia Works with industry to identify new employment and trainingpossibilities. It helps people to develop the skills required by a changing anddynamic economy and so meet emerging workforce needs.The Workforce Development Fund supported industries such as horticulture, tourismand hospitality, agriculture, fitness, recreation and community services, andmanufacturing and transport to design and implement best practice strategies toaddress existing workforce issues which restricted their economic performance.Highlights include an innovative logistics, transport and supply chain managementproject by the Transport and Distribution Industry Skills Board to overcome skill andlabour shortages in logistics and supply chain management occupations.The Labour Market Adjustment Program provided training and support services to171 workers made redundant by GM Holden Ltd. Services were also extended toworkers who were displaced in supplier companies as a result of the Holden thirdshift closure. 48
    • DFEEST Annual Report 2005 - Section CAn additional 1841 retrenched workers from Mitsubishi, Levis, Fletcher Jones (MountGambier) and Motorola were assisted to find alternative work with 912 jobplacements resulting. Personalised and tailored support for workers ensured that amajority were able to use their existing skills and develop new capabilities to assistthem into new employment.The Commonwealth/State Joint Group Training Program funded 13 Group TrainingOrganisations, which supported 3471 apprentices and trainees and 1600 newapprentice/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 withtraining 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 andtraineeships 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 andwork in the public sector, especially for people who are disadvantaged in the jobmarket.• 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. 49
    • DFEEST Annual Report 2005 - Section C2005 PERFORMANCE REPORTSAdult Community EducationAdult Community Education Grant ProgramThe Adult Community Education (ACE) Grant Program supports community-basedadult education in South Australia through the provision of general adult education,language, literacy and numeracy programs, employment skills development, socialand personal development. It also builds local networks and partnerships to promotethe development of learning communities. The grant program supports localresponses to community need for adults who are educationally, socially andeconomically disadvantaged.In 2004-05 a budget of $1.117 million was allocated to support programs in 65community-based organisations, for professional development of adult communityeducation providers, and to fund ACE projects such as Adult Learners’ Week andTAFE concession fees.Adult Community Education Professional Development ProgramThe ACE Professional Development Program serves to enhance the quality of ACEprovision through developing the skills and knowledge of ACE staff, includingvolunteers. In 2005 the program featured a state ACE Conference: ‘Adult Educationin the Community: Building Community Capacity’. The ACE Conference broughttogether providers from around the state and delivered 18 workshops and threekeynote presentations to 200 participants over two days. It also provided theopportunity for providers to showcase key programs and initiatives to colleagues inthe ACE and VET sectors.Learning Communities NetworksThe ACE Learning Communities Network involves up to 30 participants from 11 ACEproviders in receipt of funds for major programs to build their understanding andsupport for the role they play in the growth of learning communities.ACE-TAFE PartnershipsThe promotion of partnerships and pathways between ACE providers and TAFEInstitutes was continued in 2005.The promotion of partnerships and pathways between ACE providers and TAFEInstitutes continues to be a priority. Seven partnerships developed in 2004 continuedinto 2005 and an ACE-TAFE Partnership Forum was held in August to bring ACEproviders in the southern suburbs together with TAFE SA Adelaide city campusprogram managers to discuss ideas for collaboration for program development in2005-06. 50
    • DFEEST Annual Report 2005 - Section CAdult Learners’ WeekAdult Learners’ Week is an annual celebration of adult learning and is supported byfunding from the ANTA held on 1-8 September. South Australian activities includedthe distribution of funding for local events, State Adult Learners’ Week Awards andan official launch event with an international guest speaker. In 2005, the nationalAdult Learners’ Week website listed 116 events occurring in South Australia, morethan double the number in 2003. Forty nominations were received for the AdultLearners’ Week Awards which were presented at an awards function attended by210 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 ProgramThe Learning to Work Literacy and Numeracy Program provided funding to eighttraining providers around the state to deliver accredited training in literacy andnumeracy for 406 adults needing to improve their skills in preparation for returning tothe workforce or study. The program targets people in rural and isolated areas inaddition to other disadvantaged groups. 51
    • DFEEST Annual Report 2005 - Section C2005 PERFORMANCE REPORTSTAFE SATAFE SA is the public provider of vocational education and training in SouthAustralia. It plays a critical role in delivering the government’s objectives to improveeconomic and social development, the skill base and employment opportunities forall South Australians.From 1 January 2005 TAFE SA commenced operation with a revitalised, streamlinedstructure of three Institutes of TAFE SA and the appointment of a fresh leadershipteam, restoring its position as South Australia’s public vocational education andtraining provider with emphasis on the individual, the rural and remote regions,business, community and industry.TAFE SA ExecutiveTAFE SA Executive is now established within the DFEEST governance framework asthe 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 ExecutiveEmployment & Training Services (Chair), the senior executives from the threeInstitutes of TAFE SA (TAFE SA Adelaide North, TAFE SA Adelaide South, TAFE SARegional), and the senior directors from Education Services and Programs andShared Business Services. It is responsible for developing and implementing theTAFE SA Business Strategy and identifying TAFE SA policy and strategic issues forcollective consideration.Additionally, the establishment of a number of strategic reference groups, thedevelopment and endorsement of consistent policies, and the finalisation of issuesfrom the Positioning TAFE project facilitated a responsive and coherent TAFEsystem.Program Leadership and ReviewTAFE SA’s appointment of nine state-wide Program Leaders during 2005 provided amechanism for achieving strategic educational outcomes for industry sectors whileproviding a prominent and visible contact point for industry clients and communitystakeholders.Each Program Leader has a state-wide portfolio and works with staff across the threeTAFE SA Institutes to meet the needs of employers, the community and the state, aswell as to identify opportunities for new and/or improved service, product delivery andpartnerships.In 2004 TAFE SA committed to a cycle of high level reviews of TAFE SA services toindustry sectors in South Australia. The first of the planned program reviewscommenced in November 2004 with the final report of the Review of TAFE SAServices to the Manufacturing and Allied Industries completed and endorsed by theMinister in September 2005.The Program Leader for Manufacturing, Engineering and Transport is working withTAFE SA staff within the program to respond to the recommendations within thereport. 52
    • DFEEST Annual Report 2005 - Section CKey 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 SAwebsite in 2006.Quality education and training deliveryEducational programs in TAFE SA are delivered through nationally endorsed trainingpackages and accredited curricula which meet protocols within the AustralianQualifications Framework. Training packages are developed at a national level incollaboration with industry and community groups and are regularly reviewed andupdated.TAFE SA offers 1140 qualifications from 98 training packages and 211 curriculumcourses in 53 campuses across the state.In 2005, 64 out-of-date qualifications were de-activated to ensure currency andresponsiveness to industry needs. 105 new training package qualifications wereimplemented, and 13 new courses were accredited in TAFE SA.The extent of this training activity requires a coordinated, systematic approach toquality assurance and compliance with national quality vocational education andtraining (VET) standards. The repositioning of TAFE SA as one Registered TrainingOrganisation (RTO) in 2005 has required a review of its comprehensive qualitysystems to ensure high quality standards and integrity of teaching and consistencyacross all programs and campuses in South Australia.A state-wide quality network works to ensure that mechanisms are in place toregulate and support the maintenance of TAFE SA’s status to self-accredit courses. 53
    • DFEEST Annual Report 2005 - Section CResponsive State-wide ProgramsDevelopment of TAFE SA training programs and training package implementationpriorities are targeted to address areas of skill shortages and the needs of emergingindustries within South Australia. The diversity of courses being offered by TAFE SAcontinues to grow and close links and partnerships with industry help broaden theState’s skills base.The following are program outcomes based on State training priorities, needs andidentified skills shortages.Aboriginal EducationTAFE SA works closely with the Aboriginal Education and Employment Unit andregions through SA Works and other programs to ensure people are trained in thenecessary skills to benefit local industries and provide sustainable jobs andapprenticeships for local communities.Further information on the programs delivered and outcomes achieved by theAboriginal Education and Employment Unit is contained within the IndigenousTraining and Employment section of this report.Building, Construction and FurnishingThe high level review of TAFE SA services to the building, construction andfurnishing industry commenced in the latter half of 2005. A discussion papersummarising key findings was prepared by the Review Committee and released forpublic comment in November 2005. A final report is expected in March 2006.Thirteen proposals for a range of pre-employment training programs targeting areasof skill shortages were submitted to the Construction Industry Training Board andDFEEST. The programs were supported by industry placements and includedpainting, glazing, carpentry, furnishing, bricklaying, plumbing, roof plumbing and walland ceiling fixing.Investigation and implementation of flexible learning methodologies to better meetthe training needs of industry in rural areas was a priority in 2005 and underpinned aproposal to the Construction Industry Training Board for an innovative pre-employment training program in plumbing for the South East region of SouthAustralia. This proposal involved partnership arrangements between TAFE SA, localgroup training companies, industry and community.The Water Innovation Network (WIN) Stage 2 built on and consolidated the outcomesof WIN Stage 1. WIN Stage 2 has continued to engage with water industry relatednetworks and employed a state-wide approach involving Program Leaders,Educational Managers, and Project Managers from DFEEST. This group is nowreferred 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. 54
    • DFEEST Annual Report 2005 - Section CBusiness, Finance, Retail and Property ServicesBusiness Services is the largest delivery program in TAFE SA, completing over threemillion State Government-subsidised training hours across the state during 2005,delivering at all sites, with an increase of approximately two per cent expected for2006.Added to this is the increased demand for fee-for-service delivery and user choicethat will continue to develop in 2006 as industry continues to recognise TAFE SA’slevel of expertise and flexibility.The innovative training methods employed by TAFE SA’s business and retail courseswere highlighted during 2005, with several successes being recorded.The State Trade Fair of Practice Firms saw hundreds of students from around SouthAustralia and Victoria attended a “trading” day at TAFE SA Adelaide City campusand showcased the practice firms they had created. Practice firms have been widelyrecognised as a beneficial learning tool, with students gaining experience in allaspects of running a retail business or office. The State Trade Fair also involvedTAFE SA event management students, who oversaw the running of the day. Twentynew ‘businesses’ trading in Adelaide during 2005 were run by hundreds of highschool and TAFE students from around the State.Students from TAFE SA Noarlunga campus celebrated the first birthday of their RawTrade retail outlet which is run by retail and business administration students andsells various items made by TAFE SA students in other courses. Raw Trade hasbeen highly successful in giving students first hand retail and business operationexperience. Its yearly profit exceeded $10 000, which will be used to further developthe business in 2006 with additional equipment and expanded opportunities forstudents.TAFE SA Mt Gambier campus developed an initiative designed to boost retail jobprospects. The new simulated retail shop named “Reality” provides real life workexperience 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 theall important skill of customer service.TAFE SA Adelaide campus legal studies teaching staff negotiated several overseastraining opportunities throughout the year, including Fiji, Samoa and the Philippines.Projects included the Fiji Law and Justice Sector Program, the Philippines CourtsProject and the Solomons Law & Justice Sector Project, further enhancing TAFESA’s reputation as a quality training provider of international standard.TAFE SA had a significant number of students studying business and financialservices through external studies in 2005, with 750 students enrolled through TeaTree Gully campus. The regular development of new on-line resources enablesflexible delivery of courses like the new Certificate IV in Training and Assessment.TAFE SA Regency campus launched an on-line communication hub for ANZ Banktrainees. This hub will allow both regional and metropolitan trainees to discuss theircourse online and the facilitator to post resources online. 55
    • DFEEST Annual Report 2005 - Section CCommunity Services and HealthThe Community Services and Health sectors have identified significant skillshortages currently and in the imminent future. Joint partnerships were developedthrough project-based activities in the community and volunteer sectors. Staffworked with a skilled community entrepreneur to focus on promoting ‘CommunityCapacity Building’ and enhance the delivery of pre-employment courses. VET inSchools and traineeships have been identified as a means of attracting young peopleto the industry.Skill shortages in the Children’s Services area have necessitated a number ofinitiatives aimed at attracting and retaining workers including entry level workers,managers, indigenous and migrant groups. Traineeships are being stronglypromoted as an effective recruitment strategy. The State Government increasedfunding to provide 50 additional places in TAFE SA child care courses in 2006. Manyexisting workers’ skills will be upgraded under the new training initiatives.Nursing education in the south has been boosted by the construction of a $60 000state-of-the-art nursing skills laboratory at the TAFE SA Noarlunga campus. The newfacility increases the standard of training in TAFE SA’s highly sought-after nursingcourses, 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 nowfully employed with some working in the Aged Care sector, some working acrossAcute and Aged Care facilities, two working in theatres and one gaining employmentin a local pathology laboratory.Fourteen students graduated with a Diploma of Nursing (Post-enrolment) afterstudying part time over nine months whilst continuing to work full time. The diplomagives students 12 months credit in the Bachelor of Nursing at UniSA and FlindersUniversity.In the aged care sector, TAFE SA staff trained existing workers in medicationmanagement and care practices. This training was funded through the Departmentof Health and Ageing and has enabled greater access to training for existing workersin an area of high demand and growth. Requirements for workers in the disabilitysector to have a Certificate III qualification by 2008 have seen an increase in demandfor 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 MedicalTechnicians which is based at the Women’s and Childrens Hospital. This learningcentre will benefit all SA pathology providers by providing first class training facilitiesin pathology techniques and real-life work experience for students. This partnershiphas been developed in direct response to the implementation of the NationalLaboratory Operations Training Package and the specialised needs of the industry.Mandated Notification Training was implemented over an 18-month period to ensurethat TAFE SA meets departmental requirements to ensure a safe learningenvironment for young clients. Flexible delivery options and development ofresources is being explored in 2006 to ensure ongoing training and effectiveinduction for new staff. 56
    • DFEEST Annual Report 2005 - Section CDesign, Arts, Information Technology and Related IndustriesTAFE SA is now a proactive member of relevant external working groups,committees and associations: Australian Interactive Media Industry Association, ITCouncil, Solution City, ICT Council Skills development working group, AustralianNetwork for Art and Technology, Art Thinkers Gym, Game Developers Association ofAustralia, Australian Information and Communications Technology in EducationCommittee, and C31 Community TV.TAFE SA was successful in securing $71 800 over two years under the ‘OutbackConnect’ program to deliver IT training to clients in remote locations.Microbric™ is an electronic construction set based upon the constructionstyle/concept of both Lego® and Meccano®, invented and developed by a graduateof TAFE SA’s electro-technology program based at Regency campus. The successof this product and the Electronics & Computer Systems program provided a co-promotional opportunity between TAFE SA, the Advertiser and Sunday Mailnewspapers. The major benefits included targeting the appropriate demographics forthe program, enhancing the TAFE SA brand, and raising public awareness aboutrising skills and training needs in this area.The Adelaide Centre for the Arts further enhanced its reputation among the artscommunity in 2005. Screen production students produced six one-hour magazine-style television programs which aired on Channel 9. The student-driven program wasa collaboration across a range of courses, including hair and beauty, dancing, actingand professional writing.Eight TAFE SA dance students received international recognition, winning threeawards 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 topdesigners. In one of the most significant events on the TAFE SA calendar, about 45fashion and millinery students displayed more than 170 creations. Several studentsalso scooped the pool at the national Textile Institute Student Design Competition.TAFE SA has strengthened its relationship with Carnegie Mellon University and thetwo institutes will work collaboratively in 2006 in the Adelaide Centre for the Arts tooffer a Masters of Entertainment Technology. TAFE SA’s collaboration with this “Top100” university will enhance employment opportunities for South Australians.Manufacturing, Engineering and TransportThe Manufacturing, Engineering and Transport program embarked on a number ofinitiatives in 2005, including successful projects to maintain apprenticeship andtraineeship growth. The High Level Review of TAFE SA Services to themanufacturing and allied industries was completed with strong support and inputfrom all areas of the SA manufacturing industry. Priority actions for 2006 includedeveloping on-job assessments and developing e-learning strategies in consultationwith industry.Close working relationships were established with the Manufacturing CollaborativePartners Workforce Development program to develop enterprise workforces anddrive the pilot program of Competitive Manufacturing Initiative. 57
