Annual report 2007

Great Southern TAFE – 2007 Annual Report Page - 2 -

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STATEMENT OF COMPLIANCE ............................................................................................... 4

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1.1 EXECUTIVE SUMMARY ........................................................................................................ 6

Governing Council Chair’s Report 6 Managing Director’s Report 8

1.2 OPERATIONAL STRUCTURE ........................................................................................... 11

Great Southern TAFE at a Glance … 13 Governing Council 15 Great Southern TAFE’s Strategic Directions 17

1.3 PERFORMANCE MANAGEMENT FRAMEWORK ......................................................... 21

Government Goals: Better Planning, Better Futures … 21 Shared Responsibilities 33

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2.1 REPORT ON OPERATIONS ............................................................................................... 37

2.2 SECTIONAL HIGHLIGHTS ................................................................................................ 41

Business & Creative Industries 41 Social Sciences 42 Research & Development 43 Trade & Industry Skills 43 Primary Production & Natural Resource Management 44 Corporate Services 44 Performance & Review 45 TAFE Business Centre 46 Mt Barker Campus 46 Denmark Campus 46 Katanning Campus 47 Indigenous Programs 48

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4.1 Certification of Performance Indicators 54

4.3 KEY PERFORMANCE INDICATORS ................................................................................ 55

Desired Outcome 55 Effectiveness Indicators 55 Efficiency Indicators 61

4.4 CERTIFICATION OF FINANCIAL STATEMENTS ........................................................ 62

4.5 INDEPENDENT AUDIT OPINION .................................................................................... 63


4.6 FINANCIAL STATEMENTS ................................................................................................ 65

Appendix 1 97

4.7 OTHER FINANCIAL DISCLOSURES ................................................................................ 99

4.8 GOVERNANCE DISCLOSURES ......................................................................................... 99

4.9 OTHER LEGAL REQUIREMENTS ................................................................................... 100

Advertising 100 Disability Access and Inclusion Plan Outcomes 101 Equal Employment Opportunities Outcomes 102 Compliance with Public Sector Standards and Ethical Codes 102 Recordkeeping Plan 102

4.10 GOVERNMENT POLICY REQUIREMENTS ................................................................ 104

Corruption Prevention 104 Sustainability 104 5.3 Energy Smart Government Program 105


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The Hon Mark McGowan BA LLB MLA

Minister for Education and Training

12th Floor Dumas House

2 Havelock Street

WEST PERTH WA 6000

Dear Minister

PRESENTATION OF THE GREAT SOUTHERN TAFE ANNUAL REPORT 2007

In accordance with the requirements of Section 54 of the Vocational Education and Training Act 1996

and Section 66 of the Financial Administration and Audit Act 1985, we hereby submit for your

information and presentation to Parliament, the Annual Report of Great Southern TAFE.

The Annual Report is for the year ended 31 December 2007 and has been prepared in accordance with

the provisions of the Financial Administration and Audit Act 1985.

Andrew Hammond

Governing Council Chair

26 February 2008

Lidia Rozlapa

CEO/Managing Director

26 February 2008


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Governing Council Chair’s Report

I would like to congratulate the staff of Great Southern TAFE on another very successful year which saw

excellent outcomes for the College and its students. College staff continued to build on their

professional and academic standards and their commitment to excellence. Major 2007 outcomes

included meeting all key performance indicators within budget. The College has met and exceeded all

Delivery Performance Agreement and training targets, with only a 5% increase in costs, while

implementing innovative and flexible enhancements to its delivery and assessment.

These outcomes were due, in no small part, to a committed, skilled, and knowledgeable staff and a

strong learning culture across the organisation. Great Southern TAFE again received clear internal

audits for 2007, which provided the Governing Council with confidence in the internal controls for

finance, human resources, facilities and information technology.

Throughout the reporting year, the College responded proactively to the Minister for Education and

Training‟s priorities, particularly in addressing the skills and labour shortages in the Great Southern,

increasing apprenticeships and traineeships, creating more pathways for 15-19 year olds, and improving

Indigenous student outcomes. Our commitment to increasing workplace based learning was reflected in

a 20% increase in apprentice enrolments, as employers used the system to bolster the labour pool.

In addition to these achievements, 2007 was a big year for awards for Great Southern TAFE staff and

students:

The College was a finalist in the 2007 Large Training Provider of the Year Award and the

Albany Chamber of Commerce Business Awards.

The World Skills State competition was hosted by our Business and Creative Industries

Department in the field of office administration. Our students did very well, taking out first,

second and third prize. Our first prize winner has been selected to compete in the State

team at the National WorldSkills titles to be held in July 2008 in Sydney.

Two of our lecturers secured a place in the final round of the Premier‟s Teacher of the Year

Awards.

Our Forestry Coordinator won the National Farmers Federation (NFF) 2007 Rural Trade

Teacher of the Year Award for National Conservation and Land Management.

One of our Aboriginal Visual Arts students won Indigenous Student of the Year at the State

Training Awards in August. He went on to compete nationally at the Australian Training

Awards in Hobart at the end of last year and was a finalist.

One of our Information Technology students in Mt Barker won the major prize for Adult

Learner‟s Week.


Two of our top apprentice chefs competed in the Nestle cooking competition and received

first and second place in the state wide competition.

One of our Certificate IV in Music students and his band won a heat in the National Campus

Band competition and competed in the state semi finals in Perth in September.

My thanks go to the members of the Governing Council who, through their participation and

commitment of time, demonstrate their interest in the overall welfare of our College and the wider

community. Special thanks also to the College Managing Director, Lidia Rozlapa, for her determination

and focus in driving the College forward and meeting its key objectives. In 2008, we look forward to a

continued strong performance in the delivery of excellence in education and training for the Great

Southern Region.

ANDREW HAMMOND

Chair, Great Southern TAFE Governing Council

30 January 2008


Managing Director’s Report

I take pleasure in reporting on the performance of Great Southern TAFE in 2007 - another successful

year evident in our wide range of achievements. As a College, we have managed within all budget

parameters, consistent with Section 42 estimates of the Financial Administration and Audit Act 1985.

Our financial performance remained sound, with an operating surplus of $ 603,543 and a working capital

ratio of 2:9 achieved. These results reflect the College‟s ability to manage its financial resources and

reserves prudently.

During the reporting year, we continued to review and implement new business systems to meet the

expectations of our internal and external clients, and to maintain Registered Training Organisation

accreditation standards under the Australian Quality Training Framework (AQTF).

Our success in 2007 has largely been due to a team of dedicated and professional staff members

committed to excellence in the delivery of training and education. The year began with a very successful

All Staff Professional Development Day based around the theme of Personal Wellbeing. Staff

participated in a range of activities to give them the tools to set, and stay with, their own personal

wellbeing goals. We continued along this theme later in the year with the establishment of a Smoke Free

Campus. By 2008, the College will be totally Smoke Free, making our work environment a healthier

place to be.

Our Lecturer Professional Development Program for up-skilling and professional qualifications has been

completed to schedule, and 95% of full time lecturing staff have attained the Certificate 4 TAA

qualification. The College is committed to a new stream-lined approach to RPL for our clients and 2008

will see this model implemented.

