DFEEST Annual Report 2005

DFEEST Annual Report 2005 - Section A

Hon Paul Caica MP
Minister for Employment, Training and Further Education GPO Box 320
Level 11, Zurich House Adelaide SA 5001
50 Grenfell Street
T 08 8226 3821
ADELAIDE SA 5000
F 08 8226 9533

Hon Karlene Maywald MP
Minister for Science and Information Economy
Level 12
211 Victoria Square
ADELAIDE SA 5000

31 March 2006

Dear Ministers

I am pleased to present to you the 2005 Annual Report for the Department of Further
Education, Employment, Science and Technology.

The report has been prepared in accordance with the requirements of the Technical
and Further Education Act 1975 and the Public Sector Management Act 1995.

This annual report presents the department’s financial statement for the financial
year 2004–05 and an overview of the activities and achievements for the 2005
calendar year reporting on progress made towards achieving the objectives in South
Australia’s Strategic Plan.

Yours sincerely

Brian Cunningham
CHIEF EXECUTIVE


For further copies and enquiries please contact:

Department of Further Education, Employment, Science and Technology (DFEEST)
Office of the Chief Executive
GPO BOX 320
ADELAIDE SA 5001

Telephone: (08) 8226 3821
Facsimile: (08) 8226 9533

The 2005 Annual Report is available on the DFEEST website at
www.dfeest.sa.gov.au.

ISSN 1449-6437

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CONTENTS

SECTION A
HIGHLIGHTS 2005 5
CHIEF EXECUTIVE’S REPORT 7
MINISTERIAL LEGISLATIVE RESPONSIBILITIES 9
EMPLOYMENT, TRAINING AND FURTHER EDUCATION 9
SCIENCE AND INFORMATION ECONOMY 11
DEPARTMENTAL RESPONSIBILITIES 13
ORGANISATION CHART 14
STRATEGIC FRAMEWORK 16
CORPORATE GOVERNANCE 17
FINANCIAL OVERVIEW 18
SECTION B
WORKFORCE PROFILE 21
EXECUTIVE PROFILE 22
WORKFORCE DIVERSITY 23
LEAVE MANAGEMENT 24
PERFORMANCE MANAGEMENT 25
TRAINING AND DEVELOPMENT 25
EMPLOYEE ASSISTANCE PROGRAM 27
EQUAL OPPORTUNITY EMPLOYMENT PROGRAMS 28
OCCUPATIONAL HEALTH, SAFETY AND INJURY MANAGEMENT 29
SECTION C
2005 PERFORMANCE REPORTS 31
STATE WORKFORCE DEVELOPMENT 31
QUALITY AND REGULATORY SERVICES 36
TRAINEESHIPS AND APPRENTICESHIPS 40
EMPLOYMENT DEVELOPMENT PROGRAMS 45
ADULT COMMUNITY EDUCATION 49
TAFE SA 51
INDIGENOUS TRAINING AND EMPLOYMENT 71
HIGHER EDUCATION 82
SCIENCE, TECHNOLOGY AND INNOVATION 89

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CONTENTS

SECTION D
FEATURES
DISABILITY ACTION PLAN 100
CONTRACTS 104
EXTERNAL CONSULTANCIES 107
ACCOUNT PAYMENT PERFORMANCE 108
RECONCILIATION 108
ENERGY EFFICIENCY ACTION PLAN 110
ASBESTOS MANAGEMENT 111
URBAN DESIGN CHARTER 113
OVERSEAS TRAVEL 114
FRAUD 116
FREEDOM OF INFORMATION 116
SECTION E
FINANCIAL INFORMATION 118
STATISTICAL APPENDICES 152
APPENDIX 1: VOCATIONAL EDUCATION AND TRAINING 152
APPENDIX 2: VET RECOGNITION DATA FOR 2004 AND 2005 163
APPENDIX 3: TAFE SA DATA 165
APPENDIX 4: GLOSSARY OF TERMS 168

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HIGHLIGHTS 2005

Employment Training and Further Education
• Finalised and launched the State’s Workforce Development Strategy, Better Skills
Better Work Better State: A Strategy for the Development of South Australia’s
Workforce to 2010, the South Australian Skills Action Plan and the Workforce
Development Action Plan.
• Detailed workforce planning undertaken to map labour requirements and
strategies for the Air Warfare Destroyer Project and expansion of Roxby Downs in
conjunction with DTED, PIRSA and local industry.
• Consumer Protection Strategy established to strengthen the protection of clients
of registered training organisations. Developed a supporting brochure to advise
on the rights of training clients and the information they should seek from RTOs.
• Signed a new triennial Commonwealth / State Training Funding Agreement.
• Established seventeen Employment and Skill Formation Networks across the
State with representation from local, State and Commonwealth Governments,
regional economic bodies, TAFE and other key employment and skill formation
stakeholders. The networks are responsible for coordinating local employment
and skill formation planning, including gathering and sharing information, as well
as communicating and consulting with the local community.
• Educating Cities Executive meeting explored options for Adelaide’s future which
were further developed with the International Education Forum.
• Customised assistance provided to over 2000 workers displaced from
employment through industry closure or downsizing, particularly in the automotive
and manufacturing industries.
• Piloted program to prepare people for an apprenticeship with a particular focus on
trades experiencing skills shortage.
• Held highly successful Ministers TAFE SA Forum in November.
• Established Carnegie Mellon University under South Australian legislation.
• Established three TAFE SA Institutes to strengthen the operation of TAFE SA in
South Australia.
• Drafted and approved legislation by Parliament to give South Australian
universities greater autonomy and access to growth funding from the
Commonwealth Government.
• Employed a record number of apprentices and trainees in training in South
Australia (33, 800; an increase of 1800 or 5.6 per cent, on the June 2004 figure
against a decline nationally).
• TAFE SA performed better than other TAFE systems in Australia during 2005,
with 91 per cent of graduates going on to employment or further study within three
months of completing their studies.
• Employed record number of people (742,700 people as at December 2005,
compared to 655,000 a decade ago).
• Increased by 60 per cent the number of international students studying in
Adelaide, with more than 17,900 international students choosing Adelaide as their
study destination in the first 11 months of 2005.

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Science, Technology and Innovation
• Committed $2.5 million in funding to the establishment of the new multi-million
dollar Australian Minerals Science Research Institute (AMSRI) and its
headquarters at Mawson Lakes. This seed funding has helped secure a further
$28 million in Commonwealth and industry funds.
• Invested a total of $5.2 million in state funds from the Premier’s Science &
Research fund in 2004-05 to support projects worth $20.1 million.
• Inaugurated the David Unaipon Innovation Award, a DFEEST reconciliation
project to highlight and encourage the participation of Aboriginal young people in
the fields of science and technology.
• Formed the new Premier’s Science and Research Council and appointed
Emeritus Professor Max Brennan AO as the state’s Chief Scientist.
• South Australia invested $4.2 million which assisted in winning eight of the 16
successful bids funded from the Commonwealth’s CRC program. Flow-on
investment of Commonwealth funds into the state is estimated to be more than
$60 million over seven years.
• Finalised the Information Economy Agenda for South Australia for launch in
February 2006.
• Supported Yorke Peninsula broadband services through the Broadband
Development Fund launched mid-2005 and a further five regional projects funded
in the Coorong District Council, Kangaroo Island, Port Lincoln, Eyre Peninsula and
the Barossa and Light Districts.
• SABRENet Limited executed an agreement with Amcom Telecommunications Pty
Ltd to build, maintain and operate the SABRENet infrastructure. Under the terms
of the agreement, Amcom will construct the network over 12 months from contract
signing and will receive access to a limited number of fibres on the network for the
provision of its own commercial broadband services.
• Implemented Outback Connect, providing IT training and technical support for
pastoral, Aboriginal and remote communities.
• Bio Innovation SA continued development of the $9.5 million Thebarton
Bioscience Precinct and bioscience incubator.
• Playford Capital continued to attract follow-on investment from the private sector
through early stage ICT start up companies. Playford’s investment portfolio
companies have now raised more than $35 million in co-investment since 2001.

Human Resources and People
• Consolidated the Marketing and International team under the office of the CE,
broadening the skill base of the team and enabling the development of strategic
marketing plans for the agency.
• Finalised the DFEEST Workforce Development Platform for building the
department’s workforce into the future.
• Finalised the DFEEST Aboriginal Employment Strategy, which aims for 2.1 per
cent of the department’s workforce to comprise Aboriginal people by 2010.
• Launched and rolled out Progressive FEEST, building stronger linkages across
the department and a common sense of direction.
• Introduced new Child Protection procedures throughout the TAFE system to
ensure all reasonable steps are taken to protect students and children under 18.
• DFEEST “Lettuce be Healthy” Health Fair promoted healthy living options to staff.
• Held mock OH&S trial in conjunction with PIRSA to raise awareness of OH&S
issues across the department, particularly with senior management.

6


CHIEF EXECUTIVE’S REPORT

I am pleased to be able to present the 2005 Annual Report of the Department of
Further Education, Employment, Science and Technology. The year has offered
many challenges, yet brought significant rewards, particularly in delivering outcomes
for South Australia. This report demonstrates the valuable work the department has
undertaken over 2005.

The department has made significant strides forward in further aligning its activities to
ensure that we are focussed on our major targets in South Australia’s Strategic Plan.
To this end we have had excellent engagement with the Executive Committee of
Cabinet and with other key agencies, with whom we are working closely to advance
significant outcomes for the state. We hope to build on these strong working
relationships to deliver a more seamless level of service over the coming 12 months.

The state continues to contribute to improved results on the training and employment
front, with a record number of people now in work (742,700 people in December
2005 compared to 655 000 a decade ago) and undertaking an apprenticeship or
traineeship (now 33 800, a rise of 5.6 per cent from a year earlier). We are working
to place South Australia in a strong position over the coming years by ensuring that
we have an internationally competitive workforce, able to support strategic industry
growth.

There are major challenges facing the state to develop a skilled worker base to
support the significant expansion of our mining and defence industries planned for
the coming years. The state’s demographic profile will add to this challenge.

The government released the State’s Workforce Development Strategy and Action
Plan, Better Skills. Better Work. Better State, in August. The strategy sets the first
state framework for government and industry to work collaboratively to deliver
initiatives targeting workforce needs and addressing recruitment, retention and the
use of labour. The Training and Skills Commission was the driving force behind this
strategy and I would like to thank them for their hard work and valuable input in
delivering this key document.

I am also pleased with the progress made with the reformation of TAFE SA,
beginning with the establishment of three new institutes in early 2005 and the
appointment of three experienced executive directors for each institute. The TAFE
SA institutes have performed remarkably well in a difficult year and the system
continues to perform as the strongest in the nation. The most recent student
outcomes survey indicates that 91 per cent of graduates go on to employment or
further training within three months of completing their studies.

The strength of our training system can be seen from the ongoing success that the
state is having in attracting international students. The number of overseas students
has increased by 60 per cent over the last three years, with more than 17 900
international students choosing Adelaide as their study destination in the first 11
months of 2005.

It is examples such as these that I am promoting to South Australian businesses to
demonstrate the competitiveness of our system and to encourage them to build their
workforces through training.
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On the science, technology and innovation front, we have progressed with the
planning for the development of five innovation precincts under Constellation SA,
further implementing the initiatives set out in the state’s 10-year plan for Science
technology and innovation – STI10.

Once established, these will place the state in a stronger position to build its
reputation for internationally competitive scientific research and maximise the level of
Commonwealth Government and industry investment in research and development.
It is essential that this connect business, education/training and government in order
that research is applied to benefit both the community and industry.

Significant progress has been realised in delivering the state’s Broadband Strategy,
with a number of important regional telecommunication projects funded through the
Broadband Development Fund over 2005 and the ongoing roll-out of the South
Australian Broadband Research and Education Network across Adelaide.

Internally, a new departmental structure was implemented in mid-2005, with two
Deputy Chief Executives now supporting me in my management responsibilities.
The new structure provides a more effective means through which the department
can work across its various functional areas, establishing a foundation for greater
customer service to students, trainees/apprentices and industry and community
organisations. The work of the Training Advocate, including new capability to assist
international students, is a unique part of the state’s training system in helping people
to navigate a complex training environment.

The department also welcomed Tom Phillips, the former CEO of Mitsubishi Australia,
who was appointed Chair of the Training and Skills Commission on 1 October 2005.

The management team is working hard to build DFEEST as a high performing
organisation, through a focus on our people as our most significant asset. An
internal workforce development platform has been developed and endorsed, and the
department’s Aboriginal Employment Strategy, finalised in late 2005, will ensure that
we can provide opportunities to Aboriginal people, who have traditionally been
disadvantaged in the labour market.

I would particularly like to take the opportunity to thank all staff from across DFEEST
for their excellent level of support and commitment. I look forward to continuing to
work with my department to strengthen our role in employment, training, further
education, science, technology and innovation over coming years.

Brian Cunningham
CHIEF EXECUTIVE

8


MINISTERIAL LEGISLATIVE RESPONSIBILITIES

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

Employment, Training and Further Education

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

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

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

Statutory Authorities and Boards
Construction Industry Training Board
Education Adelaide
Training and Skills Commission
Grievances and Disputes Mediation Committee

Regulations
Construction Industry Training Fund Regulations 1993
Public Corporations (Education Adelaide) Regulations 1998
Technical and Further Education Regulations 1999
Technical and Further Education (Vehicles) Regulations 1998
Training and Skills Development Regulations 2003

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

9


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

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

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

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

10


Science and Information Economy

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

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

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

Statutory Authorities
Bio Innovation SA
Information Industries Development Centre (Playford Centre)

Boards, Committees and Authorities within the Minister’s portfolio

The Premier’s Science and Research Council
The Premier’s Science and Research Council was established in June 2002 to
advise the government on strategies for boosting local science and research
capabilities and improving levels of innovation. The council is co-chaired by the
Premier and the state’s chief scientist Dr Max Brennan AO and supported by the
Department of Further Education, Employment, Science and Technology.

The Premier's Science and Research Council was responsible for establishing the
Premier’s Science and Research Fund in 2003, to facilitate strategic investment in
science and research in South Australia and transfer of research outcomes to end
users, as a foundation for South Australia’s economic, social and environmental
future. Since then, the Premier's Science and Research Fund, through a competitive
process, has committed a total of over $8 million for collaborative science and
research projects in South Australia.

Information Economy Advisory Board
The Information Economy Advisory Board provides advice to the Minister for Science
and Information Economy on the potential benefits of the information economy for all
South Australians and on how to maximise these benefits. The board’s membership
brings together prominent individuals from the community, academia and, in
particular, industry. It is supported by, and works closely with, the Department of
Further Education, Employment, Science and Technology to provide advice on the
state’s current capacity to benefit from the information economy.

Bio Innovation SA
Bio Innovation SA is a public corporation subsidiary of the Minister for Science and
Information Economy.

Funded by the State Government, Bio Innovation SA provides grants to companies
and public research organisations to promote company development and enable
commercialisation of technologies.
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The organisation also provides mentoring, advice on business and product
development, financial and marketing advice, as well as infrastructure development
support for the local bioscience industry. Over the past five years, Bio Innovation SA
has established itself as the focal point for the local bioscience community and
industry development in South Australia.

Adelaide has one of the fastest-growing biotechnology industry clusters in Australia –
and its global position is growing by the day. The South Australian biotechnology
sector contributes 14 per cent of the State’s total business research and
development expenditure. The number of biotech companies has doubled since 2001
with now more than 70 biotechnology companies in South Australia, employing about
1000 people and generating more than $175 million in revenue.

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

Playford Centre
Playford Centre was established by regulation under the Public Corporations (Playford
Centre) Regulations 1996 as a subsidiary of the Minister for Science and Information
Economy, to contribute to South Australia’s economic growth, exports, commercialisation
of research and entrepreneurial activity, by facilitating the formation and development of
innovative technology ventures.

Playford Capital
In 2001, Playford Centre formed a subsidiary Playford Capital Pty Ltd. Playford
Capital uses funding provided by the Commonwealth's Building on IT Strengths and
ICT Incubators Programs to invest in South Australian ICT firms which have the
potential and commitment to become high growth companies exporting interstate and
overseas. This has stimulated the inflow of private equity into South Australia and
supported ICT company growth.

SABRENet Ltd

SABRENet Ltd is a not-for-profit tax-exempt public company limited by guarantee.
Once constructed, SABRENet will own the multicore optical fibre network connecting
major research and education sites in Adelaide.

12


DEPARTMENTAL RESPONSIBILITIES

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

The department undertakes the following range of functions to meet its objectives:
• providing strategic policy advice for developing the state’s workforce
• ensuring high-quality vocational education and training delivered by TAFE SA
institutes, other registered training organisations and adult community education
providers
• providing a regulatory service for registered training organisations and higher
education providers, including the regulation of apprenticeships and traineeships
• managing state-funded employment and community development programs
• facilitating the state’s interactions with the university sector
• providing strategic policy advice for science, technology, information economy and
innovation policy development that links government, business, industry and the
state’s education sectors.

13


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

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 SENIOR MANAGEMENT STRUCTURE AND
REPORTING ARRANGEMENTS
EMPLOYMENT AND TRAINING SERVICES

EDUCATION

CHIEF
EXECUTIVE

DEPUTY CHIEF
EXECUTIVE
EMPLOYMENT &
TRAINING SERVICES

TAFE SA
DIRECTOR, DIRECTOR, DIRECTOR, DIRECTOR,
TRAINEESHIP & EMPLOYMENT EXECUTIVE DIRECTOR EDUCATION MARKETING
APPRENTICESHIP PROGRAMS TAFE SA REGIONAL SERVICES AND AND
SERVICES PROGRAMS INTERNATIONAL
EXECUTIVE DIRECTOR
TAFE SA ADELAIDE
SOUTH
EXECUTIVE DIRECTOR
TAFE SA ADELAIDE
NORTH

15


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 implemented
to 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 strategy
industry and businesses to implement qualifications Three TAFE SA
workforce planning and skill institutes established
T6.16 University participation
development programs, building a State Commonwealth
quality 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 Works
communities 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 Status
strategies 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 Agenda
current Information Economy Agenda T6.15 Non-school
both endorsed by the Information qualifications
Economy Advisory Board.
T6.16 University participation

16


CORPORATE GOVERNANCE

The department’s principal corporate governance obligations are prescribed in the Public
Sector Management Act 1995 and the Technical and Further Education Act 1975. These
Acts establish general management aims, personnel management and employee conduct
standards. The Chief Executive is responsible for observance of these aims and standards
within the department.

The department operates within a framework that integrates strategic management and
leadership, accountability, robust standards and processes, and the effective and efficient
management of people, resources and risk. A corporate executive leadership team has
responsibility for maintaining the effectiveness of these corporate governance mechanisms.

The department is committed to developing a culture that delivers best-practice services and
encourages the involvement of all employees in a process of continuous improvement that
recognises and values their contribution to departmental objectives.

The allocation of funds across the department and TAFE institutes is based on the principle of
delivering value for money and educational and training services linked to whole-of-
government objectives. The corporate executive team oversees high-level corporate strategy
and determines major internal resource allocation.

Reports are provided monthly to the corporate executive team and the executive forum
(senior management group) to enable monitoring and evaluation of performance. This
includes reporting in the areas of financial results, occupational health, safety and welfare
statistics, workforce details, project status, and results against other key performance
indicators, including the targets contained in South Australia’s Strategic Plan.

The Executive Budget Committee conducts an independent review of departmental
processes and controls. It provides governance and risk management advice and additional
services to assist management with the achievement and maintenance of the management
aims and standards in line with the department’s objectives and priorities. In line with this
advice, the department has initiated a comprehensive review and revision of its financial
governance practices.

The department’s personnel management practices ensure the fair and consistent treatment
of employees. It has established policies and procedures that reflect its commitment to the
public service code of conduct.

17


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

Summary of Financial Information

Actual Budget Actual
2003-04 2004-05 2004-05
$’000 $’000 $’000
Financial Performance:
Operating Expenses 416,441 428,068 434,440
Operating Revenues 187,553 178,274 180,282
Net cost of services 228,888 249,749 254,158
Revenues from State Government 229,124 239,415 242,181
Surplus (Deficit) for the year before 236 (10,379) (11,977)
restructuring
Net revenues from restructuring - -
Surplus (Deficit) for the year 236 (10,379) (11,977)
after restructuring
Total valuation adjustments 12,480 - 11,204
recognised directly in equity
Total changes in equity other than 12,716 (10,379) (773)
those resulting from transactions
with the State Government as
owner

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

State Government Funds
$242.2m
Commonwealth Grants $91m

Sales/Fee For 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


Operating Expenses
Actual employee benefits of $230.8 million for 2004-05 constituted 53 percent of the
total operating expenses of $434.4 million. Other major expenses included $18.9
million for funding to non-TAFE providers for Vocational Education and Training,
$24.8 million for information technology infrastructure and communication and $12.6
million and $15.9 million for employment programs and science and technology
programs respectively.

Operating Result
The actual deficit for 2004-05 was $12 million compared to the approved budget
deficit of $10.4 million. Factors contributing to the change in operating result from a
surplus of $236 000 in 2003-04 to a deficit of $12 million in 2004-05 were:
• an increase in employee benefits of $14.8 million (after allowing for TVSPs of
$11.8 million in 2003-04)
• an increase in expenditure of $9.2 million on minor works, maintenance and
equipment
• the payment of $6.1 million for tertiary student transport concessions which were
previously paid by another government agency.

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

2003-04 2004-05 2004-05
$’000 $’000 $’000
Financial Position:
Total Assets 530 432 512 660 523 602
Total Liabilities 89 119 81 726 83 062
Net Assets 441 313 430 934 440 540

The department’s net assets in 2004-05 decreased by $0.8 million. This was
primarily due to a decrease in cash, current receivables and in the amount of land
and improvements partly offset by lower liabilities relating to deposits held and
unearned revenue.

2003-04 2004-05 2004-05
$’000 $’000 $’000
Capital Investing Activities:
Investing Payments 6 549 11 833 2 951
Investing Receipts 3 090 1 635 1 635
Net Investing Payments 3 459 10 198 1 316

The actual investing payments for 2004-05 were $3 million compared to the
approved budget of $11.8 million. The under expenditure reflects timing variations
applicable to a budgeted loan advance of $7 million to Le Cordon Bleu and other
capital projects carried forward for completion in 2005-06.

20

DFEEST Annual Report 2005 - Section B

WORKFORCE PROFILE

During 2005 the department has made significant progress in meeting the objectives
of its Strategic Plan, which aims to build a sustainable workforce and demonstrate
leadership in workforce development. This is vital given the role DFEEST has
provided in industry, community and government policy as the agency responsible
for the state’s Workforce Development Strategy.

Building on the initiatives implemented during 2005, the department will continue to
strive to become a high-performance, learning organisation which attracts, develops
and retains the most talented workforce available and enhances this agency’s
workforce profile.

Workforce Data
The following data are based on records from the Human Resource information
system Empower for persons identified as being employed on 30 June 2005. Data
may vary from the 2004 report as the 2004 information was provided from another
source no longer regarded as reliable for management reporting purposes.

Hourly Paid Instructors (HPIs) are excluded from the data tables. HPIs are
covered separately as they are employed under totally different conditions and
reported accordingly. To combine HPI data with regular staff information would
result in data distortion.

EMPLOYEE NUMBERS, GENDER AND STATUS (EXCLUDING HPIS)

Persons: 3669
FTEs: 3356.57

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): 401

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

21


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

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

Number of employees by salary bracket (excluding HPIs)

Num 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 ts

Employment Status – Persons and FTEs (excluding HPIs)
Persons FTEs
Ongoing 2 527 2 354.42
Temporary 1 142 1 002.15
Total 3 669 3 356.57

EXECUTIVE PROFILE
Number of executives by status in current position, gender and classification
Contract Contract
Tenured Untenured Total
Classification Male Female Male Female Male Female Male Female
CD-3 1 1
EMC 8 9 8 9
EXECLA 5 7 4 1 9 8
EXECLB 3 1 3 1
EXECLC 1 2 3 2 4
EXECLD 1 1 0
EXECLE 1 1 0
MINAPP 2 1 2 1

22


WORKFORCE DIVERSITY
The department recognises the value of workforce diversity and the benefits inherent
from a workforce that is representative of the broader community. The following
section outlines the department’s current profile.