    • DFEEST Annual Report 2005 - Section CCo-operative activities were carried out between the Engineering Employers’Association Group Training Scheme and TAFE SA. This was formalised through thesigning 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 campussuccessfully pioneered a new learning strategy which saw students form a not-for-profit organisation. The “learn and serve” strategy enables students to be engaged inthe educational process and to apply their learning immediately into real life projectsthat benefit disadvantaged groups of our community. In 2005, students involved inEngineering for Humanity designed a mechanical car seat to assist the elderly anddisabled. Students engaged the community throughout their studies and found thecourse not only provided them with technical knowledge, but also a sense ofgoodwill.A very successful automotive project to build a sprint car (through the Learn to Earnproject) was delivered at Elizabeth campus, with industry sponsorship andemployment outcomes for the students involved.TAFE SA’s engineering and metal fabrication students and staff participated in theAustralian 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 OperatorsGroup enabled the return of a heavy vehicle training program offered through theTAFE SA Mt Gambier campus in response to skills shortages within the industry. Thetraining program is one of the various SA Works programs offered on the LimestoneCoast.TAFE SA successfully negotiated to become the SA and NT leader in exhaustemissions testing. In partnership with Transport SA, a state-of-the-art testing facilityis to be built at TAFE SA O’Halloran Hill campus. The facility will enable TAFE SA toprovide quality training in exhaust emissions testing to staff in the public and privatesectors in line with the State Government’s plan to improve environmentalsustainability.Staff and students from Croydon, Gilles Plains, Port Adelaide and Regencycampuses participated in the 8th World Solar Car Challenge held in September 2005,successfully travelling the 3000 kilometres and finishing 12th overall out of 21. Thecompetitors travelled from Darwin to Adelaide using only solar energy.Primary and Allied IndustriesMining is one of the state’s fastest growing industry sectors and students in TAFESA’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 astrategy to provide the training needs of the industry in light of the BHP BillitonOlympic Dam expansion, the Oxiana Prominent Hill mine completion and the WhyallaSteelwork’s Project Magnet.TAFE SA continues to work on training strategies with employers and other trainingproviders in the region to prepare for the expansion of training required in the mineralresources sector. 58
    • DFEEST Annual Report 2005 - Section CTAFE SA Agriculture trainees from across South Australia recently travelled to NewZealand on a study tour of farms, agribusiness and related industries. This study tourgave students the opportunity to see the practices of other successful enterprisesoverseas and apply some of their strategies to their own agribusiness.In August 2005 TAFE SA facilitated gene technology workshops for primaryproducers, bringing CSIRO scientists to South Australia to enable farmers to gainhands-on experience in gene technology processes and information from world best-practice scientists. These workshops assisted producers interested in geneticmodification to make better informed decisions.Job losses in the forestry industry and the announcement of the Penola Blue GumPulp Mill underlined the need for a significant stock take of industry workforce needsand planning for the future. TAFE SA Regional partnered with the Forest IndustryTraining Network (FITNET), the South Australian Government through SouthAustralia Works Program, the Limestone Coast Area Consultative Committee,Auspine, Logging Investigations Training Association, and Green Triangle RegionalPlantation Committee, committing over $8,000 to an industry profiling and trainingneeds project due for completion in March 2006.Aquaculture students celebrated their graduation after two years of study at TAFE SAPort Lincoln campus and the Lincoln Marine Science Centre. The studentscompleted their Diploma of the Seafood Industry (Aquaculture) and six of the eightstudents are planning to continue their studies at Flinders University, takingadvantage of the credit transfers between TAFE SA and Flinders University forAquaculture Diploma students.Tourism, Hospitality, Hair and Beauty, Recreation and FitnessDuring 2005 the program focussed on developing a range of initiatives and buildingstrong relationships with the Food, Tourism and Hospitality Industry Skills AdvisoryCouncil and Services Skills Industry Alliance (Industry Skills Boards).Key education and training outcomes related to the Adelaide Airport and WesternRegion skills project where approximately 350 people were trained in hospitality,retail and tourism skills specifically for the airport context in an intense two-weekprogram. The training programs were completed over eight weeks in multiplecampuses.Another Adelaide Airport initiative was the training of 40 South Australian migrants,who between them spoke over 25 languages, to provide retail services and tourisminformation to ensure that international visitors were greeted appropriately onimmediate arrival to the state.TAFE SA tourism staff also delivered a Certificate II in Tourism Operations to about85 Adelaide Airport Limited staff in a major workforce development project.TAFE SA’s Regency International Centre is currently involved in trainingapproximately 120 Food & Beverage staff for the airport as well as for surroundingbusinesses.On 13 December 2005, 11 students studying at the Whyalla campus graduated withthe Certificate IV in Hospitality Supervision. This is the first group outside of theAdelaide metropolitan area to graduate with this qualification and all have securedpositions in the hospitality industry. 59
    • DFEEST Annual Report 2005 - Section CThe meat processing industry in South Australia has been growing significantly andhas major challenges in attracting and retaining staff. A workforce developmentprogram 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 modelof training and career development for new and existing workers. It is anticipatedthat the model be transferred to the Mid North where there is high projected growth inthe pork and poultry sector.TAFE SA’s Coffee Academy at Regency campus increased its reputation on thecoffee scene by training staff and franchisees of establishments such as Cibo, Rio,Illy and Gloria Jeans.Vocational Preparation and EquityTAFE SA Vocational Preparation and Equity program is well recognised by keystakeholders for designing and facilitating learning programs that provide positivepersonal, vocational and employment pathway outcomes for students.A significant event for the Vocational Preparation and Equity program in 2005 wasAdult Learners’ Week (1-8 September 2005), an annual international celebration ofadult learning.The program continued to contribute to state, DFEEST and TAFE SA social inclusionand 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 throughout2005, providing fee-for-service training to several industry and community sectors,state and commonwealth government agencies and RTOs. Partnerships wereformed with organisations as diverse as OneSteel and the University of SouthAustralia. WES also enjoyed great success in tenders for Commonwealth WorkplaceEnglish Language Literacy funds.The Language, Literacy and Numeracy Program (LLNP) achieved 100 per centemployment and further education outcomes for migrant students. This is the firsttime this has been achieved in national Department of Education, Science andTraining LLNP provision.A CD for family day care workers (‘Family Day Care at Zeena’s Home’) wasdeveloped as a collaborative initiative between TAFE SA Workplace EducationService, TAFE SA English Language Services and the Organisation and ProfessionalDevelopment Services of the Department of Education and Children’s Services,funded by the Commonwealth Department of Education, Science and Training. Thetraining resource won recognition for its outstanding achievement in enhancing theprovision of quality childcare providers from culturally and linguistically diversebackgrounds.The first-ever VET LLN qualification, the Advanced Diploma of Language, Literacyand Numeracy (LLN) Practice in Vocational Education Training, was accredited inSouth Australia in August 2005 and is now a national qualification that providesacademic pathways for LLN educators in VET. 60
    • DFEEST Annual Report 2005 - Section CTwo students in the English as a Second Language (ESL) program, with high levelqualifications from their native countries of Ukraine and Russia, were successful inwinning 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 technicianThe evening computing course offered through Women’s Education program ofTAFE SA Elizabeth campus in Term 3 of 2005 opened up training opportunities forwomen who have been restricted from attending daytime classes due to employmentor lack of access to childcare. Of the 13 students who completed Certificate 3 inWomen’s Education with focus on Information Technology electives:• seven applied for university and all received offers• six have enrolled in VET coursesShipbuilding / Defence training programsIn 2005 South Australia secured more than half of the work on the Navy’s $6 billionAir Warfare Destroyer (AWD) program, creating an estimated 3 000 new jobs. Thisinitiative significantly increased the wide range of jobs to skill for in key shipbuildingtrades (welding, fabrication, pipefitting and mechanical engineering, electrical) andkey 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 campusesincluding Regency, Panorama and Elizabeth. Both CAD and the pre-apprenticeshipprograms are major aspects of SA’s commitment to the AWD program bid.TAFE SA is working with industry to design flexible, innovative and relevant trainingprograms to meet the needs of apprentices, new and existing workers. Appropriatepre-apprenticeship programs are being planned to be conducted in a number ofTAFE SA campuses around the state, commencing in 2006 and using existing TAFESA 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 programIn 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 thetransition to training or employment.The program incorporates multiple strategies required to address the needs ofparticipants, such as the facilitation of ‘hands on’ project-based learning, the creationof ‘youth friendly’ learning environments, the use of individual case managementtechniques and the construction of durable partnerships with committed localbusinesses and community groups.TAFE facilitators involved in the program have specialist experience in youthmentoring and case management, including strong links with the youth supportagencies in their local areas, council youth workers, student counsellors in localschools, youth employment development officers with DFEEST, and job networkagencies. 61
    • DFEEST Annual Report 2005 - Section CThe program has been well received and supported by local communities andindustry and has resulted in positive outcomes for participants with a high majority(approximately 70 per cent) gaining either employment or enrolling in some form offurther education.The seven Learn to Earn projects delivered in 2005 were:Elizabeth – Sprint CarThis project focused on welding/fabrication and automotive programs by building asprint car. Students from the Northern Adelaide region and Barossa Light regiongained skills in a range of vocations that have been identified as experiencing skillshortages for the region.Port Adelaide – State Pedal PrixThe Port Adelaide project presented students with the opportunity to be part of ateam entering the Adelaide Pedal Prix and included activities such as designing andbuilding the bike, health and fitness activities, event management and sponsorshipmanagement activities and work placements.Mount Gambier – Conservation and Land ManagementThe Mount Gambier project centered on integrating employability and environmentalskills so that participants become work-ready and work experienced in the areas ofconservation and environment. There was a particular focus on the timber industrywith Timbercorp Australia as the project partner.Tea Tree Gully – Multimedia and 3D AnimationThe Tea Tree Gully project provided project work in the electronics, multimedia andinformation technology industries. The projects included building and installingcomputer controlled entertainment systems (such as disco music systems) for not-for-profit and charitable organisations, providing computer network cabling on site fornot-for-profit and charitable organisations; refurbishing computers for not-for-profitand charitable organisations and developing small web sites and multimedia projects.O’Halloran Hill – Youth Supporting CommunitiesThe focus of the O’Halloran Hill project was Community Capacity Building withstudents working with community organisations to complete negotiated projects. TheHallett Cove Baptist Community Centre and the Guide Dogs for the Blind Associationwere identified as ‘primary partners’ as both had ongoing projects providing studentswith appropriate opportunities to develop vocational skills and knowledge in areaswhich relate to skill shortages in the Southern region.Gawler – Showcasing Young Workers in regional South AustraliaThis program focused on work placements in the students’ field of interest with afocus on building ‘job ready’ skills in conjunction with vocational skills. Industrymentors were trained by TAFE SA staff to support students to develop their selfesteem and confidence while introducing them to the industry and providing themwith the employment experience.Whyalla – Aluminium Boat ProjectThe Whyalla Learn to Earn program focused on small projects for local not-for-profitorganisations and assisted in building better communities. Skills developed duringsmall project work were then further enhanced by the fabrication and welding of analuminium boat linking the students to the emerging aquaculture industry in the EyrePeninsula region. 62
    • DFEEST Annual Report 2005 - Section CInnovations in Teaching and LearningInnovative teaching practice involves fresh thinking, finding new and creative ways todeliver the same content or new content to respond to varying student needs andlearning styles that are not currently met by more conventional methods.A budget of $250 000 was allocated to the following TAFE SA innovations projects in2005:Digital Story Telling (DST) – Making use of software that comes with the MicrosoftXP operating system that allow for the building of digital stories. These storiesinclude a range of digital media such as photos, movies, narration and music that areincorporated together. TAFE SA practitioners can use this method to developinexpensive instructional videos, and to have students produce assignmentspresentations, e-portfolios, research and present ideas using new digitalmethodology.Regional Lifelong Partnership – A TAFE, university, community and councilpartnership project to explore opportunities for the provision of further education inthe South East, and to explore alternative models for the provision of learning.Animal Studies – Specifically designed to re-engage young people in learning. Aninteractive CD ROM was developed that can stand alone or be set up on a networksystem which allows learners to progress through and complete the requirements ofthe Certificate 1 in Animal Studies.Individualised Learning Solutions (ILS) for Apprentices – This project hasdeveloped a framework, models and resources to support case managers to provideindividualised learning solutions for apprentices who would normally be engaged inblock release training.Eco Footprint 1.8 – This project scoped the feasibility of embedding the topic ofenvironmental sustainability into all units of the mechanical and civil engineeringteaching program.VITALS - This project focused on employability skills and looked into how to inspirestudents to look beyond one option as an outcome of VET, and instil in students (andstaff) a sense of entrepreneurship to maximise the outcomes achieved through VETas well as their own potential.More details of these projects including partners and TAFE SA staff details areavailable on www.innovations.brightcookie.comOnline Education ServicesA 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-learningplatform, the level of interest and involvement in e-learning has continued to groweach year as staff become more aware of the benefits of using the availablecommunication tools and the computerised marking of tests.Numerous workshops were conducted to showcase the integration andimplementation of toolboxes into classes as well as an online resource. Thesesessions generated widespread interest and culminated in over 400 toolboxes beingdistributed to TAFE SA staff throughout the year. 63
    • DFEEST Annual Report 2005 - Section CStudent ServicesStudent Services across TAFE SA provide a client focused service that facilitates fairand equitable access by all individuals to TAFE SA Institutes and study options. Inaddition to this, the network along with QAGs and course coordinators work acrossthe State to ensure the accurate production of TAFE SA course publications, bothprint and web-based information.In 2005, the network of Student Services Officers along with other relevantstakeholders developed and/or assisted in the review of the followingpolicies/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 InclusionIn September 2005 the State Government directed all service providers to givepriority access to children and young people who are or have been under theguardianship of the Minister of Families and Communities. These are children andyoung people who have been removed from their biological families for their ownsafety 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 upto 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 beginin 2006 which will enable TAFE SA to mitigate risks relating to the requirements ofthe Disability Discrimination Act. The project will include prioritising strategies for theidentified risks, confirming accountability and responsibility for each strategy, anddemonstrating how the strategies can be incorporated into existing processes. 64
    • DFEEST Annual Report 2005 - Section CChild ProtectionWith more students under the age of 18 enrolling in TAFE SA, new child protectionprocedures have been introduced throughout the system to ensure all reasonablesteps are taken to protect students and children under 18. TAFE SA staff trained in2005 totalled 1387. Training was carried out at as many campuses as wasreasonably possible across TAFE SA, with several campuses holding a numberof sessions over 2005. Planning for 2006 will include training of a further 1300 staffwhich will be conducted across various TAFE SA sites.More information regarding this can be found in the Workforce Profile section of thisreport.TAFE Admissions, Offers and EnrolmentsThe year 2004-05 was the second cycle of full implementation of a centralised TAFESA admissions process. Applications for new enrolments in TAFE SA mainstreamaward courses were handled through the South Australian Tertiary AdmissionsCentre (SATAC) system for both semesters in 2005 and for those courses thataccept applications on a continuous basis, resulting in 22 203 applicants and 17 944offers 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’seducation, fee-for-service courses and leisure interest courses.In consequence, approximately 65, 000 students enrolled directly with Institutes in2005.A working party was established in 2004 to review the minimum entry requirementsfor all TAFE SA award courses to ensure their validity and reliability. This work wascompleted as a priority in 2005 for implementation in 2006. The result was theintroduction of generic minimum entry requirements for all courses. This is a pilotproject with a review planned for 2006.A career component was added to the web information on TAFE SA courses toincrease the usefulness of the information and to provide interested applicants withSA labour market information. 65
    • DFEEST Annual Report 2005 - Section CLearning WorksTAFE SA applicants who did not receive an offer in the major intake rounds inJanuary 2005 and July 2005 were contacted by specially trained brokers who offeredone-to-one assistance with finding an alternative entry point or place for them withinthe TAFE system.Strategies provided to these applicants included transferring preferences to anothercampus or being offered an alternative TAFE SA course in a similar field.From the Semester One course offer round, 3 485 individuals were contacted with705 (20 per cent) assisted through the Learning Works program. From the SemesterTwo offer round, 609 individuals were contacted with 98 assisted through theLearning Works program (16 per cent).Learning brokers worked with individuals to provide case management andcounselling on career paths, study options or how to improve their chances of beingoffered a place in the next round by enrolling in individual modules that count towardspoints in the selection process.Learning Works aimed to increase the number of South Australians in the workforcewho have non-school qualifications and to reduce regional unemployment rates inline with South Australia’s Strategic Plan.Schools-TAFE-University Transitions, Pathways and PartnershipsTAFE SA expands opportunities for young people and adult learners by negotiatingand developing study pathways through credit transfer and articulation arrangementsbetween TAFE SA courses, SSABSA courses and the three South Australianuniversities.The VET in Schools program has been successfully operating within TAFE SA formany years, with most public and private schools now participating in formal VET inSchools Agreements (VISA) across a range of programs.In 2005, there were over 400 VISA schedules with TAFE Institutes. On successfulcompletion of their VET in Schools study, students receive status within a nationallyaccredited VET qualification.Additionally, there were a number of other relationships between schools and TAFEInstitutes including school-based traineeships and a special arrangement in whichschool students are able to participate in regular TAFE classes under certainconditions.TAFE SA and the three South Australian universities operate under Memorandumsof Understanding (MOU) that facilitate credit transfer arrangements for students whohave completed TAFE qualifications and who have been accepted into universitystudy.MOUs between TAFE SA and each of the universities also specify the use of sharedfacilities 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. 66