Our partnerships with industry have grown as evidenced by the profile achievement of over 100% in

2007.

Some major partnerships included:

The Trout Alliance and the Blackwood Basin Group

Argyle Diamonds

AgWest

Hotels & Licensees (Responsible Service of Alcohol)

Western Power

Fletcher‟s International

Western Australian Meat Marketing Cooperative Limited (WAMMCO)

Albany Regional Hospital

Curtin University

Plantagenet Health Centre

Hall & Prior/Clarence Estate

Activ Foundation

The Forest Products Commission


During 2007, the College‟s training extended beyond the region to other parts of the State, including the

East Kimberley diamond mines and the shearing sheds of Esperance. Our TAFE Business Centre, in

partnership with Kimberley College of TAFE and Curtin Vocational Training and Education Centre

(VTEC), delivered a range of Worksafe ticketed courses as far afield as Kununnurra, Broome, and

Kalgoorlie.

Over 900 students graduated from our Shearing and Wool Handling course and our External Studies

Centre delivered courses to over 500 distance education students across the State.

We also invested resources into training and services to international markets, exposing staff to new

and challenging environments. The College was part of a successful tender bid by Education and Training

International and Vocational Education and Training Assessment Services (VETASSESS) for the provision

of overseas skills assessment for tradespeople intending to migrate to Australia. Six of our trades

lecturers have been involved in the project and are travelling to the nominated countries of Bangladesh,

the United Kingdom, China, South Africa, India, Malaysia, and the Philippines on a rotating schedule,

which commenced in December 2007.

Throughout the year, we made significant progress towards achieving the goals laid out in our Strategic

Plan 2005-2009. This stemmed from business improvement, investment in staff training, partnering with

business and industry, and responding to customer needs with relevant, timely, and cost effective

training.

This year has also seen strong improvements in our Indigenous student outcomes, with an increase in

the number of Indigenous students enrolled in employment based outcomes (Certificate III and above)

from 139 in 2006 to 149 in 2007. We also saw an improvement in Indigenous student retention rates

from 19% in 2006 up to 31% in 2007.

During 2007, we provided more flexible and accessible pathways for our young people so they had

more options to choose from, and were more likely to remain in the education system. We expanded

our intersectoral articulations through the development of our UniLink initiative. This strategy led to

the development of specific articulation agreements with 10 universities across Australia for our

students to gain credit in over 40 Bachelor Degrees with the completion of a TAFE Diploma.

We built on this initiative with a new TAFELink program which allows Year 11 and 12 students to

combine school and TAFE subjects to gain a Certificate III and Certificate IV qualification by the end of

Year 12. This gives school leavers more flexibility and greater choice when it comes to their study

pathways. Completing a Certificate IV by the end of Year 12 will give students the option of applying for

direct University entrance or TAFE, and it will also open up greater employment opportunities with a

vocational qualification.

The year 2007 also resulted in significant advances in infrastructure development for the College. In July,

the Education and Training Minister officially opened our new $2.3 million Horticulture and

Conservation and Land Management Centre in Albany. The centre has been established in response to

growing demand for skilled workers in horticulture, agriculture and land management industries. In

addition to this centre, the State Government is spending $550,000 on equipment for traditional trades

training at the Albany campus, with the new items expected to be delivered in early 2008. New

projects next year will include a redevelopment of our automotive workshop and a re-furbishment of

our Denmark Campus.

With the current skills shortages and a climate of strong economic growth and low unemployment, the

College moved away from traditional forms of training to more innovative and collaborative training. As

a result of our partnership with the City of Albany, Opus International, Mt Barker Shire, Main Roads,

and the Water Corporation, our first group of students completed their Certificate IV in Civil


Engineering which has met these organisations‟ need for skilled workers, through an innovative

cadetship program.

I would like to congratulate staff on an outstanding year, and thank them for their effort and

commitment to delivering a consistently high standard of training to our diverse student population in all

parts of the region. I would also like to take this opportunity to thank our dedicated Governing

Council, all of our industry partners, sponsors and key stakeholders, whose support of the College

ensures a vibrant and prosperous future for our students.

On behalf of Great Southern TAFE staff, I take pleasure in sharing this report with you, and look

forward to an exciting and even greater year ahead.

LIDIA ROZLAPA

CEO/Managing Director

January 30 2008


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Great Southern TAFE at a Glance …

Established in 1974, Great Southern TAFE is the region‟s largest training provider, covering an area of

40,500 square kilometres. The College‟s capacity for training stretches right across the region with

more than ten sites, including four major campuses.

The primary campus is located in Albany, with additional campuses in Denmark, Mt Barker and

Katanning. All hinterland campuses offer a broad range of qualifications, as well as professional and skills

development courses to suit local community and business needs.

Employing 350 staff, and with an annual budget of 18.6 million dollars, the College provides local

employment opportunities, and skills development to enhance local enterprise.

Each year, over 200 nationally accredited qualifications are offered, from Certificate to Advanced

Diploma level, and university pathways. The College‟s student population exceeds 6500, with student

numbers steadily increasing over recent years.

Great Southern TAFE‟s qualifications are structured within five key delivery areas:

Business & Creative Industries

Social Sciences

Trade & Industry Skills

Primary Production & Natural Resource Management

TAFE Business Centre

Alternative study options are made available through the External Studies, delivery and assessment in

the workplace, skills recognition, and through a blended delivery approach that offers convenience and

flexibility.

The College manages and delivers approximately 1.1 million student contact hours (SCH) throughout

Western Australia. These hours are spread over programs won under competitive tendering

arrangements, Western Australian Department of Education and Training “profile” funded programs,

traineeships and apprenticeships, Vocational Education and Training (VET) in schools, and auspicing

programs.

Great Southern TAFE provides vocational education and training products within the Australian

Qualification Framework (AQF), consisting of Training Packages and courses that are accredited with

the Training Accreditation Council (TAC). The College offers a range of qualifications from Certificate

to Advanced Diploma and University pathways and customised fee for service training.

A Customer Service Centre operates at the Albany campus which amalgamates all student services into

one centralised and easily accessible facility. Student services include:

Well-equipped, modern facilities

Professional career guidance

Skills recognition

Disability Liaison Officer

Library Resource Centre

Student café


Student recreation area

Accommodation services

External delivery centre

Free internet and email access

Career and employment services

Free counseling service


Our TAFE Business Centre offers a specialised training consultancy service, while delivering an extensive

range of customized training including industrial, workplace and lifestyle courses. The Business Centre

also works closely with business and industry to deliver training to benefit and sustain regional

businesses.

Additional Services

Great Southern TAFE also offers a wide range of specialised services including:

Assessment and Workplace Training

Risk Management

Corporate Training

Industry Consultancy

Workplace-Based Training

Apprenticeships & Traineeships

On the Job Assessment

Competency Based Training

Modern Teaching Techniques

Learner-Centred Training

Training Needs Analysis

Job/Role Competency Assessment


Governing Council

The College Governing Council consists of a Chairperson, Deputy Chairperson, the Managing Director,

and ten other members, who are appointed by the Minister for Education and Training for their

expertise in education and training, industry or community affairs and for their ability to contribute to

the strategic direction of the College.