Age Profile
Number of employees by age bracket by gender (excluding HPIs)

Age Bracket Female Male Total % of Total *SA Workforce (%)
15-19 22 5 27 0.74 7.1
20-29 329 143 472 12.86 21.5
30-39 448 194 642 17.49 21.4
40-59 1349 966 2315 63.09 44.6
60 plus 102 111 213 5.81 5.4
Total 2250 1419 3669 100 100
*Australian Bureau of Statistics, Labour Force, Australia, Detailed - Electronic Delivery, Monthly – Supertable LM8 -
Labour Force Status by Sex, State, Age, Catalogue Number 6291.0.55.001 (as at June 2005).

As at September 2005, the median age of the department’s workforce is 47 years,
which is higher by two years than that of the public sector workforce in South
Australia (45 years) 1 and significantly above the average for the total South
Australian workforce (39.5 years).

Addressing the ageing of the department’s workforce is a pressing and significant
challenge. The department is identifying and creating opportunities to recruit young
South Australians into skilled jobs, create employment pathways for groups
traditionally disadvantaged in the labour market and explore how older workers can
be retained and recruited.

In 2005 DFEEST’s Workforce Development Platform to 2010 was developed and
approved by the Executive for release in March 2006.

Aboriginal Employment Strategy
Providing sustainable and effective employment outcomes for Aboriginal people
through the recruitment, retention and development of Aboriginal employees is a
high priority for the department.

In September 2005, the department launched and commenced implementation of
DFEEST’s Aboriginal Employment Strategy to 2010: Walking Together Towards
Prosperity.

As at the end of December 2005 the department employed 65 staff of Aboriginal or
Torres Strait Islander descent, representing 1.8 per cent of the workforce.
Compared to December 2004 this represents an increase of 0.4 per cent. By 2010,
the department aims to have 2.1 per cent of its workforce comprised of Aboriginal
people, with the Aboriginal workforce having:

• a higher level of sustainable employment
• a higher level of non-school qualifications
• a higher level of representation in decision-making positions as compared to
2005.

1
“Benchmark Data Drawn from the Public Sector both Internationally and Australia and New Zealand”, research by
Corporate Leadership Council (CLC) commissioned by DTEI, November 2005.
23


Initiatives designed to further these ends included the following:
• approval was given for release of staff to attend the NAIDOC week march
• increased employment opportunities were created in a number of ‘mainstream’
business areas
• places were sponsored for female Aboriginal staff to attend the ‘Women at the
Board Table’ governance training provided by Office for Women
• the new Enterprise Bargaining Agreement for TAFE Act staff includes provision
for special leave up to 15 days for cultural leave.

Among many new initiatives in 2006, a cultural respect program for all staff and
scholarships for Aboriginal students undertaking degrees in skill shortage areas are
being introduced.

Cultural and Linguistic Diversity
The current HR information system does not have the capacity to report
comprehensively on the number of employees born overseas and/or who speak
language(s) other than English at home. Work is currently underway to improve this
aspect of the HR data collection.

Voluntary Flexible Working Arrangements
As part of the department’s commitment to attracting and retaining the best possible
staff and to assist employees to balance work and family life a number of voluntary
flexible working arrangements (VFWA) are available to its employees, in particular to
PSM Act staff.

Current VFWA arrangements include:

• flexitime
• purchased leave
• compressed weeks
• part-time and job-share
• working from home
• provision for special leave up to 15 days for cultural leave.

LEAVE MANAGEMENT

Number of persons on Leave without Pay as at 30 June 2005 (excluding HPIs):
131

Total days leave taken – average days per FTE (excluding HPIs)

Leave Type 2004-05
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 with
Pay. Thus it cannot currently be reported upon as a separate leave type.

24


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

TRAINING AND DEVELOPMENT

Individual Staff Development
In the 2004-05 year, $1.72 million, or one per cent of total staff costs were recorded
as being spent on staff development activities identified within individuals’ personal
development plans 2 .

Organisational Learning and Development
Progressive FEEST offered a program of events to all staff and is designed to:
• enable them to have a better grasp of the directions and work of the department
• develop a greater sense of who we are and want to become as a department
• harness and develop the professionalism, energy and commitment of staff.
Approximately 30 per cent of staff participated in 2005.
Progressive FEEST had six main programs:
Crunch Time: Video-conference ‘live across the state’ address by the Chief
Executive on building a culture of performance excellence in which he painted
his future vision for DFEEST.
Conversation Café: Executive Support Officers went on a half-day guided
conversation and tour with key stakeholders on ‘Getting the bigger picture’ with
regard to the machinery of government.
Learning for Lunch: A couple of lunchtime events occurred to promote learning
in the workplace: ‘Simply the best’: a conversation between the Chief Executive
and Professor Daryll Hull on becoming a high performance workplace, with a
staff question and answer session; and ‘Recognising your worth: RPL/RCC
process’: a panel session on the RPL/RCC experience on ‘Learn @ Work day’ as
part of Adult Learners Week.
Let’s get Serial: Staff attended workshops on innovation styles, with participants
then participating in follow-up action learning teams centred around mechanisms
to systemise innovation.
Beyond the Square Bistro: ‘Me and My Shadow’ taught both management and
staff to experience different roles in the organisation, learn about what skills or
knowledge is required to perform a job well through negotiated packages of ‘job
shadowing’ within the department. This provided staff with ideas for possible
career development and helped managers better understand the development
requirements of their staff and business. ‘Lateral Thinking Tool Set’ workshops
were held to introduce and equip staff with a range of lateral and creative
thinking tools.
Celebration Cocktails: ‘Open House!’ gave staff a chance to showcase their
workplaces and connect with one another.
2
Limitations within the tracking system mean that associated costs are not included in this figure; it should therefore be read as
a minimum.
25


Leadership development
Research was undertaken into the potential features and components of a
leadership development system within DFEEST, with the production of a
comprehensive research report that recommended a range of key features and
principles for such a system. This system is due to be implemented in 2006.

Building capabilities of HR staff
Late in 2005, a learning and development model called ‘HR SMART’ (Sustainable,
Monitored, Accredited, Recognised and Training) was developed with TAFE SA to
increase the HR capability of our HR teams, particularly our strategic capability,
whilst recognising and acknowledging staff competence and professionalism.

Centred on the draft Office of Public Employment HR Capability competency
framework, it will include creative and SMART use of RPL with a focus on mapping
work/life performance and assessment of development against the draft HR
competencies. This program will be delivered in the first half of 2006.

Staff Survey
DFEEST piloted its first ‘whole of department’ staff survey during the two-week
period from Monday 7 November to Friday 18 November 2005.

The purpose of the survey was to shed light on the extent to which staff perceive that
the department is:
becoming a family friendly workplace through the promotion and support of a
balance between life and work
providing healthy and safe workplaces and
becoming an excellent place to work for and in.

In addition the survey will provide important data to inform workforce planning
activities such as on aspects of workforce profile, mobility and commitment.

The findings will inform a future work/life balance strategy, organisational
improvement and development initiatives as well as a benchmark with which to
compare future performance.

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

26


Given the congruence in timing of the staff survey and the work/life balance
research, the work/life balance survey is included as part of the staff survey. The
survey results will inform the development of a Work/Life Balance Strategy in 2006
as part of the department’s Workforce Development Platform.

DFEEST Workforce Development Platform 2010
Principally aimed at addressing the challenges presented by an ageing workforce
and the projected labour supply shortage, an extensive process was undertaken to
develop the DFEEST Workforce Development Platform to 2010, which was
approved by the Executive at the end of 2005 and is due for release in March 2006.

The platform is derived from staff consultation, empirical analysis of workforce
profile, analysis of contemporary research and literature on both high
performance/learning organisations and workforce planning as well as assessment
of the environmental demands on our business and their likely impact on what we
the department’s customers need now and into the future.

A new suite of performance indicators was established to evaluate the progress and
success of the platform and were incorporated into the Quarterly Corporate
Reporting Template.

Whole-of-Government Initiatives
State Demographic Strategy – the department is involved in the development and
implementation of this strategy with representation on the Senior Management
Council’s Sub-Committee, the Strategy’s Think Tank and five of the project working
parties, namely:
• irresistible offer – employment branding the state public sector
• retaining staff – obtaining good data
• flexible workplaces – work/life balance
• build flexible retirement
• youth group.
Public Sector Workforce Development Plan – the department has been actively
involved in processes associated with the development of this plan.
Retirement Intentions Survey – working in partnership with OPE, the department
was successful in securing in-principle funding from the Government Agencies
Statistical Committee to design and conduct a Retirement Intentions Survey across
the state public sector in 2006.

EMPLOYEE ASSISTANCE PROGRAM
As part of its ongoing care for the wellbeing of employees and their families
DFEEST established a single Employee Assistance Program program during 2005
which offers confidential, impartial and culturally sensitive counselling support to
employees and their families 24 hours a day, seven days a week.

In addition, the department established the EAP Manager Assistance Program, a
free service offered to DFEEST management to deal with specific people
management issues.

27


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

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

The following initiatives were implemented in 2005:
• development and promulgation of the DFEEST Child Protection Policy
• implementation of compulsory Mandated Notification Training (MNT). 1450
DFEEST employees received MNT by the close of 2005. A total of 52
departmental staff have been trained as accredited Children, Youth & Family
Services (CYFS) trainers
• development of the DFEEST Guidelines and Procedures for the Assessment of
Consented Police Checks (Child Related Offences) for Existing Employees
• implementation of voluntary police checks for existing DFEEST employees.

A four hour training package was designed and implemented in partnership with the
Child Youth & Family Services (CYFS) for TAFE SA and DFEEST employees.

28


WORKFORCE PROFILE
Occupational Health, Safety and Injury Management

Significant work in the area of Occupational Health Safety & Injury Management has
been undertaken in 2005 due to executive commitment to industry best practice.

During 2005, 22 new procedures which manage identified high-risk and costly areas
of OHS&W were implemented, and another six will be implemented by March 2006.
The continued implementation of DFEEST’s OHS&IM strategic plan (Project Plan)
has continued to highlight the importance of OHS&IM. Reports are provided to the
Minister for Employment, Training and Further Education, the CE, Executive, Health
and Safety Committees and unions. This has ensured that the department retains
ownership of OHS&IM outcomes and improvement strategies. As a result there was
a considerable reduction in new workplace injuries in 2005: 108 compared to 139 in
2004.

Executive level commitment to OHS&W was further strengthened through the
holding of a mock prosecution trial in collaboration with Primary Industries and
Resources SA, which practically demonstrated what is required under legislation of
the department in this area. All Executive Forum members participated in this
exercise and it will provide a catalyst for ongoing implementation of the department’s
OHS&W procedures over 2006.

The year 2005 saw a change to the senior OHS&IM Committee (Central
Consultative Committee). This resulted from a realignment of the business and the
committee now aligns perfectly with the new accountability framework. The
committee consists of 12 employee representatives representing each of the areas
of DFEEST and eight management representatives, including the CE and officer
responsible for OHS&IM. Together with local committees, the Central Consultative
Committee continues to drive OHS&IM. They are supported by the new OHS&IM
Network, which comprises OHS&IM professionals and key departmental contacts.

Employee welfare remains a priority of DFEEST and the implementation of systems
that address psychological wellbeing, bullying and harassment and violence and
security in the workplace were introduced in 2005. This has received positive
feedback from staff and managers. The department’s Employee Assistance
Program continued to contribute to positive outcomes through the seven-day-a-
week, 52 weeks-a-year assistance that is available to staff and their immediate
families no matter where they are in Australia.

TAFE SA OHS&IM practitioners led improvement strategies in 2005, contributing to
the long-term improvement in OHS&W and Injury Management in the TAFE area.

Long term injured employees were actively engaged during 2005. DFEEST’s injury
management service provider continues to receive high praise from both injured
employees and managers.

29


Occupational Health, Safety and Injury Management Data 2005

2005 2004
1 OHS Legislative Requirements (includes incidents with students
not included in 2004 figures)
Number of notifiable occurrences pursuant to OHS&W Regulations 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 REPORTS

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

State Workforce Development

During 2005 the Department commenced implementation of major strategies for workforce
development across South Australia.

Better Skills Better Work Better State: A Strategy for the Development of South Australia’s
Workforce to 2010 was developed under the leadership of the Training and Skills
Commission and approved by Cabinet.

The South Australian Skills Action Plan and the Workforce Development Action Plan were
developed during 2005 to underpin the implementation of Better Skills Better Work Better
State. Both identify the workforce development initiatives by government, industry, regions
and the education and training systems in order to address immediate and longer-term skill
shortages.

The Workforce Information Service, incorporating the Regional Information Exchange,
became operational in August 2005. The service provides high level, high quality information
and advice about the labour market, economic and demographic trends, regional and
industry workforce analysis, supply and demand information to support policy makers and
practitioners in better workforce planning and policy development. Further information can
be found at the website: workforceinfoservice@saugov.sa.gov.au

Nine new industry skills boards were established. Their objectives are to develop industry
specific workforce development action plans, identify workforce trends and emerging skill
needs and to consider issues relating to career advice and the attraction and retention of a
skilled workforce.

A new triennial Commonwealth-State Training Funding Agreement was negotiated.

31

Better Skills Better Work Better State and Workforce Development Action Plan

The South Australian Government recently endorsed Better Skills, Better Work, Better State
– A Strategy for the Development of South Australia’s Workforce to 2010. This plan
recognises that workforce development requires a cross-government agency approach and
is the shared responsibility of government, industry, the education sectors and the
community. Better Skills Better Work Better State takes workforce development beyond
training and skills to incorporate work organisation, job design, industrial relations, human
resource management practices and employment conditions.

The Workforce Development Strategy has three priority areas:
• the creation of a high skill economy
• access to quality employment
• shaping our future through better workforce planning.

Better Skills Better Work Better State is supported by the Workforce Development Action
Plan which showcases a wide variety of initiatives (past, present and planned) supporting
workforce development and planning across the state. This Action Plan outlines a range of
past, present and planned initiatives which contribute to workforce development across the
State and it highlights initiatives under 14 industry sectors.

Some workforce development activities that have occurred in 2005 are discussed below.

A HIGH SKILL ECONOMY

Industry Skills Boards

With the support of DFEEST and government funding, South Australian industry leaders
formed and established nine Industry Skills Boards to develop industry specific workforce
development action plans, identify workforce trends and emerging skill needs and to consider
issues relating to career advice and the attraction and retention of a skilled workforce.

Overseas Qualifications
A new policy was developed by the Overseas Qualifications Reference Group of the Training
and Skills Commission to overcome barriers to the assessment and recognition of overseas
qualifications in South Australia. Industry and community groups were fully involved in the
formulation of new practices which will better meet the needs of newly arrived migrants and
meet skills shortages.

Consequently DFEEST has established a new Trades Recognition Unit to facilitate the
efficient assessment of people with trade skills and experience gained in Australia or
overseas. The unit will assist skilled migrants make a smooth and quick transition into the
local workforce and community.

Commonwealth Funding

In 2005, the department actively engaged to develop new national VET funding and
accountability arrangements, which attracts approximately $90 million of Commonwealth
funding annually to the State. The Commonwealth Department of Education, Science and
Training assumed responsibilities which were previously the domain of the Australian
National Training Authority.
DFEEST also facilitated the development of four successful funding submissions for national
projects in South Australia which included:

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 the
Commonwealth Infrastructure Program. These comprised four industry skill centres, three
school-based skill centres and four Indigenous skill centres.

QUALITY EMPLOYMENT

Community Learning
A draft Community Learning Statement that includes 12 action areas from Better Skills Better
Work Better State was released for consultation in the final quarter of 2005 on behalf of the
Adult Community Education Reference Group of the Training and Skills Commission.
Consultation forums held in metropolitan and regional areas were attended by
representatives from the business, community and government sectors. Input on effective
methods of implementing the strategies in the draft Community Learning Statement in order
to ensure that relevant targets in South Australia’s Strategic Plan are achieved was received
through forums, submissions and questionnaires representing a wide cross-section of the
state.

QUALITY EMPLOYMENT

Research and Analysis of the Workforce Issues of Equity Groups
The Department has conducted significant data analysis and research into the workforce
issues for people experiencing barriers to their participation in learning and work, with a
particular focus on Indigenous people, older workers and people living with a disability. This
research will inform and guide new and existing DFEEST activity and programs that are
aimed at removing barriers for marginalised and disengaged to participate in learning and
work.

Discussion Paper on Older Workers
The Department led an inter-agency working group to prepare a discussion paper Opening
the Window on Existing Opportunities – Identifying Barriers to the Workforce Participation of
People Over 45 Years on the range of complex and multi-disciplinary issues faced by older
workers in participating in learning and work.

Client and Student Voice Action Group
The Client and Student Voice Action Group is a national group chaired by the Chief
Executive of DFEEST and charged with developing recommendations on new advisory
mechanisms for people experiencing barriers to their participation in the vocational education
and training system – specifically Indigenous people, people living with a disability, and a
mechanism to provide advice on equity issues generally.

33

Commitment to Young People
The department implemented strategies aimed at ensuring that all young South Australians
develop the skills and knowledge required to participate in productive work.
Three principal areas were addressed by DFEEST.
1. Enhanced Career Services for South Australians
DFEEST worked with the three school sectors and the Australian Government Department of
Employment and Workplace Relations to improve careers information and advice for
secondary school students by:
• developing twice-yearly labour market information fact sheets for use by students and
their advisors
• sponsoring professional development for advisors
• trialling the Australian Blueprint for Career Development in schools
• establishing a web-based resource for career advisors
• assisting Industry Skill Boards to develop strategies for informing young people about
career and work opportunities in their respective industries.
DFEEST also led a national project to promote a career development focus in the vocational
education and training sector.

2. South Australian Youth Engagement Strategy
DFEEST played a key role in developing the South Australian Youth Engagement Strategy
which aims to ensure that all 15-19 year olds are “learning or earning”, that is, are in full-time
schooling or further education and training, full-time employment, or an equivalent
combination of part-time study and part-time work.
The ultimate aim of the strategy is to provide every young person with the opportunity and
support to complete 12 years of schooling or an equivalent vocational qualification and gain
meaningful employment.

The strategy will address the issue of youth engagement on several fronts. It will put in place
processes to help all secondary students think about their futures and make plans to achieve
their goals, and it will provide new learning and work opportunities to help young people
achieve their goals.
The strategy will also look at better ways of supporting young people as they negotiate the
space between compulsory schooling and further education and training and work.

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

34

BETTER WORKFORCE PLANNING
Workforce Information and Planning
Detailed workforce planning in conjunction with industry and government agencies has
identified the potential demand for workforce skills to meet forecast growth related to the
current positive economic climate. DFEEST, DTED and PIRSA worked collaboratively on
the workforce planning for the growth in the mineral resources sector and defence industries,
as a result of the air warfare destroyer contract.

The launch of the Workforce Information Service and Regional Information Exchange in
December 2005 supports the implementation of the South Australian Government's Better
Skills Better Work Better State and its workforce planning priorities through provision of
useful tools to assist policy makers and practitioners to assist in better workforce planning.

The Workforce Information Service, WIS Online, consists of two web sites. The first focuses
on workforce information and provides a primary access point for the service, whilst the
second, a regional information exchange, operates as a companion page to provide
information with a regional focus. A range of products including DFEEST Regional Profiles,
DFEEST Industry Profiles, Feature Article series, e-Alert, South Australia: People, Jobs and
Skills and Labour Force Brief form the basis of advice and information to government,
industry and the community.

Strong relationships with other state, Commonwealth and local government agencies bring
together expertise on joint projects, particularly in food, wine, mining and defence sectors,
while research excellence, labour market and demographic analysis is supported by links to
workforce development research being undertaken by South Australia’s universities through
the Workforce Development Research Consortium.

Key labour force trends for 2005 included the following highlights:

• total employment rose during 2005 on a trend basis and at December 2005 stood at a
new record level of 742 700 persons
• full-time employment rose during 2005 by 1.6 per cent to 512 100
• the number of unemployed persons fell during 2005 by 2300 and the unemployment rate
fell by 0.4 per cent to 5.0 per cent
• the youth full-time unemployment rate fell during 2005 from 26.3 per cent in January
2005 to 21.2 per cent in December 2005.
DFEEST is engaged in a range of current and proposed activities in the area of workforce
development research and practice and is committed to working collaboratively with other
organisations in this field.

35

Quality and Regulatory Services

Public and private training providers of vocational education, non-university higher education
and education services to overseas students are regulated under the Training and Skills
Development Act 2003. The legislation provides the basis for ensuring that providers and
courses meet quality and consumer protection requirements for nationally recognised
training.

Consumer Protection Strategy
A Consumer Protection Strategy developed by the department to strengthen the protection of
clients of registered training organisations was implemented.

The strategy included the development of the Guidelines for RTOs registered in South
Australia under the Training and Skills Development Act 2003. The guidelines strengthen
aspects of the Australian Quality Training Framework Standards for Registered Training
Organisations (RTOs), particularly in regard to:

• provider policies on fee refunds and information to clients about these
• protection of student fees paid in advance
• transfer of records to the department including qualifications issued to students.

Another significant strategy was the development of a brochure to inform consumers about
nationally recognised training and their rights and responsibilities. The brochure is targeted
towards potential consumers of training in the VET sector and was widely distributed to year
11 and year 12 students.

Registered Training Organisations
Public and private training providers of vocational education to domestic and overseas
students are regulated under the South Australian Training and Skills Development Act 2003.
The legislation provides the basis for ensuring that providers and courses meet the quality
and consumer protection requirements for nationally recognised training.

At 31 December 2005 there were a total of 256 registered training organisations, including
TAFE SA, based in South Australia delivering vocational education and training qualifications
(a net increase of 11 from 31 December 2004). A further 717 registered training
organisations from other states and territories (a net increase of 87 from 31 December 2004)
were also listed on the national register as offering vocational education and training in this
state. Twenty three new registered training organisations were approved in 2005 and 10
registered training organisations left the system.

A total of 31 providers were registered to deliver education services to overseas students
studying in South Australia. Twelve providers delivered in the vocational education sector,
eight in the higher education sector and 11 providers delivered in both VET and higher
education. A full list of recognition data for 2005 is provided in the Statistical Appendices.

Training packages for the VET sector are developed and endorsed as the national
qualifications for each industry sector. In 2005 the State Training Authority implemented 28
training packages and supported the endorsement of a further 15.

36

Qualifications in national training packages have replaced many of the state-accredited
courses. However, a small number of courses continue to be accredited to meet niche
markets, with the majority containing units of competency from training packages, enabling
graduates to gain national recognition for much of their study. In 2005, 29 vocational
education courses were approved for initial accreditation or renewal of accreditation.

Quality Audits

The registration of training providers and accreditation of courses are managed by the
department in accordance with national and state standards. An independent audit of
departmental approval processes and decisions in the vocational education and training
sector is conducted each year and on each occasion has confirmed that these meet and
exceed national standards.

Training providers and courses must demonstrate that they meet the relevant national
standards through audit. The conduct of audits is managed by the department and involves
departmental staff and contracted external auditors or competent assessors. In addition to
audits for initial approval, the department also scheduled compliance and strategic audits
based on a risk assessment. In 2005, 108 audits of training providers were conducted to
assess compliance with state and national standards.

In addition to approving providers and courses under the South Australian Training and Skills
Development Act 2003, the department is building the capacity of each of these sectors and
promoting quality outcomes for their clients by:

• informing students and consumers of their choices, rights and responsibilities
• informing and advising training providers about the relevant national and state standards
and legislation with which they must comply
• contributing to the design, development and implementation of national qualifications
• ensuring standards are met and encouraging continuous improvement through audits of
training providers
• convening professional development workshops and forums on teaching and learning
strategies and education management issues
• working in collaboration with relevant national and interstate bodies to maintain and
improve the national training system.

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

37

PARTICIPATION IN NATIONAL DEVELOPMENTS

National Strategic Hospitality Industry Audit
All states are participating in this audit, which commenced in September 2005 and will be
completed with the publication of a national report in March 2006.

The purpose of the strategic audit is to:

• determine the level of compliance with the Australian Quality Training Framework
Standards for Registering Training Organisations
• identify key issues impacting on training outcomes and good practice in the hospitality
industry and recommend strategies to strengthen the quality of training and assessment
within the hospitality industry across Australia.

The audit focus has been at the lower qualification level (Certificates II and III) and several
opportunities for improvement which apply nationally have been identified. The results,
outcomes and recommendations of the audit will be communicated to all participants,
industry bodies and other stakeholders via the publication of national and state reports as
well as workshops held at state level.

National AQTF Moderation Strategy
DFEEST is managing the National AQTF Moderation Strategy project, led by a national
steering committee comprising officers from each State and Territory Registering and Course
Accreditation Body (RCAB). The project is due to be completed by 31 May 2006.