    • DFEEST Annual Report 2005 - Section CResearch and an analysis of TAFE SA’s expansion of its provision of highereducation was undertaken. This study included an examination of options and thedevelopment of some clear recommendations. It is anticipated that TAFE SA’sposition and future in relation to delivery of higher education will emerge in 2006.TAFE SA Libraries and Learning ResourcesThe network of TAFE libraries assists students in accessing resources and networkcommunications across South Australia, as well as generating demand for TAFESAlibrary materials nationwide.The development of a TAFE SA Training Products Register in 2005 fulfils the SAGovernment’s requirement for DFEEST to report annually on all intellectual propertycreated.The register has been designed and developed to incorporate a Learning ObjectsRepository (LOR) which includes previews of all TAFE SA developed products, andincorporates secure e-business transactions enabling on-demand ordering via theTAFE SA website.This has been particularly successful for the on-demand ordering, printing anddistribution of learning guides supporting qualifications within the CommunityServices Training Package. This project is a very successful cooperative approachbetween South Australia and Western Australia which has netted an annual profit ofapproximately $400 000 from sales of these learning materials.Another high profile national training resource developed by TAFE SA to ensure thesafe use of chemicals in the workplace is SafeTChem, a set of DVDs which provideinstruction on the safe handling, storage, transport and use of chemicals and willprove an invaluable training resource to many industries that are affected by injuriescaused through mishandling of chemicals.It is envisaged that the Training Products Register in 2006 will include a full suite oftraining products from all nine TAFE SA program areas and an expanded repository.All learning materials developed by TAFE SA are also added to AEShareNet, acollaborative national system for the licensing of intellectual property developedwithin the Australian vocational training and education sector. Accessible to thegeneral public via the Internet, this system provides two-fold benefits to TAFE SA,including cost savings through accessing existing learning materials as well as theraising of revenue from licensing of TAFE SA learning resources.Opportunities for TAFE SA to promote and sell its learning resources were increasedon 29 September 2005 due to the launch and opening of the DFEEST TrainingResource Centre.Systems for the identification, management and, where needed, protection ofintellectual property within TAFE SA, have been the subject of a specific projectduring 2005. Intellectual property asset registers and intellectual property policyhave been given greater profiling across institutes.This centre is testament to a successful partnership that the department hasestablished with Australian Training Products Limited which has enabled a fulldisplay of all training packages and support material. The centre incorporates onsiteviewing facilities for all multimedia resources and internet access and has provedpopular with VET providers, TAFE SA staff and the general public. 67
    • DFEEST Annual Report 2005 - Section CLEARNING AND PROMOTIONAL MATERIALS DEVELOPMENTThe main materials development units within DFEEST are the ESP ProductionHouse, SmartMedia and Regency Publishing.Product HighlightsA number of major interactive CDROM products were produced including Family DayCare 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 theSafeTChem video series and the Family Day Care at Zeena’s Home CDROM.Over 63 new course booklets have been developed for Hospitality Studies. Thesehave covered many areas in the Advanced Diploma in Hospitality Management.Eighteen new units have also been developed for the Diploma of Nursing. Twomajor assessment products have also been developed and published for the Diplomain Children’s Services.In 2005 the following products were produced by these units.Product Type Number Produced in 2005Report, brochure or pamphlet 211Powerpoint presentation 20Video/DVD 35Logo, Illustration, cover designs or other special 163graphic design - includes large scale bannersHigh End 3D Modelling with Animation 4Printed course booklets or study guides 261Updates to printed course booklets or study guides 118Online courses 2Websites 7Single web pages 126Major CDROM resources – includes sound, 5animations and/or videoMinor CDROM resources 40Databases 3Advertisements 100Photo-shoots (each 1-50 photos taken) 30Scanning jobs 100 68
    • DFEEST Annual Report 2005 - Section CInternational DelegationsFor the last two years, South Australia has been performing above the nationalaverage 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 fromChina.The following partnerships/arrangements have contributed to increasing SouthAustralia’s international student numbers:TAFE SA has intensified its efforts to attract more students from Asia, being one ofonly six bodies chosen nationally to participate in a pilot mentoring program aimed atenhancing cooperation and build partnerships between Australia and China in theVET sector. As part of the program, two agreements were signed with Chineseinstitutes. Several recruitment opportunities were identified, with a significant numberof Chinese students expressing interest in furthering their education through TAFE inSouth Australia, particularly in the areas of international business, hotel managementand banking and finance. Asia continues to be the main regional source for overseasstudents, with most coming from China, India, South Korea, Hong Kong, Malaysia,Japan and Singapore. This project was carried out in accordance with SouthAustralia’s Strategic Plan, which aims to boost the number of international studentsstudying in Adelaide.Following the signing of a bilateral agreement by TAFE SA with Zhejian TechnologyInstitute, the People’s Republic of China took a close look at South Australia’s publicvocational educational system, with several delegations visiting TAFE SA inSeptember 2005. The delegations aim to promote Adelaide as a Study Destinationto school students across China. China Education Television, the second largestgovernment channel in China with an audience of 200 million, interviewed theMinister for Employment, Training and Further Education as part of a week-long tourand filming of Adelaide’s universities and TAFE SA.TAFE SA Primary Industries managers and lecturers in the Wine and Viticultureprogram also hosted a number of international delegations in 2005. Internationaldelegates from Thailand and other parts of Asia participated in tours of wine regionsin South Australia which included TAFE SA facilities.TAFE SA CAPITAL WORKSDFEEST 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 ScienceCentre (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 usefor 24 years, are overcrowded, antiquated and quite unsuited to the delivery anddevelopment of expanded and innovative VASC education and training programs.The project, estimated to cost $15 million at completion in December 2006, includesthe refurbishment of an existing under-utilised building, the construction of newbuilding extensions, new equipment and some infrastructure upgrades.The existing facilities were originally designed for 90 full-time students and generated20 000 training hours in 1980. In 2002 the existing facilities were required toaccommodate more than 600 full-time and flexible delivery students generating over150 000 training hours. 69
    • DFEEST Annual Report 2005 - Section CThe new VASC redevelopment will increase the overall size of facilities fromapproximately 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 thecampus will be undertaken to address serious accommodation pressures due topopulation 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 ofsome existing accommodation that requires upgrading.The Barossa campus has unmet demand for training in Hospitality, CommercialCookery, Wine Studies, Viticulture and general studies programs. There is alsocritical shortage of staff accommodation at the campus. Some staff are currentlyhoused in classrooms, store rooms and workshop areas. Additionally, studentamenities are in urgent need of upgrading.Tenders for construction have been called and a successful contract was signed inDecember 2005. A construction start is expected in January 2006 with completionexpected 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 / Textilesprograms will take place to replace the current facilities housed in a 40 year oldbuilding that is inadequate in scope, layout and has serious OH&S problems. It willalso 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 consideredas 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 andrecently acquired land adjacent to the campus. The Stage 1 construction wouldtherefore have no effect on the existing campus operations. An Initial Project Briefand Business Case has been completed and, on 8 March 2005, the Project SteeringCommittee gave approval for the project to proceed.Professional Service Contractors have been appointed to develop master andconcept 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 currentprogram proposes construction to start in February 2007 and completion by the endof May 2008.Victor Harbor TAFE Campus (Redevelopment)Redevelopment of the TAFE campus at Victor Harbor will replace the existingtemporary, transportable type accommodation that has been operating from theMcCracken Road site since 1990. 70
    • DFEEST Annual Report 2005 - Section CThe current campus facilities at McCracken Road occupy approximately one hectareof land, with approximately 5.3 hectares being vacant land. The McCracken TAFESA site is in a prominent location and is considered one of the most sought afterparcels of land for development in the immediate Victor Harbor area. A number ofexternal parties have expressed interest in purchasing the TAFE land over the pastfew years. The current valuation of the TAFE land is $4.725 million.A Business Case for the proposed new TAFE SA Victor Harbor campusredevelopment has been prepared and a concept plan has been costed at $5.5million (June 2005 estimates).Loxton TAFE CampusPart of TAFE SA Loxton campus was leased to the SA Murray Darling BasinResource Info Centre (SAMRIC). SAMRIC is a Resource Information Centre whichis primarily involved in joint venture arrangements between SA Governmentagencies, industries and local government, providing global information systems,natural resource management information, natural resource management planningand mapping capabilities and services. Other SAMRIC clients include communitygroups with interest in sustainable development and natural resource management ofthe environment (viticulture and citrus industries). SAMRIC approached TAFE SALoxton Campus to negotiate the use of the campus to accommodate approximatelyfour staff members. TAFE SA Loxton campus was considered the best facility by apanel from SAMRIC who chose the facility over four other options in Loxton andsurrounding areas.Mount Gambier TAFE CampusTAFE SA’s Mount Gambier Campus has developed into a multi-use site for TAFE SAand the University of South Australia. This will be expanded in 2006 with SouthernCross University also providing forestry degrees on site. Significant redevelopmentwork has been undertaken at the campus to allow for this expansion of educationaldelivery. The Federal Government announced further funding to enable thedevelopment of further infrastructure to create a community learning precinct. Theprovision of further and higher education on the same site has major advantages forthe Mount Gambier and wider South East community. 71
    • DFEEST Annual Report 2005 - Section C 2005 PERFORMANCE REPORTSIndigenous Training and EmploymentThe vocational education and training sector is increasingly the sector of choice forAboriginal people and the growth potential within this sector is extremely high. Thedepartment recognises that the acquisition of skills and access to training andmeaningful employment are key factors affecting the social wellbeing and economicposition of Aboriginal people in this state. It is committed to providing services andprograms that will materially improve the opportunities for Aboriginal people andcontribute to the long-term sustainability of their communities.Strategic policy and adviceThe department has a dedicated unit (Aboriginal Education and EmploymentServices, AEES) responsible for providing strategic leadership and policy advice tothe Chief Executive and the broader department to improve the educational, trainingand employment opportunities for Aboriginal South Australians. Key areas of activityfor 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 PeopleImproving learning and employment outcomes for Aboriginal people is a priority areaof 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 programsthrough South Australia Works, with 362 people gaining employment. 72
    • DFEEST Annual Report 2005 - Section CHighlights from some of the South Australia Works programs delivered during 2005follow.State Public Sector Aboriginal Recruitment and Career Development StrategyNinety one clients attended a variety of pre-employment and skills developmentprograms aimed at gaining employment in the public sector.A total of 101 clients were assisted into employment in placements ranging fromASO1 to ASO7, including 13 long term unemployed clients. The major departmentswho utilised and supported the register included DFEEST, DFCs, DEH, and theAttorney General’s Department.A total of 168 existing state public sector employees undertook a variety of careerenhancement training programs and 15 successfully applied for and won careeradvancement positions through the program.Private Sector Employment PathwaysA total of 169 clients undertook pre-employment and skills development programs, ina range of industry areas including: transport, hair and beauty, hospitality, businessadministration, the arts, information technology, child care, health and communityservices, tourism and retail.Fifty five clients secured employment as a result of attending training, with theremaining clients being case managed to assist them in achieving their career goals.The majority of employment outcomes were achieved in the following industriesfinance and administration, health and community services, transport anddistribution, emergency services, retail, building and construction and hospitality.Scholarship ProgramIn 2005 the Scholarship Program focussed on management qualifications as well astwo identified skills shortage areas – child care and health services. Fifteenscholarship recipients are undertaking studies including a Diploma in Children’sServices and Associate Degrees in Management Nursing, Public Policy, HumanResources, Community Welfare, Indigenous Mental Health Studies and Social Work.Focus on Regional AreasPt LincolnDriver Education & Licensing: Forty six Aboriginal residents undertook and passeda driver education program. They all gained their learner’s permit and several arenow undertaking driving lessons to gain their probationary licence.Forklift Licensing: Ten clients received forklift training with all successfully gainingtheir licences. Six immediately secured employment as bush fire relief workertrainees. Due to the success of this program a second program was run and anotherseven clients achieved their forklift licence.Pre-Employment Training: Seven clients undertook pre-employment training in thehospitality industry and 12 passed their senior first aid certificate.Work Placements: Six clients were assisted to gain employment in the privatesector/community sector. 73
    • DFEEST Annual Report 2005 - Section CCedunaDriver Education: A very successful driver education program was run withparticipants from both the immediate area as well as surrounding areas such asKoonibba, Yalata, Tia Tuckia and Scotdesco.Employment Support: The program funded the purchase of materials and uniformsfor five Environment Health Workers for the region.Work Placements: Seven clients were assisted into employment in the privatesector/community sector.RiverlandAs a result of close collaboration with Indigenous communities 10 people undertook avariety of pre-employment training with 5 securing employment to date.APY LandsDrivers Education: Fifty four people participated in a driver education program with51 gaining their learner’s permit and two gaining their probationary licence.First Aid: Three people completed their Senior First Aid Certificate and 27 othersachieved their Emergency First Aid training.APY TAFE programAfter a period of rebuilding the TAFE program on the Anangu PitjantjatjaraYankunyatjatjara (APY) Lands in 2005, the department began to made progresstoward re-establishing a training culture on the Lands.Key areas of employment opportunity on the Lands include retail, officeadministration, community services (including health, family support, child care, youthwork and aged care), arts and crafts, land management/horticulture, tourism andtrades associated with community construction and maintenance programs.The small size of communities means that opportunities for full-time employment inspecific vocations are limited, leading to an emphasis on multi-skilling. An emergingarea requiring skills development is in IT support in response to the establishment ofRural Transaction Centres and growing reliance on information technologies in manyservices on the Lands. Skills in community governance are also required in order toenable community members to play an effective role in the management andleadership 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, regularskills programs, a plant operator course, arts training, tourism training and communityeducation. Additional funds were secured for store worker training, a WaterAwareness Training Program, aged care traineeships, family support training andwage subsidies and project management for a regional traineeship initiative for 50trainees. 74
    • DFEEST Annual Report 2005 - Section CSpecific APY TAFE Initiatives in 2005Environmental Health WorkersFour communities nominated to be involved in the Indigenous Environmental HealthWorker program and received funding to employ people from within the Communitiesand purchase equipment. Training commenced in April 2005, comprising one week‘face to face’ training each month for 12 months, using a collaborative initiativebetween Batchelor Institute of Indigenous Tertiary Education, Ceduna Campus ofTAFE and AEES.Mobile Skills CentreTwo lecturers (one based at Amata and the other at Pipalyatjara) began conductingtraining with the Mobile Skills Centre on a rotational basis at the westerncommunities of Kalka, Watarru, Pipalyatjara and associated homelands.Visual Arts programA very successful visual arts program was conducted at Indulkana involving bothschool and community participants.Plant and machinery trainingA lecturer from Adelaide successfully conducted training and assessment with CivilConstruction trainees in Cert II and Cert III. Additional training and assessment wascompleted on various items of plant with CEDEP workers resulting in 14 operatortickets being distributed. AFTC also conducted Civil Construction Plant training in theWest resulting in several people gaining tickets.Water awarenessA water awareness project was delivered in collaboration with schools throughout theLands. A Civil Engineer with considerable experience on the Lands was contractedby TAFE to run the project. A video is being made with clips from each site beingfeatured. Projects included water quality testing, rain water collection, monitoringwater use, irrigation from evaporative air conditioners and traditional watermanagement practices.Horticulture trainingBush food plots at Mimili and Amata were established as economic developmentprojects. More are planned for other communities, in conjunction with trainingprograms developed and delivered by TAFE. Participants will be enrolled in relevanthorticultural modules which will be delivered by visiting lecturers and TAFE staff onthe Lands.Construction skills trainingTAFE staff are working with a range of agencies (including the Departments ofEducation and Childrens Services, and Administrative and Information Services) todevelop training opportunities from construction and infrastructure projects on theLands. This program will enable participants to gain employment in communitymaintenance projects and general construction, both on and off the Lands. AnAdelaide based co-ordinator will be appointed early in 2006. 75