Whilst the Managing Director has responsibility for the day to day operations, the Governing Council

overseas the strategic and overall direction of the College through the execution of its statutory

functions, within the Vocational Education and Training Act 1996, the Public Sector Management Act

1994 and the Financial Administration and Audit Act 1985.

As at 31 December 2007, the Membership of Great Southern TAFE Governing Council was:

Name Position Expiration of Term

Mr Andrew Hammond Chairperson 30 June 2010

Mr Len Smith Deputy Chairperson 31 December 2009

Ms Joan Cameron Member 31 December 2009

Mr Graham Harvey Member 30 June 2010

Ms Catherine Jenkins Member 31 December 2008

Mr Kimberley Krakouer Member 31 December 2009

Ms Lidia Rozlapa Managing Director n/a

Ms Jane Trethowan Member 30 June 2009

Resigned / Retired Details of 2007:

Mr Harley Coyne Member Resigned February 2007

Ms Katrina Ellis Member Retired 30 June 2007

Mr David Knox Member Retired 31 December 2007

Mr Rick Mitchell Member Retired 31 December 2007


Legislation Impacting on Great Southern TAFE’s Activities:

State:

Auditor General Act, 2006

Building and Construction Industry Training Fund and Levy College Act, 1990

Corruption and Crime Commission Act, 2003

Curriculum Council Act, 1997

Disability Services Act, 1993

Education Service Providers (Full Fee Overseas Students) Registration Act, 1991

Electronic Transactions Act, 2003

Equal Opportunity Act, 1984

Financial Management Act, 2006

Freedom of Information Act, 1992

Industrial Relations Act, 1979

Industrial Training Act, 1975

Library Board of Western Australia Act, 1951

Liquor Control Act, 1988

Minimum Conditions of Employment Act, 1993

Occupational Safety and Health Act, 1984

Public Interest Disclosure Act, 2003

Public Sector Management Act, 1994

School Education Act, 1999

State Records Act, 2000

State Superannuation Act, 2000

State Supply Commission Act, 1991

Vocational Education and Training Act, 1996

Workers Compensation and Injury Management Act , 1981

Working with Children (Criminal Record Checking) Act, 2004

Commonwealth:

Copyright Act, 1968

Education Services for Overseas Students Act, 2000

Education Services for Overseas Students (Registration Charges) Act, 1997

Trade Practices Act, 1974

Training Guarantee (Administration) Act, 1990

Workplace Relations Act, 1996


Great Southern TAFE’s Strategic Directions

Our Vision

To be recognised as a progressive TAFEWA College and major regional skills provider, integral to the

social and economic growth of the region.

Our Mission

To provide innovative learning opportunities that produce graduates with real skills sought after by

industry, and underpin a prosperous and sustainable region.

Our Focus for Success

Relationship with our Clients

Excellent Training & Services

Sustainable Business

Staff Knowledge & Learning

Our Values

Our Customers

Partnerships & Alliances

Our people

Innovation & Creativity

Ethical Practice

Cultural & Social Diversity

Our Measures of Success

Student Satisfaction

Graduate Satisfaction & Outcomes

Employer Satisfaction

Staff Satisfaction

Efficiency


Community Vision - Great Southern TAFE Will be a College:

With integrity and commitment to all segments of the community, particularly our youth and

lifelong learners.

That is affordable, accessible and accountable in its dealings.

Whose customers value the College and clearly see it as a key partner in the capacity building

of the wider community.

Whose customers are supportive of new approaches to flexible delivery and assessment

which they believe will enhance the relevance of training to industry, and the region‟s access

to training and education.

That is more innovative and energised as lecturers‟ enthusiasm, skills and new ways of

working emerge, and systems are streamlined to the customer‟s needs.

That increasingly meets its customers‟ needs through short course training and part

qualifications as required. Timetabling will be at a time and place most suitable for the client

and technology will support higher level skills and acquisition.

That is seen as a key source of advice for career paths and study which facilitate pathways

across the TAFEWA network.

Staff Vision - Great Southern TAFE’s Staff Will:

Understand the need for new products, services and methodologies to meet the current and

future expectations of their diverse clients and region. Be recognised for the excellence of

their training and the success of their students.

Express high satisfaction with the College, which will be sustained by support for their

continuous learning and the College‟s investment in technology and training.

Understand the need for new ways of working and trusts that the College will maintain a

commitment to their professional development, essential to support this. Access resources

to innovate, project manage, develop capacity and commit to sustainable practices.

Demonstrate cross-sectional and cross-sectoral collaboration

Capture, retain, and share knowledge to maintain organisational learning and expertise

Exceed standards in service delivery in all areas of College business

Continue to expand external relationships with business, industry and our community.


Great Southern TAFE’s Strategic Priorities 2005-2009

The following goals have been established for the College to 2009 and are aligned with the TAFEWA

Network priorities:

1. Increase Client Service

Goal 1.1: Great Southern TAFE will have coherent and consistent client service that provides accurate

and timely information, advice and enrolment.

Outcomes: - Improved student satisfaction with client services.

- Improved retention and outcomes for students.

2. Contribute to Economic Development

Goal 2.1 Great Southern TAFE will anticipate and respond to present, future and specialist industry

needs.

Outcomes: - Growth in employment based delivery including apprenticeships, traineeships and

school based traineeships to meet the projected skills and labour shortages in the

Great Southern.

- Implementation of market driven flexible and alternative delivery and assessment

arrangements across the region.

Goal 2.2 Great Southern TAFE will participate in the global education and training market in areas

of strategic advantage to Western Australia.

Outcomes: - Opportunities developed beyond Great Southern Region.

3. Contribute to Community Development

Goal 3.1 Great Southern TAFE will address the diverse needs of young people, as they make the

transition from school to work.

Outcomes: - Increased retention rates for 15-19 year olds in post-compulsory education and

training.

- Implementation of the Narrogin and Great Southern Districts‟ Youth Advantage

Strategy.

Goal 3.2 Great Southern TAFE will contribute to improved education and employment outcomes for

Indigenous people in Western Australia.

Outcomes: - Improved Indigenous participation and retention in schools and TAFEWA.

- Improved Indigenous participation at higher qualification levels.

- Improved employment outcomes for Indigenous TAFEWA graduates.


Goal 3.3 Great Southern TAFE will contribute to and is a valued member of a sustainable Western

Australia.

Outcomes: - Support for whole of State goals for equity and access.

- Higher levels of community participation in learning.

- Efficiency and sustainability in the framework of Shared Services and College

Business Planning.

4. Improve the Quality of Teaching and Learning

Goal 4.1 Great Southern TAFE teaching and learning strategies will be recognised as being

innovative, flexible and responsive to client learning needs.

Outcomes: - Increased student satisfaction with quality of teaching, learning and assessment.

- Increased module and qualification completions.

- Implement innovative approaches to the design and delivery of training based on

market need and workplace learning.

- Excellence in performance, quality and relevance.

Goal 4.2 Great Southern employees will be recognised as a high quality and capable workforce..

Outcomes: - Improved staff knowledge and skills currency at industry standards.

Priorities for the TAFEWA Network 2006-2010

1. Contribute to economic development with a focus on reducing industry skills shortages.

2. Contribute to community development with a focus on increasing the effective participation of

15 to 24 year olds in TAFEWA.