The project objectives are to:

• develop national AQTF moderation guidelines
• further develop the shared understanding of the range and nature of evidence that is
acceptable for demonstrating compliance with AQTF standards
• develop tools and processes to moderate AQTF outcomes between RCABs and auditors
• develop and promote an online facility to encourage collaboration and communication
between auditors across each State and Territory.

Valuing Older Workers Project
DFEEST is managing this national project, due for completion by 31 March 2006.

Significant resources have been developed including a range of teaching resources,
brochures and a DVD to provide support materials for the delivery of workshops for RTOs
and employers across metropolitan and regional venues in each State and Territory.

Workshops have commenced across all jurisdictions and will be completed in early 2006.
The workshops focus on the need for RTOs, their trainers and assessors to:

• understand the implications of an ageing workforce for employers and RTOs
• work closely with employers and industry to assist them in the skill development of their
workforce
• integrate industry or enterprise-specific learning with lifelong learning and personal
development for employees
• recognise prior skills and knowledge.

38

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

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

39

DFEEST Annual Report 2005 - Section C

40


Traineeships and Apprenticeships

The department is responsible for regulating, funding and developing policy across
government for the South Australian contract of training system for traineeships and
apprenticeships. This includes approving employers, contracts of training, variations
to contracts of training and providing advice and support to trainees, apprentices and
employers on matters relating to their contracts.

The department prepares policy and strategic advice in relation to whole of South
Australian Government initiatives and Australian Government initiatives such as
national training system reforms.

At the end of June 2005 there were 33 800 trainees and apprentices in training in
South Australia. This is an increase of 1800, or 5.6 per cent, on the June 2004 figure
of 32 000 and is also the highest recorded number of apprentices and trainees in
training in this state.

The number of female trainees and apprentices has been increasing and the current
figure of 12 200 at June 2005 represents an increase of 400 (or 3.4 per cent) on the
11 800 recorded in June 2004. With females accounting for 36.3 per cent of
apprentices and trainees in training, South Australia has exceeded the national
average for female participation (of 34.5 per cent in June 2005) for the second
consecutive year.

As illustrated in the following figure, young people continue to dominate the uptake of
apprentices and trainees with 19 500, or 58 per cent, aged less than 25 years.

Apprentices and trainees by age, South Australia, June 2005

45 years and over
11%

less than 25 years 25 to 44 years
58% 31%

41


Traineeship and Apprenticeship Commencements
In the year to 30 June 2005, the department approved 22 700 contracts of training for
trainees and apprentices. This is 2000 more than the number approved in the year
ending 30 June 2004. Traditional apprenticeship † commencements also increased by
400 from 3800 to 4200 during the same period. Traditional apprenticeships include,
for example, the electrical and plumbing trades, butchering, motor mechanics and
hairdressing.

Traineeship and Apprenticeship Completions
The department issued Certificates of Competency to 9200 trainees and apprentices
who completed their contracts of training in the year ending 30 June 2005, compared
with 9500 for the 12 months ending 30 June 2004. Although there were fewer
completions in 2005 the number of apprentices and trainees in-training continued to
increase from 32 000 at the end of June 2004 to 33 800 at 30 June 2005.

Training subsidies
The department provides support to traineeships and apprenticeships through the
provision of training subsidies (known as User Choice training subsidies) to
registered training organisations. In 2005, 199 funding agreements were signed with
TAFE SA and private registered training organisations for the delivery of off and on-
the-job training. A total of $36.4 million was provided by the State Government
during the 2004-05 financial year to support the delivery of some 1300 nationally
recognised qualifications. Training subsidies supported approximately 30 000
trainees and apprentices during this time.

Administrative improvements for trainees and apprentices
The time the department takes to assess and approve contracts of training improved
significantly in 2005. In the last half of 2005, 73 per cent of training contracts were
approved within 10 working days, up from 50 per cent in the corresponding period in
2004. The department also implemented phase II of an electronic interface between
the South Australian and Commonwealth Government’s information management
systems for traineeships and apprenticeships resulting in improved communication
and data quality.

During 2005, the Training and Skills Commission approved new guidelines for the
withdrawal of employer approval to train trainees and apprentices and amended
guidelines for the approval of an employer to train an apprentice/trainee under a
contract of training.

The department also extended its AS/NZS ISO 9001:2000 certification to all units in
Traineeship and Apprenticeship Services except Group Training, which transferred to
Traineeship and Apprenticeship Services in late 2005.

Marketing
An Information Service was established in December 2004 to provide information to
the public on all aspects of traineeships and apprenticeships, as well as a more
streamlined service to employers, trainees and apprentices on matters relating to
their contract of training.

†
Traditional apprenticeships as defined by National Centre for Vocational Education and Research are
trades apprenticeships and traineeships at AQF III qualification or above with more than two years
expected duration for full-time contracts and more than eight years expected duration for part-time and
school-based contracts.
42


In 2005, the Information Service received 14 511 calls; an average of 279 per week.
Of the calls received, 6320 (or 44 per cent) were dealt with by the information
service, a further 6038 (or 42 per cent) were referred within the department and the
remaining 2153 (or 14 per cent) were referred to other agencies or government
departments.

The Information Service also promoted the benefits of traineeships and
apprenticeships to the wider public at the Career Expo, Small Business Week and
the Royal Adelaide Show.

In addition, a campaign encouraging school leavers to consider an apprenticeship as
an alternative option to tertiary education coincided with the release of the final South
Australian Tertiary Admission Centre (SATAC) offers in February.

Group Training
In 2005 a total of 3471 apprentices and trainees were employed by 13 group training
organisations funded under the Joint Group Training Program.

During 2005 group training organisations that had met the national standards for
group training were invited to tender for funding under the Joint Group Training
Program for 2005-06. Thirteen group training organisations received funding under
the $2.25 million State/Commonwealth program.

The department participated in the national reviews of the National Standards for
Group Training and the Joint Group Training Program.

Skills shortage initiative
During 2005, the department undertook a variety of projects aimed at increasing the
number of trainees and apprentices in areas experiencing or forecast to experience
skills shortage.

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

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

43


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

Trades recognition
The department has approved the creation of a Trades Recognition Unit in
accordance with the release of the Training and Skills Commission guidelines for
assessing the competency of persons who have acquired trade skills or qualifications
other than under the Australian Qualifications Framework. The unit will work with
Industry Skills Boards to coordinate the assessment of trade skills gained through
formal training or on-the-job experience in Australia or overseas and ensure that
pathways for recognition are identified for individuals who are unable to demonstrate
competencies in all areas of a trade.

A series of assessment panels are currently being formed by industry to assess
people’s skills and to make recommendations on the issuing of Certificates of
Recognition. These panels will streamline recognition processes and ensure that
South Australia maintains standards and protects consumers while still facilitating
clear pathways to recognition and employment.

Grievances and Disputes
Formal mechanisms are in place to address grievances and disputes that may arise
in the traineeship and apprenticeship system. In 2005, 77 complaints about contract
of training matters by employers, apprentices and trainees were resolved through
formal mediation while 66 disputes were referred to the Grievance and Disputes
Mediation Committee of the Training and Skills Commission for determination.

Special projects

ATIS
The department is developing an on-line system that will streamline, improve and
provide consistent data for analysis and reporting for its clients and the department in
the areas of Contract of Training data, User Choice funding agreements and User
Choice payments.

This on-line system, known as the Apprenticeship Traineeship Information System
(ATIS) was first released to registered training organisations in May 2005. There are
currently 91 organisations with 262 user accounts using ATIS to access information
about their South Australia Registered Contracts of Training. It is anticipated that all
User Choice registered training organisations and New Apprenticeships Centres
(NACs) will be using ATIS by the end of May 2006.

When fully functional, ATIS will allow registered training organisations and New
Apprenticeships Centres to:
• view data on line for South Australian Contracts of Training
• lodge User Choice claims electronically
• validate and report in ‘real time’
• apply for and acquit User Choice funding agreements on line
• extract statistical reports.

44


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

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

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

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

45


Employment Development Programs

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

• bettering the Australian average employment growth rate within 10 years
• equalling or bettering the Australian unemployment average within five years
• equalling or bettering the Australian youth unemployment average within five
years
• reducing regional unemployment rates
• reducing the gap between the outcomes for South Australia’s Aboriginal
population and those of the rest of South Australia’s population
• increasing the proportion of the South Australian labour force with non-school
qualifications from 50.7 per cent in 2002 to 55 per cent within 10 years.

Key labour force trends for 2005 included the following highlights:

• total employment rose during 2005 on a trend basis and currently (as at
December 2005) stands at a new record level of 742 700 persons.
• full-time employment rose during 2005 by 1.6 per cent to 512 100
• the number of unemployed persons fell during 2005 by 2300 and the
unemployment rate fell by 0.4 per cent to 5.0 per cent
• the youth full-time unemployment rate rose during 2005 from 20.7 per cent in
December 2004 to 21.2 per cent in December 2005.

In 2005-06, over 19 000 South Australians will participate in learning, skill
development, and training and employment opportunities gaining over 6800 work
opportunities.

South Australia Works in the regions by helping regional organisations and
Networks to identify their region’s training and employment needs, and to address
them in ways appropriate to each region. The Networks developed innovative ways
of marketing and linking jobseekers with industries and held successful jobs forums
and expos in a number of regions.
DFEEST worked in partnership with the Recovery Committee, the Eyre Network and
the Eyre Regional Development Board to provide skills to jobseekers needed for
recovery projects to assist local businesses and industry.
Nine South Australia Works Coordinators based across the state assisted regional
networks to train people for employment. Coordinators were supported by the
placement of Executive Officers in 13 Regional Development Boards, local councils,
the Office of the North and the Office of the North West.

46


The investment of $7.6 million across South Australia enabled regions to attract an
estimated $5.5 million of leveraged funds through partnering arrangements with all
levels of government, industry and local business to support initiatives. This includes
assistance provided to the communities affected by the Eyre Peninsula bushfires.
Learning and work projects will attract up to 9500 participants with up to 2630
employment outcomes. Highlights include a Youth to Work project with 28 young
people from the Yorke region. The project provided a wide range of case
management support resulting in all participants gaining employment. The project
was also delivered in the Mid North region, with 28 young people participating and 16
finding employment.

South Australia Works for young people by giving them skills and opportunities to
move successfully from school, further education and training or unemployment, into
stable, rewarding work.

Commitment to Young People

Youth initiatives supported 4453 young people with 1965 young people gaining
employment.
A highlight was the Learn to Earn Program which provided pre-vocational training
through innovative project based approaches to young people aged 16-24 years.
Seven projects across South Australia were funded with 105 disadvantaged young
participants. 30 achieved employment, 12 achieved Certificate 1 in Vocational
Education and Training and 16 achieved Certificate 2. This included the Sprint Car
project which was showcased at the Royal Adelaide Show, which provided skills in a
range of vocations for young participants from the Northern Adelaide and Barossa
Light regions.
The Alternative Learning Options Program kept young people connected to learning
opportunities and increased school retention rates in the State. Ten projects were
delivered across the State, with 550 young participants at risk of becoming
disengaged from school participating in the program. Outcomes included 410
returning to school or a learning environment.
The Youth Conservation Corps Program encouraged young people to commit to their
environment while helping them to gain skills and practical work experience.
Fourteen conservation projects such as the One Million Trees, New Springs
Landcare, and restoration projects with the Adelaide City Council, Goldfield, SA
Water and Echunga goldfields provided 323 young people with work-ready skills and
experience. Ninety participants gained either full-time or part-time employment and
36 went onto further education.
ACE Youth Works is a social inclusion initiative which supported five Adult
Community Education (ACE) providers to work with disengaged young people and
re-connect them with education and training pathways. An ACE Youth Works
Network provided additional opportunities for providers to develop their skills in youth
work and develop appropriate programs for this group of young people.
SAYES (the South Australian Youth Entrepreneur Scheme) was broadened for the
2005-07 financial years to target a diverse range of young people, including
Indigenous and regional young people.

47


South Australia Works for mature aged people recognises the often difficult
conditions which mature aged jobseekers face and plays a significant role in
assisting this growing group overcome barriers to employment.

Over 5400 mature aged people participated in learning and work programs with 1578
people gaining employment.
Employment 40 Plus Program promoted the recognition of older workers’ experience
and provided 412 mature aged jobseekers with opportunities to participate in a series
of forums and specialised workshops which increased jobseekers’ understanding of
current work environments as well as one-on-one advice and support.
The Employment Assistance Program supported mature-aged people through a
range of assistance, including career counselling, job search training, individual case
management, employment brokerage, mentoring, work experience opportunities and
post placement support.
The Employment 40 Plus Info-line provided over 1140 mature aged jobseekers with
information and referral services to South Australian agencies which provide
employment and training services.

South Australia Works in communities by creating opportunities for learning for
individuals and their communities. It enables people to participate in affordable
learning programs targeted to the needs of those who may have experienced
disadvantage or barriers to learning or participation in the workforce.

In 2004-05 a budget of $1.117 million was allocated to support programs in 65
community-based organisations, for professional development of adult community
education providers, and to fund ACE projects such as Adult Learners’ Week and
TAFE concession fees.
Highlights include the South Australia Works Adult Community Education Grant
Program, which focuses on non-formal, non-accredited learning for people that
experience difficulty in accessing formal education, training and employment.
The Parents Return to Work Program, a direct initiative of the State Government’s
Population Policy – Prosperity Through People provided 2969 people with assistance
to increase work-related skills, improve future job prospects and improve their
transition into the workforce.

South Australia Works with industry to identify new employment and training
possibilities. It helps people to develop the skills required by a changing and
dynamic economy and so meet emerging workforce needs.

The Workforce Development Fund supported industries such as horticulture, tourism
and hospitality, agriculture, fitness, recreation and community services, and
manufacturing and transport to design and implement best practice strategies to
address existing workforce issues which restricted their economic performance.
Highlights include an innovative logistics, transport and supply chain management
project by the Transport and Distribution Industry Skills Board to overcome skill and
labour shortages in logistics and supply chain management occupations.
The Labour Market Adjustment Program provided training and support services to
171 workers made redundant by GM Holden Ltd. Services were also extended to
workers who were displaced in supplier companies as a result of the Holden third
shift closure.

48


An additional 1841 retrenched workers from Mitsubishi, Levis, Fletcher Jones (Mount
Gambier) and Motorola were assisted to find alternative work with 912 job
placements resulting. Personalised and tailored support for workers ensured that a
majority were able to use their existing skills and develop new capabilities to assist
them into new employment.
The Commonwealth/State Joint Group Training Program funded 13 Group Training
Organisations, which supported 3471 apprentices and trainees and 1600 new
apprentice/trainee commencements.
Following a review of the Ticket to Train Program in early 2005, as of 1 July 2005,
300 tickets were distributed to small businesses providing 162 employees with
training related to their work.
The Australian Fisheries Academy was funded to provide 65 000 hours of training,
with an additional 17 750 hours of self-funded training provided by the Academy.

South Australia Works for Indigenous people by providing support, job training,
work placements, recruitment, leadership training, career enhancement and
traineeships and apprenticeships.

• Over the past 12 months 1190 Aboriginal people participated in learning and
work programs with 362 people gaining employment.
• The Aboriginal Apprenticeship Program placed and supported 47 apprentices. A
graduation ceremony was held to celebrate the 18 apprentices completing their
three- or four-year contract of training.
• A highlight was 18 Aboriginal people that commenced a Diploma in Enrolled
Nursing through the Cadetship Program in the Flinders region.
• Refer to Indigenous Training and Employment for further information regarding
South Australia Works for Indigenous people, including the State Public Sector
Aboriginal Recruitment and Career Development Strategy, Private Sector
Employment Pathways, the Scholarship Program, regional initiatives and Tauondi
Aboriginal College.

South Australia Works in the public sector by providing opportunities to train and
work in the public sector, especially for people who are disadvantaged in the job
market.

• The Government Youth Traineeship program, the Government Apprenticeship
Scheme and the Public Sector Cadetship program placed 501 trainees, 27
apprentices and 32 cadets into employment. These programs also provided
specific opportunities for young people who have a disability, are of Indigenous
descent, have been under the Guardianship of the Minister for Child and Youth
Services, and/or are long term unemployed.
• An additional 94 graduating trainees were assisted through the Trainee
Employment Register (TER) with 73 employment outcomes. The TER guidelines
were revised to provide graduating trainees with three years’ access to State
Public Sector Notice of Vacancies and 12 months intensive case management
support.
• Traineeships in the Community, a new program implemented in 2005, supported
the employment of trainees, apprentices and cadets in the community based not-
for-profit sector, with a particular focus on creating opportunities in regional areas.
Five pilot initiatives were implemented in the Barossa Light, Port Augusta, Far
West Coast and Northern Adelaide regions.
49


Adult Community Education

Adult Community Education Grant Program
The Adult Community Education (ACE) Grant Program supports community-based
adult education in South Australia through the provision of general adult education,
language, literacy and numeracy programs, employment skills development, social
and personal development. It also builds local networks and partnerships to promote
the development of learning communities. The grant program supports local
responses to community need for adults who are educationally, socially and
economically disadvantaged.

In 2004-05 a budget of $1.117 million was allocated to support programs in 65
community-based organisations, for professional development of adult community
education providers, and to fund ACE projects such as Adult Learners’ Week and
TAFE concession fees.

Adult Community Education Professional Development Program
The ACE Professional Development Program serves to enhance the quality of ACE
provision through developing the skills and knowledge of ACE staff, including
volunteers. In 2005 the program featured a state ACE Conference: ‘Adult Education
in the Community: Building Community Capacity’. The ACE Conference brought
together providers from around the state and delivered 18 workshops and three
keynote presentations to 200 participants over two days. It also provided the
opportunity for providers to showcase key programs and initiatives to colleagues in
the ACE and VET sectors.

Learning Communities Networks
The ACE Learning Communities Network involves up to 30 participants from 11 ACE
providers in receipt of funds for major programs to build their understanding and
support for the role they play in the growth of learning communities.

ACE-TAFE Partnerships
The promotion of partnerships and pathways between ACE providers and TAFE
Institutes was continued in 2005.
The promotion of partnerships and pathways between ACE providers and TAFE
Institutes continues to be a priority. Seven partnerships developed in 2004 continued
into 2005 and an ACE-TAFE Partnership Forum was held in August to bring ACE
providers in the southern suburbs together with TAFE SA Adelaide city campus
program managers to discuss ideas for collaboration for program development in
2005-06.

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Adult Learners’ Week
Adult Learners’ Week is an annual celebration of adult learning and is supported by
funding from the ANTA held on 1-8 September. South Australian activities included
the distribution of funding for local events, State Adult Learners’ Week Awards and
an official launch event with an international guest speaker. In 2005, the national
Adult Learners’ Week website listed 116 events occurring in South Australia, more
than double the number in 2003. Forty nominations were received for the Adult
Learners’ Week Awards which were presented at an awards function attended by
210 people.
• The ALW national website Calendar of Events listed 116 events occurring in
South Australia, an increase of 14 per cent on 2004
• The State Launch and Awards Presentation attracted 210 guests, an increase of
40 per cent on 2004
• Thirty three ACE organisations received funding under the ALW Grants
• Forty ACE organisations registered applications for ALW Awards
• Approximately 1000 organisations received a direct mail-out of promotional
material for ALW 2005 initiatives
• Increased usage of web-based information via the DFEEST website and
• Advertising was placed in approximately 250 000 papers in Adelaide
metropolitan area and approximately 50 000 in rural and regional areas
• An increase in Learn @ Work Day media exposure on PBA 5M promoted the
Learn @ Work CD
• Learn @ Work CD was distributed to 150 key stakeholders
• ALW 2005 Photographic CD was distributed to 150 key stakeholders.

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

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TAFE SA

TAFE SA is the public provider of vocational education and training in South
Australia. It plays a critical role in delivering the government’s objectives to improve
economic and social development, the skill base and employment opportunities for
all South Australians.

From 1 January 2005 TAFE SA commenced operation with a revitalised, streamlined
structure of three Institutes of TAFE SA and the appointment of a fresh leadership
team, restoring its position as South Australia’s public vocational education and
training provider with emphasis on the individual, the rural and remote regions,
business, community and industry.

TAFE SA Executive
TAFE SA Executive is now established within the DFEEST governance framework as
the pivotal mechanism for strategic coordination and decision-making for TAFE SA.
It met monthly throughout 2005.

The TAFE SA Executive comprises the Chief Executive, Deputy Chief Executive
Employment & Training Services (Chair), the senior executives from the three
Institutes of TAFE SA (TAFE SA Adelaide North, TAFE SA Adelaide South, TAFE SA
Regional), and the senior directors from Education Services and Programs and
Shared Business Services. It is responsible for developing and implementing the
TAFE SA Business Strategy and identifying TAFE SA policy and strategic issues for
collective consideration.

Additionally, the establishment of a number of strategic reference groups, the
development and endorsement of consistent policies, and the finalisation of issues
from the Positioning TAFE project facilitated a responsive and coherent TAFE
system.

Program Leadership and Review
TAFE SA’s appointment of nine state-wide Program Leaders during 2005 provided a
mechanism for achieving strategic educational outcomes for industry sectors while
providing a prominent and visible contact point for industry clients and community
stakeholders.

Each Program Leader has a state-wide portfolio and works with staff across the three
TAFE SA Institutes to meet the needs of employers, the community and the state, as
well as to identify opportunities for new and/or improved service, product delivery and
partnerships.

In 2004 TAFE SA committed to a cycle of high level reviews of TAFE SA services to
industry sectors in South Australia. The first of the planned program reviews
commenced in November 2004 with the final report of the Review of TAFE SA
Services to the Manufacturing and Allied Industries completed and endorsed by the
Minister in September 2005.

The Program Leader for Manufacturing, Engineering and Transport is working with
TAFE SA staff within the program to respond to the recommendations within the
report.
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Key recommendations include:

• Consideration and identification of national and global trends related to
Manufacturing and Allied Industries and the capacity of the Manufacturing and
Allied Industries Program to contribute to state and national initiatives and
directions.
• Identification of the capacity of the Manufacturing and Allied Industries Program
to meet the needs of local industries.
• Identification of the capacity of the Manufacturing and Allied Industries Program
to enhance community capacity and sustainability to meet the needs of local
communities.
• Consideration of the provision of pathways for students, including opportunities
for collaboration with other education sectors.
• Identification of opportunities for new ventures and partnerships to achieve
growth and innovation for TAFE SA.
• Consideration of the satisfaction with services and products provided by TAFE
SA.
• Identification of opportunities for improvement in TAFE SA products and
services, including structure and range, to better meet the needs of
stakeholders.

A report on progress against these recommendations will be placed on the TAFE SA
website in 2006.

Quality education and training delivery
Educational programs in TAFE SA are delivered through nationally endorsed training
packages and accredited curricula which meet protocols within the Australian
Qualifications Framework. Training packages are developed at a national level in
collaboration with industry and community groups and are regularly reviewed and
updated.

TAFE SA offers 1140 qualifications from 98 training packages and 211 curriculum
courses in 53 campuses across the state.

In 2005, 64 out-of-date qualifications were de-activated to ensure currency and
responsiveness to industry needs. 105 new training package qualifications were
implemented, and 13 new courses were accredited in TAFE SA.

The extent of this training activity requires a coordinated, systematic approach to
quality assurance and compliance with national quality vocational education and
training (VET) standards. The repositioning of TAFE SA as one Registered Training
Organisation (RTO) in 2005 has required a review of its comprehensive quality
systems to ensure high quality standards and integrity of teaching and consistency
across all programs and campuses in South Australia.

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

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Responsive State-wide Programs
Development of TAFE SA training programs and training package implementation
priorities are targeted to address areas of skill shortages and the needs of emerging
industries within South Australia. The diversity of courses being offered by TAFE SA
continues to grow and close links and partnerships with industry help broaden the
State’s skills base.

The following are program outcomes based on State training priorities, needs and
identified skills shortages.

Aboriginal Education
TAFE SA works closely with the Aboriginal Education and Employment Unit and
regions through SA Works and other programs to ensure people are trained in the
necessary skills to benefit local industries and provide sustainable jobs and
apprenticeships for local communities.

Further information on the programs delivered and outcomes achieved by the
Aboriginal Education and Employment Unit is contained within the Indigenous
Training and Employment section of this report.

Building, Construction and Furnishing
The high level review of TAFE SA services to the building, construction and
furnishing industry commenced in the latter half of 2005. A discussion paper
summarising key findings was prepared by the Review Committee and released for
public comment in November 2005. A final report is expected in March 2006.