    • DFEEST Annual Report 2005 - Section CTauondi Aboriginal CollegeTauondi, located at Port Adelaide, is a registered training organisation, which iscontrolled and managed by Aboriginal people. The college receives funding for theprovision of vocational education and training to Indigenous South Australians fromboth the state and commonwealth governments.As a part of this, under a partnership agreement with the Department of Educationand Childrens Services, VET training was delivered to 100 Indigenous schoolstudents.Tauondi also offered a range of national training package qualifications andaccredited courses as well as adult community education activities. Courses includeinformation technology, business administration, hospitality and tourism. Programsare designed to provide pathways to further studies and also to employment.Tauondi delivered an estimated 180 000 training hours to 1165 students undertakingaccredited certificates. A further 437 students undertook 9540 hours of training incultural classes (both accredited and unaccredited).An important result of the work undertaken by the college is the significantcontribution which the teaching and learning program makes to Aboriginal students intheir personal development and to the development of their communities.South Australia Works in the RegionsSouth Australia Works in the regions by helping regional organisations and networksto identify their region’s training and employment needs, and to address them inways appropriate to each region. Indigenous people were actively targeted foremployment 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 RegionThe department’s interaction with the Ceduna/Yalata and surrounding communities isconducted primarily through TAFE SA Ceduna campus and the training offered inthese communities is demand driven and dependent upon community engagementand need. 76
    • DFEEST Annual Report 2005 - Section CCeduna• 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 programKoonibba• New Study Centre facility and program opened• Conservation and Land Management• Basic introduction to Construction Training• Driver EducationScotdesco• Study Centre Program• Certificate I, II & III in IVEC• Community Lunch Program / Intro to Hospitality• Driver EducationIn April 2005, 11 Aboriginal people from the Ceduna, Yalata, Scotdesco and OakValley communities commenced training in Certificate II in Health and EnvironmentalHealth. This was an initiative between TAFE SA Ceduna campus, Batchelor Instituteof Indigenous Education and AEES. Five of these students are currently employed inthis area.Aboriginal Apprenticeship ProgramThe Aboriginal Apprenticeship Program assists Indigenous people into trade-basedapprenticeships in the private sector. Apprentices and their employers are providedwith ongoing support during the apprenticeship and graduates are provided withpost-placement support.At the end of December 2005, 110 Indigenous apprentices were being supported bythe 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. 77
    • DFEEST Annual Report 2005 - Section CThe Post Placement Support Program was successfully introduced. This programprovides additional support to apprentices during the last six months of theirapprenticeship, with a focus on transitioning graduating apprentices into ongoingemployment following the completion of their contract of training. Additionalassistance is also provided to those apprentices interested in establishing their ownbusiness.Umoona Aged Care Corporation, Coober Pedy, which has employed four Aboriginalapprentices through the program, won the Commonwealth Minister’s Award forExcellence for Employer of New Apprentices in the SA Country Region. Umoonahas employed four apprentices through the program.A ceremony was held to celebrate the second group of apprentices to graduate sincethe program commenced in 2000. This year 18 apprentices completed their trade-based contract of training.South Australian Indigenous VET Steering CommitteeIn 2005 the Steering Committee developed a draft plan in response to Partners in aLearning Culture. The year 2005 saw the abolishment of ANTA, which impacted onthe work of the Steering Committee. All ANTA responsibilities were transferred toDEST. Links through the Australian Indigenous Training Advisory Council (AITAC)were put on hold whilst new arrangements for Indigenous advice to DEST were beingconsidered 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 Groupcharged with the responsibilities of developing models for future advisorymechanisms for all equity target groups; in particular, Indigenous peoples and peoplewith a disability. This work is due to be completed by 30 June 2006.TAFE SA Aboriginal Education ProgramTAFE SA offers a range of accredited training programs designed to meet the needsof students of Aboriginal or Torres Strait Islander descent.During 2005, TAFE SA Aboriginal Education continued its partnerships with localhigh schools, industry, CDEPs, Aboriginal community organisations and otherrelevant key stakeholders to deliver VET courses to Aboriginal people. A range ofaccredited courses and short courses were offered to provide students withacademic skills necessary to engage in further education and/or to successfully gainemployment, access traineeships or apprenticeships. Aboriginal students studying inTAFE were able to access accredited courses from industry groups includingBuilding and Construction, Business, Community Services and Horticulture.Participation in TAFE SA programs by Aboriginal and Torres Strait Islander peoplehas significantly increased with TAFE SA Regional recording 1.5 times above thetarget training hours for 2005 (that is, target training hours were 191 400 but as at 16December 2005, the total training hours were 297 439).An 18-month unique training program developed by TAFE SA, Pika Wiya Centre ofUnique Learning, and the Department of Health has resulted in eight Aboriginalnurses gaining registration with the Nurses Board of SA and subsequentemployment. The development of this program was in response to the need toincrease the number of Aboriginal nurses in South Australia’s health system.Because of its success, a further 18 students have enrolled. 78
    • DFEEST Annual Report 2005 - Section CAfter four years of training, six Aboriginal apprentices celebrated their successfulcompletion of the Certificate III in General Construction and were well on their way tobecoming accredited carpenters thanks to a joint local initiative, the ‘West CoastBuilding’ initiative, between the Aboriginal Housing Authority, TWT CDEP, CareerEmployment Group and TAFE SA which enabled carpentry training to be delivered inCeduna.Traineeships on the APY Lands are managed by TAFE SA through its APY TAFEwork group. The Department of Employment and Workplace Relations (DEWR)provided funding for project management, mentoring and wage subsidies for 50Anangu trainees as part of a two-year Structured Training and Employment Project(STEP). Training delivered under traineeships on the Lands is funded through APYTAFE and the Traineeship and Apprenticeship Services Branch of DFEEST.In April 2005, 47 Aboriginal students gained their Learner’s Permit by attending a fourday Driver Education Program at TAFE SA Port Lincoln Campus. In June 2005, 10Aboriginal students successfully completed a three day accredited forklift course atTAFE SA.TAFE SA, through its Ceduna campus, piloted a training initiative for Aboriginalpeople in the region where participants will receive training in the Certificate II inEnvironmental Health. Once qualified, this will enable them to work asEnvironmental Health Workers to educate their communities in safe waste removal,sanitation, recycling, reducing mosquito breeding, storing pesticides and othercommunity health issues.Adelaide North TAFE SA, Salisbury campus - Aboriginal Certificate II inHorticulture Amenity ProgramFrom the beginning of 2005, Aboriginal Education Salisbury campus has collaboratedwith the City of Salisbury and Roseworthy TAFE SA to present a Certificate II coursein Horticulture Amenity to Indigenous students ranging from youth to mature-agedAborigines. 79
    • DFEEST Annual Report 2005 - Section CAboriginal Education Salisbury campus has provided facilities, equipment andlecturers 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, tobuild confidence and self esteem along with setting an example for other Aboriginesto follow in the quest for self determination and recognition.TAFE SA Roseworthy CampusAboriginal students joined with Roseworthy students to study plant propagation andmachine operation and maintenance.Student numbers in 2005 increased to a total of 19 participants with three studentssuccessfully completing the required 17 subjects and graduating at the end of the2005 academic year.It is a goal of this campus to build on the success of the program in 2006.Student Statistical ProfileAboriginal students comprise 3.8 per cent of the total TAFE SA student population.TAFE SA students identified as Aboriginal or Torres Straight Islander 2004 and2005 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% 80
    • DFEEST Annual Report 2005 - Section CAboriginal Study Centre ProgramThe Aboriginal Study Centre program is a supported open learning program forstudents in rural and remote locations. Twenty six study centres throughout the stateenable Aboriginal students to study in a supportive learning environment close totheir home.Students work from printed materials and support workers provide administrative andstudy skills support. Lecturers provide subject expertise through daily telephone linkswith students. Lecturers also visit students and link them up via video conferencingwhere possible.Courses offered through the Aboriginal Study Centre Program range fromCertificates I and II in Introductory Vocational Education and certificate to diplomalevel vocational courses.It is envisaged that the Aboriginal Study Centre Program will be one of thebeneficiaries of the roll out of new computers in the Aboriginal Education state-wideprogram.Sale of 221 Wakefield Street, AdelaideThe re-investment from the sale proceeds was used to upgrade programinfrastructure and develop new initiatives, including the Aboriginal e-LearningNetwork Program.Aboriginal e-Learning Network ProgramTo support increased Aboriginal employment levels and economic sustainability thereis a need to support initiatives in rural and remote Aboriginal communities to buildeconomic independence and for the South Australian Government to meet itscommitment to employment and economic self-determination for Aboriginal people.The Aboriginal e-Network project, which will substantially improve the provision ofequitable vocational education and training, directly targets an estimated client baseof 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 requiredcomputing equipment to the state’s sites for the Aboriginal Education programs hasbeen purchased and disseminated across the state. 81
    • DFEEST Annual Report 2005 - Section CPrisoner educationPrisoner education was delivered in all prisons throughout South Australia andjuvenile detention centres located at Magill and Cavan. Accredited courses wereoffered in a range of entry-level training programs covering literacy and numeracy,computing, communications, leather work and art.Marketing and PromotionDuring 2005, seven Croc Festivals were staged around the nation and one was inSouth Australia. The Croc Festival is a national event that provides opportunities forstudents in rural and remote areas to come together and meet students from otherremote areas. The Croc Festival plays an important role in building communityownership 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 remoteschools participate along with their Indigenous classmates. Participating studentsrange 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 sponsorsand local communities. In 2005, the department supported the Croc Festival in PortAugusta with TAFE Aboriginal Education programs across the state providingworkshops, displays and promoting all TAFE programs. 82
    • DFEEST Annual Report 2005 - Section C 2005 PERFORMANCE REPORTS Higher EducationThe higher education sector in South Australia comprises three universities and 31non-university higher education providers with over 65 000 students both on andoffshore. From 2006 the American University Carnegie Mellon will operate in SouthAustralia contributing to the state’s increasing reputation as a centre for educationexcellence and preferred student destination.South Australia’s three universities play a crucial role in supporting and promoting thestate’s economic and cultural prosperity. The sector has been distinguished in thepast year by continued growth in the international student market and an increaseddemand for courses contrary to a national downward trend. The sector continues tooperate in an increasingly deregulated and globalised market with local, national andinternational competition for students, staff and resources. Significantly, universitylegislation in South Australia has been amended to comply with Commonwealthreforms aimed at creating national consistency in the higher education sector.In addition the following interstate universities and non-self accrediting highereducation 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 forEmployment, Training and Further Education. Its membership comprises the threeuniversity Vice Chancellors, the Chief Executives of the Department of FurtherEducation, Employment, Science and Technology (DFEEST) and the Departmentof Trade and Economic Development, two business and one community leader.The Council met four times in 2005. 83
    • DFEEST Annual Report 2005 - Section CIn 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 UniversityA major DFEEST achievement was the establishment under South Australianlegislation of Carnegie Mellon University (CMU).The Premier initiated moves to establish a branch of CMU in South Australia. CMUis a world class higher education institution and will add to the reputation of SouthAustralia as a centre of educational excellence.The establishment of CMU in Adelaide involved ensuring that the quality of localdelivery is appropriate and meets the requirements of both South Australia and thenational higher education quality framework; this was undertaken by the QualityBranch DFEEST.CMU is the first overseas university authorised to operate in Australia. Thedepartment has set the precedent in establishing overseas universities operating inAustralia. Already other states have sought advice in processing applications for theestablishment of overseas universities in their jurisdictions.DFEEST, and in particular TAFE, will have ongoing involvement with CMU. 84
    • DFEEST Annual Report 2005 - Section CHigher Education RecognitionProviders of non-university higher education and education services to overseasstudents are regulated under the South Australian Training and Skills DevelopmentAct 2003. The legislation provides the basis for ensuring that providers and coursesmeet the quality and consumer protection requirements for nationally recognisedtraining.Draft Guidelines for Higher Education Accreditation and Registration (Recognition)will be considered by the Commission’s Higher Education Advisory Group inFebruary 2006. The draft guidelines will be submitted to the Commission for approvalonce the Advisory Group’s work is complete.There were 28 non-university higher education providers registered in SouthAustralia to deliver over 220 higher education qualifications. Five new highereducation providers and 47 higher education courses were approved in the period.A total of 31 providers are registered to deliver education services to overseasstudents studying in South Australia. Twelve providers deliver in the vocationaleducation sector, eight in the higher education sector and 11 providers deliver in bothVET and higher education. A full list of recognition data for 2005 is provided in theStatistical Appendices.NATIONAL CONSULTATIONThe National Protocols for Higher Education Approval ProcessesThe protocols were agreed by Ministers at the Ministerial Council on Education,Employment, Training and Youth Affairs (MCEETYA) in 2000 to provide consistencyin the regulation of the higher education sector. The Higher Education Unit has beenworking with other jurisdictions nationally on an extensive review of the protocols.This has included chairing a national forum with key stakeholders from the highereducation sector and organising a number of national working parties to provideadvice to Ministers in 2006. The revised protocols will help shape the future of highereducation in Australia.Joint Committee on Higher Education (JCHE)SA currently chairs the Joint Committee on Higher Education (JCHE) a nationalofficers 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 FundingThe Commonwealth provides annual competitive grants to universities for capitalworks. The Higher Education Unit supports the three universities in their annualbidding for CDP funding from the Commonwealth. Funds won in 2003 for acquittal in2005 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’spopulation share). 85
    • DFEEST Annual Report 2005 - Section CCDP funding won in 2005 for acquittal in 2007University of South Australia Building 3A, City West 2 500 000Flinders University Science Innovation Learning Centre 2 096 000University of South Australia Access to Regional Education, Mt Gambier Campus 1 593 000Total 6 189 000Commonwealth Legislative Impact – Reviewed University LegislationSection 33-15 of the Commonwealth Higher Education Support Act 2003 made itcompulsory for higher education providers to meet the requirements of the NationalGovernance Protocols in order to qualify for increased Commonwealth funding.Legislative change was required to make the three SA University Acts compliant withthe Protocols. Parliament met the deadline of 31 August 2005 for making universitiescompliant thus avoiding penalties of about $20 million.Other changes to the university acts made at the same time included broadening theuniversities power to dispose of land (other than land held in trust), power to confirmawards jointly with other universities or registered training organisations, inclusion ofprovisions to protect university logos, insignia and official titles and increasedautonomy including the ability to operate within Australia and overseas.STATE CONSULTATIONTAFE SA Higher Education Reference GroupHigher Education officers participated in the TAFE SA Higher Education ReferenceGroup proving advice on partnerships and collaborative models between universitiesand 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 forconsideration by TAFE SA Executive.Memorandum of Understanding (DFEEST – University Collaboration)DFEEST has in place Memorandums of Understanding with each of the State’s threeuniversities. The Memorandums are supported by steering groups that work onprojects to improve cooperation and collaboration between each of the universitiesand TAFE SA.In 2005 the steering groups focused on improving articulation pathways betweenTAFE and the universities, domestic and international marketing and exploringopportunities for joint delivery of courses.SA Regional Engagement ForumThe Higher Education Unit provided support to the State Government-sponsoredBusiness Higher Education Round Table (BHERT) forum held in Whyalla on 7 June2005. The forum was attended by the Minister along with senior representatives fromdevelopment 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 andniche manufacturing were promoted. 86
    • DFEEST Annual Report 2005 - Section CWorking Together to Create Learning Cities of the Future’ July 2005conferenceThe Higher Education Unit participated in the ‘Working Together to Create LearningCities of the Future’ conference hosted by the State Government, EducationAdelaide, the City of Adelaide, the three South Australian Universities and TAFE SA.The two-day conference contributed to SAs leadership role in regional internationalhigher education through collaboration with 70 participants of whom 27 were from 17countries outside Australia (including South Africa, Korea, India, Finland, Spain,China, Brunei, Philippines and NZ).Key issues on international education had been presented to the InternationalAssociation for Educating Cities (IAEC) Executive meeting in Lyon, France inOctober 2005 in which options were explored for Adelaides exposure andpromotions at the IAEC Congress in Lyon in September 2006. These matters werefurther developed with local stakeholders the International Education Forum in whichpotential local benefits from the proposed Sustainable Learning Cities Conference tobe held in Adelaide in November 2006 were identified.Higher Education – Department of Health CollaborationThe Department developed, in collaboration with the Department of Health, optionsfor health workforce planning in particular medicine and nursing. Work continued onidentifying strategies for increasing South Australian student enrolment in the healthprofessions and retaining graduates to work in SA.Both Flinders University and the University of Adelaide medical schools increasedtheir enrolment of South Australian students in 2005.Towards 2006In 2006 higher education will continue to work to achieve relevant targets underSouth Australia’s Strategic Plan – in particular, increasing university participationrates. 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 universitiesto respond to Commonwealth reforms including opportunities for increased fundingfor specific collaborative programs, new university places and research grants.The state will help shape the national higher education agenda through thedevelopment of revised National Protocols for Higher Education Approval Processesand through working with the Commonwealth and other jurisdictions on a range ofpolicy matters.ERFORMANCE REPORTSStatisticsThe Higher Education Unit (HEU) has continued to monitor statistics such as studentnumbers and participation rates for universities in South Australia and otherAustralian universities during 2005.The following tables are the most up-to-date available at the time of publication. 87