3. Improve the quality of teaching and learning with a focus on improving learning resources to

support the implementation of Training Packages.

4. Increase client service with a focus on making it easier for students and industry to access and

navigate the TAFEWA Network.


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Government Goals: Better Planning, Better Futures …

Our commitment to the implementation of national and state training arrangements and priorities is

embedded within our corporate culture, and is evident in our strategic documents, processes and

practices. The range of projects and initiatives highlighted in this report, and their subsequent

outcomes, strongly reflect these priorities.

Our strategic outcomes and services are aligned with the government‟s goals and strategic outcomes

articulated in the Better Planning: Better Futures document:

Goal 1: Better Services: Enhancing the quality of life and wellbeing of all people throughout Western

Australia by providing high quality, accessible services.

Goal 2: Jobs and Economic Development: Creating conditions that foster a strong economy

delivering more jobs, opportunities and greater wealth for all Western Australians.

Goal 3: Lifestyle and the Environment: Protecting and enhancing the unique Western Australian

lifestyle and ensuring sustainable management of the environment.

Goal 4: Regional Development: Ensuring that regional Western Australia is strong and vibrant.

Goal 5: Governance and Public Sector Improvement: Developing and maintaining a skilled,

diverse and ethical public sector serving the Government with consideration of the public interest.


BPBF Goal 1: Better Services

BPBF Strategic Outcome: A world class education and training system that provides lifelong learning

opportunities.

Agency Level Outcomes

Improved student satisfaction with client services

Improved retention and outcomes for students

Higher levels of community participation in learning

Improved Indigenous participation and retention in schools and TAFEWA

Improved Indigenous participation at higher qualification levels

Increase student satisfaction with quality of teaching, learning and assessment

Implement innovative approaches to the design and delivery of training, based on market

need and workplace learning

Excellence in performance, quality and relevance

TAFEWA Strategic Focus 1: Increase Client Service

TAFEWA Strategic Focus 4: Improve the Quality of Teaching and Learning

College Achievements:

During the reporting year, Great Southern TAFE‟s student satisfaction continued to be higher

than the state average (90% in 2007).

The average module load completion rate (MLCR) has improved by 4.5% in 2007 and remains

a priority for support and outcomes achievement. In particular the MLCR for Literacy and

Numeracy has improved by over 20%.

In 2007, the College delivered 27000 SCH through the Vocational Education and Training in

Schools (VETIS) programs and supported 12 different schools across the region.

The number of Indigenous students enrolled in employment based outcomes (Certificate III

and above) rose from 139 in 2006, to 149 in 2007. Indigenous student retention rates were

up from 19% in 2006, to 31% in 2007 of students continuing. There was also an increase in

Indigenous student enrolments of 19% 2006 to 2007.

The College partnered with Curtin University to delivery its Bachelor of Fine Arts Program at

the Albany campus. Students who complete a Great Southern TAFE Advanced Diploma of

Visual Arts will be able to articulate straight into Curtin‟s degree, with a year‟s worth of

credit. This allows students the benefit of gaining two qualifications on campus, without

having to travel to Perth. Curtin will also be delivering its Bachelor of Education in Albany, and

has agreed to provide an articulation pathway from the College‟s Diploma of Children‟s

Services into their Bachelor of Education (Early Childhood Education).

New qualifications were added to the College‟s scope and delivered in 2007 including project

management, mental health work, roof plumbing, the Diploma of Training and Assessment and

captive animal management.


Great Southern TAFE has come up with innovative ways to cater for changes in the school

leaving age through forging a strong partnership with Albany District Education Office. One of

these innovations has been the Boatshed course.

School students at risk of disengaging may learn new skills in construction, working with

professional boat builders, and for some, the authentic workplace experience is a refreshing

change to the school environment. The Albany Boatshed Project has achieved positive results

for a group of at-risk adolescents.

This initiative is the first time that students at a high school have undertaken a dual school –

TAFE enrolment. Students attended school for three days a week, and undertook a Certificate

I of Industrial Skills at the Duyfken Boatshed on two days a week. This project achieved highly

successful outcomes with a group of students who were enrolled in year 11, but largely

disengaged from classroom delivery.

Successful outcomes included improved performance in school, development of strong links

with the community and employers and over 90% of participants achieving their qualification.

Other projects included new VET in Schools programs, school to work transition programs

extending skills development with self confidence and personal presentation.

The new UniLink program gained increasing momentum, providing seamless pathways from

TAFE to University to encourage the take-up of higher levels of tertiary education. This

UniLink initiative has seen the establishment of formalized articulation agreements with 10

different universities across Australia, covering 37 different undergraduate degrees.

This means students can complete a TAFE Diploma or Advanced Diploma and not only gain

entrance into these universities, but receive up to 18 months worth of credit towards an

undergraduate degree. This program has been embraced with enthusiasm by local high

schools, government departments, industry, and the wider community. The extensive number

and range of agreements that have been established are unique to the College.

Although the program has only begun to be promoted in January this year, it has generated an

enormous amount of interest already, from schools, and past, existing and prospective TAFE

students. A website has been established and future developments will see an expansion on

the number of pathways available.

At present, the College is seeking funding to establish an Open Learning Centre on campus to

support those students who are undertaking external university degrees. This supports the

expansion of TAFE delivery of higher level qualifications which is a State and Federal

imperative.

The College‟s new Research & Planning Directorate has been instrumental in achieving new

ways for youth to engage with enterprise and training in response to demands arising from the

Raised School Leaving Age legislation. Close links to the Education sector were well

maintained through Direct Albany Youth Education and Training (DAYET) committee. A

strong relationship with the District Education Office continued throughout 2007.

A very successful Careers Expo was held at the College in August 2007. The major goal of

the EXPO was to allow participants and exhibitors to view tangible links and pathways

between education, training and employment/ industry. The event allowed groups to network,

discover information and gain an overall picture of the region‟s opportunities in the three

sectors.


The diverse range of exhibitors, displays, activities and information available provided a great

opportunity for many people in the region to speak to representatives from a range of

educational and exhibitors from major regional training, industry and support services. While

the EXPO had a key focus on high school groups this year it was open to the general

community and well attended by over 450 people.

Career Services: This service has significantly enhanced delivery of employment and career

services to students since its inception in 2004. Commitment to a comprehensive

employment and career service for students at Great Southern TAFE is integral to the

achievement of key strategic goals identified by the college. This year, the service continued to

grow.

The College allocated a student computer and booth dedicated to specific industry, career

and job search sites. Great Southern TAFE has also supported the professional development

of the TAFEWA Plus staff member, purchased additional employment and career resources,

funded the printing of a series of 34 career brochures outlining career and employment

pathways and flyers promoting the service through College Communications Services.

Attendance at Information Technology Industry Reference Group meeting and Trades Forum

has enabled Careers and Employment Services Officer to establish initial links to industry

representatives.

Lecturing staff continued to excel in their use of technology to deliver training more

effectively to regionally isolated students. The „Beyond the Black Stump‟ program is helping

students and staff to overcome the tyranny of distance through flexible training and

assessment. Lecturers visited apprentices and trainees on the job and recorded assessments

of their skills using PDA‟s (personal digital assistants). Students who work on sites in

Esperance and Ravensthorpe used digital cameras, memory sticks and mobile phones to

record evidence of their skills at work which they emailed to lecturers.