Thirteen proposals for a range of pre-employment training programs targeting areas
of skill shortages were submitted to the Construction Industry Training Board and
DFEEST. The programs were supported by industry placements and included
painting, glazing, carpentry, furnishing, bricklaying, plumbing, roof plumbing and wall
and ceiling fixing.
Investigation and implementation of flexible learning methodologies to better meet
the training needs of industry in rural areas was a priority in 2005 and underpinned a
proposal to the Construction Industry Training Board for an innovative pre-
employment training program in plumbing for the South East region of South
Australia. This proposal involved partnership arrangements between TAFE SA, local
group training companies, industry and community.
The Water Innovation Network (WIN) Stage 2 built on and consolidated the outcomes
of WIN Stage 1. WIN Stage 2 has continued to engage with water industry related
networks and employed a state-wide approach involving Program Leaders,
Educational Managers, and Project Managers from DFEEST. This group is now
referred to as ‘Waterways’ and has:
• identified competencies that are currently available from across TAFE SA
programs
• identified water related competencies required by industry and that need to be
included on TAFE SA scope of registration
• determined skill sets and sample qualification plans based on industry feedback
• developed a capability statement for TAFE SA use with state, national and
international industries.

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Business, Finance, Retail and Property Services
Business Services is the largest delivery program in TAFE SA, completing over three
million State Government-subsidised training hours across the state during 2005,
delivering at all sites, with an increase of approximately two per cent expected for
2006.

Added to this is the increased demand for fee-for-service delivery and user choice
that will continue to develop in 2006 as industry continues to recognise TAFE SA’s
level of expertise and flexibility.

The innovative training methods employed by TAFE SA’s business and retail courses
were highlighted during 2005, with several successes being recorded.

The State Trade Fair of Practice Firms saw hundreds of students from around South
Australia and Victoria attended a “trading” day at TAFE SA Adelaide City campus
and showcased the practice firms they had created. Practice firms have been widely
recognised as a beneficial learning tool, with students gaining experience in all
aspects of running a retail business or office. The State Trade Fair also involved
TAFE SA event management students, who oversaw the running of the day. Twenty
new ‘businesses’ trading in Adelaide during 2005 were run by hundreds of high
school and TAFE students from around the State.
Students from TAFE SA Noarlunga campus celebrated the first birthday of their Raw
Trade retail outlet which is run by retail and business administration students and
sells various items made by TAFE SA students in other courses. Raw Trade has
been highly successful in giving students first hand retail and business operation
experience. Its yearly profit exceeded $10 000, which will be used to further develop
the business in 2006 with additional equipment and expanded opportunities for
students.
TAFE SA Mt Gambier campus developed an initiative designed to boost retail job
prospects. The new simulated retail shop named “Reality” provides real life work
experience for students from opening the shop, window dressing, merchandising,
presentation and gift wrapping to balancing the till at the end of the day as well as the
all important skill of customer service.
TAFE SA Adelaide campus legal studies teaching staff negotiated several overseas
training opportunities throughout the year, including Fiji, Samoa and the Philippines.
Projects included the Fiji Law and Justice Sector Program, the Philippines Courts
Project and the Solomons Law & Justice Sector Project, further enhancing TAFE
SA’s reputation as a quality training provider of international standard.
TAFE SA had a significant number of students studying business and financial
services through external studies in 2005, with 750 students enrolled through Tea
Tree Gully campus. The regular development of new on-line resources enables
flexible delivery of courses like the new Certificate IV in Training and Assessment.
TAFE SA Regency campus launched an on-line communication hub for ANZ Bank
trainees. This hub will allow both regional and metropolitan trainees to discuss their
course online and the facilitator to post resources online.

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Community Services and Health
The Community Services and Health sectors have identified significant skill
shortages currently and in the imminent future. Joint partnerships were developed
through project-based activities in the community and volunteer sectors. Staff
worked with a skilled community entrepreneur to focus on promoting ‘Community
Capacity Building’ and enhance the delivery of pre-employment courses. VET in
Schools and traineeships have been identified as a means of attracting young people
to the industry.

Skill shortages in the Children’s Services area have necessitated a number of
initiatives aimed at attracting and retaining workers including entry level workers,
managers, indigenous and migrant groups. Traineeships are being strongly
promoted as an effective recruitment strategy. The State Government increased
funding to provide 50 additional places in TAFE SA child care courses in 2006. Many
existing workers’ skills will be upgraded under the new training initiatives.

Nursing education in the south has been boosted by the construction of a $60 000
state-of-the-art nursing skills laboratory at the TAFE SA Noarlunga campus. The new
facility increases the standard of training in TAFE SA’s highly sought-after nursing
courses, where direct pathways to university exist.

On 25 November 2005, 14 Riverland students graduated with a Diploma of Nursing
(Pre-enrolment) after studying full time for 18 months. 13 of these students are now
fully employed with some working in the Aged Care sector, some working across
Acute and Aged Care facilities, two working in theatres and one gaining employment
in a local pathology laboratory.

Fourteen students graduated with a Diploma of Nursing (Post-enrolment) after
studying part time over nine months whilst continuing to work full time. The diploma
gives students 12 months credit in the Bachelor of Nursing at UniSA and Flinders
University.

In the aged care sector, TAFE SA staff trained existing workers in medication
management and care practices. This training was funded through the Department
of Health and Ageing and has enabled greater access to training for existing workers
in an area of high demand and growth. Requirements for workers in the disability
sector to have a Certificate III qualification by 2008 have seen an increase in demand
for customised training and skills recognition with industry working closely with staff.

TAFE SA provided $50 000 towards the cost of the new Learning Centre for Medical
Technicians which is based at the Women’s and Childrens Hospital. This learning
centre will benefit all SA pathology providers by providing first class training facilities
in pathology techniques and real-life work experience for students. This partnership
has been developed in direct response to the implementation of the National
Laboratory Operations Training Package and the specialised needs of the industry.

Mandated Notification Training was implemented over an 18-month period to ensure
that TAFE SA meets departmental requirements to ensure a safe learning
environment for young clients. Flexible delivery options and development of
resources is being explored in 2006 to ensure ongoing training and effective
induction for new staff.

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Design, Arts, Information Technology and Related Industries
TAFE SA is now a proactive member of relevant external working groups,
committees and associations: Australian Interactive Media Industry Association, IT
Council, Solution City, ICT Council Skills development working group, Australian
Network for Art and Technology, Art Thinkers Gym, Game Developers Association of
Australia, Australian Information and Communications Technology in Education
Committee, and C31 Community TV.

TAFE SA was successful in securing $71 800 over two years under the ‘Outback
Connect’ program to deliver IT training to clients in remote locations.
Microbric™ is an electronic construction set based upon the construction
style/concept of both Lego® and Meccano®, invented and developed by a graduate
of TAFE SA’s electro-technology program based at Regency campus. The success
of this product and the Electronics & Computer Systems program provided a co-
promotional opportunity between TAFE SA, the Advertiser and Sunday Mail
newspapers. The major benefits included targeting the appropriate demographics for
the program, enhancing the TAFE SA brand, and raising public awareness about
rising skills and training needs in this area.
The Adelaide Centre for the Arts further enhanced its reputation among the arts
community in 2005. Screen production students produced six one-hour magazine-
style television programs which aired on Channel 9. The student-driven program was
a collaboration across a range of courses, including hair and beauty, dancing, acting
and professional writing.
Eight TAFE SA dance students received international recognition, winning three
awards at the Barcelona International Dance Competition in Spain.
TAFE SA’s strong links with industry were highlighted at the 2005 Fashion Parade,
which was attended by about 1000 people, including some of the state’s top
designers. In one of the most significant events on the TAFE SA calendar, about 45
fashion and millinery students displayed more than 170 creations. Several students
also scooped the pool at the national Textile Institute Student Design Competition.
TAFE SA has strengthened its relationship with Carnegie Mellon University and the
two institutes will work collaboratively in 2006 in the Adelaide Centre for the Arts to
offer a Masters of Entertainment Technology. TAFE SA’s collaboration with this “Top
100” university will enhance employment opportunities for South Australians.

Manufacturing, Engineering and Transport

The Manufacturing, Engineering and Transport program embarked on a number of
initiatives in 2005, including successful projects to maintain apprenticeship and
traineeship growth. The High Level Review of TAFE SA Services to the
manufacturing and allied industries was completed with strong support and input
from all areas of the SA manufacturing industry. Priority actions for 2006 include
developing on-job assessments and developing e-learning strategies in consultation
with industry.

Close working relationships were established with the Manufacturing Collaborative
Partners Workforce Development program to develop enterprise workforces and
drive the pilot program of Competitive Manufacturing Initiative.

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

Primary and Allied Industries

Mining is one of the state’s fastest growing industry sectors and students in TAFE
SA’s Geosciences courses have an almost 100 per cent employment rate.
In September 2005 TAFE SA hosted a forum between senior industry personnel,
Regional Development Boards and State Government representatives to discuss a
strategy to provide the training needs of the industry in light of the BHP Billiton
Olympic Dam expansion, the Oxiana Prominent Hill mine completion and the Whyalla
Steelwork’s Project Magnet.
TAFE SA continues to work on training strategies with employers and other training
providers in the region to prepare for the expansion of training required in the mineral
resources sector.

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TAFE SA Agriculture trainees from across South Australia recently travelled to New
Zealand on a study tour of farms, agribusiness and related industries. This study tour
gave students the opportunity to see the practices of other successful enterprises
overseas and apply some of their strategies to their own agribusiness.
In August 2005 TAFE SA facilitated gene technology workshops for primary
producers, bringing CSIRO scientists to South Australia to enable farmers to gain
hands-on experience in gene technology processes and information from world best-
practice scientists. These workshops assisted producers interested in genetic
modification to make better informed decisions.
Job losses in the forestry industry and the announcement of the Penola Blue Gum
Pulp Mill underlined the need for a significant stock take of industry workforce needs
and planning for the future. TAFE SA Regional partnered with the Forest Industry
Training Network (FITNET), the South Australian Government through South
Australia Works Program, the Limestone Coast Area Consultative Committee,
Auspine, Logging Investigations Training Association, and Green Triangle Regional
Plantation Committee, committing over $8,000 to an industry profiling and training
needs project due for completion in March 2006.
Aquaculture students celebrated their graduation after two years of study at TAFE SA
Port Lincoln campus and the Lincoln Marine Science Centre. The students
completed their Diploma of the Seafood Industry (Aquaculture) and six of the eight
students are planning to continue their studies at Flinders University, taking
advantage of the credit transfers between TAFE SA and Flinders University for
Aquaculture Diploma students.

Tourism, Hospitality, Hair and Beauty, Recreation and Fitness
During 2005 the program focussed on developing a range of initiatives and building
strong relationships with the Food, Tourism and Hospitality Industry Skills Advisory
Council and Services Skills Industry Alliance (Industry Skills Boards).
Key education and training outcomes related to the Adelaide Airport and Western
Region skills project where approximately 350 people were trained in hospitality,
retail and tourism skills specifically for the airport context in an intense two-week
program. The training programs were completed over eight weeks in multiple
campuses.
Another Adelaide Airport initiative was the training of 40 South Australian migrants,
who between them spoke over 25 languages, to provide retail services and tourism
information to ensure that international visitors were greeted appropriately on
immediate arrival to the state.
TAFE SA tourism staff also delivered a Certificate II in Tourism Operations to about
85 Adelaide Airport Limited staff in a major workforce development project.
TAFE SA’s Regency International Centre is currently involved in training
approximately 120 Food & Beverage staff for the airport as well as for surrounding
businesses.
On 13 December 2005, 11 students studying at the Whyalla campus graduated with
the Certificate IV in Hospitality Supervision. This is the first group outside of the
Adelaide metropolitan area to graduate with this qualification and all have secured
positions in the hospitality industry.

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The meat processing industry in South Australia has been growing significantly and
has major challenges in attracting and retaining staff. A workforce development
program commenced in the South East that engaged industry, schools, job networks,
local councils and TAFE SA in a locally based project that offers a sustainable model
of training and career development for new and existing workers. It is anticipated
that the model be transferred to the Mid North where there is high projected growth in
the pork and poultry sector.
TAFE SA’s Coffee Academy at Regency campus increased its reputation on the
coffee scene by training staff and franchisees of establishments such as Cibo, Rio,
Illy and Gloria Jeans.

Vocational Preparation and Equity
TAFE SA Vocational Preparation and Equity program is well recognised by key
stakeholders for designing and facilitating learning programs that provide positive
personal, vocational and employment pathway outcomes for students.

A significant event for the Vocational Preparation and Equity program in 2005 was
Adult Learners’ Week (1-8 September 2005), an annual international celebration of
adult learning.
The program continued to contribute to state, DFEEST and TAFE SA social inclusion
and economic development through:
• developing Literacy and Numeracy Cross- Sectoral Strategies
• developing a state-wide response to Community Learning Statement
• building links with the community
• building links to Adult Community Education providers through professional
development, enhancing the interface between non-accredited to accredited
programs.
Workplace Education Services (WES) generated more than $1 million throughout
2005, providing fee-for-service training to several industry and community sectors,
state and commonwealth government agencies and RTOs. Partnerships were
formed with organisations as diverse as OneSteel and the University of South
Australia. WES also enjoyed great success in tenders for Commonwealth Workplace
English Language Literacy funds.
The Language, Literacy and Numeracy Program (LLNP) achieved 100 per cent
employment and further education outcomes for migrant students. This is the first
time this has been achieved in national Department of Education, Science and
Training LLNP provision.
A CD for family day care workers (‘Family Day Care at Zeena’s Home’) was
developed as a collaborative initiative between TAFE SA Workplace Education
Service, TAFE SA English Language Services and the Organisation and Professional
Development Services of the Department of Education and Children’s Services,
funded by the Commonwealth Department of Education, Science and Training. The
training resource won recognition for its outstanding achievement in enhancing the
provision of quality childcare providers from culturally and linguistically diverse
backgrounds.
The first-ever VET LLN qualification, the Advanced Diploma of Language, Literacy
and Numeracy (LLN) Practice in Vocational Education Training, was accredited in
South Australia in August 2005 and is now a national qualification that provides
academic pathways for LLN educators in VET.

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

The evening computing course offered through Women’s Education program of
TAFE SA Elizabeth campus in Term 3 of 2005 opened up training opportunities for
women who have been restricted from attending daytime classes due to employment
or lack of access to childcare. Of the 13 students who completed Certificate 3 in
Women’s Education with focus on Information Technology electives:
• seven applied for university and all received offers
• six have enrolled in VET courses

Shipbuilding / Defence training programs

In 2005 South Australia secured more than half of the work on the Navy’s $6 billion
Air Warfare Destroyer (AWD) program, creating an estimated 3 000 new jobs. This
initiative significantly increased the wide range of jobs to skill for in key shipbuilding
trades (welding, fabrication, pipefitting and mechanical engineering, electrical) and
key professional areas (project management, 3D CAD, advanced electronics,
planning, scheduling, engineers and systems integration).

As a leader in CAD training, TAFE SA offers courses at a number of campuses
including Regency, Panorama and Elizabeth. Both CAD and the pre-apprenticeship
programs are major aspects of SA’s commitment to the AWD program bid.

TAFE SA is working with industry to design flexible, innovative and relevant training
programs to meet the needs of apprentices, new and existing workers. Appropriate
pre-apprenticeship programs are being planned to be conducted in a number of
TAFE SA campuses around the state, commencing in 2006 and using existing TAFE
SA venues, resources and staff.
Negotiations are underway with TAFE SA Port Adelaide campus to use workshop,
childcare centre and lecture theatre space.

Learn to Earn pre-employment program
In its second year of operation in 2005, Learn to Earn is a $1.1 million, 12-month pre-
employment program to assist disengaged youth aged 16-24 years to make the
transition to training or employment.

The program incorporates multiple strategies required to address the needs of
participants, such as the facilitation of ‘hands on’ project-based learning, the creation
of ‘youth friendly’ learning environments, the use of individual case management
techniques and the construction of durable partnerships with committed local
businesses and community groups.

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

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The program has been well received and supported by local communities and
industry and has resulted in positive outcomes for participants with a high majority
(approximately 70 per cent) gaining either employment or enrolling in some form of
further education.

The seven Learn to Earn projects delivered in 2005 were:

Elizabeth – Sprint Car
This project focused on welding/fabrication and automotive programs by building a
sprint car. Students from the Northern Adelaide region and Barossa Light region
gained skills in a range of vocations that have been identified as experiencing skill
shortages for the region.

Port Adelaide – State Pedal Prix
The Port Adelaide project presented students with the opportunity to be part of a
team entering the Adelaide Pedal Prix and included activities such as designing and
building the bike, health and fitness activities, event management and sponsorship
management activities and work placements.

Mount Gambier – Conservation and Land Management
The Mount Gambier project centered on integrating employability and environmental
skills so that participants become work-ready and work experienced in the areas of
conservation and environment. There was a particular focus on the timber industry
with Timbercorp Australia as the project partner.

Tea Tree Gully – Multimedia and 3D Animation
The Tea Tree Gully project provided project work in the electronics, multimedia and
information technology industries. The projects included building and installing
computer controlled entertainment systems (such as disco music systems) for not-
for-profit and charitable organisations, providing computer network cabling on site for
not-for-profit and charitable organisations; refurbishing computers for not-for-profit
and charitable organisations and developing small web sites and multimedia projects.

O’Halloran Hill – Youth Supporting Communities
The focus of the O’Halloran Hill project was Community Capacity Building with
students working with community organisations to complete negotiated projects. The
Hallett Cove Baptist Community Centre and the Guide Dogs for the Blind Association
were identified as ‘primary partners’ as both had ongoing projects providing students
with appropriate opportunities to develop vocational skills and knowledge in areas
which relate to skill shortages in the Southern region.

Gawler – Showcasing Young Workers in regional South Australia
This program focused on work placements in the students’ field of interest with a
focus on building ‘job ready’ skills in conjunction with vocational skills. Industry
mentors were trained by TAFE SA staff to support students to develop their self
esteem and confidence while introducing them to the industry and providing them
with the employment experience.

Whyalla – Aluminium Boat Project
The Whyalla Learn to Earn program focused on small projects for local not-for-profit
organisations and assisted in building better communities. Skills developed during
small project work were then further enhanced by the fabrication and welding of an
aluminium boat linking the students to the emerging aquaculture industry in the Eyre
Peninsula region.
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Innovations in Teaching and Learning
Innovative teaching practice involves fresh thinking, finding new and creative ways to
deliver the same content or new content to respond to varying student needs and
learning styles that are not currently met by more conventional methods.

A budget of $250 000 was allocated to the following TAFE SA innovations projects in
2005:

Digital Story Telling (DST) – Making use of software that comes with the Microsoft
XP operating system that allow for the building of digital stories. These stories
include a range of digital media such as photos, movies, narration and music that are
incorporated together. TAFE SA practitioners can use this method to develop
inexpensive instructional videos, and to have students produce assignments
presentations, e-portfolios, research and present ideas using new digital
methodology.

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

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

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

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

VITALS - This project focused on employability skills and looked into how to inspire
students to look beyond one option as an outcome of VET, and instil in students (and
staff) a sense of entrepreneurship to maximise the outcomes achieved through VET
as well as their own potential.

More details of these projects including partners and TAFE SA staff details are
available on www.innovations.brightcookie.com

Online Education Services
A significant upsurge in e-learning and flexible delivery was evident during 2005.

Since 2004, with the introduction of Janison as the TAFE SA supported e-learning
platform, the level of interest and involvement in e-learning has continued to grow
each year as staff become more aware of the benefits of using the available
communication tools and the computerised marking of tests.

Numerous workshops were conducted to showcase the integration and
implementation of toolboxes into classes as well as an online resource. These
sessions generated widespread interest and culminated in over 400 toolboxes being
distributed to TAFE SA staff throughout the year.

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Student Services
Student Services across TAFE SA provide a client focused service that facilitates fair
and equitable access by all individuals to TAFE SA Institutes and study options. In
addition to this, the network along with QAGs and course coordinators work across
the State to ensure the accurate production of TAFE SA course publications, both
print and web-based information.
In 2005, the network of Student Services Officers along with other relevant
stakeholders developed and/or assisted in the review of the following
policies/initiatives:
• Student Alcohol and Other Drugs Policy
• Admissions Policy
• minimum entry requirements for courses
• mental health issues and anti-social behaviour training
• TAFE SA Equity Assistance Grants for disadvantaged students
• TAFE SA Child Care Subsidy
• TAFE SA Student Association – survey of interest.

Social Inclusion
In September 2005 the State Government directed all service providers to give
priority access to children and young people who are or have been under the
guardianship of the Minister of Families and Communities. These are children and
young people who have been removed from their biological families for their own
safety and/or welfare.

TAFE SA has looked at how it might best cater for the special needs of this group,
and has made a range of services available from 2006 for guardianship students up
to the age of 25 years.

These include:
• automatic entry to literacy, numeracy as well as vocational education programs
• the waiving of all fees so that students from this group can access training at no
cost to themselves, except normal living expenses
• access to career counselling to enable training plans to be put in place for each
student from a guardianship to assist them to achieve their career ambitions.

The program of special services will be evaluated during 2006.

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

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Child Protection
With more students under the age of 18 enrolling in TAFE SA, new child protection
procedures have been introduced throughout the system to ensure all reasonable
steps are taken to protect students and children under 18. TAFE SA staff trained in
2005 totalled 1387. Training was carried out at as many campuses as was
reasonably possible across TAFE SA, with several campuses holding a number
of sessions over 2005. Planning for 2006 will include training of a further 1300 staff
which will be conducted across various TAFE SA sites.

More information regarding this can be found in the Workforce Profile section of this
report.

TAFE Admissions, Offers and Enrolments

The year 2004-05 was the second cycle of full implementation of a centralised TAFE
SA admissions process. Applications for new enrolments in TAFE SA mainstream
award courses were handled through the South Australian Tertiary Admissions
Centre (SATAC) system for both semesters in 2005 and for those courses that
accept applications on a continuous basis, resulting in 22 203 applicants and 17 944
offers in 2005.

High demand courses included:
• Diploma of Dental Hygiene
• Certificate I in Vocational Education (Plumbing)
• Diploma of Nursing (pre-enrolment)
• Diploma of Event Management
• Certificate III in Children’s Services
• Diploma of Fitness
• Diploma of Beauty Therapy
• Advanced Diploma of Tourism Management
• Advanced Diploma of Hospitality Management.

Enrolment categories exempt from the SATAC application process are re-
enrolments, apprentices and trainees, vocational preparation and women’s
education, fee-for-service courses and leisure interest courses.

In consequence, approximately 65, 000 students enrolled directly with Institutes in
2005.

A working party was established in 2004 to review the minimum entry requirements
for all TAFE SA award courses to ensure their validity and reliability. This work was
completed as a priority in 2005 for implementation in 2006. The result was the
introduction of generic minimum entry requirements for all courses. This is a pilot
project with a review planned for 2006.

A career component was added to the web information on TAFE SA courses to
increase the usefulness of the information and to provide interested applicants with
SA labour market information.

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Learning Works
TAFE SA applicants who did not receive an offer in the major intake rounds in
January 2005 and July 2005 were contacted by specially trained brokers who offered
one-to-one assistance with finding an alternative entry point or place for them within
the TAFE system.

Strategies provided to these applicants included transferring preferences to another
campus or being offered an alternative TAFE SA course in a similar field.

From the Semester One course offer round, 3 485 individuals were contacted with
705 (20 per cent) assisted through the Learning Works program. From the Semester
Two offer round, 609 individuals were contacted with 98 assisted through the
Learning Works program (16 per cent).

Learning brokers worked with individuals to provide case management and
counselling on career paths, study options or how to improve their chances of being
offered a place in the next round by enrolling in individual modules that count towards
points in the selection process.

Learning Works aimed to increase the number of South Australians in the workforce
who have non-school qualifications and to reduce regional unemployment rates in
line with South Australia’s Strategic Plan.

Schools-TAFE-University Transitions, Pathways and Partnerships
TAFE SA expands opportunities for young people and adult learners by negotiating
and developing study pathways through credit transfer and articulation arrangements
between TAFE SA courses, SSABSA courses and the three South Australian
universities.

The VET in Schools program has been successfully operating within TAFE SA for
many years, with most public and private schools now participating in formal VET in
Schools Agreements (VISA) across a range of programs.

In 2005, there were over 400 VISA schedules with TAFE Institutes. On successful
completion of their VET in Schools study, students receive status within a nationally
accredited VET qualification.

Additionally, there were a number of other relationships between schools and TAFE
Institutes including school-based traineeships and a special arrangement in which
school students are able to participate in regular TAFE classes under certain
conditions.