    • DFEEST Annual Report 2005 - Section CThe number of students commencing a course continued to increase between 2002and 2004. Commencing Students enrolled in South Australian universities, 2002–2004* 30,000 25,000 Number of students** 20,000 15,000 10,000 5,000 0 Domestic Students International Students*** Total 2002 17,183 5,832 23,015 2003 17,001 5,999 23,000 2004 17,024 6,828 23,852* Full-year data. Includes students who are enrolled at the beginning of each year and those students who are counted asenrolled 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 overseasprograms 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 continuedto increase between 2002 and 2004. All Students enrolled in South Australian universities, 2002–2004* 70,000 60,000 Number of students** 50,000 40,000 30,000 20,000 10,000 0 Domestic Students International Students*** Total 2002 47,451 13,008 60,459 2003 48,298 14,737 63,035 2004 49,133 16,369 65,502* Full-year data. Includes students who are enrolled at the beginning of each year and those students who are counted asenrolled 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 overseasprograms certified by each of the South Australian universities.Source: DEST 2002, 2003 and 2004 Higher Education Student Statistics Collection. 88
    • DFEEST Annual Report 2005 - Section CThe number of students who are exempt from the Higher Education ContributionScheme (HECS) continued to increase between 2002 and 2004 while those whowere liable for a HECS debt increased only slightly. Exempt students includepostgraduate 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* 45,000 40,000 35,000 Number of students** 30,000 25,000 20,000 15,000 10,000 5,000 0 2002 2003 2004 HECS Liable 41,370 41,339 41,560 HECS Ex empt 20,665 23,467 25,707* 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 andAustralia between 2002 and 2004 with the gap between South Australia andAustralia 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* 7.20 7.00 6.80 6.60 Proportion(%) 6.40 6.20 6.00 5.80 5.60 5.40 2002 2003 2004 South Australia 6.02 6.23 6.44 Australia 6.81 6.97 6.99* Full-year data.** These proportions are calculated using all students regardless of whether they are domestic students or internationalstudents (includes onshore as well as offshore) as a proportion of the Estimates Resident Population (ERP) aged 15–64. TheERP only includes those people in Australia for 12 months or more. International students who have student visas to undertakefull-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. 89
    • DFEEST Annual Report 2005 - Section C 2005 PERFORMANCE REPORTS Science Technology and InnovationThe South Australian Government has identified science, technology and innovationas key drivers of economic growth and future prosperity. The department hasresponsibility for leading an across-government approach to the development andimplementation 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 widevariety of stakeholders including the skills and training functions of the department,other State, Commonwealth and local government agencies and organisations, BioInnovation SA, Playford Capital, the state’s universities, Commonwealth Scientificand Industrial Research Organisation (CSIRO) and the Australian Government’sDefence, 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 CouncilThe Premier’s Science and Research Council was established in 2002 to advise theGovernment on strategies for boosting local science and research capabilities andimproving levels of innovation. At the end of the members’ initial two-yearappointments, membership of the Council was reviewed by the Minister for Scienceand Information Economy, resulting in a smaller council. In June 2004, on theappointment 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 ownICT service which is the responsibility of Department of Administrative and Information Services. 90
    • DFEEST Annual Report 2005 - Section CSpecific 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 ofDFEEST. The directorate took steps to improve the operations of the council in2005, to increase efficiency and responsiveness to council needs.The Premier’s Science and Research Council was responsible for establishing thePremier’s Science and Research Fund in 2003. Its purpose was to facilitate strategicinvestment in science and research in South Australia and transfer of researchoutcomes to end users, to contribute to the foundation of South Australia’s economic,social and environmental future. Since then, through competitive processes, theGovernment has committed a total of over $11 million for collaborative science andresearch projects in South Australia through the Premier’s Science and ResearchFund and the new strategic projects initiative.10-Year Vision for Science, Technology and InnovationDuring 2004 the Premier’s Science and Research Council finalised the developmentof 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 forbuilding and marketing (nationally and internationally) the state’s capabilities inscientific endeavour, technological development and assists in the creation of new,innovative industries and businesses. The vision is strongly integrated with SouthAustralia’s Strategic Plan.During 2005, the focus was on implementation of STI10 and this resulted inrefinement of the Innovation Constellation concept to its final form – Constellation SA(see below). To support this initiative, the guidelines for the Premier’s Science andResearch Fund were modified to ensure approved investments helped the progressof Constellation SA. In addition, a new strategic projects initiative was developedand implemented, resulting in approximately $3 million being provided by theGovernment for five innovative science and research projects (total cost of which wasestimated at $16 million) of significant commercial impact for South Australia.Linkages between the various precincts within Constellation SA via broadbandconnections will be facilitated by the recent formation of a company for the SouthAustralian Broadband Research and Education Network (SABRENet) (see below). 91
    • DFEEST Annual Report 2005 - Section CPremier’s Science and Research FundThe Premier’s Science and Research Fund was established in 2003 to facilitatestrategic investment in science and research in South Australia. An initial allocationof $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. Afurther eight projects received $5.2 million in State Government support through thefund in the 2004–05 round to support projects with an estimated total value of $20.1million. This means that each PSRF dollar invested in the 2004-05 round attractedapproximately three dollars from other non-State Government sources. Theseresults were announced in March 2005.The 2005-06 round of the fund was also completed and successful projectsannounced within the 2005 calendar year, due to operational efficiencies in theannouncement and processing of applications. In this round the State Governmentoffered support totalling $1.9 million for five projects, the value of which totalled $8.8million.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 theFund. These included some excellent applications of strategic significance to thestate, including applications for support from the Australian Research Council’sCentres of Excellence and Federation Fellowships programs, and a number ofprojects with strong industry participation.Constellation SAThe concept of the Adelaide Innovation Constellation has grown from the originalSTI10 vision. STI10 describes five precincts linked across the constellation bySABRENet (see below) to provide greater focus to regional economic developmentand strengthen linkages between business and educators (includinguniversities/TAFE) to support distinctive industry capabilities. These precincts arethe heart of research and development activity in SA and will each house theheadquarters of a range of innovation alliances based on industry sectors to formConstellation SA. During 2005, broad-based support for Constellation SA wassecured across government and the research and development sector; planning forimplementation is underway in most alliances and precincts. Initial input fromindustry 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 $407million over seven years from July 2005 was allocated to 16 successful bids. SouthAustralia 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 Assessmentand Remediation of the Environment and Internationally Competitive Pork Industryhave their headquarters in Adelaide and will increase the number of CRCs thatundertake South Australian research activity from 44 per cent to 51 per cent.The STI Directorate co-ordinated the State Government’s involvement in these CRCbids by adopting a whole-of-government approach and bringing together the relevantgovernment agencies. In addition to this operating funding committed by the StateGovernment, various government agencies including DWLBC, EPA, SA Water andSARDI have contributed cash and in-kind to various CRCs. 92
    • DFEEST Annual Report 2005 - Section CThe 10th selection round of the CRC program commenced in late 2005 and continuesinto 2006. The STI Directorate is already working with government agencies,universities and industry to increase South Australia’s share of the CRC fundsallocated to our state.Australian Synchrotron ProjectThe Australian Synchrotron in Melbourne is a nationally significant facility and amajor addition to Australia’s science infrastructure. DFEEST is the lead SouthAustralian Government agency working with industry and research institutions toassist local involvement in the synchrotron. During 2005, the South Australiansynchrotron was successful in attracting a strategic project grant from thedepartment. The STI Directorate also negotiated an in-principle agreement with theVictorian Government, securing access rights for SA researchers to use thesynchrotron for a total state input of $2.5 million rather than the $5 million initiallysought.Australian Minerals Science Research InstituteThe State Government announced a grant of $2.5 million to the University of SouthAustralia for the establishment of the new multi-million dollar Australian MineralsScience Research Institute (AMSRI) and its headquarters at Mawson Lakes. Led bythe Ian Wark Research Institute in collaboration with a number of interstate universityand industry partners, AMSRI will strengthen Australian technological and scientificleadership in particle science and engineering. ASMRI research will support thekinds of innovations that improve energy efficiency, enhance frugal water use andwaste management, devise improved minerals processing, and develop new andbetter 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 typeever made in Australia.Improving linkages with the Commonwealth and Related AgenciesIn 2005 the department was involved in the following national science, technologyand 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. 93
    • DFEEST Annual Report 2005 - Section CInnovation Awareness ActivitiesA key strategy of STI10 is the innov8 program which aims to improve communityawareness of science and technology and encourage South Australians to pursuecareers in science and technology. The department supported a number of keyinitiatives 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 theimportance of science, technology and innovation in the community andacknowledge the outstanding contributions of leaders in various aspects of science,research and innovation.Information Economy Advisory BoardThe Information Economy Advisory Board (IEAB) was established by the Minister forScience and Information Economy in February 2003. Its role is to provide advice tothe Minister for Science and Information Economy on the potential benefits of theinformation 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 worksclosely with, the Science Technology and Innovation Directorate, ensuring that theadvice provided to the Minister from both entities is considered and consistent.The IEAB met approximately every two months in 2005 and its key achievement, inconjunction with the Directorate, was the preparation of the Information EconomyAgenda for South Australia.In mid-2005, the IEAB was significantly restructured, making its membership smallerand 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 strategyis expected to be completed in 2006.Information Economy Agenda for South AustraliaThe Information Economy Agenda for South Australia is a report to the Minister forScience and Information Economy that develops a basis for responding to theprofound change inherent in the information economy and presents a framework torecognise and pursue topics that demand priority attention and position the State toachieve present and future benefits.The full version was noted by Cabinet in August 2005 and an abridged version forpublic release was prepared in late 2005, for official launch in early 2006. 94
    • DFEEST Annual Report 2005 - Section CBroadband SABroadband SA is a key element of South Australia’s Broadband Strategy, whichseeks to extend affordable broadband services to all South Australians by 2008. Itincludes the Broadband Development Fund (BDF) comprising $7 million (2003-08)for projects to enhance and extend the state’s broadband environment.Previously approved projectsServices for the District Council of Yorke Peninsula were launched mid-2005. Aproject for the City of Salisbury is complete and was formally launched on 7 February2006.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 inconjunction with Planning SA and assistance with mapping has been provided tobroadband demand aggregation projects.Through 2005 a State Demand Aggregation Broker, jointly funded by DFEEST andthe Australian Government, has worked with regional organisations to raiseawareness, stimulate and capture demand, and initiate broadband infrastructureprojects. A small portion of the BDF was allocated towards to these demandaggregation activities. In 2005 small grants between $20 000 - $40 000 each wereapproved for the demand aggregation projects for the Murray and Mallee, Fleurieu,Adelaide Hills, South East and Central Local Government regions. Most regionalareas of the state have now been covered by demand aggregation activities. 95
    • DFEEST Annual Report 2005 - Section CThe Broadband SA team and the South Australian Telecommunications StrategyImplementation Group have been involved in a significant consultation process withthe Department of Communications, Information Technology and the Arts (DCITA),regarding the Australian Government’s new Connect Australia program. SouthAustralian input to the consultation process has enabled DCITA to better understandthe needs of South Australian communities, with the aim of ensuring that theguidelines 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 SouthAustralian Universities and DSTO. Its objective is to create a 92 kilometre dark fibreoptical network connecting research and education sites in the Adelaide metropolitanregion. When completed in late 2006, SABRENet will form part of the AustralianResearch and Education Network (AREN). The SABRENet construction project isfunded by the Australian Government ($6.5 million) with the remaining fundsprovided by the SABRENet project partners to a total of $8 million.During 2005, considerable in-kind support was provided to the project by the STIDirectorate. In April 2005 the SABRENet project partners released a Request forTender to construct the SABRENet infrastructure. In September 2005 a non-profitcompany, SABRENet Limited, was formed to build, own and manage the network.In November 2005 SABRENet Limited executed an agreement with AmcomTelecommunications Pty Ltd to build, maintain and operate the SABRENetinfrastructure.SABRENet will comprise multi-core optical fibre cables installed in undergroundconduit. The network will comprise five ‘backbones’ emanating from the AdelaideCBD, each of which will comprise between 72 and 324 optical fibres. SABRENetusers will be allocated ‘dark’ fibres over which they will provide their own ‘active’broadband services.SABRENet will also commission the Australian Academic Network (AARNet) toprovide a dedicated 10GB/sec backhaul link to Melbourne for advanced e-researchapplications. The link is funded by a $1m grant from the South AustralianGovernment.E-Business ProgramThe ebizSA program was launched in November 2004 with the objective ofincreasing the effective use of online technologies by South Australian small tomedium sized (SME) businesses. The program provided funding support on a dollar-for-dollar basis to help ensure that South Australian small businesses remainedcompetitive 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. 96
    • DFEEST Annual Report 2005 - Section C• “E-Business Collaboration Fund”. A matching funding program aimed at targeted industry sectors. Projects within this program included : Formatted: Bullets and − Training for tourism operators in the use of the State Government’s new Numbering 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:- Formatted: Bullets and − How to increase the use of ICT by small businesses in South Australia. Numbering − The economic impact of broadband on the South Australian economy. − Student use of wireless technologies in the Adelaide CBD.ICT Industry StrategyIn 2005 the department under the leadership of the IEAB undertook a number ofphases of consultation with the ICT industry on development of an ICT Industrystrategy. It is expected that the strategy will be finalised by mid 2006.South Australian Consortium for IT and TelecommunicationsThe South Australian Consortium for IT and Telecommunications (SACITT) is the keybody for collaboration between industry, universities and government. It also plays acrucial role in coordinating the resources for the construction of SABRENet. Thedepartment supports SACITT through the provision of secretariat services to theConsortium’s Industry Advisory Board. During 2005, SACITT played an instrumentalrole in the pre-incorporation phase of SABRENet, acting as the overseeing body forthe project until the formation of the company.In November SACITT with the assistance of DFEEST, held a research industrycollaboration forum. Over 90 people attended the forum which was opened by theMinister for Science and Information Economy. The forum emphasised theopportunities for using ICT in each of bioscience, manufacturing, health, ICT anddefence as well as encouraging research/ industry collaboration. A follow-up forum isplanned for 2006.SACITT was also funded in 2005 by DFEEST to develop a Population HealthInformatics program.Digital Bridge UnitThe continued development of Digital Bridge programs acknowledges the growth ofdigital technology and its significance to our society. The use of digital technology isimpacting on all aspects of life. It is imperative to ensure that individuals andcommunities have the opportunity to benefit from the use of on line resources andservices. The effective use of ICT to enhance everyday life is one factor to beconsidered in achieving social inclusion across South Australian society. To do this, itis necessary to address inequities in: 97
    • DFEEST Annual Report 2005 - Section C• 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 theserequirements, 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, theprovision of IT training and technical support for pastoral, Aboriginal and remotecommunities of South Australia. This $1.2 million project received $540 000 inAustralian Government funding through DCITA, and is supported by collaborativepartners including public libraries (PLAIN), Rural Solutions SA, Department ofEducation and Children’s Services’ School of the Air and the Outback AreasCommunity Development Trust. This innovative model uses “virtual classroom”methods and has the potential to be applied in many other areas to provide effectiveaccess to learning and communication through web-based structures, over vastdistances and at minimal cost. 98