In 2007 our External Delivery Centre issued more certificates and delivered more hours with

higher completions than ever before through Albany Regional Prison and Pardelup Prison.

Our training model for prisons has been adopted by the Justice Department, with a view to

introducing it throughout all Prison Education Centres.

Lecturers developed an e-communications project that has improved communications

between school and TAFE through an innovative Learnscope project, funded by the

Department of Education and Training. As a result, we are helping young people have the

best experience at TAFE through student/parent information sessions and „how to„ guides for

school age students in the TAFE world for the first time.

2007 was a big year for the College in terms of awards:

The College was a finalist in the 2007 Large Training Provider of the Year Award and

the Albany Chamber of Commerce Business Awards.

The World Skills State competition was hosted by our Business and Creative Industries

Department in the field of office administration. Our students did very well, taking out

first, second and third prize. Our first prize winner has been selected to compete in the

State team at the National WorldSkills titles to be held in July 2008 in Sydney.

Two of our lecturers secured a place in the final round of the Premier‟s Teacher of the

Year Awards.

Our Forestry Coordinator won the National Farmers Federation ( NFF ) 2007 Rural

Trade Teacher of the Year Award for National Conservation and Land Management.


One of our Aboriginal Visual Arts students won Indigenous Student of the Year at the

State Training Awards in August. He went on to compete nationally at the Australian

Training Awards in Hobart at the end of last year and was a finalist.

One of our Information Technology students in Mt Barker won the major prize for

Adult Learner‟s Week.

Two of our top apprentice chefs competed in the Nestle cooking competition and

received first and second place in the state wide competition.

One of our Cert IV Music students and his band won a heat in the National Campus

Band competition and competed in the state semi finals in Perth in September.

BPBF Goal 2: Jobs and Economic Development

BPBF Strategic Outcomes: A strong research and development capacity; A level and mix of

infrastructure that promotes economic growth.

Agency Level Outcome

Growth in employment based delivery including apprenticeships, traineeships and

school-based traineeships to meet the projected skills and labour shortages in the Great

Southern.

Implementation of market driven flexible and alternative delivery and assessment


Opportunities developed beyond Great Southern Region.

TAFEWA Strategic Focus 2: Contribute to Economic Development


During the reporting year, the College was part of a successful tender bid by Education and

Training International and Vocational Education and Training Assessment Services

(VETASSESS) for the provision of overseas skills assessment for tradespeople intending to

migrate to Australia. Six of our trades lecturers have been involved in the project and are

travelling to the nominated countries of Bangladesh, UK, Malaysia, China and the Philippines.

The assessors are following a stringent assessment process which includes the identification of

individual competency profiles including qualifications and training certificates, work

experience and other industry recognised licenses. Skills assessment follows and includes

simulated activities. This will lead to the final production of an assessment letter for

migration. The assessment schedule spans one year and started in December 2007 with visits

to the United Kingdom. In January 2008, visits are planned to India, South Africa, the

Philippines and Sri Lanka.

A complete refurbishment of the College bus shed has also been completed and is now being

used as an Art Learning Facility. The space and light available in this particular facility has been

ideal for our emerging artists and student feedback has been very positive. This project was

managed by local Architects and constructed by pre apprenticeship students from the

construction area. Strategic Master Planning for the future has begun in 2007 to ensure

facilities and expansion accompanies our training growth. This facility now accommodates

Indigenous art students and Curtin art students.


The farm relocation project was completed and courses began operating out of the new

facility in Semester 2, 2007. The $2.3million Horticulture and Conservation and Land

Management Centre was opened by the Minister in July. This centralised position is allowing

for a better integration of student services and resources and an expansion of student

facilities, while providing the community with increased accessibility to training in the area of

Horticulture and Natural Resource Management.

We continued to build and expand industry partnerships between the College and our

students. In 2007, we successfully positioned ourselves to be the Registered Training

Organisation (RTO) for the Forest Products Commission, Clarence Estate Nursing Homes,

City of Albany, and local dentists. These partnerships are the most cost effective way of

skilling people in these industries through delivery and assessment in their workplaces. This

value-adding is to provide „just in time‟ training to meet employers‟ operational and strategic

needs for industry entrants.

The College worked in partnership with the Lower Great Southern Community Living

Association (LGSCLA) and CCI Employfast to offer opportunities for trainees and apprentices

which led to LGSCLA being a runner up in for southern WA in the 2007 Minister‟s Award for

Excellence for Employers of Australian Apprentices.

Delivery of the Certificate III of Allied Health Assistant has provided local industry with skilled

workers to support the work of physiotherapists, speech therapists and occupational

therapists in the aged care industry. Training was delivered in the classroom and the

workplace and forms a key part of the workforce development model of providing training

services in the Social Sciences section.

Our Workforce Development Strategy is being rolled out as a service to our local industry.

This methodology will increase RPL activity and provide training based on needs in the time

and place identified by industry. This model for institutional delivery is based on existing

apprenticeship and traineeship models which have been working successfully across the

region, and refocuses some institutional delivery from classroom based in a time of high

employment.

As a result of a successful cadetship program delivered in partnership with local businesses,

our first group of students completed their Certificate IV in Civil Engineering. This group will

have the option of continuing on to Diploma level. This program has allowed students to gain

their full qualification in Albany, without the necessity of relocation to Perth. It has also

contributed to addressing existing skills shortages in this industry by producing qualified

graduates willing to stay and work in the region.

We held a Diploma of Enrolled Nursing graduation in July with nine graduates – the first to

receive the Diploma of Enrolled Nursing from this College. The College was also successful in

winning two Enrolled Nursing tenders, one for the upskilling of enrolled nurses employed in

the aged care nursing home area in medication mgt and the other for existing Enrolled Nurses

the opportunity to attain a Diploma of Enrolled Nursing through a skills recognition process.

We strengthened our partnership with Argyle Diamond Mines in 2007, providing nine trips to

undertake skills training and 2 trips to deliver the 5 Day Safety Reps course. on a fly-in, fly-out

basis, with a focus on OHS and Worksafe licensing. Some 5 day blocks of training were also

delivered in Perth where we were hosted by Challenger TAFE at their Henderson campus.

Through a partnership with AgWest International, we delivered training to 14 international

students employed by the Ministry of Agriculture in Iraq. The College hosted the students for


a two week period, during which time they participated in irrigation, GIS and general

computing training.

Our knowledge of client needs in the Dental industry resulted in the development of a

program to deliver training for dental assistants - Certificate IV of Dental Assisting (Dental

Radiography) to address an existing skills shortage in this industry. Students are undertaking a

combination of work placement and theoretical training with placements in Mt Barker and

Denmark. Workers already in industry have also been trained. Online learning and

assessment support materials are vital resources in supporting this worker training program.

A Return to Industry Program for information technology resulted in students being placed

into employment, a validation of the college approach to delivering IT training and valuable

skills and networking for the IT lecturing staff.