TAFE SA and the three South Australian universities operate under Memorandums
of Understanding (MOU) that facilitate credit transfer arrangements for students who
have completed TAFE qualifications and who have been accepted into university
study.

MOUs between TAFE SA and each of the universities also specify the use of shared
facilities and provide a framework for collaborative projects.

In addition, TAFE SA delivers several higher education programs on behalf of
universities within South Australia and interstate.

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Research and an analysis of TAFE SA’s expansion of its provision of higher
education was undertaken. This study included an examination of options and the
development of some clear recommendations. It is anticipated that TAFE SA’s
position and future in relation to delivery of higher education will emerge in 2006.

TAFE SA Libraries and Learning Resources

The network of TAFE libraries assists students in accessing resources and network
communications across South Australia, as well as generating demand for TAFESA
library materials nationwide.

The development of a TAFE SA Training Products Register in 2005 fulfils the SA
Government’s requirement for DFEEST to report annually on all intellectual property
created.

The register has been designed and developed to incorporate a Learning Objects
Repository (LOR) which includes previews of all TAFE SA developed products, and
incorporates secure e-business transactions enabling on-demand ordering via the
TAFE SA website.

This has been particularly successful for the on-demand ordering, printing and
distribution of learning guides supporting qualifications within the Community
Services Training Package. This project is a very successful cooperative approach
between South Australia and Western Australia which has netted an annual profit of
approximately $400 000 from sales of these learning materials.

Another high profile national training resource developed by TAFE SA to ensure the
safe use of chemicals in the workplace is SafeTChem, a set of DVDs which provide
instruction on the safe handling, storage, transport and use of chemicals and will
prove an invaluable training resource to many industries that are affected by injuries
caused through mishandling of chemicals.

It is envisaged that the Training Products Register in 2006 will include a full suite of
training products from all nine TAFE SA program areas and an expanded repository.

All learning materials developed by TAFE SA are also added to AEShareNet, a
collaborative national system for the licensing of intellectual property developed
within the Australian vocational training and education sector. Accessible to the
general public via the Internet, this system provides two-fold benefits to TAFE SA,
including cost savings through accessing existing learning materials as well as the
raising of revenue from licensing of TAFE SA learning resources.

Opportunities for TAFE SA to promote and sell its learning resources were increased
on 29 September 2005 due to the launch and opening of the DFEEST Training
Resource Centre.

Systems for the identification, management and, where needed, protection of
intellectual property within TAFE SA, have been the subject of a specific project
during 2005. Intellectual property asset registers and intellectual property policy
have been given greater profiling across institutes.

This centre is testament to a successful partnership that the department has
established with Australian Training Products Limited which has enabled a full
display of all training packages and support material. The centre incorporates onsite
viewing facilities for all multimedia resources and internet access and has proved
popular with VET providers, TAFE SA staff and the general public.
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LEARNING AND PROMOTIONAL MATERIALS DEVELOPMENT
The main materials development units within DFEEST are the ESP Production
House, SmartMedia and Regency Publishing.

Product Highlights

A number of major interactive CDROM products were produced including Family Day
Care at Zeena’s Home (TAFESA/DECS), Working Together (Access & Equity Unit),
Engaging Industry (Flexible Learning Framework).

The Minister for Further Education, Employment and Training launched the
SafeTChem video series and the Family Day Care at Zeena’s Home CDROM.

Over 63 new course booklets have been developed for Hospitality Studies. These
have covered many areas in the Advanced Diploma in Hospitality Management.
Eighteen new units have also been developed for the Diploma of Nursing. Two
major assessment products have also been developed and published for the Diploma
in Children’s Services.

In 2005 the following products were produced by these units.

Product Type Number Produced in 2005
Report, brochure or pamphlet 211
Powerpoint presentation 20
Video/DVD 35
Logo, Illustration, cover designs or other special 163
graphic design - includes large scale banners
High End 3D Modelling with Animation 4
Printed course booklets or study guides 261
Updates to printed course booklets or study guides 118
Online courses 2
Websites 7
Single web pages 126
Major CDROM resources – includes sound, 5
animations and/or video
Minor CDROM resources 40
Databases 3
Advertisements 100
Photo-shoots (each 1-50 photos taken) 30
Scanning jobs 100

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International Delegations
For the last two years, South Australia has been performing above the national
average in attracting international students, with a 15 per cent rise last year,
compared with a national rise of six per cent. One in four of those students are from
China.

The following partnerships/arrangements have contributed to increasing South
Australia’s international student numbers:
TAFE SA has intensified its efforts to attract more students from Asia, being one of
only six bodies chosen nationally to participate in a pilot mentoring program aimed at
enhancing cooperation and build partnerships between Australia and China in the
VET sector. As part of the program, two agreements were signed with Chinese
institutes. Several recruitment opportunities were identified, with a significant number
of Chinese students expressing interest in furthering their education through TAFE in
South Australia, particularly in the areas of international business, hotel management
and banking and finance. Asia continues to be the main regional source for overseas
students, with most coming from China, India, South Korea, Hong Kong, Malaysia,
Japan and Singapore. This project was carried out in accordance with South
Australia’s Strategic Plan, which aims to boost the number of international students
studying in Adelaide.
Following the signing of a bilateral agreement by TAFE SA with Zhejian Technology
Institute, the People’s Republic of China took a close look at South Australia’s public
vocational educational system, with several delegations visiting TAFE SA in
September 2005. The delegations aim to promote Adelaide as a Study Destination
to school students across China. China Education Television, the second largest
government channel in China with an audience of 200 million, interviewed the
Minister for Employment, Training and Further Education as part of a week-long tour
and filming of Adelaide’s universities and TAFE SA.
TAFE SA Primary Industries managers and lecturers in the Wine and Viticulture
program also hosted a number of international delegations in 2005. International
delegates from Thailand and other parts of Asia participated in tours of wine regions
in South Australia which included TAFE SA facilities.

TAFE SA CAPITAL WORKS
DFEEST has a number of strategic Capital Projects in regard to TAFE.

Gilles Plains TAFE Campus (VASC Redevelopment)
More appropriate and new accommodation for the Veterinary and Applied Science
Centre (VASC) at the Gilles Plains TAFE campus will replace the existing facilities.
The existing VASC facilities, which were planned 26 years ago and have been in use
for 24 years, are overcrowded, antiquated and quite unsuited to the delivery and
development of expanded and innovative VASC education and training programs.

The project, estimated to cost $15 million at completion in December 2006, includes
the refurbishment of an existing under-utilised building, the construction of new
building extensions, new equipment and some infrastructure upgrades.

The existing facilities were originally designed for 90 full-time students and generated
20 000 training hours in 1980. In 2002 the existing facilities were required to
accommodate more than 600 full-time and flexible delivery students generating over
150 000 training hours.

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

Barossa TAFE Campus (Building Extension 2A)

Construction of urgently needed additional teaching, student and staff facilities at the
campus will be undertaken to address serious accommodation pressures due to
population growth in the region and increased demand for training.
The Stage 2A building project, estimated to cost $1.716 million at completion,
includes a new building extension of approximately 600m2 and the refurbishment of
some existing accommodation that requires upgrading.

The Barossa campus has unmet demand for training in Hospitality, Commercial
Cookery, Wine Studies, Viticulture and general studies programs. There is also
critical shortage of staff accommodation at the campus. Some staff are currently
housed in classrooms, store rooms and workshop areas. Additionally, student
amenities are in urgent need of upgrading.

Tenders for construction have been called and a successful contract was signed in
December 2005. A construction start is expected in January 2006 with completion
expected by August 2006.

Marleston TAFE Campus (Stage 1)
Construction of new accommodation for the Building Studies (Carpentry / Joinery,
Furnishing, Building Construction, Glazing, Civil Engineering) and Fashion / Textiles
programs will take place to replace the current facilities housed in a 40 year old
building that is inadequate in scope, layout and has serious OH&S problems. It will
also include parking for more than 300 cars.

The aim is to create a state-wide focus for the programs and a “Centre of Excellence”
for training for the building and design industries. Future stages would be considered
as part of a master plan for the campus and may include the wet trades, plumbing,
painting and sign writing, decorating, a special design centre and a printing/
publishing centre.

It is proposed to construct the Stage 1 project on an existing vacant TAFE site and
recently acquired land adjacent to the campus. The Stage 1 construction would
therefore have no effect on the existing campus operations. An Initial Project Brief
and Business Case has been completed and, on 8 March 2005, the Project Steering
Committee gave approval for the project to proceed.

Professional Service Contractors have been appointed to develop master and
concept plans for the campus. An indicative cost estimate of Stage 1 is $22 million.
A cost at completion will be provided at the concept planning stage. The current
program proposes construction to start in February 2007 and completion by the end
of May 2008.

Victor Harbor TAFE Campus (Redevelopment)
Redevelopment of the TAFE campus at Victor Harbor will replace the existing
temporary, transportable type accommodation that has been operating from the
McCracken Road site since 1990.

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The current campus facilities at McCracken Road occupy approximately one hectare
of land, with approximately 5.3 hectares being vacant land. The McCracken TAFE
SA site is in a prominent location and is considered one of the most sought after
parcels of land for development in the immediate Victor Harbor area. A number of
external parties have expressed interest in purchasing the TAFE land over the past
few years. The current valuation of the TAFE land is $4.725 million.
A Business Case for the proposed new TAFE SA Victor Harbor campus
redevelopment has been prepared and a concept plan has been costed at $5.5
million (June 2005 estimates).

Loxton TAFE Campus

Part of TAFE SA Loxton campus was leased to the SA Murray Darling Basin
Resource Info Centre (SAMRIC). SAMRIC is a Resource Information Centre which
is primarily involved in joint venture arrangements between SA Government
agencies, industries and local government, providing global information systems,
natural resource management information, natural resource management planning
and mapping capabilities and services. Other SAMRIC clients include community
groups with interest in sustainable development and natural resource management of
the environment (viticulture and citrus industries). SAMRIC approached TAFE SA
Loxton Campus to negotiate the use of the campus to accommodate approximately
four staff members. TAFE SA Loxton campus was considered the best facility by a
panel from SAMRIC who chose the facility over four other options in Loxton and
surrounding areas.

Mount Gambier TAFE Campus

TAFE SA’s Mount Gambier Campus has developed into a multi-use site for TAFE SA
and the University of South Australia. This will be expanded in 2006 with Southern
Cross University also providing forestry degrees on site. Significant redevelopment
work has been undertaken at the campus to allow for this expansion of educational
delivery. The Federal Government announced further funding to enable the
development of further infrastructure to create a community learning precinct. The
provision of further and higher education on the same site has major advantages for
the Mount Gambier and wider South East community.

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Indigenous Training and Employment

The vocational education and training sector is increasingly the sector of choice for
Aboriginal people and the growth potential within this sector is extremely high. The
department recognises that the acquisition of skills and access to training and
meaningful employment are key factors affecting the social wellbeing and economic
position of Aboriginal people in this state. It is committed to providing services and
programs that will materially improve the opportunities for Aboriginal people and
contribute to the long-term sustainability of their communities.

Strategic policy and advice
The department has a dedicated unit (Aboriginal Education and Employment
Services, AEES) responsible for providing strategic leadership and policy advice to
the Chief Executive and the broader department to improve the educational, training
and employment opportunities for Aboriginal South Australians. Key areas of activity
for the unit during 2005 included:
• promoting the department as an employer of choice for Aboriginal South
Australians through the Aboriginal Employment Strategy ‘Walking Together
Towards Prosperity 2005-2010’ launched by the Minister for Employment,
Training and Further Education in September 2005
• developing strategies to improve the quality of Aboriginal vocational education
and training and student transition pathways into the labour market
• compiling the South Australian Government’s submission to the Senate inquiry
into Aboriginal training and employment outcomes
• establishing the Aboriginal TAFE SA program leadership model and associated
activities for a state-wide program for all TAFE SA institutes
• negotiating the quadrennial funding agreement (2005–08) with the
Commonwealth Government to secure supplementary support for Aboriginal
TAFE SA programs.

Employment Development – South Australia Works for Indigenous People
Improving learning and employment outcomes for Aboriginal people is a priority area
of South Australia Works. This is demonstrated through a commitment to:

• build on the success of existing Aboriginal employment programs focusing on
pre-employment and skills development programs, apprenticeships in the
private sector, scholarships and career development opportunities
• generate pathways into the mainstream labour market thereby expanding the
range of opportunities available to Aboriginal people
• significantly improve outcomes by establishing closer links between training,
industry and employment
• support initiatives in urban and remote Aboriginal communities to build
economic independence.

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

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Highlights from some of the South Australia Works programs delivered during 2005
follow.

State Public Sector Aboriginal Recruitment and Career Development Strategy

Ninety one clients attended a variety of pre-employment and skills development
programs aimed at gaining employment in the public sector.
A total of 101 clients were assisted into employment in placements ranging from
ASO1 to ASO7, including 13 long term unemployed clients. The major departments
who utilised and supported the register included DFEEST, DFCs, DEH, and the
Attorney General’s Department.
A total of 168 existing state public sector employees undertook a variety of career
enhancement training programs and 15 successfully applied for and won career
advancement positions through the program.

Private Sector Employment Pathways

A total of 169 clients undertook pre-employment and skills development programs, in
a range of industry areas including: transport, hair and beauty, hospitality, business
administration, the arts, information technology, child care, health and community
services, tourism and retail.
Fifty five clients secured employment as a result of attending training, with the
remaining clients being case managed to assist them in achieving their career goals.
The majority of employment outcomes were achieved in the following industries
finance and administration, health and community services, transport and
distribution, emergency services, retail, building and construction and hospitality.

Scholarship Program
In 2005 the Scholarship Program focussed on management qualifications as well as
two identified skills shortage areas – child care and health services. Fifteen
scholarship recipients are undertaking studies including a Diploma in Children’s
Services and Associate Degrees in Management Nursing, Public Policy, Human
Resources, Community Welfare, Indigenous Mental Health Studies and Social Work.

Focus on Regional Areas

Pt Lincoln
Driver Education & Licensing: Forty six Aboriginal residents undertook and passed
a driver education program. They all gained their learner’s permit and several are
now undertaking driving lessons to gain their probationary licence.
Forklift Licensing: Ten clients received forklift training with all successfully gaining
their licences. Six immediately secured employment as bush fire relief worker
trainees. Due to the success of this program a second program was run and another
seven clients achieved their forklift licence.
Pre-Employment Training: Seven clients undertook pre-employment training in the
hospitality industry and 12 passed their senior first aid certificate.
Work Placements: Six clients were assisted to gain employment in the private
sector/community sector.

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Ceduna
Driver Education: A very successful driver education program was run with
participants from both the immediate area as well as surrounding areas such as
Koonibba, Yalata, Tia Tuckia and Scotdesco.
Employment Support: The program funded the purchase of materials and uniforms
for five Environment Health Workers for the region.
Work Placements: Seven clients were assisted into employment in the private
sector/community sector.

Riverland
As a result of close collaboration with Indigenous communities 10 people undertook a
variety of pre-employment training with 5 securing employment to date.

APY Lands
Drivers Education: Fifty four people participated in a driver education program with
51 gaining their learner’s permit and two gaining their probationary licence.
First Aid: Three people completed their Senior First Aid Certificate and 27 others
achieved their Emergency First Aid training.

APY TAFE program

After a period of rebuilding the TAFE program on the Anangu Pitjantjatjara
Yankunyatjatjara (APY) Lands in 2005, the department began to made progress
toward re-establishing a training culture on the Lands.

Key areas of employment opportunity on the Lands include retail, office
administration, community services (including health, family support, child care, youth
work and aged care), arts and crafts, land management/horticulture, tourism and
trades associated with community construction and maintenance programs.

The small size of communities means that opportunities for full-time employment in
specific vocations are limited, leading to an emphasis on multi-skilling. An emerging
area requiring skills development is in IT support in response to the establishment of
Rural Transaction Centres and growing reliance on information technologies in many
services on the Lands. Skills in community governance are also required in order to
enable community members to play an effective role in the management and
leadership positions. The TAFE program will have a key role in these two areas.

Programs offered on the APY Lands in 2005 included multi-trade training, regular
skills programs, a plant operator course, arts training, tourism training and community
education. Additional funds were secured for store worker training, a Water
Awareness Training Program, aged care traineeships, family support training and
wage subsidies and project management for a regional traineeship initiative for 50
trainees.

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Specific APY TAFE Initiatives in 2005

Environmental Health Workers
Four communities nominated to be involved in the Indigenous Environmental Health
Worker program and received funding to employ people from within the Communities
and purchase equipment. Training commenced in April 2005, comprising one week
‘face to face’ training each month for 12 months, using a collaborative initiative
between Batchelor Institute of Indigenous Tertiary Education, Ceduna Campus of
TAFE and AEES.
Mobile Skills Centre
Two lecturers (one based at Amata and the other at Pipalyatjara) began conducting
training with the Mobile Skills Centre on a rotational basis at the western
communities of Kalka, Watarru, Pipalyatjara and associated homelands.
Visual Arts program
A very successful visual arts program was conducted at Indulkana involving both
school and community participants.
Plant and machinery training
A lecturer from Adelaide successfully conducted training and assessment with Civil
Construction trainees in Cert II and Cert III. Additional training and assessment was
completed on various items of plant with CEDEP workers resulting in 14 operator
tickets being distributed. AFTC also conducted Civil Construction Plant training in the
West resulting in several people gaining tickets.
Water awareness
A water awareness project was delivered in collaboration with schools throughout the
Lands. A Civil Engineer with considerable experience on the Lands was contracted
by TAFE to run the project. A video is being made with clips from each site being
featured. Projects included water quality testing, rain water collection, monitoring
water use, irrigation from evaporative air conditioners and traditional water
management practices.
Horticulture training
Bush food plots at Mimili and Amata were established as economic development
projects. More are planned for other communities, in conjunction with training
programs developed and delivered by TAFE. Participants will be enrolled in relevant
horticultural modules which will be delivered by visiting lecturers and TAFE staff on
the Lands.
Construction skills training
TAFE staff are working with a range of agencies (including the Departments of
Education and Children's Services, and Administrative and Information Services) to
develop training opportunities from construction and infrastructure projects on the
Lands. This program will enable participants to gain employment in community
maintenance projects and general construction, both on and off the Lands. An
Adelaide based co-ordinator will be appointed early in 2006.

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Tauondi Aboriginal College
Tauondi, located at Port Adelaide, is a registered training organisation, which is
controlled and managed by Aboriginal people. The college receives funding for the
provision of vocational education and training to Indigenous South Australians from
both the state and commonwealth governments.

As a part of this, under a partnership agreement with the Department of Education
and Childrens Services, VET training was delivered to 100 Indigenous school
students.

Tauondi also offered a range of national training package qualifications and
accredited courses as well as adult community education activities. Courses include
information technology, business administration, hospitality and tourism. Programs
are designed to provide pathways to further studies and also to employment.

Tauondi delivered an estimated 180 000 training hours to 1165 students undertaking
accredited certificates. A further 437 students undertook 9540 hours of training in
cultural classes (both accredited and unaccredited).

An important result of the work undertaken by the college is the significant
contribution which the teaching and learning program makes to Aboriginal students in
their personal development and to the development of their communities.

South Australia Works in the Regions
South Australia Works in the regions by helping regional organisations and networks
to identify their region’s training and employment needs, and to address them in
ways appropriate to each region. Indigenous people were actively targeted for
employment and skill formation activities in all regions during 2005.

Highlights include:

• Murraylands: eight women graduated from an Indigenous Business Enterprise
Project in November.
• Fleurieu: Twenty people were supported to gain their Boat Handling Certificate
and are now being provided with further support to establish an Indigenous
tourism venture.
• Port Augusta: Twelve people completed station hand training with 10 gaining
employment. This project was conducted in partnership with TAFE SA and
Kidman’s Pastoral Group
• Port Pirie: Fourteen young people were placed into traineeships following
participation in a pre-employment training program with Bungala CDEP.

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

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Ceduna
• West Coast Building Initiative: All six apprentices successfully completed four
years of training to gain the Certificate 3 in General Construction-Carpentry.
• Emu Farm Training Centre: Participants undertook and completed Certificates
I, II & III in Conservation and Land Management. Ceduna Area School
participants undertook and completed Certificates I & II.
• Technology/Woodwork: Crossways Lutheran School delivering a preparation
program for VET in Schools Program / School Based New Apprenticeships
• Alternative Learning Options Program: Participants reengaged in education
through project based learning in Certificate I: Learning Pathways
• Driver Education
• Study Centre Program
• Numeracy and Literacy for community and transitional Yalata participants
• Environmental Health Worker Training
• Certificate III Aged Care / transition to nursing program

Koonibba

• New Study Centre facility and program opened
• Conservation and Land Management
• Basic introduction to Construction Training

Scotdesco

• Study Centre Program
• Certificate I, II & III in IVEC
• Community Lunch Program / Intro to Hospitality

In April 2005, 11 Aboriginal people from the Ceduna, Yalata, Scotdesco and Oak
Valley communities commenced training in Certificate II in Health and Environmental
Health. This was an initiative between TAFE SA Ceduna campus, Batchelor Institute
of Indigenous Education and AEES. Five of these students are currently employed in
this area.

Aboriginal Apprenticeship Program
The Aboriginal Apprenticeship Program assists Indigenous people into trade-based
apprenticeships in the private sector. Apprentices and their employers are provided
with ongoing support during the apprenticeship and graduates are provided with
post-placement support.

At the end of December 2005, 110 Indigenous apprentices were being supported by
the program.

Highlights for the program during 2005 are detailed below.

Forty seven apprentices were employed in the private sector in various vocations,
with 25 of these working in regional areas.

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The Post Placement Support Program was successfully introduced. This program
provides additional support to apprentices during the last six months of their
apprenticeship, with a focus on transitioning graduating apprentices into ongoing
employment following the completion of their contract of training. Additional
assistance is also provided to those apprentices interested in establishing their own
business.
Umoona Aged Care Corporation, Coober Pedy, which has employed four Aboriginal
apprentices through the program, won the Commonwealth Minister’s Award for
Excellence for Employer of New Apprentices in the SA Country Region. Umoona
has employed four apprentices through the program.
A ceremony was held to celebrate the second group of apprentices to graduate since
the program commenced in 2000. This year 18 apprentices completed their trade-
based contract of training.

South Australian Indigenous VET Steering Committee

In 2005 the Steering Committee developed a draft plan in response to Partners in a
Learning Culture. The year 2005 saw the abolishment of ANTA, which impacted on
the work of the Steering Committee. All ANTA responsibilities were transferred to
DEST. Links through the Australian Indigenous Training Advisory Council (AITAC)
were put on hold whilst new arrangements for Indigenous advice to DEST were being
considered at the national level.

In late 2005 the Ministerial Council, through the National Senior Officials Committee,
agreed to the establishment of a National Client and Student Voice Action Group
charged with the responsibilities of developing models for future advisory
mechanisms for all equity target groups; in particular, Indigenous peoples and people
with a disability. This work is due to be completed by 30 June 2006.

TAFE SA Aboriginal Education Program

TAFE SA offers a range of accredited training programs designed to meet the needs
of students of Aboriginal or Torres Strait Islander descent.

During 2005, TAFE SA Aboriginal Education continued its partnerships with local
high schools, industry, CDEPs, Aboriginal community organisations and other
relevant key stakeholders to deliver VET courses to Aboriginal people. A range of
accredited courses and short courses were offered to provide students with
academic skills necessary to engage in further education and/or to successfully gain
employment, access traineeships or apprenticeships. Aboriginal students studying in
TAFE were able to access accredited courses from industry groups including
Building and Construction, Business, Community Services and Horticulture.

Participation in TAFE SA programs by Aboriginal and Torres Strait Islander people
has significantly increased with TAFE SA Regional recording 1.5 times above the
target training hours for 2005 (that is, target training hours were 191 400 but as at 16
December 2005, the total training hours were 297 439).

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

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

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

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

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

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

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Aboriginal Education Salisbury campus has provided facilities, equipment and
lecturers to instruct students in subjects such as;

• machine operation and maintenance
• tree planting and maintenance
• plant propagation
• plant identification
• plant pests and weed control
• working within the horticulture industry.

The program focused on training students to take command of their own future, to
build confidence and self esteem along with setting an example for other Aborigines
to follow in the quest for self determination and recognition.

TAFE SA Roseworthy Campus
Aboriginal students joined with Roseworthy students to study plant propagation and
machine operation and maintenance.
Student numbers in 2005 increased to a total of 19 participants with three students
successfully completing the required 17 subjects and graduating at the end of the
2005 academic year.