    • DFEEST Annual Report 2005 - Section CThe DBU also provided South Australian representation on the national On-lineAccess 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 networkon e-democracy across Australia in order to achieve better practice and facilitatesuccessful outcomes for government.Support for ICT CouncilThe ICT Sector is a major contributor to South Australia’s economic growth both asan 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 ICTCouncil for South Australia to publish their ICT Industry Education and SkillsDevelopment Strategic Plan and the results and analysis of their ICT IndustrySurvey. The ICT Council appointed a new Executive Director in November filling aposition that was vacant from February. The ICT Council also undertook a strategicplanning initiative.ICT SkillsThe department provided funding to the ICT Council of South Australia and theElectronics Industry of Australia to establish an ICT Careers promotion stand at theOnly Way to Live Expo at the Adelaide Convention Centre.The department also provided funding support to Women in Innovation andTechnology as well as departmental officers who acted as mentors as part of itsmentoring program for females about to graduate from ICT studies. 99
    • DFEEST Annual Report 2005 - Section DCONTENTSSECTION 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 116SECTION 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 99
    • DFEEST Annual Report 2005 - Section DFEATURESDisability Action PlanThe following report reflects the department’s performance in relation to the fiveoutcome areas outlined in the Promoting Independence – Disability Action Plan forSouth Australia.Portfolios and their agencies ensure accessibility to their services to peoplewith disabilitiesThe department has a policy on the inclusion of people with disabilities and theiraccess requirements. In 2005 a disability risk assessment was conducted for TAFEand a report presented to the Department’s Executive.Accessible and inclusive strategiesThe Bridging Pathways State Implementation Committee developed a Strategic Planfor 2004–07 to improve accessibility to VET for people with a disability. Thecommittee includes representatives from key disability bodies as well as specialisttraining service providers. Its work was guided by the national Bridging PathwaysBlueprint for Implementation developed by ANTA and the National VET DisabilityTask Force.Access auditing of facilities and servicesTAFE SA is audited under the national Australian Qualification Training Framework(AQTF) and has registered training organisation status. Audits determine whetherissues of disability are considered in delivery and assessment practices andselection processes.Further to this, TAFE completed a risk assessment against the Disability Standardsfor Education which covers the five areas included in the standards, thereforethoroughly auditing TAFE SA processes in this area.Information is provided in student information handbooks on services available forpeople with a disability. This information was reviewed and improved in the 2006SATAC Guide for TAFE.In addition to the ANTA funded disability projects, the department has a range ofprograms 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. 100
    • DFEEST Annual Report 2005 - Section DParticipation rates of people with disabilitiesReliable statistical information pertaining to people with a disability in employmentand training for South Australia is not readily available. The primary source ofdisability data is ABS 4446.0 Disability in Australia.However, further work has been undertaken in this area as part of the riskassessment project. This has identified that for 2004, the most recent statisticsavailable, that 5.9 per cent of VET students (7224) and TAFE (4598) studentsidentified as having a disability. Of these 55.4 per cent of total VET students and74.8 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 andprograms is inclusive of people with disabilitiesThe department’s disability policy does not specifically address publications.However, the policy incorporates the principles of reasonable adjustment and theprovision of appropriate learning materials and supports.The TAFE SA website was priority-one compliant in relation to government websitestandards and protocol requirements. However, changes to that standard mean thatthe Department will return to compliance only after the new web contentmanagement system is installed in the first quarter of 2006. The risk assessmentproject will identify and address further barriers or difficulties with access toinformation.Further to this, information is provided to TAFE students in large print and/or with theuse of computer assisted technology, translating and the use of Auslan. Furtherimprovements will occur as a result of the risk assessment project. Where demand isidentified interpreters will be accessed, appropriate venues sourced and carersaccommodated.Consultation in developing communication strategiesStudent feedback is sought through the Institute Quality Units via Tell Us We WillListen or Tell Us What You Think feedback mechanisms. Some students withdisabilities were also specifically surveyed as a part of the Disability Action Plandevelopment process.Demand for alternative formatsData capture in this area is not consistent at this time. Demand for specialisedinterpreter services is met on an as-needed basis. The current demand is perceivedto be minimal.Percentage of information and web sites accessibleActions are taken to ensure websites are accessible. Information is predicated onthe websites passing two levels of testing. The TAFE Student Portal is compliant andwas redesigned during 2003 in line with Australian National Training AuthorityAccess on guidelines for accessibility. 101
    • DFEEST Annual Report 2005 - Section DPortfolios and their agencies deliver advice or services to people withdisabilities with awareness and understanding of issues affecting people withdisabilitiesThe department has developed and implemented education and training programsfor staff in disability awareness and discrimination issues. Further consultations withpeople with disabilities will occur through the risk assessment project andrecommendations made for improvements.Training and resources developedThroughout the past three years TAFE SA has implemented an online workplacediscrimination and harassment training course for all staff. A current professionaldevelopment project focuses on training in interacting effectively with people withdisability, inclusive language guidelines and implementing findings of a Nationalproject into the AQTF and equity issues. Further work in this area is occurringthrough the risk assessment project.Portfolios and their agencies provide opportunities for consultation withpeople with disabilities in decision-making processes and regarding servicedelivery and implementation of complaints and grievance mechanismsConsultation 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 varietyof areas to gather feedback and comments regarding their experiences andinvolvement in tertiary education.Representation of people with disabilities on advisory committeesNew national arrangements are being developed and will be implemented by themiddle of 2006. The state program will respond to the new national arrangements.Education strategies on customer rightsTAFE SA access and equity managers ensure a network of information sharingincluding legislative updates, professional development forums, information onwebsites and induction information.Complaints processesTAFE SA has a formal grievance procedure in place that is available in print and onthe web. A Disability Action Plan for the central office directorates is yet to bedeveloped. 102
    • DFEEST Annual Report 2005 - Section DCompliance with Disability Discrimination Act 1992 and Equal Opportunity Act1984In relation to the development, implementation and evaluation of draft DisabilityAction 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 inclusiveCompliance with the Disability Discrimination Act 1992 in vocational education andtraining terms ensure that reasonable adjustment processes and procedures are inplace as required. These are being explored and requirements clarified as part ofthe current risk assessment project.Relationship of Disability Action Plans to Strategic PlansWork teams are required to address the institute DAP when formulating their annualplans. Equity and diversity are also addressed as a component of the department’sstrategic plan with specific reference to improving participation in the workforce forpeople 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 StudentServices Managers (4.0 FTE) include this task within their role. 103
    • DFEEST Annual Report 2005 - Section DFEATURESContractsIn December 2004 the Central Procurement Unit was established and DFEESTexited 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 ofthe team.Throughout 2005, the Procurement Unit has continued to refine its staffing base. Thenumber of start-up staff was clearly not commensurate with the volume of work, northe quality of service that was defined through the planning process.The DFEEST Central Procurement Unit profile has been elevated within theorganisation and a better understanding of the benefits of strategic procurement andthe educative partnership model that has been developed is starting to have apositive impact.Between December 2004 and June 2005 good procurement practice throughsourcing and negotiation has netted approx $3.5 million worth of savings toDFEEST.The APU membership has been refreshed in light of staff movements and changesin the organisation. It covers all composite skill requirements and is representative ofall DFEEST Directorates. The APU will shape and drive procurement reform inDFEEST.A targeted and coordinated DFEEST procurement training covering all levels of theorganisation is being planned for delivery during 2006.Several of the procurement staff attended relevant components of the ProcurementCapability Development Program (pCAPd) and will continue to do so subject torelevance and funding.A suite of internal operating procedures has been developed to ensure quality andconsistency of application of government and DFEEST procurement standards.Presentations to the following groups were made on the value of strategicprocurement and the critical importance of planning, defining needs, developingclear specifications, testing the market and contract management post establishmentof 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 theProcurement Reform Implementation Strategy Group (PRISG) and maintains strongand informal networks with counterparts in other government agencies.DFEEST has transitioned to the Masterpiece Web version for the management ofelectronic requisitioning and purchasing. 104
    • DFEEST Annual Report 2005 - Section DMembers of the DFEEST Procurement Unit and clients within business units keepclose contact with their respective markets through networking and research on thelatest market developments.DFEEST will further develop supplier development strategies once the ExpenditureReview has been completed and it has a more comprehensive understanding bothof the current supplier base and the potential opportunities that emerge from theassociated commodity analysis.Throughout 2005, the Procurement Unit has progressed a number of significantcontracts: Description of contract/purchase ValueProvision of Vocational Education and Training to Indigenous South $8 000 000AustraliansJoint group training $4 500 000Purchase of desktop and notebook computers for DFEEST in 2005 $4 248 051Parents Return to Work program $3 960 000Electronic Document and Records Management System for DFEEST $2 210 606Videoconferencing − Education Network $993 938Employment Assistance Program $990 000Videoconferencing Bridges and Netlinx controllers $772 303Transition Employment Assistance Program $495 000Pre-apprenticeship Program Delivery $430 000EDRMS - Phase 2 $375 900Vocational Education and Training to the Fishing and Seafood industry $352 137in SAProvision of SA Works Literacy and Numeracy Training 2005 $322 776Counselling services − DFEEST $320 000Provision of literacy and numeracy professional support services $280 000Employment services to mature age South Australians $230 000Novell licences for whole of DFEEST $226 795Youth Conservation Corps − Government Projects $215 305Upgrade of DFEEST Call Logging System $188 596Review of the Student Management System $170 623Youth Conservation Corps −Million Trees / DEH Project $176 000Youth Conservation Corps −Government Projects $144 500Employment 40Plus $143 0002004 Mature Age Mentorship Program - "Pre-Employment Support $137 500Program"Administration and analysis of 2005 E-learning Baseline Survey $136 600Consultancy for the evaluation of an optimal business model for $121 000commercialisation of Intellectual property in SAPurchase of 17 welding machines for TAFE SA Regional $103 565Bus purchase − TAFE SA Regional $101 257 105
    • DFEEST Annual Report 2005 - Section DAs a result of the introduction of the State Procurement Act 2004, Cabinet approveda 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 businessneeds and capability and, late in November 2005, provided the requisite self-assessment to DAIS Contract Services together with a draft application which soughtto formalise a Level 1 delegation of $1.1 million.Early in December, State Procurement Board auditors attended DFEEST’s premisesand reviewed and verified DFEEST’s procurement policies, systems and practicesagainst the procurement authority criteria.Feedback from the audit team was to the effect that, with the inclusion of a smallnumber of additional action plans, DFEEST’s application would meet theprocurement authority requirements and criteria for achieving the Level 2procurement authority of $4.4 million. These additional action plans were, therefore,incorporated into a revised application which was formally submitted and presentedto the Board.On 22 December 2005 the Board approved a $4 400 000 procurement authority. 106
    • DFEEST Annual Report 2005 - Section DFEATURESExternal ConsultanciesThe department’s expenditure on consultancies for 2004-05 was $448 913 (GSTexclusive) Greater than $50 000 Subject Consultant $ Undertake the evaluation of optimal business Ernst & Young 113 805 model for advancing commercialisation in SA Review of systems model for SA Universities Phillips KPA 63 975 ARPOS review McLachlan Hodge Mitchell 64 461 Greater than $10 000 and less than $50 000 Subject Consultant $ Review of the DFEEST support services Taylor Management 13 738 provided to Ministerial Offices Consulting Pty Ltd Feasibility study on the establishment of a Education. AU Limited 10 000 national career development centre in SA Review of Construction Industry Training KPA Consulting Pty Ltd 33 710 Fund Act 1993 Review of fishing industry (second Ray Dundon 13 500 instalment) Examining trends in womens employment Adelaide Research & 28 000 Innovation Pty Ltd ICT cluster research Coutts Communications 31 400 Synchrotron demand study University of SA 15 500 Broadband modelling Intellesys 41 280 Establish policy and market developments for Eckerman Associates 10 454 the provision of broadband infrastructure and services in the context of land management and development Below $10 000 Subject Consultant $ Community innovation awareness survey Swinburne University 9 090 107
    • DFEEST Annual Report 2005 - Section DFEATURESAccount Payment PerformanceJanuary 2005 to December 2005Particulars Number of Percentage of Value in $A of Percentage of Accounts Paid Accounts Paid Accounts Paid Accounts Paid (by Number) (by Value)Paid by due 70 260 73% 138 589 463 71%datePaid within 30 16 928 18% 37 359 078 19%days or lessfrom due datePaid more than 8 987 9% 20 179 078 10%30 days fromdue dateThe due date is defined as per 11.7 of the Treasurer’s Instruction. Unless there is adiscount 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.FEATURESReconciliationIn 2005 DFEEST continued to actively progress the Government’s commitment toAboriginal reconciliation through a number of initiatives aimed at increasing culturalawareness, improving Aboriginal employment opportunities within the departmentand increasing vocational education and training outcomes for Aboriginal SouthAustralians.Aboriginal EmploymentIn response to South Australia’s Strategic Plan target to increase the percentage ofAboriginal people in the public sector, the department launched its AboriginalEmployment Strategy. By 2010, Aboriginal people will comprise 2.1 per cent of theDFEEST 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. 108
    • DFEEST Annual Report 2005 - Section DDavid Unaipon AwardsAn exciting new initiative launched in 2005 was the David Unaipon Awards. Theycontributed to the department’s efforts to progress reconciliation and were designedto:• 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 developan understanding of the value of a science and technology through designing asuperhero figure incorporating Aboriginal themes and cultural icons and ideas. TheDavid Unaipon Innovation Award winner and runner up were presented with cashand trophy prizes by the Minister for Further Education, Employment and Training ata presentation ceremony which was attended by the remaining descendents ofDavid Unaipon, DFEEST Executives and staff, and the competition participants. Anevaluation of the awards will be conducted in 2006 to determine their futuredevelopment and possible implementation as an ongoing annual event.Native Medicine Intellectual Property Protection ForumsIn the first half of 2005 the department facilitated a series of native medicineintellectual property protection and commercialisation forums. The purpose of theforums was to inform Aboriginal people of the escalating bio-prospecting activity inAustralia and the potential impact this may have on Aboriginal knowledge. Theforums were a first step in advising Aboriginal people of possible solutions andsupport available to them to assist in the protection of traditional knowledge.Participation in State Aboriginal and Reconciliation ForumsThe department continued its involvement in a number of state forums throughout2005 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. 109
    • DFEEST Annual Report 2005 - Section DFEATURESEnergy Efficiency Action Plan GHG Emissions Energy Use (GJ) Expenditure ($) 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 factorsSignificant energy management achievementsEnergy savings in GJ for the financial year 2004-05 was a 5.44 per cent saving on2003-04. 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 fleetDisclaimerThe greenhouse gas emissions in the department do not represent the same percentage change as the energy, primarily due tovariations in the CO2 emissions coefficient of the electricity supply system. The emissions coefficient is dependent upon a number offactors; most importantly, the mix of primary fuels used to generate electricity that is supplied in South Australia. Decisions about themix of fuels are made as a function of the National Electricity Market and are therefore beyond the control of the department. Thedepartment has endeavoured to provide the most accurate information from all possible sources available to it, and any unintentionalinconsistencies in these figures are beyond the department’s control. 110
    • DFEEST Annual Report 2005 - Section DFEATURESAsbestos ManagementSECTION 1: ANNUAL REPORT – PRIORITY AND REMOVAL ACTIVITIES No of sites in Quantification Priority for Risk Reduction Program:Site Asbestos Priority for of Activities RiskPresence Status Assessment Activities conducted during 2004-05 (By item/By Assessment category Area/By $) DFEEST is working with the DAIS Asbestos Management Unit to determineInsufficient data Urgent 13 0 how best to confirm that they contain no asbestos products.Unstable,Accessible;or 3 items Urgent 6 2Unstable, 55 mDamaged orDecayedUnstable,Inaccessible;or High 7 4 itemsUnstable, PartlyAccessible Have asbestos register, annual inspection by DAIS Asbestos Management Unit. DFEEST strategy for the management of asbestos, which will apply to any of theStable, currently unknown sites if they are foundAccessible; or to contain asbestos products is asStable, Medium 16 follows: 1 itemAccessible, Initial Asbestos found to be in an unstable orSigns of Decay 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.Stable,Inaccessible; 2or Low 1 10 mStable, PartlyAccessibleAsbestos Free Not applicable 11 No activities requiredSite 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. 111
    • DFEEST Annual Report 2005 - Section DRisk 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 REDUCTIONA detailed risk assessment template was developed in 2005 comprising six levels ofsite risk. Asbestos registers are maintained and available at each site and standardwork procedures are in place to manage asbestos items. A risk reduction analysisfor 2005 was not able to be done because as this was the inaugural year for thisreport, no data snapshot was available for the beginning of 2005 and thus nocomparison 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 112