There has been ongoing uptake of workplace development and training opportunities in the

community services sector with traineeship numbers increasing over the year. Our

partnerships with agencies such as the Lower Great Southern Community Living Association,

Activ Foundation, Young House, Hall and Prior, Clarence Estate and Overton Lodge in have

been strong and fruitful. Some of the outcomes include a more highly skilled workforce and

ongoing student employment outcomes. The strength and vitality of these partnerships is

providing ongoing sustainability in the community services sector workforce.

BPBF Goal 3: Lifestyle and Environment

BPBF Strategic Outcomes: Biodiversity and ecosystems that are well maintained; Impacts on the

environment are responsibly and sustainably managed.


Efficiency and sustainability in the framework of Shared Services and College Business

Planning.

TAFEWA Strategic Focus 3: Contribute to Community Development


As a result of incorporating wildlife units of competency in our Certificate IV in Conservation

and Land Management, our students were involved in a number of sea bird rescue activities

which mainly involved pelicans and gulls with hooks in their beaks or necks or line tangled

around their feet. This program provided much needed volunteer numbers to assist in the

rescue of seabirds hooked and tangled by anglers whilst fishing.

Great Southern TAFE is the only College in the southwest of Western Australia that is

providing training in organic horticulture. This training continued in 2007 for its seventh year

allowing students gain practical skills working in a NASAA-Certified commercial organic

garden. Throughout the year, students worked closely with organic industry groups to

support local growers and they supplied fresh produce to local retailers and consumers.

At a corporate level the College‟s Sustainability Action Group has been instrumental in raising

awareness amongst students and staff on issues on recycling and energy awareness with

targets being met ahead of time. Operational measures include a water treatment strategy

based on a state of the art re-circulation system to ensure ecologically sustainable effluent


management, energy star rating on all computers, fluorescent lights replaced with

triphosphorous lights, and reduced number of lights on each block all contributing to a more

environmentally sustainable campus. In addition much of our training delivery contributes to

the environmental well being of the region, particularly in the area of primary industries, with

ongoing economic and social benefits.

Our Graphic Design students undertook a project in partnership with the South Coast

Regional Initiatives Planning Team (SCRIPT) to create a Special Value Area logo promoting

and encouraging protection of sensitive bushland areas in Western Australia. The design

concepts were presented in Perth, attended by representatives from CALM and the Minister

for Environment. The Interpretive designs are intended for use at a Best Practice site, and if

successful, will be displayed throughout Western Australia.

The new College Horticulture and Conservation and Land Management Centre incorporates

the latest sustainable principles of water recycling through specially designed catchment areas

and tanks. In addition, careful choice of plants appropriate to the Great Southern climate and

the requirements of the training environment have been taken into account. Students have

been closely involved in the landscape design of the new site as part of training and assessment

requirements of their programs. This has occurred in consultation with local contractors and

lecturers, and has provided valuable industry experience for the students. The Diploma of

Horticulture students have developed the overall design including plant selection for an

„avenue of trees‟ while the Certificate III Horticulture students have been responsible for the

relocation of turf and design of paved walkways.

In 2007 the College increased its efforts in the area of Waste Management and Waste

Avoidance. The recycling of paper and cardboard was a key project this year and the College

now has eight recycling bins for all types of office waste and a dedicated cardboard skip to

capture cardboard waste.

To prevent co-mingling of recyclables and general waste before it goes in the main bins, there

is a trial of 20 small office bins in the administration area that encourage the officers to

separate waste. Once the success of this trial is established the College will equip every

officer at a desk with a separator bin.

The College also sent a staff member to the Waste and Recycling 2007 Conference recently

held in Fremantle hosted by the Department of Environment and Conservation, which had an

emphasis on waste and resource recovery.

At the All Staff Professional Development Day, the theme was Personal Wellbeing which was

reinforced throughout the year.

Great Southern TAFE was established as a Smoke Free Campus in 2007.

Great Southern TAFE staff were part of a Global Corporate Challenge aimed at encouraging a

healthy lifestyle amongst staff – an initiative of the College‟s Sustainability Action Group.

Participating staff members were funded through the college‟s Professional Development

program. Staff reported feeling fitter, more aware of their health, and having reduced stress at

work, due to the increased physical activity.


BPBF Goal 4: Regional Development

BPBF Strategic Outcomes: Regional communities that are educated, healthy, safe, and supportive;

Government decision making that takes account of regional issues.

Agency Level Outcomes

Opportunities developed beyond Great Southern Region.

Implementation of market driven flexible and alternative delivery and assessment


Improved employment outcomes for Indigenous TAFEWA graduates.

TAFEWA Strategic Focus 2, 3 and 4


The Internet was increasingly accessed by regional and remote learners for training support

and delivery and we continued to maintain a strong and ongoing partnership with the

Telecentre Network. This allowed the College to bring quality training into the region‟s

hinterlands and beyond, with partnerships with Training Centres, Regional Agents and

Telecentres in Gnowangerup, Walpole, Tambellup, Cranbrook, Wellstead/ManyPeaks, Bremer

Bay, Frankland, Jerramungup, Kojonup, Ongerup and Ravensthorpe. A range of nationally

accredited programs was offered from entry level training to Advanced Diploma and

university pathways.

Through the efforts of Katanning‟s Campus Coordinator and Primary Production and Natural

Resource Management‟s Shearing Coordinator, a partnership with the local Katanning

Shearing Contractors was formed to provide training for shearers and wool handlers in the

Katanning area. Training and assessment of industry personnel in the Certificate II in Wool

Handling began in May and ran in the Katanning area for five weeks. A further information

session was held in April to provide information regarding delivery in the Certificate III in Clip

Preparation and Certificate IV in Wool classing. These courses were successful and ran out of

the Katanning Campus in June. We will be running a second course in semester one 2008.

The Certificate I in Agri-foods Pathways course ran in semester one with excellent results.

The Katanning Senior High School Principal reported to the Narrogin District Education &

Training Participation Plan Consultative Committee (ETPP) that the course had been a huge

success and had resulted in a particular student having a complete turnaround in regard to

their attitude to school attendance and interaction with other students and teachers. The

course saw the students wanting to attend, turning up early and being reluctant to leave. Our

lecturer, Mark Randall, had a fantastic rapport with the students and was highly commended

by both Bev Stanes the Katanning Senior High School Principal and Trevor Carruthers the

VETISS Coordinator. The students continued in the Certificate II in Horticulture during

semester two and a similar course is scheduled for semester one 2008.

The College has been involved with an Indigenous Lecturing Cadetship which has seen 12

cadets recruited across TAFEWA, and 10 still employed at end of year. Cadets are

progressing through an integrated pathway in the Certificate IV/Diploma in Training and

Assessment. A Reframing the Future grant has supported the development of on-line learning

tools.

TAFEWA Indigenous Lecturers Program has its origins from Outcome 4 of the Working Together -

Indigenous Employment & Career Development Strategy. This program is addressing a lecturer


skill shortage, with the flow on being that colleges have staff to deliver training in skill shortage

areas, both regionally and in the metropolitan area. This project has all VET colleges in the

state partnering together. The initiative this network will support is aimed at bringing suitably

qualified Indigenous lecturers into the VET sector.