It is a goal of this campus to build on the success of the program in 2006.

Student Statistical Profile
Aboriginal students comprise 3.8 per cent of the total TAFE SA student population.

TAFE SA students identified as Aboriginal or Torres Straight Islander 2004 and
2005

2004
Indigenous students Total students
Individual students 2833 77 895
Curriculum hours 692 055 17 293 630
Successful completions 78% 86%

2005
Indigenous students Total students
Individual students 2988 79 477
Curriculum hours 657 246 17 462 816
Successful completions 80% 86%

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Aboriginal Study Centre Program
The Aboriginal Study Centre program is a supported open learning program for
students in rural and remote locations. Twenty six study centres throughout the state
enable Aboriginal students to study in a supportive learning environment close to
their home.

Students work from printed materials and support workers provide administrative and
study skills support. Lecturers provide subject expertise through daily telephone links
with students. Lecturers also visit students and link them up via video conferencing
where possible.

Courses offered through the Aboriginal Study Centre Program range from
Certificates I and II in Introductory Vocational Education and certificate to diploma
level vocational courses.

It is envisaged that the Aboriginal Study Centre Program will be one of the
beneficiaries of the roll out of new computers in the Aboriginal Education state-wide
program.

Sale of 221 Wakefield Street, Adelaide
The re-investment from the sale proceeds was used to upgrade program
infrastructure and develop new initiatives, including the Aboriginal e-Learning
Network Program.

Aboriginal e-Learning Network Program
To support increased Aboriginal employment levels and economic sustainability there
is a need to support initiatives in rural and remote Aboriginal communities to build
economic independence and for the South Australian Government to meet its
commitment to employment and economic self-determination for Aboriginal people.

The Aboriginal e-Network project, which will substantially improve the provision of
equitable vocational education and training, directly targets an estimated client base
of between 130 and 200 individuals within South Australia’s Aboriginal community.

The required specifications for an e-Learning package were:

• provision of web-conferencing
• application sharing
• interaction of class participants via voice and video
• one to one and one to many remote class delivery
• whiteboarding
• repository of educational content
• the ability to incorporate various forms of electronic documents to comprise a
teaching session
• the ability to view each participant
• the ability for a student to join and interact within a session using the lowest
network connection: 28.8Kb modem.
The necessary infrastructure, licenses and maintenance together with the required
computing equipment to the state’s sites for the Aboriginal Education programs has
been purchased and disseminated across the state.

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Prisoner education
Prisoner education was delivered in all prisons throughout South Australia and
juvenile detention centres located at Magill and Cavan. Accredited courses were
offered in a range of entry-level training programs covering literacy and numeracy,
computing, communications, leather work and art.

Marketing and Promotion
During 2005, seven Croc Festivals were staged around the nation and one was in
South Australia. The Croc Festival is a national event that provides opportunities for
students in rural and remote areas to come together and meet students from other
remote areas. The Croc Festival plays an important role in building community
ownership of youth issues through student involvement in festival planning,
participation and delivery of the events.

Although the festival is an Indigenous event, non-Indigenous students from remote
schools participate along with their Indigenous classmates. Participating students
range in age from eight to 18 years of age, with the majority being ten to 14 years.

The Croc Festival relies on partnerships between government, commercial sponsors
and local communities. In 2005, the department supported the Croc Festival in Port
Augusta with TAFE Aboriginal Education programs across the state providing
workshops, displays and promoting all TAFE programs.

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Higher Education

The higher education sector in South Australia comprises three universities and 31
non-university higher education providers with over 65 000 students both on and
offshore. From 2006 the American University Carnegie Mellon will operate in South
Australia contributing to the state’s increasing reputation as a centre for education
excellence and preferred student destination.

South Australia’s three universities play a crucial role in supporting and promoting the
state’s economic and cultural prosperity. The sector has been distinguished in the
past year by continued growth in the international student market and an increased
demand for courses contrary to a national downward trend. The sector continues to
operate in an increasingly deregulated and globalised market with local, national and
international competition for students, staff and resources. Significantly, university
legislation in South Australia has been amended to comply with Commonwealth
reforms aimed at creating national consistency in the higher education sector.

In addition the following interstate universities and non-self accrediting higher
education providers are approved to operate in SA.
• Edith Cowan University – Western Australia
• University of Ballarat – Victoria
• Institute of Chartered Accountants – NSW
• Invisage – QLD
• Spherion Education – Victoria
• The College of Law – NSW.

Achievements for 2005 included:

• devising strategies to meet South Australia’s Strategic Plan targets for higher
education
• responding to initiatives under the Commonwealth Higher Education Review,
including reforming all three South Australian University Acts to comply with
national governance protocols required by Section 33-15 of the Commonwealth
Higher Education Support Act 2003
• amending university legislation to give universities in SA greater autonomy
• continuing work with the Department of Health to increase student participation
in South Australian medical schools
• reviewing the Higher Education Council.

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

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In 2005 the Higher Education Council:
• developed strategies to assist the state to meet South Australia’s Strategic Plan
targets for university participation and increasing the number of overseas
students
• released the Review of the Systems Model for South Australian Universities
report, prepared by Phillips KPA in response to recommendation 40 of the
Economic Development Board’s Framework for Economic Development in SA.
The review recommended strengthening the tri-partite relationships between
universities, government and industry
• provided advice on amendments to university legislation
• provided advice on responses to the Commonwealth reform agenda
• approved a review of the Council as required by recommendation 41 of the
Economic Development Board’s Framework for Economic Development in SA
• developed further opportunities for collaboration between the universities and
TAFE SA.

Carnegie Mellon University
A major DFEEST achievement was the establishment under South Australian
legislation of Carnegie Mellon University (CMU).

The Premier initiated moves to establish a branch of CMU in South Australia. CMU
is a world class higher education institution and will add to the reputation of South
Australia as a centre of educational excellence.

The establishment of CMU in Adelaide involved ensuring that the quality of local
delivery is appropriate and meets the requirements of both South Australia and the
national higher education quality framework; this was undertaken by the Quality
Branch DFEEST.

CMU is the first overseas university authorised to operate in Australia. The
department has set the precedent in establishing overseas universities operating in
Australia. Already other states have sought advice in processing applications for the
establishment of overseas universities in their jurisdictions.

DFEEST, and in particular TAFE, will have ongoing involvement with CMU.

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Higher Education Recognition
Providers of non-university higher education and education services to overseas
students are regulated under the South Australian Training and Skills Development
Act 2003. The legislation provides the basis for ensuring that providers and courses
meet the quality and consumer protection requirements for nationally recognised
training.

Draft Guidelines for Higher Education Accreditation and Registration (Recognition)
will be considered by the Commission’s Higher Education Advisory Group in
February 2006. The draft guidelines will be submitted to the Commission for approval
once the Advisory Group’s work is complete.

There were 28 non-university higher education providers registered in South
Australia to deliver over 220 higher education qualifications. Five new higher
education providers and 47 higher education courses were approved in the period.

A total of 31 providers are registered to deliver education services to overseas
students studying in South Australia. Twelve providers deliver in the vocational
education sector, eight in the higher education sector and 11 providers deliver in both
VET and higher education. A full list of recognition data for 2005 is provided in the
Statistical Appendices.

NATIONAL CONSULTATION

The National Protocols for Higher Education Approval Processes

The protocols were agreed by Ministers at the Ministerial Council on Education,
Employment, Training and Youth Affairs (MCEETYA) in 2000 to provide consistency
in the regulation of the higher education sector. The Higher Education Unit has been
working with other jurisdictions nationally on an extensive review of the protocols.
This has included chairing a national forum with key stakeholders from the higher
education sector and organising a number of national working parties to provide
advice to Ministers in 2006. The revised protocols will help shape the future of higher
education in Australia.

Joint Committee on Higher Education (JCHE)

SA currently chairs the Joint Committee on Higher Education (JCHE) a national
officers group which reports to the Ministerial Council on Education, Employment,
Training and Youth Affairs (MCEETYA). In 2005 the JCHE provided advice on:
• the review of the National Protocols for Higher Education Approval Processes
• Commonwealth/State responsibilities for higher education
• best practice principles for credit transfer and articulation between the vocational
education and training and the higher education sectors
• Commonwealth reforms.

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

University of South Australia Building 3A, City West 2 500 000
Flinders University Science Innovation Learning Centre 2 096 000
University of South Australia Access to Regional Education, Mt Gambier Campus 1 593 000
Total 6 189 000

Commonwealth Legislative Impact – Reviewed University Legislation
Section 33-15 of the Commonwealth Higher Education Support Act 2003 made it
compulsory for higher education providers to meet the requirements of the National
Governance Protocols in order to qualify for increased Commonwealth funding.
Legislative change was required to make the three SA University Acts compliant with
the Protocols. Parliament met the deadline of 31 August 2005 for making universities
compliant thus avoiding penalties of about $20 million.

Other changes to the university acts made at the same time included broadening the
universities power to dispose of land (other than land held in trust), power to confirm
awards jointly with other universities or registered training organisations, inclusion of
provisions to protect university logos, insignia and official titles and increased
autonomy including the ability to operate within Australia and overseas.

STATE CONSULTATION
TAFE SA Higher Education Reference Group
Higher Education officers participated in the TAFE SA Higher Education Reference
Group proving advice on partnerships and collaborative models between universities
and TAFE SA, the implications of introducing FEE-HELP for TAFE students,
articulation and associate degrees.

The Reference Group prepared a higher education policy for TAFE SA for
consideration by TAFE SA Executive.

Memorandum of Understanding (DFEEST – University Collaboration)
DFEEST has in place Memorandums of Understanding with each of the State’s three
universities. The Memorandums are supported by steering groups that work on
projects to improve cooperation and collaboration between each of the universities
and TAFE SA.

In 2005 the steering groups focused on improving articulation pathways between
TAFE and the universities, domestic and international marketing and exploring
opportunities for joint delivery of courses.

SA Regional Engagement Forum
The Higher Education Unit provided support to the State Government-sponsored
Business Higher Education Round Table (BHERT) forum held in Whyalla on 7 June
2005. The forum was attended by the Minister along with senior representatives from
development agencies and local government and community leaders, and cross-
sector education representatives highlighted collaboration between education,
business and industry.

Ventures such as aquaculture, renewable energy, rural health management and
niche manufacturing were promoted.

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'Working Together to Create Learning Cities of the Future’ July 2005
conference
The Higher Education Unit participated in the ‘Working Together to Create Learning
Cities of the Future’ conference hosted by the State Government, Education
Adelaide, the City of Adelaide, the three South Australian Universities and TAFE SA.
The two-day conference contributed to SA's leadership role in regional international
higher education through collaboration with 70 participants of whom 27 were from 17
countries outside Australia (including South Africa, Korea, India, Finland, Spain,
China, Brunei, Philippines and NZ).

Key issues on international education had been presented to the International
Association for Educating Cities (IAEC) Executive meeting in Lyon, France in
October 2005 in which options were explored for Adelaide's exposure and
promotions at the IAEC Congress in Lyon in September 2006. These matters were
further developed with local stakeholders the International Education Forum in which
potential local benefits from the proposed Sustainable Learning Cities Conference to
be held in Adelaide in November 2006 were identified.

Higher Education – Department of Health Collaboration
The Department developed, in collaboration with the Department of Health, options
for health workforce planning in particular medicine and nursing. Work continued on
identifying strategies for increasing South Australian student enrolment in the health
professions and retaining graduates to work in SA.

Both Flinders University and the University of Adelaide medical schools increased
their enrolment of South Australian students in 2005.

Towards 2006
In 2006 higher education will continue to work to achieve relevant targets under
South Australia’s Strategic Plan – in particular, increasing university participation
rates. This will involve strategies to:
• increase university student enrolments in South Australia
• increase recruitment and retention of overseas students in SA universities
• improve university retention
• improve university access.

The Higher Education Council will take a more strategic role in assisting universities
to respond to Commonwealth reforms including opportunities for increased funding
for specific collaborative programs, new university places and research grants.

The state will help shape the national higher education agenda through the
development of revised National Protocols for Higher Education Approval Processes
and through working with the Commonwealth and other jurisdictions on a range of
policy matters.
ERFORMANCE REPORTS
Statistics

The Higher Education Unit (HEU) has continued to monitor statistics such as student
numbers and participation rates for universities in South Australia and other
Australian universities during 2005.

The following tables are the most up-to-date available at the time of publication.

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

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

The total number of students enrolled in South Australian universities also continued
to increase between 2002 and 2004.

All Students enrolled in South Australian universities, 2002–2004*
70,000

60,000

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 as
enrolled mid-year.
** Tabor College included in 2003 and 2004 data but not in 2002 data.
*** The number of international students includes students who are onshore and also offshore students enrolled in overseas
programs certified by each of the South Australian universities.

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

All Students enrolled in South Australian universities, by Liability Status,
2002–2004*
45,000
40,000
35,000

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.

The higher education participation rate continued to increase for South Australia and
Australia between 2002 and 2004 with the gap between South Australia and
Australia continuing to narrow. This is in line with the university participation target
(T6.16) of South Australia’s Strategic Plan.

Participation Rates, All Students as a % of the 15–64 Estimated Resident
Population (ERP), South Australia and Australia, 2002–2004*
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 international
students (includes onshore as well as offshore) as a proportion of the Estimates Resident Population (ERP) aged 15–64. The
ERP only includes those people in Australia for 12 months or more. International students who have student visas to undertake
full-time studies in a course longer than 12 months are also counted as a resident.
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Science Technology and Innovation

The South Australian Government has identified science, technology and innovation
as key drivers of economic growth and future prosperity. The department has
responsibility for leading an across-government approach to the development and
implementation of strategic policy advice in the areas of science, technology,
innovation, information economy and information and communication technologies
(ICT)†.

The Science, Technology and Innovation (STI) directorate works closely with a wide
variety of stakeholders including the skills and training functions of the department,
other State, Commonwealth and local government agencies and organisations, Bio
Innovation SA, Playford Capital, the state’s universities, Commonwealth Scientific
and Industrial Research Organisation (CSIRO) and the Australian Government’s
Defence, Science and Technology Organisation (DSTO).

The three business units that form the focus for STI are:
• Science and Innovation which focuses on maximising economic, environmental
and social benefits from the state’s scientific research and innovation
• ICT which focuses on increasing industry and business use of ICT, specifically
facilitating state-wide broadband infrastructure, e-business capability and ICT
industry support
• Legal Services and Social Policy which provides specialist guidance and
advice for legal, regulatory and probity best practice to support STI policies and
programs as well as developing policies and programs that address online
literacy among target communities at risk of being marginalised by advanced
technologies.

In addition to this STI provides executive support to the:
• Premier’s Science and Research Council
• Information Economy Advisory Board
• South Australian Consortium for Information Technology and
Telecommunications (SACITT), which is a consortium of the state’s universities
to promote ICT as a career of choice and the creation of a strong ICT research
and development sector in the state.

Premier’s Science and Research Council
The Premier’s Science and Research Council was established in 2002 to advise the
Government on strategies for boosting local science and research capabilities and
improving levels of innovation. At the end of the members’ initial two-year
appointments, membership of the Council was reviewed by the Minister for Science
and Information Economy, resulting in a smaller council. In June 2004, on the
appointment of Emeritus Professor Max Brennan AO as the State’s Chief Scientist,
Professor Brennan joined the Premier as Co-Chair of the Council.

† Excluding matters regarding South Australian Government procurement and management of its own
ICT service which is the responsibility of Department of Administrative and Information Services.

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Specific areas of advice include:
• science, mathematics and engineering education
• Commonwealth funding and infrastructure
• commercialisation of South Australia’s intellectual property
• transfer of research outcomes to the state’s science-based industries
• strategic priorities for state government investment.

The council is supported by the Science, Technology and Innovation Directorate of
DFEEST. The directorate took steps to improve the operations of the council in
2005, to increase efficiency and responsiveness to council needs.

The Premier’s Science and Research Council was responsible for establishing the
Premier’s Science and Research Fund in 2003. Its purpose was to facilitate strategic
investment in science and research in South Australia and transfer of research
outcomes to end users, to contribute to the foundation of South Australia’s economic,
social and environmental future. Since then, through competitive processes, the
Government has committed a total of over $11 million for collaborative science and
research projects in South Australia through the Premier’s Science and Research
Fund and the new strategic projects initiative.

10-Year Vision for Science, Technology and Innovation
During 2004 the Premier’s Science and Research Council finalised the development
of a 10-year vision for Science, Technology and Innovation in South Australia (STI10).

Launched by the Premier in April 2004, this vision provides a strategic framework for
building and marketing (nationally and internationally) the state’s capabilities in
scientific endeavour, technological development and assists in the creation of new,
innovative industries and businesses. The vision is strongly integrated with South
Australia’s Strategic Plan.

During 2005, the focus was on implementation of STI10 and this resulted in
refinement of the Innovation Constellation concept to its final form – Constellation SA
(see below). To support this initiative, the guidelines for the Premier’s Science and
Research Fund were modified to ensure approved investments helped the progress
of Constellation SA. In addition, a new strategic projects initiative was developed
and implemented, resulting in approximately $3 million being provided by the
Government for five innovative science and research projects (total cost of which was
estimated at $16 million) of significant commercial impact for South Australia.

Linkages between the various precincts within Constellation SA via broadband
connections will be facilitated by the recent formation of a company for the South
Australian Broadband Research and Education Network (SABRENet) (see below).

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Premier’s Science and Research Fund
The Premier’s Science and Research Fund was established in 2003 to facilitate
strategic investment in science and research in South Australia. An initial allocation
of $1 million per annum was provided by the government for this initiative in 2003,
increasing to $3 million per annum in 2004.

Two initiatives were funded in the first round, which was completed in 2004. A
further eight projects received $5.2 million in State Government support through the
fund in the 2004–05 round to support projects with an estimated total value of $20.1
million. This means that each PSRF dollar invested in the 2004-05 round attracted
approximately three dollars from other non-State Government sources. These
results were announced in March 2005.

The 2005-06 round of the fund was also completed and successful projects
announced within the 2005 calendar year, due to operational efficiencies in the
announcement and processing of applications. In this round the State Government
offered support totalling $1.9 million for five projects, the value of which totalled $8.8
million.

Strong interest has been demonstrated in the Premier’s Science and Research Fund.
In total, more than 125 applications have been received over the three rounds of the
Fund. These included some excellent applications of strategic significance to the
state, including applications for support from the Australian Research Council’s
Centres of Excellence and Federation Fellowships programs, and a number of
projects with strong industry participation.

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

Cooperative Research Centres (CRCs)
In the ninth selection round of the Commonwealth’s CRC program a total of $407
million over seven years from July 2005 was allocated to 16 successful bids. South
Australia has a stake in eight of these bids with the State Government contributing
$4.2 million to assist these CRCs. Two of these CRCs, Contamination Assessment
and Remediation of the Environment and Internationally Competitive Pork Industry
have their headquarters in Adelaide and will increase the number of CRCs that
undertake South Australian research activity from 44 per cent to 51 per cent.

The STI Directorate co-ordinated the State Government’s involvement in these CRC
bids by adopting a whole-of-government approach and bringing together the relevant
government agencies. In addition to this operating funding committed by the State
Government, various government agencies including DWLBC, EPA, SA Water and
SARDI have contributed cash and in-kind to various CRCs.

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

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

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

Improving linkages with the Commonwealth and Related Agencies
In 2005 the department was involved in the following national science, technology
and innovation forums in the following ways:
• lead role in ensuring South Australian industry, education and research
organisations maximise their participation in the Commonwealth’s Backing
Australia’s Ability – Building our Future package including the $542 million
National Collaborative Research Infrastructure Strategy (NCRIS)
• representation on the Commonwealth State and Territory Advisory Council on
Innovation which is the key national consultative forum on science,
technology and innovation matters
• representation on the National Broadband Strategy Implementation Group
and its Working Groups and the Online and Communications (Ministerial)
Council Officials Committee.

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

Information Economy Advisory Board
The Information Economy Advisory Board (IEAB) was established by the Minister for
Science and Information Economy in February 2003. Its role is to provide advice to
the Minister for Science and Information Economy on the potential benefits of the
information economy to the State and on how to maximise the benefits.
Membership of the IEAB brings together prominent individuals from community,
industry, research and government sectors. The IEAB is supported by, and works
closely with, the Science Technology and Innovation Directorate, ensuring that the
advice provided to the Minister from both entities is considered and consistent.

The IEAB met approximately every two months in 2005 and its key achievement, in
conjunction with the Directorate, was the preparation of the Information Economy
Agenda for South Australia.

In mid-2005, the IEAB was significantly restructured, making its membership smaller
and more industry-focused and to make its activities more task-focused and dynamic.

The IEAB’s activities in late 2005 were focused on the preparation of an Information
& Communications Technology (ICT) Industry Development Strategy. This strategy
is expected to be completed in 2006.

Information Economy Agenda for South Australia
The Information Economy Agenda for South Australia is a report to the Minister for
Science and Information Economy that develops a basis for responding to the
profound change inherent in the information economy and presents a framework to
recognise and pursue topics that demand priority attention and position the State to
achieve present and future benefits.

The full version was noted by Cabinet in August 2005 and an abridged version for
public release was prepared in late 2005, for official launch in early 2006.

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

Previously approved projects
Services for the District Council of Yorke Peninsula were launched mid-2005. A
project for the City of Salisbury is complete and was formally launched on 7 February
2006.

During 2005, funding from the BDF was approved for additional projects:

• Coorong District Council: The BDF provided $414,000 towards the $1.048 million
project to provide wireless broadband coverage over the large and sparsely
populated area of the Council region.
• Kangaroo Island Development Board: BDF funding of $442,300 was approved
towards a total project of $2.783 million to established ADSL broadband in all 11
exchanges on Kangaroo Island.
• Port Lincoln: construction of optical fibre connections within the town centre,
wireless broadband to outlying areas and a high speed link to Adelaide. The
project, managed by DAIS, is funded through SA Government agency funds
($1.14 million), the carrier partner ($1.37 million), the Australian Government’s
Coordinated Communications Infrastructure Fund ($2 million) and BDF ($140
000).
• “Broadband 4 Eyre”: BDF funding of $993 000 approved towards a $2.55 million
project sponsored by the Eyre Regional Development Board to provide
broadband services to 11 Eyre Peninsula towns. The Eyre Region project
leverages the Port Lincoln project to provide connectivity back to Adelaide.
• Barossa and Light Regional Development Board: BDF funding of $596 500 was
approved towards a $1.354 million project to provide broadband services across
the Barossa and Light council areas using ADSL2+ and wireless technology.

Coverage maps for ADSL broadband in the state have been developed in
conjunction with Planning SA and assistance with mapping has been provided to
broadband demand aggregation projects.

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

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The Broadband SA team and the South Australian Telecommunications Strategy
Implementation Group have been involved in a significant consultation process with
the Department of Communications, Information Technology and the Arts (DCITA),
regarding the Australian Government’s new Connect Australia program. South
Australian input to the consultation process has enabled DCITA to better understand
the needs of South Australian communities, with the aim of ensuring that the
guidelines will adequately reflect those needs.

South Australian Broadband for Research and Education Network (SABRENet)
SABRENet is a joint initiative of the South Australian Government, the three South
Australian Universities and DSTO. Its objective is to create a 92 kilometre dark fibre
optical network connecting research and education sites in the Adelaide metropolitan
region. When completed in late 2006, SABRENet will form part of the Australian
Research and Education Network (AREN). The SABRENet construction project is
funded by the Australian Government ($6.5 million) with the remaining funds
provided by the SABRENet project partners to a total of $8 million.

During 2005, considerable in-kind support was provided to the project by the STI
Directorate. In April 2005 the SABRENet project partners released a Request for
Tender to construct the SABRENet infrastructure. In September 2005 a non-profit
company, SABRENet Limited, was formed to build, own and manage the network.

In November 2005 SABRENet Limited executed an agreement with Amcom
Telecommunications Pty Ltd to build, maintain and operate the SABRENet
infrastructure.

SABRENet will comprise multi-core optical fibre cables installed in underground
conduit. The network will comprise five ‘backbones’ emanating from the Adelaide
CBD, each of which will comprise between 72 and 324 optical fibres. SABRENet
users will be allocated ‘dark’ fibres over which they will provide their own ‘active’
broadband services.

SABRENet will also commission the Australian Academic Network (AARNet) to
provide a dedicated 10GB/sec backhaul link to Melbourne for advanced e-research
applications. The link is funded by a $1m grant from the South Australian
Government.