    • DFEEST Annual Report 2005 - Section DFEATURESUrban Design Charter The department recognises the important role the institutes and campuses play inthe local community. The institute/campus structure provides significant input intosocial networks and reinforces local character. Also, they are a physical resourceand a landmark place of activity. The departments facilities management andcapital works processes include consideration of urban design concepts. Thishelps support the building of community capacity and social capital through safe,accessible and welcoming facilities.Integrating Urban Design with our Core Systems and ProceduresConsultant, contractor tenders and contracts are managed on behalf ofDFEEST by the Department of Administrative and Information Services (DAIS).DFEEST has supported DAIS in the preparation of policies, including ESD in majorworks that must be addressed for all major capital works projects. This policy detailsmandatory requirements and issues for consideration. This policy includesreference to the requirements of the Energy Action Plan.To initiate the engagement of consultants to undertake design work, a request toDAIS for consultant engagement is completed by the Asset ManagementUnit. This provides DFEEST with the opportunity to define and /or request specificurban 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 institutesand campuses. With respect to major projects, cabinet submissions, the PublicWorks Committee process and DAIS on behalf of DFEEST help ensure exposure toa wide range of community views and scrutiny. 113
    • DFEEST Annual Report 2005 - Section DFEATURESOverseas TravelA summary of overseas travel by employees between 1 January 2005 and 1 January2006, including destinations, costs and reasons for travel is outlined below.Employees Destination/s Reasons for Travel Costs to Involved department ($) 3 China Participate in promotional exhibitions, for example; $38 738.51 International Careers Exhibition, Austrade - Study in Australia Exhibition, etc. Recruitment of international students Business Development 2 France Participate in promotional exhibitions fore $10 108.19 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 Off-shore delivery of course/program 4 Hong Kong Participate in promotional exhibitions, for $57 828.18 example;. International Careers Exhibition, Austrade - Study in Australia Exhibition, etc. Recruitment of International Students Business development 2 India Participate in promotional exhibitions, for example; $19 463.42 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 Off-shore delivery of course/program 114
    • DFEEST Annual Report 2005 - Section D3 Japan Participate in promotional exhibitions, for example; $20 759.93 International Careers Exhibition, Austrade - Study in Australia Exhibition, etc. Recruitment of international Students Discussion with tertiary institution(s) of country visited Business development1 Macau Participate in promotional exhibitions, for example $14 284.61 International Careers Exhibition, Austrade - Study in Australia Exhibition, etc. Recruitment of international students Business development1 Malaysia Participate in promotional exhibitions, for example; $16 436.84 International Careers Exhibition, Austrade - Study in Australia Exhibition, etc. Recruitment of international students Business development4 New Zealand Discussion with tertiary institution(s) of country $15 300.00 visited Business development Attendance at workshop / conference School excursion Teacher/student exchange2 Singapore Facilitating at workshop $8 643.68 Off-shore delivery of course/program1 South Africa Recruitment of international students $2 837.00 Off-shore delivery of course/program2 Taiwan Participate in promotional exhibitions, for example; $31 095.20 International Careers Exhibition, Austrade - Study in Australia Exhibition, etc. Recruitment of international students Business development2 Thailand Participate in promotional exhibitions, for example; $21 345.51 International Careers Exhibition, Austrade - Study in Australia Exhibition, etc. Recruitment of international students Teacher/student exchange Off-shore delivery of course/program1 United States Attendance at workshop/conference $11 322.00 115
    • DFEEST Annual Report 2005 - Section DFEATURESFraudThe department’s internal audit and risk management review function providesassurance of the effectiveness of agency governance processes and support for riskmanagement initiatives. The Internal Audit and Risk Management Review unit iscoordinating its review activities in line with the development of a comprehensivegovernance framework for the department.During 2005, no new allegations of fraud were received.FEATURESFreedom of InformationThe Freedom of Information Act 1991 confers on each member of the public a legallyenforceable right to be given access to documents held by the government, subjectonly to such restrictions as are reasonably necessary for the proper administration ofthe government. It also enables members of the public to apply for the amendment ofrecords 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, trainingand employment related services provided, as well as through the purchase of suchservices from private and community providers, the accreditation of training courses,the registration of training providers, the integration of complaints about trainingorganisations and accredited courses, the management of contracts of training,facilitation and development of the skills base in the state, the encouragement of thegrowth of science, technology and innovation based industries and the uptake andusage in the community of online technologies and other ways of enhancing theeconomy of South Australia. The public can participate in the department’s policydevelopment in a number of ways. These include membership of TAFE councils andother boards and committees as well as by responding to calls for public consultationon 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• surveys and statistics. 116
    • DFEEST Annual Report 2005 - Section DRecords are held in a variety of media including paper, microfiche and electronicformats. Information and explanatory documents about courses, contracts oftraining, 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.auHard 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 DocumentsApplications under the Freedom of Information Act 1991 (FOI Act) must be made inwriting, specifying that they are made under the FOI Act, include an address inAustralia to which correspondence may be sent, be accompanied by either theprescribed 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 2005The department received and processed 15 applications under the FOI Act (includingone internal review) during 2005. No applications were carried forward from 2004.Policy DocumentsDepartmental 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 117
    • FINANCIAL STATEMENTS 118
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    • Statement of Financial Performance for the Year Ended 30 June 2005 2005 2004 Note $000 $000EXPENSES FROM ORDINARY ACTIVITIES Employee benefits 5 230 811 227 852 Supplies and services 6 140 271 129 622 Grants and subsidies 7 46 700 33 932 Depreciation 8 13 865 13 857 Other 9,10 2 793 11 178 Total Expenses from Ordinary Activities 434 440 416 441REVENUES FROM ORDINARY ACTIVITIES Commonwealth grants 11 91 026 92 452 Student and other fees and charges 12 73 076 68 211 Other grants and contributions 4 966 6 389 Interest income 13 3 271 2 288 Other 15 7 943 18 213 Total Revenues from Ordinary Activities 180 282 187 553NET COST OF SERVICES FROM ORDINARY ACTIVITIES 254 158 228 888REVENUES FROM/PAYMENTS TO SA GOVERNMENT Revenues from SA Government 16 242 236 229 124 Payments to SA Government 16 55 - Total Government Revenues 242 181 229 124NET RESULT FROM ORDINARY ACTIVITIES (11 977) 236NON-OWNER TRANSACTION CHANGES IN EQUITYAsset revaluation reserve increase 11 204 12 480TOTAL REVENUES, EXPENSES AND VALUATION ADJUSTMENTSRECOGNISED DIRECTLY IN EQUITY 26 11 204 12 480TOTAL CHANGES IN EQUITY OTHER THAN THOSE RESULTINGFROM TRANSACTIONS WITH THE STATE GOVERNMENT AS OWNER (773) 12 716 120
    • Statement of Financial Position as at 30 June 2005 2005 2004 Note $000 $000CURRENT ASSETS Cash on hand, at bank and on deposit 17 52 734 54 876 Receivables 18 16 927 19 120 Other 21 1 927 2 931 Total Current Assets 71 588 76 927NON-CURRENT ASSETS Receivables 18 274 355 Investments 19 1 019 1 055 Property, plant and equipment 20 450 721 452 095 Total Non-Current Assets 452 014 453 505TOTAL ASSETS 523 602 530 432CURRENT LIABILITIES Payables 22 20 325 20 950 Employee benefits 23,24 14 447 22 577 Other 25 2 611 9 339 Total Current Liabilities 37 383 52 866NON-CURRENT LIABILITIES Payables 22 3 729 2 969 Interest-bearing liabilities 499 499 Employee benefits 23,24 41 451 32 785 Total Non-Current Liabilities 45 679 36 253TOTAL LIABILITIES 83 062 89 119NET ASSETS 440 540 441 313EQUITY Accumulated surplus 26 416 856 428 833 Asset revaluation reserve 26 23 684 12 480TOTAL EQUITY 440 540 441 313COMMITMENTS 27CONTINGENT ASSETS AND LIABILITIES 28 121
    • Statement of Cash Flows for the year ended 30 June 2005 2005 2004 Note $000 $000 Inflows Inflows (Outflows) (Outflows)CASH FLOWS FROM OPERATING ACTIVITIES CASH 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 92 379 Student and other fees and charges 71 979 69 128 Other grants and contributions 4 966 6 389 Interest received 3 354 2 048 GST receipts from taxation authority 4 347 2 799 Other 12 087 11 537 187 759 184 280 CASH FLOWS FROM SA GOVERNMENT: Receipts from SA Government 239 748 226 778 Payments 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 799CASH FLOWS FROM INVESTING ACTIVITIES Cash Outflows Purchase of non-current assets (2 951) (6 549) Cash Inflows Sales 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 54 876 122
    • Program Schedule - Expenses and Revenues for the year ended 30 June 2005 Science, Technology and Employment and Skills Formation InnovationExpenses/Revenues Vocational Higher Regulatory Learning Total Education 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 440Revenues 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 282GovernmentRevenues 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) 123
    • Program Schedule - Expenses and Revenues for the year ended 30 June 2004 Science, Technology and Employment and Skills Formation InnovationExpenses/Revenues Vocational Higher Regulatory Employment Total Education Education Services Development and Training $000 $000 $000 $000 $000 $000Expenses from Ordinary ActivitiesEmployee benefits 215 437 296 2 807 6 409 2 903 227 852Supplies and services 120 929 67 563 6 330 1 733 129 622Grants and subsidies 9 305 4 37 12 876 11 710 33 932Depreciation 13 857 - - - - 13 857Other 11 155 - 4 14 5 11 178Total Expenses from Ordinary Activities 370 683 367 3 411 25 629 16 351 416 441Revenues from Ordinary ActivitiesCommonwealth grants 90 498 - 635 1 000 319 92 452Student and other fees and charges 68 211 - - - - 68 211Other grants and contributions 6 129 - - 200 60 6 389Interest income 2 288 - - - - 2 288Other 17 608 - 434 - 171 18 213Total Revenues from Ordinary Activities 184 734 - 1 069 1 200 550 187 553GovernmentRevenues from SA Government 189 325 546 2 364 19 618 17 271 229 124Net Result from Ordinary Activities 3 376 179 22 (4 811) 1 470 236 124
    • Notes to The Statement of Financial Performance for the Year Ended 30 June 20055 Employee benefits 2005 2004 $000 $000 Salaries and wages (including annual leave) 184 299 175 296 Superannuation 20 576 19 071 Payroll tax 11 636 12 749 Long service leave 10 596 7 793 Workers’ compensation 2 846 277 Targeted voluntary separation payments 34 11 830 Other 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 of employment paid/payable to employees who received TVSPs - 4 539 The number of employees paid/payable TVSPs during the reporting period totalled Nil (134) The TVSP amount reflects arrears for the 2003/04 financial year 125
    • Notes to The Statement of Financial Performance for the Year Ended 30 June 2005Remuneration of EmployeesThe number of employees whose remuneration received or receivable falls within the following bands:Normal Salary Packages 2005 2004 Number of Number of Employees 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 29The above table reflects those employees whose normal annual remuneration exceeds totalsof $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 2005 Number of Employees$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 79The above remuneration includes all other employees who received remuneration of $100,000or more during the year due to the payment of arrears arising from the review of the EducationalManagers classification structure and also includes 9 employees who retired/resignedduring the year. Total remuneration received or due and receivable by the aboveemployees was $8.7 million (included in employee benefits).The remuneration includes salary, employers superannuation costs, use of motor vehicle inaccordance with prescribed conditions and associated fringe benefits tax, but does not includeany amounts payable due to retirement under the Targeted Voluntary Separation Package (TVSP). 126
    • Notes to The Statement of Financial Performance for the Year Ended 30 June 20056 Supplies and Services Supplies and Services provided by entities within the SA Government 2005 2004 $000 $000 Funding to non-TAFE providers for Vocational Education and Training - 596 Printing and consumables 153 2 439 Minor works, maintenance and equipment 21 246 11 690 Information technology infrastructure and communication 7 121 12 002 Fees - contracted services (including consultants) 2 314 3 331 Trainee Reimbursements 2 637 3 674 Utilities 1 683 1 655 Cleaning 6 349 5 891 Vehicle and travelling expenses 2 495 2 365 Rentals and leases 2 335 2 108 Other 565 626 Total Supplies and Services - SA Government Entities 46 898 46 377 Supplies and Services provided by entities external to the SA Government 2005 2004 $000 $000 Funding to non-TAFE providers for Vocational Education and Training 18 867 20 638 Printing and consumables 13 045 11 364 Minor works, maintenance and equipment 4 004 4 362 Information technology infrastructure and communication 17 681 12 168 Fees - contracted services (including consultants) 11 806 9 100 Trainee Reimbursements 2 556 465 Utilities 4 625 5 299 Cleaning 1 014 978 Vehicle and travelling expenses 3 533 3 952 Rentals and leases 1 744 1 685 Other 14 498 13 234 Total 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 (included in supplies and services) that fell within the following bands: 2005 2004 Number $000 Number $000 Below $10,000 1 9 - - Between $10,000 and $50,000 9 198 3 63 Above $50,000 3 242 2 188 Total paid/payable to the consultants engaged 13 449 5 251 127
    • Notes to The Statement of Financial Performance for the Year Ended 30 June 20057 Grants and subsidies 2005 2004 $000 $000 Grants and subsidies paid/payable to entities within the SA Government Employment Programs 487 243 Vocational Education and Training Programs 2 211 2 783 Science and Technology Programs 8 911 5 638 Tertiary Student Transport Concessions* 6 147 - Skill Centre Programs - 240 Other specific grants 70 38 Total 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 13 138 Vocational Education and Training Programs 7 101 3 275 Science and Technology Programs 6 994 5 498 Skill Centre Programs 829 1 927 Other specific grants 1 790 1 152 Total 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 $100,0008 Depreciation 2005 2004 $000 $000 Depreciation expense for the reporting period was charged in respect of: Buildings and improvements 12 161 12 401 Computing, communication equipment, furniture and equipment 1 704 1 456 13 865 13 8579 Other expenses 2005 2004 $000 $000 Other expenses paid/payable to entities external to the SA Government Written down value on disposal of non-current assets 1 782 10 078 Reduction in the value of investments 36 - Allowance for doubtful debts and debt write-offs 666 852 Total 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
    • Notes to The Statement of Financial Performance for the Year Ended 30 June 200510 Auditors Remuneration 2005 2004 $000 $000 Audit Fees paid/payable to the Auditor-Generals Department 248 220 Audit Fees paid/payable to entities external to the SA Government 61 28 Total Auditors Remuneration 309 248 Other Services No other services were provided by the Auditors11 Commonwealth grants 2005 2004 $000 $000 Recurrent grants VET Funding Act 71 417 69 307 Specific Purpose 5 612 6 393 77 029 75 700 Capital grants VET Funding Act 13 600 13 600 Specific Purpose 397 3 152 13 997 16 752 Total Commonwealth Grants 91 026 92 45212 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 13 171 Student enrolment fees and charges 640 - Other user fees and charges 60 2 226 Total Fees and charges-SA Government Entities 2 455 15 397 Fees and charges received/receivable from entities external to the SA Government 2005 2004 $000 $000 Sales/fee for service revenue 36 038 22 945 Student enrolment fees and charges 31 875 28 954 Other user fees and charges 2 708 915 Total 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
    • Notes to The Statement of Financial Performance for the Year Ended 30 June 200513 Interest 2005 2004 $000 $000 Interest from entities within the SA Government 3 253 2 288 Other 18 - Total Interest 3 271 2 28814 Net Loss on Disposal of Non-Current Assets 2005 2004 $000 $000 Land and Buildings Proceeds from disposals 1 655 3 127 Less: written down value 1 782 10 078 Loss on disposals 127 6 95115 Other Revenues Other revenues received/receivable from the SA Government 2005 2004 $000 $000 Targeted voluntary separation package recoveries - 11 830 Proceeds from sales of non-current assets 1 655 - Share of net gains from investments - 328 Sundry revenue 1 788 576 Total other Revenues received/receivable-SA Government 3 443 12 734 Entities Other revenues received/receivable external to the SA Govt 2005 2004 $000 $000 Assets recognised for the first time 99 1 721 Proceeds from sales of non-current assets - 3 127 Sundry revenue 4 401 631 Total other Revenues received/receivable- Non SA Government 4 500 5 479 Entities Total other Revenues received/receivable 7 943 18 21316 Revenues from/Payments to SA Government 2005 2004 $000 $000 Revenues from SA Government Appropriations from Consolidated Account pursuant to the Appropriation Act 239 748 226 778 Grants from other government entities - T&F 2 488 2 346 Total Revenues from SA Government 242 236 229 124 Payments to SA Government Return of Surplus Cash pursuant to cash alignment policy 55 - Total Payments to SA Government 55 - 130
    • Notes to The Statement of Financial Position as at 30 June 200517 Cash on hand, at bank, and on deposit 2005 2004 $000 $000 Deposits with the Treasurer 26 231 18 720 Special Deposit Account with the Department of Treasury and Finance 25 854 35 512 Other 649 644 52 734 54 876 Deposits with the Treasurer Includes Accrual Appropriation Account and Surplus Working Account balances.18 Receivables 2005 2004 $000 $000 Current Fees and charges receivable 13 633 10 935 Less: provision for doubtful debts 841 12 792 473 10 462 GST recoverable from ATO 3 759 3 385 Other receivables 376 5 273 Total Current Receivables 16 927 19 120 Non-Current Workers compensation receivable 274 355 Total 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 1 068 995 Other 515 5 575 Total Receivables from SA Government entities 1 583 6 570 Receivables from Non SA Government Entities Receivables 11 723 9 467 GST recoverable from ATO 3 759 3 385 Other 136 53 Total 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 $100,000 131
    • Notes to The Statement of Financial Position as at 30 June 200519 Investments 2005 2004 $000 $000 Non-Current Shares in associated company (refer below) 1 018 1 054 Other 1 1 1 019 1 055 Associated Company Austraining Austraining International 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 are not 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
    • Notes to The Statement of Financial Position as at 30 June 200520a Property, plant and equipment 2005 2004 $000 $000 Land and Buildings Land at Fair Value* 50 534 52 022 Buildings and Improvements at Fair Value*/Cost 625 622 627 281 Accumulated Depreciation (276 787) (266 559) Construction work in progress 1 118 285 Total Land and Buildings 400 487 413 029 2005 2004 $000 $000 Plant and Equipment Plant and Equipment at cost (deemed fair value) 28 822 27 286 Accumulated Depreciation (14 959) (13 474) Total Plant & Equipment 13 863 13 812 Libraries Libraries at valuation* 36 371 25 254 Total Libraries 36 371 25 254 Total Property, Plant and Equipment 450 721 452 095 *Valuations of land were performed at 30 June 2005 by the Valuer-General, buildings and improvements at 31 March 2004 respectively by the Department for Administrative and Information Services and libraries at 30 June 2005 by VALCORP Aust Pty Ltd. 133
    • Notes to The Statement of Financial Position as at 30 June 200520b 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: Net 30 June 30 June 2004 revaluation 2005 Carrying Transfer Increment/ Other Carrying amount Additions Disposals fromWIP (decrement) Movements Depreciation 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