The College‟s new TAFELink program saw twelve year 11 students at Katanning Senior High

School undertake a university pathway by completing a Certificate IV TAFE qualification. The

program allows students to enrol in TAFE while remaining at high school. The students

completed a Certificate III in Information Technology during second semester 2007 and will

go on to complete their Certificate IV during year 12 in 2008, which will allow them direct

entry into university. High schools in Albany and surrounds have shown interest and several

new programs have been designed for implementation during 2008.

The College continued to support the TAFEWA network through partnerships with

Kimberley College and Curtin VTEC to deliver training in Kalgoorlie, Broome and

Ravensthorpe.

Great Southern TAFE is working closely with the proponents of major projects planned for

the region and is represented on the working groups for Lignors and Grange to assist with the

development of training infrastructure during both construction and operational phases.

Katanning Senior High has expressed an interest in participating in the Automotive School

Apprenticeship Link Program for 2008.

The Business Development Officers in the regional campuses worked with regional

telecentres to attract funding from FarmBis to conduct training needs analyses across the

Great Southern Region. The analyses will result in increased FarmBis subsidised course

provision in regional areas, targeted at those skills areas identified by farmers as being of high

need.

2007 was an exceptional year for Shearing and Shedhand delivery. College profile was fully

reached with another 16,000 student contact hours delivered in the regional areas. This has

allowed the College to fill profile twice this year as this department of the College took the

bulk of unused delivery hours in the September addendum. Woolclassing has also picked up

increased enrolments as a result of a regional focus.

Certificate III of Community Services (Youth worker) commenced part time in Denmark in

response to a request from the Denmark Healthy Community Project.

Commercial delivery of English Language Training commenced early in October for migrants

on 457 temporary working visas. The first set of delivery was with Western Power for a

small group of Filipino workers. Fletchers International has also expressed interest in this

training for their 200 plus Filipino workers and their families. This marks the commencement

of a commercial delivery model of English language training to this client group.

A partnership that began in 2003 between Great Southern TAFE and the Western Australian

Meat Marketing Co-operative Limited (WAMMCO) in Katanning was further strengthened in

2007. Great Southern TAFE delivered nationally-endorsed certified courses that have been

developed by the Meat Industry National Training Advisory Council (MINTRAC). WAMMCO

International is one of Australia's largest exporters of lamb to over 55 countries, specialising in

the production and export of premium quality chilled and frozen lamb meat. New employees

at WAMMCO were provided with on and off the job training, all of which was coordinated by

Great Southern TAFE.


The off the job self-paced computer training covered all areas of meat processing, where units

of competency build up from process worker to meat inspection and abattoir management.

WAMMCO is now well positioned and respected as a producer of quality meat products in

the world. The high level of training and program coordination provided by Great Southern

TAFE is a key to this success, and continued to add to the skills of its workforce and quality of

the WAMMCO product throughout 2007.

The Introduction to Construction course was delivered to Noongar students in Tambellup to

provide block, bricklaying and brick paving skills for participants involved in the local

Timbercrete franchise. The course maintained good attendance and achieved positive

outcomes through student involvement.

BPBF Goal 5: Governance and Public Sector Improvement

BPBF Strategic Outcomes: A skilled and capable public sector workforce; A public sector that is

responsive to the evolving needs of the community.


Improved staff knowledge and skills currency at industry standards.

TAFEWA Strategic Focus 4


Improve the Quality of Teaching and Learning.

At the beginning of each year, staff from all four major campuses came together for an All Staff

Professional Development Day. The theme was Personal Wellbeing and staff were also

informed about the College‟s business strategies for the coming year. Collaborative group

activities helped staff to gain a handle on the College‟s collective vision and priorities. Specific

feedback was obtained, as well as action plans which gave staff a sense of ownership and

commitment to the College‟s goals.

Industry reference groups took place throughout the region as part of training delivery, which

saw the College work with local businesses and agencies to improve the gathering, analysing,

and sharing of information regarding current and future labour market trends and industry

skills needs.

Targeted investment in staff training placed the College in a strong position to meet a variety

of challenges and opportunities. This included the implementation of new Training Packages,

changes in educational practice, the ongoing implications of the Raising the School Leaving Age

legislation, and the effective use of new technology within the training environment. A staff

training calendar was compiled, reflecting the generic staff development needs identified within

the College. Individual sections also had a staff development allocation within their budgets to

cater for more specific needs.

To ensure the quality and improvement of service delivery, the College has also appointed a

Delivery Enhancement Officer to raise academic excellence, mainly through professional

development of staff but also through mentoring. Professional development programs were

provided throughout the year to maintain currency of knowledge and enrich staff learning, in

line with the College‟s People Plan.


The development of this learning culture encouraged and supported staff to continuously be

improving their skills and knowledge and to share that knowledge with one another.

During the reporting year, the Delivery Enhancement Officer coordinated the delivery of a

range of targeted workshops, work-based groups and individual programs which provided

lecturing staff with skills in the following areas:

Increased skills and knowledge in dealing with challenging people and situations.

Increased skills and knowledge about building relationships with local industry and other

clients.

OHS skills and knowledge relating to workplace, its processes and policies.

Skill development in creating basic animations to develop learning resources.

Digital Stories production skills.

Council of Australian Governments direction towards streamlining RPL. It focuses on

job roles, critical aspects of evidence, professional judgment, and how RPL can be done

more effectively.

Skills formation in the use of the technology i.e. Moodle software.

Latest information on the availability of Training Packages and resources for their

delivery.

Inclusivity skills and knowledge aimed at students and colleagues.

Skill development in creating basic animations to develop learning resources.

Digital Stories production skills.

A series of ten workshops developed to support the implementation of the self-paced

Certificate IV in Training and Assessment for our staff.

Development of resource materials to support self-paced delivery.

Keeping pace with Industry developments/direction.

One Diploma of TAA.

Computing skills.

First aid.

Range of Industry Skills e.g. Elevated work platform.


The Minister’s Key Priorities for TAFEWA Colleges:

Increase Apprenticeships

and Traineeships in

traditional trades areas

Great Southern TAFE achieved State Government targets to increase

apprenticeship and traineeship participation with a doubling of its

employment based training since 2002. This growth has facilitated new

opportunities for the College, including employing new lecturing staff

with knowledge and experience in the latest industry technology.

Apprentice enrolments increased by 20% during the reporting year.

Increase the number of

Indigenous students

enrolled in employment

based qualification

The College achieved an increase in the number of Indigenous students

enrolled in employment based outcomes (Certificate III and above) from

139 in 2006 to 149 in 2007.

Ensure all new and

existing TAFEWA

permanent and contract

lecturers hold a

Certificate IV in Training

and Assessment or

equivalent

The Lecturer PD program for up-skilling and professional qualifications

has been completed to schedule and 95% of full time lecturing staff have

attained the Certificate 4 TAA qualification.

Shared Responsibilities

Shared Responsibilities with Other Agencies or Cross Agency Initiatives

Social Sciences:

Social Sciences have a range of cross agency initiatives. These include active training

partnerships in the community and health services area with Western Australian Country

Health Service, Great Southern, Rainbow House, Hall and Prior Clarence Estate, Bethel Aged

Care, Hawthorn House, Lions, Overton Lodge Mt Barker, Lower Great Southern Family

Support Association, Albany Outreach, and Activ amongst others.