E-Business Program
The ebizSA program was launched in November 2004 with the objective of
increasing the effective use of online technologies by South Australian small to
medium sized (SME) businesses. The program provided funding support on a dollar-
for-dollar basis to help ensure that South Australian small businesses remained
competitive within an increasingly global economy.
Projects included:

• A number of e-business related seminars and workshops throughout
metropolitan and regional South Australia.
• “E-Business for Exporters Program”. A dollar-for-dollar funding program to
improve online presence and transactional capabilities of emerging and existing
exporters.

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• “E-Business Collaboration Fund”. A matching funding program aimed at targeted
industry sectors. Projects within this program included :
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 Strategy
In 2005 the department under the leadership of the IEAB undertook a number of
phases of consultation with the ICT industry on development of an ICT Industry
strategy. It is expected that the strategy will be finalised by mid 2006.

South Australian Consortium for IT and Telecommunications
The South Australian Consortium for IT and Telecommunications (SACITT) is the key
body for collaboration between industry, universities and government. It also plays a
crucial role in coordinating the resources for the construction of SABRENet. The
department supports SACITT through the provision of secretariat services to the
Consortium’s Industry Advisory Board. During 2005, SACITT played an instrumental
role in the pre-incorporation phase of SABRENet, acting as the overseeing body for
the project until the formation of the company.

In November SACITT with the assistance of DFEEST, held a research industry
collaboration forum. Over 90 people attended the forum which was opened by the
Minister for Science and Information Economy. The forum emphasised the
opportunities for using ICT in each of bioscience, manufacturing, health, ICT and
defence as well as encouraging research/ industry collaboration. A follow-up forum is
planned for 2006.

SACITT was also funded in 2005 by DFEEST to develop a Population Health
Informatics program.

Digital Bridge Unit
The continued development of Digital Bridge programs acknowledges the growth of
digital technology and its significance to our society. The use of digital technology is
impacting on all aspects of life. It is imperative to ensure that individuals and
communities have the opportunity to benefit from the use of on line resources and
services. The effective use of ICT to enhance everyday life is one factor to be
considered in achieving social inclusion across South Australian society. To do this, it
is necessary to address inequities in:

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• Connectivity: access to affordable and effective digital technology for all people
• Capacity: the development of relevant skills and interest in using ICTs
• Content: ensuring that the specific needs of community sectors and individuals
are met by available on-line information and services.

The Digital Bridge Unit (DBU) has implemented various programs to address these
requirements, including the following.
• The development of a Web Accessibility Community of Practice, a collaborative
program to ensure that government and other websites meet guidelines to
enable universal access to the information on that website. Two intensive
workshops were facilitated by the DBU and subsidies provided for community
organisations to attend. These workshops enabled web masters and project
managers to analyse the accessibility of existing websites and to gain the skills
needed to ensure that future web page development would meet access
requirements.
• A successful application for Commonwealth ANTA funding through Employment
and Training Services to research “Barriers to e-Learning”, particularly for rural
communities, women and Aboriginal people.
• The creation of the David Unaipon Innovation Award, a DFEEST reconciliation
project to highlight and encourage the participation of Aboriginal young people in
the fields of science and technology. This award was presented by the Hon
Stephanie Key MP in a ceremony in December to Warriapindi School, with the
runner’s-up prize awarded to Port Augusta High School.
• Completion of the Web-based Information Systems for the Homeless (WISH)
project report. This was undertaken by a student from the Business Information
Systems Program of the University of South Australia, and investigated how ICT
could provide a case management system to, firstly, meet the needs of service
providers and, in the longer term, to enhance the case management of services
to homeless people.
• Support for not-for-profit (community organisations through funding Community
Information Strategies Australia Inc (CISA) to deliver IT health checks, IT audits,
advice, planning and implementation support for community organisations and
small businesses. Digital Bridge Communityships were also funded to provide
employment opportunities for young people in IT as well as technical support for
the not-for-profit organisations which hosted these trainees.
• Sponsorship for CISA’s annual Connecting Up Conference which promotes the
benefits of access to low-cost, high quality ICT infrastructure and showcases
innovative and collaborative programs designed to build ICT capacity in
communities.
A major DBU program in 2005 has been the implementation of Outback Connect, the
provision of IT training and technical support for pastoral, Aboriginal and remote
communities of South Australia. This $1.2 million project received $540 000 in
Australian Government funding through DCITA, and is supported by collaborative
partners including public libraries (PLAIN), Rural Solutions SA, Department of
Education and Children’s Services’ School of the Air and the Outback Areas
Community Development Trust. This innovative model uses “virtual classroom”
methods and has the potential to be applied in many other areas to provide effective
access to learning and communication through web-based structures, over vast
distances and at minimal cost.

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The DBU also provided South Australian representation on the national On-line
Access Centre Working Group and Indigenous Telecommunications Working Group,
which provided input to the Ministerial Online and Communication Council, and the e-
Democracy Community of Practice convened by AGIMO to build an effective network
on e-democracy across Australia in order to achieve better practice and facilitate
successful outcomes for government.

Support for ICT Council
The ICT Sector is a major contributor to South Australia’s economic growth both as
an industry in its own right and as an enabler for other industry sectors. During 2005,
the department provided funding under a performance based contract to the ICT
Council for South Australia to publish their ICT Industry Education and Skills
Development Strategic Plan and the results and analysis of their ICT Industry
Survey. The ICT Council appointed a new Executive Director in November filling a
position that was vacant from February. The ICT Council also undertook a strategic
planning initiative.

ICT Skills
The department provided funding to the ICT Council of South Australia and the
Electronics Industry of Australia to establish an ICT Careers promotion stand at the
Only Way to Live Expo at the Adelaide Convention Centre.

The department also provided funding support to Women in Innovation and
Technology as well as departmental officers who acted as mentors as part of its
mentoring program for females about to graduate from ICT studies.

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DFEEST Annual Report 2005 - Section D

CONTENTS

SECTION D
FEATURES
DISABILITY ACTION PLAN 100
CONTRACTS 104
EXTERNAL CONSULTANCIES 107
ACCOUNT PAYMENT PERFORMANCE 108
RECONCILIATION 108
ENERGY EFFICIENCY ACTION PLAN REPORT 110
ASBESTOS MANAGEMENT 111
URBAN DESIGN CHARTER 113
OVERSEAS TRAVEL 114
FRAUD 116
FREEDOM OF INFORMATION 116
SECTION E
FINANCIAL INFORMATION 118
STATISTICAL APPENDICES 152
APPENDIX 1: VOCATIONAL EDUCATION AND TRAINING 152
APPENDIX 2: VET RECOGNITION DATA FOR 2004 AND 2005 163
APPENDIX 3: TAFE SA DATA 165
APPENDIX 4: GLOSSARY OF TERMS 168

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FEATURES
Disability Action Plan

The following report reflects the department’s performance in relation to the five
outcome areas outlined in the Promoting Independence – Disability Action Plan for
South Australia.

Portfolios and their agencies ensure accessibility to their services to people
with disabilities
The department has a policy on the inclusion of people with disabilities and their
access requirements. In 2005 a disability risk assessment was conducted for TAFE
and a report presented to the Department’s Executive.

Accessible and inclusive strategies
The Bridging Pathways State Implementation Committee developed a Strategic Plan
for 2004–07 to improve accessibility to VET for people with a disability. The
committee includes representatives from key disability bodies as well as specialist
training service providers. Its work was guided by the national Bridging Pathways
Blueprint for Implementation developed by ANTA and the National VET Disability
Task Force.

Access auditing of facilities and services
TAFE SA is audited under the national Australian Qualification Training Framework
(AQTF) and has registered training organisation status. Audits determine whether
issues of disability are considered in delivery and assessment practices and
selection processes.

Further to this, TAFE completed a risk assessment against the Disability Standards
for Education which covers the five areas included in the standards, therefore
thoroughly auditing TAFE SA processes in this area.

Information is provided in student information handbooks on services available for
people with a disability. This information was reviewed and improved in the 2006
SATAC Guide for TAFE.

In addition to the ANTA funded disability projects, the department has a range of
programs and projects for people with a disability including:
• the Government Apprenticeship Scheme ($7000 subsidy to agencies for placing
a person with a disability)
• the Government Youth Traineeship Scheme ($9000 subsidy to an employer)
• ACE Community Education (programs that target people with a disability)
• the Transitional Works Assistance Program (Disability Works Australia was
funded to provide specialised services to jobseekers who have a disability)
• Regions at Work.

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Participation rates of people with disabilities
Reliable statistical information pertaining to people with a disability in employment
and training for South Australia is not readily available. The primary source of
disability data is ABS 4446.0 Disability in Australia.

However, further work has been undertaken in this area as part of the risk
assessment project. This has identified that for 2004, the most recent statistics
available, that 5.9 per cent of VET students (7224) and TAFE (4598) students
identified as having a disability. Of these 55.4 per cent of total VET students and
74.8 per cent of TAFE students were enrolled in a certificate or higher qualification.
Further statistical information is provided in the appendices to this report.

Portfolios and their agencies ensure information about their services and
programs is inclusive of people with disabilities
The department’s disability policy does not specifically address publications.
However, the policy incorporates the principles of reasonable adjustment and the
provision of appropriate learning materials and supports.

The TAFE SA website was priority-one compliant in relation to government website
standards and protocol requirements. However, changes to that standard mean that
the Department will return to compliance only after the new web content
management system is installed in the first quarter of 2006. The risk assessment
project will identify and address further barriers or difficulties with access to
information.

Further to this, information is provided to TAFE students in large print and/or with the
use of computer assisted technology, translating and the use of Auslan. Further
improvements will occur as a result of the risk assessment project. Where demand is
identified interpreters will be accessed, appropriate venues sourced and carers
accommodated.

Consultation in developing communication strategies
Student feedback is sought through the Institute Quality Units via Tell Us We Will
Listen or Tell Us What You Think feedback mechanisms. Some students with
disabilities were also specifically surveyed as a part of the Disability Action Plan
development process.

Demand for alternative formats
Data capture in this area is not consistent at this time. Demand for specialised
interpreter services is met on an as-needed basis. The current demand is perceived
to be minimal.

Percentage of information and web sites accessible
Actions are taken to ensure websites are accessible. Information is predicated on
the websites passing two levels of testing. The TAFE Student Portal is compliant and
was redesigned during 2003 in line with Australian National Training Authority
Access on guidelines for accessibility.

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Portfolios and their agencies deliver advice or services to people with
disabilities with awareness and understanding of issues affecting people with
disabilities
The department has developed and implemented education and training programs
for staff in disability awareness and discrimination issues. Further consultations with
people with disabilities will occur through the risk assessment project and
recommendations made for improvements.

Training and resources developed
Throughout the past three years TAFE SA has implemented an online workplace
discrimination and harassment training course for all staff. A current professional
development project focuses on training in interacting effectively with people with
disability, inclusive language guidelines and implementing findings of a National
project into the AQTF and equity issues. Further work in this area is occurring
through the risk assessment project.

Portfolios and their agencies provide opportunities for consultation with
people with disabilities in decision-making processes and regarding service
delivery and implementation of complaints and grievance mechanisms

Consultation processes include:
• TAFE SA institutes operating a system of client feedback
• TAFE representation on the Australian Disability Training Council
• specific customised training programs developed in consultation with relevant
clients/organisations.

The risk assessment project has completed consulting with students across a variety
of areas to gather feedback and comments regarding their experiences and
involvement in tertiary education.

Representation of people with disabilities on advisory committees
New national arrangements are being developed and will be implemented by the
middle of 2006. The state program will respond to the new national arrangements.

Education strategies on customer rights
TAFE SA access and equity managers ensure a network of information sharing
including legislative updates, professional development forums, information on
websites and induction information.

Complaints processes
TAFE SA has a formal grievance procedure in place that is available in print and on
the web. A Disability Action Plan for the central office directorates is yet to be
developed.

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Compliance with Disability Discrimination Act 1992 and Equal Opportunity Act
1984
In relation to the development, implementation and evaluation of draft Disability
Action Plans (DAPs):
• TAFE SA institutes have developed DAPs uniquely modelled on the structure of
ANTA’s Bridging Pathways Strategy, which have been lodged with the Human
Rights and Equal Opportunities Commission
• Reframing the Future Projects are supporting the implementation of the DAPs
• lecturing staff are designing and implementing delivery and assessment plans
and ensure inclusive practices.

Programs and services being made inclusive
Compliance with the Disability Discrimination Act 1992 in vocational education and
training terms ensure that reasonable adjustment processes and procedures are in
place as required. These are being explored and requirements clarified as part of
the current risk assessment project.

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

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

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FEATURES
Contracts

In December 2004 the Central Procurement Unit was established and DFEEST
exited from a shared service arrangement with DECS. As part of the “Start Up”
Strategy an induction program was developed for the existing and new members of
the team.

Throughout 2005, the Procurement Unit has continued to refine its staffing base. The
number of start-up staff was clearly not commensurate with the volume of work, nor
the quality of service that was defined through the planning process.

The DFEEST Central Procurement Unit profile has been elevated within the
organisation and a better understanding of the benefits of strategic procurement and
the educative partnership model that has been developed is starting to have a
positive impact.

Between December 2004 and June 2005 good procurement practice through
sourcing and negotiation has netted approx $3.5 million worth of savings to
DFEEST.

The APU membership has been refreshed in light of staff movements and changes
in the organisation. It covers all composite skill requirements and is representative of
all DFEEST Directorates. The APU will shape and drive procurement reform in
DFEEST.

A targeted and coordinated DFEEST procurement training covering all levels of the
organisation is being planned for delivery during 2006.

Several of the procurement staff attended relevant components of the Procurement
Capability Development Program (pCAPd) and will continue to do so subject to
relevance and funding.

A suite of internal operating procedures has been developed to ensure quality and
consistency of application of government and DFEEST procurement standards.

Presentations to the following groups were made on the value of strategic
procurement and the critical importance of planning, defining needs, developing
clear specifications, testing the market and contract management post establishment
of contracts:
• DFEEST Internal Review and Efficiency Committee
• TAFE Executive Directors
• DFEEST Board
• TAFE Supply Network
• TAFE IT Managers Group.

The manager of DFEEST Procurement is actively participating in whole-of-
government procurement reform initiatives and is currently a member of the
Procurement Reform Implementation Strategy Group (PRISG) and maintains strong
and informal networks with counterparts in other government agencies.

DFEEST has transitioned to the Masterpiece Web version for the management of
electronic requisitioning and purchasing.
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Members of the DFEEST Procurement Unit and clients within business units keep
close contact with their respective markets through networking and research on the
latest market developments.

DFEEST will further develop supplier development strategies once the Expenditure
Review has been completed and it has a more comprehensive understanding both
of the current supplier base and the potential opportunities that emerge from the
associated commodity analysis.

Throughout 2005, the Procurement Unit has progressed a number of significant
contracts:

Description of contract/purchase Value
Provision of Vocational Education and Training to Indigenous South $8 000 000
Australians
Joint group training $4 500 000
Purchase of desktop and notebook computers for DFEEST in 2005 $4 248 051
Parents Return to Work program $3 960 000
Electronic Document and Records Management System for DFEEST $2 210 606
Videoconferencing − Education Network $993 938
Employment Assistance Program $990 000
Videoconferencing Bridges and Netlinx controllers $772 303
Transition Employment Assistance Program $495 000
Pre-apprenticeship Program Delivery $430 000
EDRMS - Phase 2 $375 900
Vocational Education and Training to the Fishing and Seafood industry $352 137
in SA
Provision of SA Works Literacy and Numeracy Training 2005 $322 776
Counselling services − DFEEST $320 000
Provision of literacy and numeracy professional support services $280 000
Employment services to mature age South Australians $230 000
Novell licences for whole of DFEEST $226 795
Youth Conservation Corps − Government Projects $215 305
Upgrade of DFEEST Call Logging System $188 596
Review of the Student Management System $170 623
Youth Conservation Corps −Million Trees / DEH Project $176 000
Youth Conservation Corps −Government Projects $144 500
Employment 40Plus $143 000
2004 Mature Age Mentorship Program - "Pre-Employment Support $137 500
Program"
Administration and analysis of 2005 E-learning Baseline Survey $136 600
Consultancy for the evaluation of an optimal business model for $121 000
commercialisation of Intellectual property in SA
Purchase of 17 welding machines for TAFE SA Regional $103 565
Bus purchase − TAFE SA Regional $101 257

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As a result of the introduction of the State Procurement Act 2004, Cabinet approved
a submission outlining a number of procurement reforms.
The first stage included the implementation of:
• new delegation arrangements aligning delegation to business need and
capability
• an annual certification process to verify compliance to the State Procurement
Board policies and guidelines
• a new suite of policies and guidelines to improve the efficiency and
effectiveness of procurement processes
• improved reporting processes to provide greater transparency and
accountability.

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

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

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

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

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FEATURES
External Consultancies

The department’s expenditure on consultancies for 2004-05 was $448 913 (GST
exclusive)

Greater than $50 000

Subject Consultant $
Undertake the evaluation of optimal business 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

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 women's 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

Community innovation awareness survey Swinburne University 9 090

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FEATURES
Account Payment Performance

January 2005 to December 2005

Particulars 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%
date
Paid within 30 16 928 18% 37 359 078 19%
days or less
from due date
Paid more than 8 987 9% 20 179 078 10%
30 days from
due date

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

FEATURES
Reconciliation

In 2005 DFEEST continued to actively progress the Government’s commitment to
Aboriginal reconciliation through a number of initiatives aimed at increasing cultural
awareness, improving Aboriginal employment opportunities within the department
and increasing vocational education and training outcomes for Aboriginal South
Australians.
Aboriginal Employment
In response to South Australia’s Strategic Plan target to increase the percentage of
Aboriginal people in the public sector, the department launched its Aboriginal
Employment Strategy. By 2010, Aboriginal people will comprise 2.1 per cent of the
DFEEST workforce and have:
a higher level of sustainable employment
a higher level of non-school qualifications
a higher level of representation in decision-making positions.
Details of the strategy are provided in the workforce section of this report.

108


David Unaipon Awards
An exciting new initiative launched in 2005 was the David Unaipon Awards. They
contributed to the department’s efforts to progress reconciliation and were designed
to:
• increase awareness of the work of David Unaipon in the South Australian
community
• promote understanding of the interaction of science with traditional Aboriginal
culture
• increase awareness in young Aboriginal people of the value of science and
technology for general interest or career development
• generate innovative images to be used by DFEEST and other government
departments for communications projects targeted at young Aboriginal people.

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

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

Participation in State Aboriginal and Reconciliation Forums
The department continued its involvement in a number of state forums throughout
2005 including:
• representation and contribution to reconciliation through membership on the
Across Government Reconciliation Implementation Reference Committee
• participation in the CrocFest through the Croc Futures Skills tent which provided
a variety of hands-on activities associated with learning pathways in TAFE SA
and the Croc Careers Market which provided information on career and further
post-schooling education options available for young people
• the Family Well Being project which is run in conjunction with the Department of
Health and aims at improving health knowledge and lowering health-related
illness of the local Aboriginal communities living in the Riverland area.

109


FEATURES
Energy 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 factors

Significant energy management achievements
Energy savings in GJ for the financial year 2004-05 was a 5.44 per cent saving on
2003-04. This is a positive result for the department.
Some energy initiatives that contributed to these results are:
• the replacement of old air conditioning services including new energy efficient air
conditioning at Tea Tree Gully, Adelaide and Noarlunga campuses
• upgrade of lighting and installation of motion sensors at Tea Tree Gully campus
• continuing replacement program of old-style energy intensive computer monitors
(CRT) with new energy efficient thin-screen (LCD) monitors
• continuous monitoring and management of Building Management Systems
(BMS) to improve efficiencies at various campuses
• seasonal fluctuations.
The department’s initiatives for 2006 include:
• Implementing the approved DFEEST Energy Efficiency Action Plan 2005-06
which incorporates the following initiatives:
− securing a senior sponsor from executive management
− energy data consolidation and reconciliation
− investigating communication strategies to increase the awareness to staff of
the department
− conducting up to 10 Energy Audits to Australian Standard 3598:2000
− reviewing the maximum peak demand of high energy use sites to identify
opportunities of adjusting our maximum peak demand levels
− formation of a reference group to promote and coordinate energy initiatives
throughout the department.
• Incorporating energy management as a component of procurement policy and
as a criterion of the prioritisation of funding through the Minor Works program.
• Increasing the use of gas-only vehicles in the department’s long term hire fleet
Disclaimer
The greenhouse gas emissions in the department do not represent the same percentage change as the energy, primarily due to
variations in the CO2 emissions coefficient of the electricity supply system. The emissions coefficient is dependent upon a number of
factors; most importantly, the mix of primary fuels used to generate electricity that is supplied in South Australia. Decisions about the
mix of fuels are made as a function of the National Electricity Market and are therefore beyond the control of the department. The
department has endeavoured to provide the most accurate information from all possible sources available to it, and any unintentional
inconsistencies in these figures are beyond the department’s control.

110


FEATURES
Asbestos Management

SECTION 1: ANNUAL REPORT – PRIORITY AND REMOVAL ACTIVITIES

No of sites in Quantification
Priority for Risk Reduction Program:
Site Asbestos Priority for of Activities
Risk
Presence Status Assessment Activities conducted during 2004-05 (By item/By
Assessment
category Area/By $)
DFEEST is working with the DAIS
Asbestos Management Unit to determine
Insufficient data Urgent 13 0
how best to confirm that they contain no
asbestos products.
Unstable,
Accessible;
or 3 items
Urgent 6 2
Unstable, 55 m
Damaged or
Decayed
Unstable,
Inaccessible;
or High 7 4 items
Unstable, Partly
Accessible
Have asbestos register, annual
inspection by DAIS Asbestos
Management Unit.
DFEEST strategy for the management of
asbestos, which will apply to any of the
Stable, currently unknown sites if they are found
Accessible; or to contain asbestos products is as
Stable, Medium 16 follows: 1 item
Accessible, Initial Asbestos found to be in an unstable or
Signs 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;
2
or Low 1 10 m
Stable, Partly
Accessible

Asbestos Free Not applicable 11 No activities required

Site Asbestos Presence Status
• Indicates what types of asbestos containing materials (ACMs) can be present at
each site, as recorded in the Asbestos Register.

Priority for Site Risk Assessment
• Indicates the associated priority for further whole-of-site risk assessment, based
on type of ACM present at each site.

No of Sites in Priority Group
• Indicates how many sites have at least one item of ACM of that type present.
• This provides an initial summary of what ACM items are present over a portfolio,
and how further whole of site risk assessment should be prioritised.

111


Risk Reduction Program: Activities Conducted During 2004-05 (Commentary)
• A brief, qualitative description of planning/analysis and removal works
undertaken over the elapsed year, indicating: analysis work being or to be
undertaken, what ACMs have been targeted (such as roofing/eaves, equipment
fittings such as insulation or gaskets, or damaged cladding on walls, partitions or
ceilings).
• Site names can be used but are not mandatory.

Quantification of Activities: ACMs Removed (By Item / By Area / By $)
• Quantitative totals of how many items (as recorded in the Asbestos Register),
and/or how many square metres (or linear metres, cubic metres etc), and/or
level of expenditure for removal of ACMs over the elapsed year.

SECTION 2: ANNUAL REPORT – RISK REDUCTION
A detailed risk assessment template was developed in 2005 comprising six levels of
site risk. Asbestos registers are maintained and available at each site and standard
work procedures are in place to manage asbestos items. A risk reduction analysis
for 2005 was not able to be done because as this was the inaugural year for this
report, no data snapshot was available for the beginning of 2005 and thus no
comparison could be done.

This template provides a balanced perspective of asbestos management processes,
and it will be possible to provide a detailed risk analysis in 2006.

Site Category Scale: Site Performance Score
• Site Performance Score based on risk assessment of ACMs present at that site,
using a 1 to 5 numeric scale (also allows a category for sites that are being
assessed but yet to be categorised).

Site Category Scale: Site Risk Level
• The assessed level of risk for a site as a whole, based on a detailed risk
assessment of the ACMs and the associated removal and management plan at
that site.

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

Adjusted % After Annual Reduction Activity
• The adjusted percentage of sites in the portfolio assessed at the associated site
risk level, at the completion of the elapsed year and completion of reduction
activities for the year.