    • Notes to The Statement of Financial Position as at 30 June 200520b Reconcilations (continued) Net 30 June 30 June 2003 revaluation 2004 Carrying Transfer Increment/ Other Carrying amount Additions Disposals fromWIP (decrement) Movements Depreciation amount $000 $000 $000 $000 $000 $000 $000 $000 2004 Land at valuation 39 134 - 3 335 - 12 818 395 - 49 012 Land at cost 395 3 010 - - - (395) - 3 010 Buildings and improvements at valuation 307 045 762 2 180 - (338) - 11 236 294 053 Buildings and improvements at cost 67 040 - - 795 - - 1 166 66 669 Computing, communication equipment furniture and equipment at cost 15 703 4 112 4 548 - - - 1 455 13 812 Construction work in progress 587 864 - (795) - (371) - 285 Libraries at valuation 25 254 - - - - - - 25 254 Total 455 158 8 748 10 063 - 12 480 (371) 13 857 452 095 135
    • DFEEST Annual Report 2005 - Section E Notes to The Statement of Financial Position as at 30 June 200521 Other Assets provided by the SA Government 2005 2004 Current $000 $000 Prepayments - 1 790 Total Current Other Assets - SA Government Entities - 1 790 Other Assets provided by entities external to the SA Government 2005 2004 Current $000 $000 Prepayments 488 273 Inventories 1 439 868 Total Current Other Assets - Non SA Government Entities 1 927 1 14122 Payables 2005 2004 $000 $000 Current Creditors 17 050 13 870 Accrued expenses 1 070 3 528 Employment On-costs 2 025 3 426 Other 180 126 Total Current Payables 20 325 20 950 Non-Current Employment On-costs 3 729 2 969 Total 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 2 539 Accrued expenses 488 2 781 Employment On-costs 5 754 6 395 Total Payables to SA Government entities 10 672 11 715 Payables to Non SA Government Entities Creditors 12 620 11 331 Accrued expenses 582 747 Other 180 126 Total 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
    • DFEEST Annual Report 2005 - Section E Notes to The Statement of Financial Position as at 30 June 200523a Employee Benefits 2005 2004 $000 $000 Current Accrued salaries and wages 630 8 342 Provision for annual leave 6 674 5 248 Provision for non-attendance days 2 598 3 394 Provision for long service leave 3 325 3 469 13 227 20 453 Non-Current Provision 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 $000 Current On-costs included in payables - (note 22) 2 025 3 426 Provision for employee benefits - (note 23A) 13 227 20 453 15 252 23 879 Non-Current On-costs included in payables - (note 22) 3 729 2 969 Provision for employee benefits - (note 23A) 35 403 27 856 39 132 30 825 Aggregate Employee Benefit and Related On-Costs Liabilities 54 384 54 70424 Provisions 2005 2004 $000 $000 Current Provision for Workers Compensation 1 220 2 124 Total Current Provision 1 220 2 124 Non-Current Provision for Workers Compensation 6 048 4 929 Total Non-Current Provision 6 048 4 929 Total Provisions 7 268 7 053 Carrying amount at the beginning of the Financial Year 7 053 9 235 Increase in the provision 215 - Decrease in the provision - 2,182 Carrying amount at the End of the Financial Year 7 268 7 053 137
    • DFEEST Annual Report 2005 - Section E Notes to The Statement of Financial Position as at 30 June 200525 Other Liabilities 2005 2004 $000 $000 Current Deposits 487 3 074 Unearned revenue 2 082 4 927 Other liabilities 42 1 338 2 611 9 33926 Equity 2005 2004 $000 $000 Accumulated Surplus 440 811 428 833 Asset Revaluation Reserve 23 684 12 480 Total equity 464 495 441 313 Accumulated surplus Balance at 1 July 428 833 428 597 Surplus (Deficit) for the year 11 977 236 Balance at 30 June 2005 440 811 428 833 Asset revaluation reserve Balance at 1 July 2004 12 480 - Increase as a result of revaluations 11 204 12 480 Balance 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
    • DFEEST Annual Report 2005 - Section E Notes to The Statement of Financial Position as at 30 June 200527 Commitments for Capital Expenditure At the end of the reporting period the Department had entered into the following capital budget commitments: 2005 2004 $000 $000 These amounts are due for payment: Not later than one year 785 8 775 Total (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-cancellable operating 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 2 966 Payable later than one year and not later than five years 2 720 5 622 Payable later than five years 142 264 Total (including GST) 6 105 8 852 GST included in operating lease commitments 555 87428 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. Although there 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 the Minister for Employment, Training and Further Education during the year ending 30 June 2005 in respect to a draw down of loan funds totalling $400,000.29 Reconciliation of Net Cash provided by Operating Activities to Net Cost of Services 2005 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 - 328 Net assets recognised for first time 99 1 721 Loss 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) 18 Decrease (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) 139
    • DFEEST Annual Report 2005 - Section E Notes to The Statement of Financial Position as at 30 June 200530 Financial instruments(a) Accounting Policies and terms and conditions affecting future cash flows Financial Assets Cash 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. Credit terms are net 30 days. A provision is raised for any doubtful debts based on a review of all outstanding 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 at balance 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 is generally required. Principal is repaid in full at maturity. Interest rates are fixed. Interest payments are due on the day of the scheduled agreed terms of payment. Financial Liabilities Trade accounts payable, incuding accruals not yet billed, are recognised when the Department becomes obliged 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
    • DFEEST Annual Report 2005 - Section E Notes to The Statement of Financial Position as at 30 June 200530 Financial instruments (continued) (c) Interest rate risk exposures The Departments 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 Non Average Floating Interest Interest Rate Interest Rate Bearing Total Total Total (%) $000 $000 $000 $000 $000 Financial Assets Cash and deposits 5.16 52 085 649 52 734 54 876 38 536 Receivables - 17 201 17 201 19 475 9 966 Investments - 1 019 1 019 1 055 727 52 085 18 869 70 954 75 406 49 229 Financial Liabilities Trade and other creditors - 18 300 18 300 16 430 14 066 Interest bearing liabilities - 499 499 499 499 Other 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
    • DFEEST Annual Report 2005 - Section E1. 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. 142
    • DFEEST Annual Report 2005 - Section E(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. 143
    • DFEEST Annual Report 2005 - Section E2. 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 Treasurers 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. 144
    • DFEEST Annual Report 2005 - Section E(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
    • DFEEST Annual Report 2005 - Section E(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. 146
    • DFEEST Annual Report 2005 - Section E(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. 147
    • DFEEST Annual Report 2005 - Section E 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. 148
    • DFEEST Annual Report 2005 - Section E Major depreciation periods are: Years Improvements Buildings Transportables 30 to 50 Fixed construction 40 to 106 Paved areas 15 to 45 Computing and communication equipment 3 to 7 Other plant and equipment 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. 149
    • DFEEST Annual Report 2005 - Section E3. 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. 150
    • DFEEST Annual Report 2005 - Section E4. 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. 151
    • DFEEST Annual Report 2005 - Section ESTATISTICAL ANNEXAPPENDIX 1: Vocational Education and Training StatisticsThe 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 Private Providers 14% ACE 8% TAFE 63% WEA 6% VISA 9%VET Students by Age GroupsThe figure below shows that the largest proportion of students undertaking vocationaleducation 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 152
    • DFEEST Annual Report 2005 - Section E VET Students by Age Group, South Australia, 2004 Aged 40-49 years 15.1% Aged 30-39 years 17.0% Aged 50-59 years 8.6% Aged 60-64 years 1.6% Aged 65 years and over Aged 25-29 years 1.9% 9.3% not stated 3.1% Aged 14 or under 1.0% Aged 20-24 years 15.8% Aged 15-19 years 26.6%The largest share of male students were between 15 to 19 years old with 28.2 percent (17 046 students) of total male students, followed by 20 to 24 years with 18.1per cent (10 941 students).Similarly, the largest share of female students were between 15 to 19 years old with25.0 per cent (15 469 students) of total female students, however 30 to 39 yearsfollowed with 17.4 per cent (10 754 students).Student HoursIn 2004, South Australia generated 22 474 682 hours of VET delivery, a decrease of7.5 per cent (1 695 175 hours) on 2003 levels.The figure below shows the distribution of VET hours by the Australian QualificationsFramework (AQF). The largest share of VET provision for 2004 was at Certificate IIIlevel, which accounted for 27.0 per cent (6 063 157 hours) of total VET hours. Thepredominance of Certificate III level training reflects both national trends in training. 153
    • DFEEST Annual Report 2005 - Section E VET Hours by AQF level, South Australia, 2004 Subject Only Certificate I 3.5% 5.7% Other Education Certificate II 21.3% 15.6% Non Award Course 0.1% Diploma or Higher 14.0% Certificate III 27.0% Certificate IV 12.9% Note: Totals do not add up to 100 per cent due to rounding.Field of EducationField of education defines the subject matter of an educational activity.The following figure shows the distribution of South Australia’s 2004 VET activity byfield of education. The field of education with the largest number of hours wasmanagement 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). 154
    • DFEEST Annual Report 2005 - Section E VET Hours by Field of Education, South Australia, 2004 Management and Education Commerce 1.2% 22.2% Agriculture, Health Environmental and 4.1% Related Studies 5.6% Society and Culture 14.2% Architecture and Building 4.6% Creative Arts 4.9% Engineering and Related Technologies Food, Hospitality and 18.2% Personnel Services 8.3% Information Technology 3.4% Mixed Field Programs 9.5% Natural and Physical Unknown Sciences 3.5% 0.3%Training Package ActivityVET activity can be classified as training package activity or non-training packageactivity. In 2004, training package activity in South Australia accounted for 37.5 percent 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 percent 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 trainingpackages 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 (figurebelow) accounted for 40.7 per cent of all South Australia’s VET nominal hours and 37per cent of total VET course enrolments in 2004.From the top 15 training packages, the community services training package had thelargest 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 thehospitality industry with 10.5% (956 448 nominal hours).When considering course enrolments, the business services training package hadthe largest with 8 305 enrolments, followed by community services (6 595), retail(4 720), hospitality industry (4 615) and information technology (3 323). 155
    • DFEEST Annual Report 2005 - Section E Share of Training Packages by the Top 15" Training Packages, South Australia 2004 Business Services Community Services 14.9% 18.8% Australian Meat Industry 3.1% Transport and Information Technology Distribution 8.1% 3.1% Assessment and Workplace Training 2.2% Hospitality Industry Tourism 10.5% 4.0% General Construction 4.1% Retail Horticulture 8.7% 3.2% Metal and Engineering Automotive Retail, Finance Services Industry Service and Repair 5.4% 4.8% 5.3% Food Processing Industry 3.8%VET Students by Country of BirthThe figure below provides an overview of the diversity of students participating invocational education and training in South Australia for 2004. The figure shows that70.4 per cent (86 100 students) of VET students reported that they were born inAustralia; 7.9 per cent of students (9 657 students) were born in countries notspecified in the figure; and 14.1 per cent of students (17 228 students) did not statetheir 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 Vietnamand 0.8 per cent (966) were born in New Zealand. 156
    • DFEEST Annual Report 2005 - Section E South Australian VET Students by Country of Birth, South Australia 2004 Vietnam England 1.1% 4.0% New Zealand 0.8% China 0.6% Scotland 0.5% Germany Australia 0.4% 70.4% Philippines 0.4% Other 7.9% Note: Totals do not add up to 100 per cent due to rounding. Not Stated 14.1%The figure below shows that 75.3 per cent (92 061 students) of South Australia’s VETstudents were born in an English speaking country (70.4 per cent of these studentsborn in Australia); 10.7 per cent (13 033 students) were born in a non-Englishspeaking country; and 14.1 per cent (17 262 students) did not state their background. 157
    • DFEEST Annual Report 2005 - Section E Share of VET Students born in English Speaking Countries, South Australia 2004 Other ESB countries 4.9% NESB countries 10.7% Australia 70.4% Not stated 14.1% Note: Totals do not add up to 100 per cent due to rounding.VET Students by Disability StatusThe figure below shows that 5.9 per cent of South Australia’s VET students (7 224students) stated they had a disability. The split between males and females with adisability was roughly equal with 3 614 females and 3 607 males (three students didnot state their gender).In 2004, 82.6 per cent (101 071 students) of South Australia’s VET students reportedno disability and 11.5 per cent of students (14 061 students) did not state whether ornot they had a disability. 158
    • DFEEST Annual Report 2005 - Section E VET Students by Disability Status, South Australia, 2004 Have a disability No Disability 5.9% 82.6% Not stated 11.5%VET students by Aboriginal/Torrens Strait Islander statusThe following figure shows that in 2004, 3.3 per cent (4 092 students) of SouthAustralia’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 centmale (1 927 students). 159
    • DFEEST Annual Report 2005 - Section E VET Students by Indigenous Status, South Australia, 2004 Not stated 16.3% Non-Indigenous 80.4% Indigenous 3.3%Provider Type and Funding SourceThe figure below shows the distribution of training activity (nominal hours) by VETprovider type. TAFE remains the largest provider with 76.9 per cent of total VEThours (17 282 541 hours). Other registered private providers accounted for 14.9 percent of VET hours (3 340 102 hours). 160
    • DFEEST Annual Report 2005 - Section E VET Hours by Provider Type, South Australia, 2004 WEA 0.5% ACE 2.8% Private Providers 14.9% TAFE 76.9% Schools 4.9% VET hours by funding source, South Australia, 2004 Commonwealth and state specific funding 0.3% Fee for service 9.5% Overseas full fee paying 3.5% Commonwealth andstate recurrent funding 81.8% Unknown 4.9% 161
    • DFEEST Annual Report 2005 - Section EThe 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. Thenext 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 ofhours (791 403 hours). 162
    • DFEEST Annual Report 2005 - Section ESTATISTICAL ANNEXAPPENDIX 2: VET recognition data for 2004 and 2005VET registration Summary 2004 2005 Total 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 2005 Initial 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 2005 RTO 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 1 1 - extension to scope registration 0 1 - renewal registration 0 0 Audit Activity: Number of audits conducted and approved 2004 2005 Initial 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 122 108 163
    • DFEEST Annual Report 2005 - Section EVET AccreditationSummary 2004 2005Total number of current accredited courses 532 495Approvals 2004 2005Number of courses accredited 17 10Number of courses accredited 14 19(TAFE SA under delegated authority)Higher Education RegistrationSummary 2004 2005Number of higher education providers 23 28Number delivering to overseas students 15 19Number of providers who also deliver VET 13 16Approvals 2004 2005Initial registrations 1 5Variation to scope 6 9Refusals, Revocations and Withdrawals 2004 2005RTO initiated cancellation of registration 0 0Registration authority initiated cancellation of registration 0 0Refusal of registration 0 1Higher Education AccreditationSummary 2004 2005Total number of current accredited courses 190 226Approvals 2004 2005Number of courses accredited 22 47English Language Intensive Courses for Overseas Students (ELICOS)RecognitionSummary 2004 2005Number of ELICOS providers 8 7Number audited for compliance 1 1Registration authority initiated cancellation of registration 1 0 164
    • DFEEST Annual Report 2005 - Section ESTATISTICAL ANNEXAPPENDIX 3: TAFE SA DataEducational Sub Programs 2003 and 2004 2004 2005Sub Program Individual Curriculum Successful Individual Curriculum Successful Students hours Completions Students hours CompletionsAboriginal 2016 4619 76% 2061 437 639 82%EducationBuilding, 5122 1 173 599 89% 5463 1 222 302 90%Construction andFurnishingBusiness, Finance, 16 540 2 931 570 85% 16 594 2 979 123 84%Retail and PropertyServicesCommunity 7285 2 350 485 92% 7774 2 439 969 92%Services andHealthDesign, Arts, 6196 2 253 542 80% 5798 2 118 523 80%InformationTechnology andRelated IndustriesManufacturing, 11 581 2 195 744 89% 11 410 2 135 453 88%Engineering andTransportPrimary and Allied 6775 1364 92% 6340 1 227 277 92%IndustriesTourism, 12 961 2 884 735 87% 13 368 3 085 028 86%Hospitality, Hairand Beauty,Recreation andFitnessVocational 14 306 1 677 636 79% 15 641 1 817 502 80%Preparation andEquityTotal 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 educationprogram 165
    • DFEEST Annual Report 2005 - Section EFund Source Indicator Group 2004 and 2005 2004 2005Fund Source Individual Curriculum Successful Individual Curriculum Successfulindicator Students hours Completions Students hours CompletionsState Recurrent 43 033 10 744 323 84% 42 450 10 741 764 83%Aboriginal 1746 425 407 75% 1794 411 652 81%EducationUser 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 25 073 2 449 737 93% 26 524 2 432 510 92%(FFS) – AustralianStudentsFFS – Overseas 1172 762 002 86% 1099 697 637 86%Students Studyingin AustraliaFFS – Overseas 443 66 708 85% 333 60 202 85%Students StudyingOff ShoreTotal all Fund 84 056 17 293 630 86% 85 924 17 462 816 86%SourcesTotal Reconciled* 77 895 79 477*Total TAFE SA student numbers are reconciled to allow for students enrolled under more than one fundsource indicator group 166
    • DFEEST Annual Report 2005 - Section EStudents by age group and gender 2004 and 2005 2004 2005 Female Male Total Female Male TotalUnder 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 477Students identified with some form of disability 2004 and 2005 2004 2005Student Category Individual Curriculum Successful Individual Curriculum Successful Students hours Completions Students hours CompletionsStudents with a 4635 1 068 435 81% 5137 1 214 652 81%DisabilityTotal 77 895 17 293 630 86% 79 477 17 462 816 86%Level of Awards issued 2004 and 2005 2004 2005Level 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 1 1 0%CoursesNot Elsewhere Classified 14 - 100%Total 18 755 18 061 - 3.70% 167
    • DFEEST Annual Report 2005 - Section ESTATISTICAL ANNEXAPPENDIX 4: Glossary of TermsAAP Aboriginal Apprenticeship ProgramACE Adult Community EducationANTA Australian National Training AuthorityAPY Anangu Pitjantatjara YankunytjatjaraAQF Australian Qualifications FrameworkAQTF Australian Qualification Training FrameworkBDF Broadband Development FundBITS Building on IT StrengthsCDEPs Community Development Employment ProgramsCRC’s Cooperative Research CentresCSIRO Commonwealth Scientific and Industrial Research OrganisationDAPs Disability Action PlansDFEEST Department of Further Education, Employment, Science and TechnologyDSTO Defence, Science and Technology OrganisationEAP Employee Assistance ProgramsELICOS English Language Intensive Courses for Overseas StudentsHPC High Performance ComputingICDL International Computers Drivers’ LicenceICT Information and Communications TechnologyNCVER National Centre for Vocational Education and ResearchOHS&IM Occupational Health, Safety and Injury ManagementOHSW Occupational Health, Safety and WelfareRTOs Registered Training OrganisationsSABRENet South Australian Broadband for Research and Education NetworkSACE South Australian Certificate of EducationSACITT South Australian Consortium for Information Technology TelecommunicationsSATAC South Australian Tertiary Admissions CentreSTI Science Technology and InnovationSTI10 10 year Vision for Science Technology and InnovationTAFE SA Technical and Further Education South AustraliaVET Vocational Education and TrainingVFWA Voluntary Flexible Working ArrangementsVISA VET in Schools AgreementsWEA Workers Education Association 168