DEFINITIONS
• ACM: Asbestos Containing Material
• Unstable: Denotes Non-Friable ACMs of Poor Condition, or Friable ACMs of
Medium or Poor Condition, as recorded in the Asbestos Register
• Stable: Denotes Non-Friable ACMs or Good or Medium Condition, or Friable
ACMs of Good Condition, as recorded in the Asbestos Register

112


FEATURES
Urban Design Charter

The department recognises the important role the institutes and campuses play in
the local community. The institute/campus structure provides significant input into
social networks and reinforces local character. Also, they are a physical resource
and a landmark place of activity. The department's facilities management and
capital works processes include consideration of urban design concepts. This
helps support the building of community capacity and social capital through safe,
accessible and welcoming facilities.

Integrating Urban Design with our Core Systems and Procedures
Consultant, contractor tenders and contracts are managed on behalf of
DFEEST by the Department of Administrative and Information Services (DAIS).
DFEEST has supported DAIS in the preparation of policies, including ESD in major
works that must be addressed for all major capital works projects. This policy details
mandatory requirements and issues for consideration. This policy includes
reference to the requirements of the Energy Action Plan.
To initiate the engagement of consultants to undertake design work, a request to
DAIS for consultant engagement is completed by the Asset Management
Unit. This provides DFEEST with the opportunity to define and /or request specific
urban design principles associated with the project or request their investigation,
including:
• ESD initiatives to be considered
• specific site issues such as cultural, political and heritage issues
• corporate parameters (relevant policies, standards and guidelines)
• specific consultant services required (for example tree audits, traffic
management surveys, disability access, Indigenous/cultural issues).

DFEEST interacts and communicates with the community through the institutes
and campuses. With respect to major projects, cabinet submissions, the Public
Works Committee process and DAIS on behalf of DFEEST help ensure exposure to
a wide range of community views and scrutiny.

113


FEATURES
Overseas Travel

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

Employees 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.
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
2 India Participate in promotional exhibitions, for example; $19 463.42
visited
Presenting papers at conference
Facilitating at workshop
Project management
School excursion

114


3 Japan Participate in promotional exhibitions, for example; $20 759.93
Recruitment of international Students
visited
1 Macau Participate in promotional exhibitions, for example $14 284.61
1 Malaysia Participate in promotional exhibitions, for example; $16 436.84
4 New Zealand Discussion with tertiary institution(s) of country $15 300.00
visited
School excursion
2 Singapore Facilitating at workshop $8 643.68
1 South Africa Recruitment of international students $2 837.00
2 Taiwan Participate in promotional exhibitions, for example; $31 095.20
2 Thailand Participate in promotional exhibitions, for example; $21 345.51
1 United States Attendance at workshop/conference $11 322.00

115


FEATURES
Fraud

The department’s internal audit and risk management review function provides
assurance of the effectiveness of agency governance processes and support for risk
management initiatives. The Internal Audit and Risk Management Review unit is
coordinating its review activities in line with the development of a comprehensive
governance framework for the department.

During 2005, no new allegations of fraud were received.

FEATURES
Freedom of Information

The Freedom of Information Act 1991 confers on each member of the public a legally
enforceable right to be given access to documents held by the government, subject
only to such restrictions as are reasonably necessary for the proper administration of
the government. It also enables members of the public to apply for the amendment of
records concerning their personal affairs if the records are incomplete, incorrect, out-
of-date or misleading.

The structure and functions of the department are described elsewhere in this report.
These functions affect the public through the direct delivery of the education, training
and employment related services provided, as well as through the purchase of such
services from private and community providers, the accreditation of training courses,
the registration of training providers, the integration of complaints about training
organisations and accredited courses, the management of contracts of training,
facilitation and development of the skills base in the state, the encouragement of the
growth of science, technology and innovation based industries and the uptake and
usage in the community of online technologies and other ways of enhancing the
economy of South Australia. The public can participate in the department’s policy
development in a number of ways. These include membership of TAFE councils and
other boards and committees as well as by responding to calls for public consultation
on particular issues.

The department holds correspondence and administrative records including:
• personnel records
• accounts records
• payroll records
• supply records
• facilities management records
• students’ records in Institutes of TAFE
• student services records
• records relating to accredited training courses
• complaints made about registered training providers and accredited courses
• records relating to registered training providers and contracts of training
• contracts
• records relating to grants of funding
• surveys and statistics.
116


Records are held in a variety of media including paper, microfiche and electronic
formats. Information and explanatory documents about courses, contracts of
training, course accreditation and training organisation registration, science,
technology and innovation are available free of charge from the following websites:
• TAFE: http://www.tafe.sa.edu.au/
• Information on accreditation/registration and contracts of training:
http://www.training.sa.gov.au/
• Higher education accreditation: http://www.aqf.edu.au/
• Adult Community Education Grants:
• http://www.training.sa.gov.au/OVETstudents/pages/default/fundace/
• User Choice policy located under the User Choice submenu:
http://www.training.sa.gov.au/OVETorgs/
• Training and Skills Commission guidelines:
http://www.employment.sa.gov.au/employ/
− Click on the Traineeships/Apprenticeships submenu
− Now click on the ‘downloadable documents’ submenu
− Scroll to the bottom of the page and click on ‘Training and Skills
Commission guidelines.’
• Science, Technology and Innovation information: http://www.innovation.sa.gov.au
• General DFEEST website: http://www.dfeest.sa.gov.au

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

Public Access to Documents
Applications under the Freedom of Information Act 1991 (FOI Act) must be made in
writing, specifying that they are made under the FOI Act, include an address in
Australia to which correspondence may be sent, be accompanied by either the
prescribed application fee or proof of financial hardship and should be addressed to:
The Accredited FOI Officer
Legislation and Delegations Unit
Department of Further Education, Employment Science and Technology
GPO Box 320
ADELAIDE SA 5001
Telephone inquiries can be made on (08) 8226 3276.
Access Requests in 2005
The department received and processed 15 applications under the FOI Act (including
one internal review) during 2005. No applications were carried forward from 2004.

Policy Documents
Departmental policy documents are available via the internet at:
http://www.tafe.sa.edu.au/about/pages/About
http://www.saworks.sa.gov.au/
http://www.youthworks.sa.gov.au
117

FINANCIAL STATEMENTS

118

Statement of Financial Performance for the Year Ended 30 June 2005

2005 2004
Note $'000 $'000
EXPENSES 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 434 440 416 441

REVENUES 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 180 282 187 553

NET COST OF SERVICES FROM ORDINARY ACTIVITIES 254 158 228 888

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

NET RESULT FROM ORDINARY ACTIVITIES (11 977) 236

NON-OWNER TRANSACTION CHANGES IN EQUITY

Asset revaluation reserve increase 11 204 12 480

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

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

120

Statement of Financial Position as at 30 June 2005

2005 2004
Note $'000 $'000
CURRENT 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 76 927

NON-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 452 014 453 505

TOTAL ASSETS 523 602 530 432

CURRENT 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 52 866

NON-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 36 253

TOTAL LIABILITIES 83 062 89 119

NET ASSETS 440 540 441 313

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

TOTAL EQUITY 440 540 441 313

COMMITMENTS 27
CONTINGENT 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) 19 799

CASH 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) 16 340
CASH AT 1 JULY 2004 54 876 38 536
CASH 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 Innovation

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

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

Government
Revenues from SA Government 195 266 623 4 011 22 083 20 253 242 236
Payments 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 Innovation

Expenses/Revenues Vocational Higher Regulatory Employment Total
Education Education Services Development
and Training
$'000 $'000 $'000 $'000 $'000 $'000
Expenses from Ordinary Activities
Employee benefits 215 437 296 2 807 6 409 2 903 227 852
Supplies and services 120 929 67 563 6 330 1 733 129 622
Grants and subsidies 9 305 4 37 12 876 11 710 33 932
Depreciation 13 857 - - - - 13 857
Other 11 155 - 4 14 5 11 178
Total Expenses from Ordinary Activities 370 683 367 3 411 25 629 16 351 416 441

Revenues from Ordinary Activities
Commonwealth grants 90 498 - 635 1 000 319 92 452
Student and other fees and charges 68 211 - - - - 68 211
Other grants and contributions 6 129 - - 200 60 6 389
Interest income 2 288 - - - - 2 288
Other 17 608 - 434 - 171 18 213
Total Revenues from Ordinary Activities 184 734 - 1 069 1 200 550 187 553

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

Net 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 2005

5 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


Remuneration of Employees

The 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 29

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

Other Employees 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
79

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

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

126


6 Supplies and Services

Supplies and Services provided by entities within the
SA Government 2005 2004
$'000 $'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


7 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 $100,000

8 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 13 857

9 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


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

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

Other Services
No other services were provided by the Auditors

11 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 92 452

12 Fees and Charges 2005 2004
$'000 $'000
Fees and charges received/receivable from entities within the SA Government

Sales/fee for service revenue 1 755 13 171
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


13 Interest 2005 2004
$'000 $'000
Interest from entities within the SA Government 3 253 2 288
Other 18 -
Total Interest 3 271 2 288

14 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 6 951

15 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 18 213

16 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 2005

17 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


19 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


20a 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


20b Reconcilations

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

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

20b 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


21 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 1 141

22 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
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
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



23a 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 54 704

24 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



25 Other Liabilities 2005 2004
$'000 $'000
Current
Deposits 487 3 074
Unearned revenue 2 082 4 927
Other liabilities 42 1 338
2 611 9 339

26 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



27 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 555 874

28 Contingent Assets and Liabilities

The Department has no items which meet the definition of contingent assets, however, there are a
number of outstanding personal injury claims, which were not settled as at 30 June 2005. 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



30 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



30 Financial instruments (continued)

(c) Interest rate risk exposures

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

2005 2004 2003

Weighted 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


1. Agency Objectives and Funding

(a) Objective

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

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

• provision of strategic policy advice for developing the State’s workforce;

• ensuring high-quality vocational education and training delivered by
TAFE Institutes, private registered training organisations and adult
community education providers;

• regulation of vocational education and registered training organisations,
non-university higher education providers, and providers of English
language intensive courses for overseas students;

• regulation, administration and funding of apprenticeships and
traineeships;

• managing state-funded employment and community development
programs;

• support the government’s strategic direction in the higher education
sector; and

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

142


(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


2. Summary of Significant Accounting Policies

(a) Basis of Accounting

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

The financial statements have been prepared on the accrual basis of
accounting and in accordance with the historical cost convention, except as
otherwise stated.

(b) Reporting Entity

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

(c) Comparative Figures

2004 figures have been adjusted to ensure compatibility with 2005.

(d) Revenue and Expenses

Revenues and Expenses are recognised in the Statement of Financial
Performance when the flow or consumption or loss of economic benefits
has occurred and can be reliably measured.

Revenues and Expenses have been classified according to their nature in
accordance with APS 13 Form and Content of General Purpose Financial
Reports.

Revenues from fees and charges are derived from the provision of goods
and services to other SA government agencies and to other clients.

Revenues from disposal of non-current assets are recognised when control
of the asset has passed to the buyer.

Resources received/provided free of charge are recorded as revenue and
expenditure in the Statement of Financial Performance at their fair value.

Grants are amounts provided by the Department to entities for general
assistance or for a particular purpose. Grants may be for capital, current or
recurrent purposes and the name or category reflects the use of the grant.
The grants given are usually subject to terms and conditions set out in the
contract, correspondence, or by legislation.

144


(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


(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


(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


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


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


3. Changes in Accounting Policies

(a) Government/Non-Government Disclosures

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

(b) Long Service Leave

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

(c) Impact of Adopting Australian Equivalents to International Financial
Reporting Standards

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

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

150


4. Programs and Sub-programs

The programs and sub-programs presented in this report are:

Program - Employment and Skills Formation

Description/Objective: To strengthen the economic prosperity and social well-
being of South Australia through strategic employment, skills formation and
further education activities.

Sub-program - Vocational Education and Training

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

Sub-program - Higher Education

Provision of advice to the Minister on higher education policy and
planning.

Sub-program - Regulatory Services

Provision of registration, accreditation and approval services for registered
training organisations, and the regulation, administration and funding of
apprenticeships and traineeships.

Sub-program - Learning, Workforce Development and Employment

Addressing disadvantage by providing opportunities to participate in
employment, training, skills development, adult community education and
assisting industry to meet current and future skills needs.

Program - Science, Technology and Innovation

Description/Objective: Provides the Government’s principal strategic focus for
science, technology, information economy and innovation policy development and
program delivery in South Australia that links the government, business, industry
and education sectors.

151


STATISTICAL ANNEX
APPENDIX 1: Vocational Education and Training Statistics

The annual figures for 2005 we re not available at the time this report was prepared.
Unless otherwise stated, all VET data are related to the 2004 calendar year.

Number of VET Students

• In 2004, 122 356 students undertook vocational education and training in South
Australia. Students were almost equally split between genders, with 49.4 per cent
(60 442) male and 50.6 per cent female (61 885). There were 29 students that
did not specify their gender.

• Around 12.9 per cent of South Australia’s working age (15-64 years) population •
participated in VET in 2004.

• The figure below shows that 63 per cent of VET students (77 387 students)
attended TAFE institutes.

VET Students by Provider Type South Australia, 2004

Private Providers
14%

ACE
8% TAFE
63%

WEA
6%

VISA
9%

VET Students by Age Groups
The figure below shows that the largest proportion of students undertaking vocational
education and training in South Australia were 15 to 19 year-olds, with 26.6 per cent
(32 515 students) of total students, followed by 30 to 39 year-olds with 17.0 per cent
(20 821 students).

•
ABS Population Estimates by Age and Sex, South Australia, 2004, At 30 June: 2004
152


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 per
cent (17 046 students) of total male students, followed by 20 to 24 years with 18.1
per cent (10 941 students).

Similarly, the largest share of female students were between 15 to 19 years old with
25.0 per cent (15 469 students) of total female students, however 30 to 39 years
followed with 17.4 per cent (10 754 students).

Student Hours
In 2004, South Australia generated 22 474 682 hours of VET delivery, a decrease of
7.5 per cent (1 695 175 hours) on 2003 levels.

The figure below shows the distribution of VET hours by the Australian Qualifications
Framework (AQF). The largest share of VET provision for 2004 was at Certificate III
level, which accounted for 27.0 per cent (6 063 157 hours) of total VET hours. The
predominance of Certificate III level training reflects both national trends in training.

153


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 Education

Field of education defines the subject matter of an educational activity.

The following figure shows the distribution of South Australia’s 2004 VET activity by
field of education. The field of education with the largest number of hours was
management and commerce with 22.2 per cent (4 982 504 hours) of nominal hours.
This is followed by engineering and related technologies with 18.2 per cent
(4 083 456 hours) and society and culture with 14.2 per cent (3 197 988 hours).

154


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 Activity
VET activity can be classified as training package activity or non-training package
activity. In 2004, training package activity in South Australia accounted for 37.5 per
cent of all course enrolments (57 753 enrolments) and 52 per cent of total VET hours
(11 675 434 hours). In contrast, non-training package activity generated 62.5 per
cent of all course enrolments (96 344 enrolments) and 48 per cent of VET hours
(10 999 248 hours).

Of the more than 60 training packages used in South Australia in 2004, 15 training
packages alone accounted for 78 per cent of training package hours and enrolments
(9 144 415 hours and 45 240 enrolments respectively).

When considered in the context of total training activity, these 15 packages (figure
below) accounted for 40.7 per cent of all South Australia’s VET nominal hours and 37
per cent of total VET course enrolments in 2004.

From the top 15 training packages, the community services training package had the
largest share of training package hours with 18.8 per cent (1 721 222 nominal hours),
followed by business services with 14.9 per cent (1 365 067 nominal hours) and the
hospitality industry with 10.5% (956 448 nominal hours).

When considering course enrolments, the business services training package had
the largest with 8 305 enrolments, followed by community services (6 595), retail
(4 720), hospitality industry (4 615) and information technology (3 323).

155


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 Birth
The figure below provides an overview of the diversity of students participating in
vocational education and training in South Australia for 2004. The figure shows that
70.4 per cent (86 100 students) of VET students reported that they were born in
Australia; 7.9 per cent of students (9 657 students) were born in countries not
specified in the figure; and 14.1 per cent of students (17 228 students) did not state
their country of birth.

In terms of other countries of birth, 4.0 per cent of South Australia’s VET students
(4 868 students) were born in England; 1.1 per cent (1 294) were born in Vietnam
and 0.8 per cent (966) were born in New Zealand.

156


South Australian VET Students by Country of Birth,

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%

Not Stated
14.1%

The figure below shows that 75.3 per cent (92 061 students) of South Australia’s VET
students were born in an English speaking country (70.4 per cent of these students
born in Australia); 10.7 per cent (13 033 students) were born in a non-English
speaking country; and 14.1 per cent (17 262 students) did not state their background.

157


Share of VET Students born in English Speaking Countries,

Other ESB countries
4.9%

NESB countries
10.7%

Australia
70.4%

Not stated
14.1%


VET Students by Disability Status
The figure below shows that 5.9 per cent of South Australia’s VET students (7 224
students) stated they had a disability. The split between males and females with a
disability was roughly equal with 3 614 females and 3 607 males (three students did
not state their gender).

In 2004, 82.6 per cent (101 071 students) of South Australia’s VET students reported
no disability and 11.5 per cent of students (14 061 students) did not state whether or
not they had a disability.

158


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 status
The following figure shows that in 2004, 3.3 per cent (4 092 students) of South
Australia’s VET students identified themselves as having an Indigenous background.
Of these students, 52.9 per cent (2 165 students) were female and 47.1 per cent
male (1 927 students).

159


VET Students by Indigenous Status, South Australia, 2004

Not stated
16.3%

Non-Indigenous
80.4% Indigenous
3.3%

Provider Type and Funding Source
The figure below shows the distribution of training activity (nominal hours) by VET
provider type. TAFE remains the largest provider with 76.9 per cent of total VET
hours (17 282 541 hours). Other registered private providers accounted for 14.9 per
cent of VET hours (3 340 102 hours).

160


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 and
state recurrent funding
81.8%

Unknown
4.9%

161


The above figure shows that 81.8 per cent of total VET hours (18 391 592 hours)
were funded by Commonwealth and State recurrent funding accounts in 2004. The
next largest funding source was through fee for service with 9.5 per cent of hours
(2 124 827 hours), followed by overseas full fee paying students with 3.5 per cent of
hours (791 403 hours).

162


STATISTICAL ANNEX
APPENDIX 2: VET recognition data for 2004 and 2005

VET 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


VET Accreditation
Summary 2004 2005
Total number of current accredited courses 532 495

Approvals 2004 2005
Number of courses accredited 17 10
Number of courses accredited
14 19
(TAFE SA under delegated authority)

Higher Education Registration
Summary 2004 2005
Number of higher education providers 23 28
Number delivering to overseas students 15 19
Number of providers who also deliver VET 13 16

Approvals 2004 2005
Initial registrations 1 5
Variation to scope 6 9

Refusals, Revocations and Withdrawals 2004 2005
RTO initiated cancellation of registration 0 0
Refusal of registration 0 1

Higher Education Accreditation
Summary 2004 2005
Total number of current accredited courses 190 226

Approvals 2004 2005
Number of courses accredited 22 47

English Language Intensive Courses for Overseas Students (ELICOS)
Recognition
Summary 2004 2005
Number of ELICOS providers 8 7
Number audited for compliance 1 1

164


STATISTICAL ANNEX
APPENDIX 3: TAFE SA Data

Educational Sub Programs 2003 and 2004

2004 2005
Sub Program Individual Curriculum Successful Individual Curriculum Successful
Students hours Completions Students hours Completions

Aboriginal 2016 4619 76% 2061 437 639 82%
Education
Building, 5122 1 173 599 89% 5463 1 222 302 90%
Construction and
Furnishing
Business, Finance, 16 540 2 931 570 85% 16 594 2 979 123 84%
Retail and Property
Services
Community 7285 2 350 485 92% 7774 2 439 969 92%
Services and
Health
Design, Arts, 6196 2 253 542 80% 5798 2 118 523 80%
Information
Technology and
Related Industries
Manufacturing, 11 581 2 195 744 89% 11 410 2 135 453 88%
Engineering and
Transport
Primary and Allied 6775 1364 92% 6340 1 227 277 92%
Industries
Tourism, 12 961 2 884 735 87% 13 368 3 085 028 86%
Hospitality, Hair
and Beauty,
Recreation and
Fitness
Vocational 14 306 1 677 636 79% 15 641 1 817 502 80%
Preparation and
Equity
Total All Programs 82 782 17 293 630 86% 84 449 17 462 816 86%
Total Reconciled* 77 895 79 477

*Total TAFE SA student numbers are reconciled to allow for students enrolled in more than one education
program

165


Fund Source Indicator Group 2004 and 2005

2004 2005
Fund Source Individual Curriculum Successful Individual Curriculum Successful
indicator Students hours Completions Students hours Completions

State Recurrent 43 033 10 744 323 84% 42 450 10 741 764 83%
Aboriginal 1746 425 407 75% 1794 411 652 81%
Education
User Choice 9496 2 333 695 93% 10 115 2 440 703 94%
VET in Schools 794 79 867 88% 1021 113 388 91%
Other Government 2299 401 891 94% 2788 564 960 82%
Fee for Services 25 073 2 449 737 93% 26 524 2 432 510 92%
(FFS) – Australian
Students
FFS – Overseas 1172 762 002 86% 1099 697 637 86%
Students Studying
in Australia
FFS – Overseas 443 66 708 85% 333 60 202 85%
Students Studying
Off Shore
Total all Fund 84 056 17 293 630 86% 85 924 17 462 816 86%
Sources
Total Reconciled* 77 895 79 477

*Total TAFE SA student numbers are reconciled to allow for students enrolled under more than one fund
source indicator group

166


Students by age group and gender 2004 and 2005

2004 2005
Female Male Total Female Male Total
Under 15 90 72 162 48 41 89
15 to 19 yrs 5916 7901 13 817 3937 5302 9239
20 to 29 yrs 10 981 13 356 24 337 12 183 15 662 27 845
30 to 39 yrs 7881 7978 15 859 7803 8114 15 917
40 to 59 yrs 11 534 10 077 212 611 12 602 10 698 23 300
Over 60 yrs 874 1026 1900 1358 1533 2891
Age unknown 97 112 209 100 96 196
Total 37 373 40 522 77 895 38 031 41 446 79 477

Students identified with some form of disability 2004 and 2005

2004 2005
Student Category Individual Curriculum Successful Individual Curriculum Successful
Students hours Completions Students hours Completions

Students with a 4635 1 068 435 81% 5137 1 214 652 81%
Disability
Total 77 895 17 293 630 86% 79 477 17 462 816 86%

Level of Awards issued 2004 and 2005

2004 2005
Level of award Number of students Number of students Variation (%)
Graduate Certificate 8 23 188%
Bachelor Degree (Pass) 79 93 18%
Advanced Diploma 561 556 - 1%
Diploma 2136 2418 13%
Certificate IV 3991 4091 3%
Certificate III 6498 5666 - 13%
Certificate II 3637 3355 -8%
Certificate I 1585 1630 3%
Statement of Attainment 245 228 - 7%
Bridging and Enabling 1 1 0%
Courses
Not Elsewhere Classified 14 - 100%
Total 18 755 18 061 - 3.70%

167


STATISTICAL ANNEX
APPENDIX 4: Glossary of Terms

AAP Aboriginal Apprenticeship Program
ACE Adult Community Education
ANTA Australian National Training Authority
APY Anangu Pitjantatjara Yankunytjatjara
AQF Australian Qualifications Framework
AQTF Australian Qualification Training Framework
BDF Broadband Development Fund
BITS Building on IT Strengths
CDEPs Community Development Employment Programs
CRC’s Cooperative Research Centres
CSIRO Commonwealth Scientific and Industrial Research Organisation
DAPs Disability Action Plans
DFEEST Department of Further Education, Employment, Science and Technology
DSTO Defence, Science and Technology Organisation
EAP Employee Assistance Programs
ELICOS English Language Intensive Courses for Overseas Students
HPC High Performance Computing
ICDL International Computers Drivers’ Licence
ICT Information and Communications Technology
NCVER National Centre for Vocational Education and Research
OHS&IM Occupational Health, Safety and Injury Management
OHSW Occupational Health, Safety and Welfare
RTOs Registered Training Organisations
SABRENet South Australian Broadband for Research and Education Network
SACE South Australian Certificate of Education
SACITT South Australian Consortium for Information Technology Telecommunications
SATAC South Australian Tertiary Admissions Centre
STI Science Technology and Innovation
STI10 10 year Vision for Science Technology and Innovation
TAFE SA Technical and Further Education South Australia
VET Vocational Education and Training
VFWA Voluntary Flexible Working Arrangements
VISA VET in Schools Agreements
WEA Workers Education Association

168

DFEEST Annual Report 2005

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