Our lecturers interact on a range of levels including the delivery of training to trainees and

course based students as well as participating on various committees and boards in the

community and health industries. This has resulted in ever increasing numbers of industry

ready graduates to service local community needs.

A specific example of this included the delivery of the Certificate in Gaining Access to

Education and Training (Introductory) to a group of women with mental disability who were

clients of the Albany Outreach service. Other examples include the delivery of the Diploma of

Enrolled Nursing and the Bachelor of Registered Nursing which result in approximately 20

graduates per year. Other cross-agency initiatives include the delivery of training in the

Certificate of General Education for Adults to members of the prison community.


Primary Industries & Natural Resource Management:

The Meat Industry Training Council (MINTRAC) provides limited funding under an MOU

Contract for delivery of specific Diploma level units of competency for industry workers.

Great Southern TAFE delivers all training to the annual recruit intake of the Forest Products

Commission each year and acts as the Registered Training Organisation for all their short

course delivery.

Great Southern TAFE acts as the preferred Registered Training Organisation (RTO) for The

Apprentice and Traineeship Company and Employfast in Agriculture, Horticulture and

Viticulture Traineeship delivery.

The College has also worked with the Indigenous Co-ordination Centre in funding Indigenous

training programs in the region.

Great Southern Development Commission (Aboriginal Economic Development) - for project

development work for Indigenous programs in the region (e.g. Gnowangerup).

Research & Planning:

Indigenous Lecturing Cadetship: Great Southern TAFE is the lead college in this initiative

which has resulted in the appointment of 10 Indigenous cadet lecturers in seven of the 10

TAFEWA Colleges. Support for this initiative has been provided by the Western Australian

Department of Education & Training and through the Commonwealth Government's National

Indigenous Cadetship Program.

Western Australian Department of Training Education & Training Participation Plan: Shared

responsibility with the District Education Office for managing the Individual Pathways Plans for

TAFE students subject to the 'raising of the school leaving age' legislation.

Mt Barker One Community One College Implementation Committee: Establishment of an

integrated K - 12 plus TAFE education precinct in Mt Barker.

Great Southern Human Services Forum and the Strong Families Project: STRONG families is a

unique program in terms of its level of across agency support and reinforces holistic and

whole of government approaches to the provision of human services.

Vocational Education and Training (VET) in Schools: Shared responsibilities for delivery of VET

with nine schools in the region. Support from the District Education Office Narrogin for the

delivery of a blended school TAFE curriculum that will provide students with higher level VET

qualifications and meet minimum entry requirements for university.

Katanning Campus:

Katanning Senior High School – VET in-schools delivery and TAFELink.

Shire of Katanning – funding provided to deliver Computing for Seniors.

Gnowangerup Training Centre (GTC) – Great Southern TAFE is their preferred RTO - to

provide local training (Profile and Commercial).


Corporate Services

Shared responsibility with Shared Services who provide processing functions for Human

Resource Management, and Finance.


Department of Housing and Works Project Management Training: a customised program for staff in the

Department of Housing and Works, tailored for the building and construction industry. This project

will assure stakeholders that the growing contracts and projects being taken on in the Great Southern

will be effectively and efficiently managed by the Department's key staff. This program has been

developed during 2007 for implementation commencing in February 2008.

Workforce Capacity Building with the Albany Regional Hospital and the Department of Planning and

Infrastructure: Customised training programs have been delivered in these two agencies to provide

skilling and knowledge to staff in areas of conflict management and resolution, meetings management,

using information technology efficiently and effective presentations.

City of Albany: Frontline Management training has been delivered in partnership with the City of Albany

to ensure staff are meeting the workforce development plan implemented by the City of Albany. This

key training program is delivered at three different levels and participants have a pathway to progress in

their careers with the City.


The College has partnered with Education and Training International (ETI) and VETASSESS on providing

training assessments in overseas countries during 2007, and will continue to do so in 2008.


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Student feedback in 2007 revealed a high satisfaction rating once again. As reported in the College‟s

Key Performance Indicators, we achieved 90% student satisfaction which is higher than the state

average. Satisfaction was very high across all segments, but lecturer performance rated particularly high

in the 2007 Student Satisfaction Survey.

High student outcomes are a pleasing validation of our efforts to put students on the path to success

through quality training programs. The TAFE Student Outcomes Survey results will not be available until

2008; however, anecdotal evidence through lecturer networks suggests that students are being

employed in their chosen industry area. Many students, especially in financial services and retail, are

employed before completion of training.

At the macro level, the College was guided by its five year strategic plan, developed through an inclusive

and consultative process across the region with staff, clients, industry partners, community, and the

College Governing Council. Knowledge of our external environment underpinned College planning at all

four campuses, and within each level of the organisation - from strategic planning and decision making,

right down to operational policies and processes. Throughout 2007, our work was underpinned by all

legislative and public sector standards and accountabilities. Specifically, the College planned to the Better

Planning, Better Services Framework.

We successfully implemented government policy within the local context by providing regional advice to

DET in setting our profile. This knowledge of our external environment fed further down the College

structure into our College business plans which guided the delivery of products and service within each

portfolio area.

Sectional business plans supported the CEO‟s performance agreement which placed local issues within

the goals of the government‟s Strategic Planning Framework. Many of the issues that arose from our

particular external environmental context were addressed by the College within the context of this

Framework. Each of the priorities outlined in this framework allowed for the practical incorporation of

the issues we face as a regional College and allow for a careful and well planned approach to service

delivery. This synthesis of knowledge and planning allowed us to align our business processes to meet

sector priorities and the needs of our clients.

Our new courses gave students more options, with opportunities for on the job training and pathways

to university. A range of programs from basic Certificate to Advanced Diploma level continued to

support the diversification and sustainability of the regional economy. Extensive efforts have also been

made in the area of youth training. They range from improving and strengthening the partnership

between secondary schools and the College, researching innovative ways to expand the uptake of

school based traineeships in consultation with employers, and providing seamless pathways to university

through TAFE qualifications. The diversity of our programs supported sustained economic and

employment growth and assisted in the reduction of industry skills shortages.


Training Delivery

In the calendar year 2007, Great Southern TAFE achieved 102% of WA Department of

Education and Training‟s training delivery with only a marginal 5% increase in costs. In 2007,

the Cost of One Hour of training was calculated at $17.83.

In total 1.1 million hours of training were delivered within Australia and 1,775 hours overseas.

Academic Overview

Academic Areas Student

Curriculum

Hours

No of Indigenous

Students

No. of

Trainee/Apprentice

Students

No of VET in

School Students

Profile – All Funds

Business and

Creative

Industries 211,172 103 20 119 289

Primary

Industries and

Natural Resource

Management 196,302 149 102 73 134

Social Sciences 243,503 68 43 161 174

Trades and

Industry Skills 211,853 107 412 251 308

Expenditure

In December 2007, the College achieved a level of expenditure consistent with estimates

provided by the College under Section 42 of the Financial Administration and Audit Act 1985.

The 2007 target was a Total Equity of $27,715,329 and the 2007 outcome resulted in a Total

Equity of $27,845,676, the difference in value being primarily due to revaluation of assets and

larger operating surplus than estimated, due to additional grants provided to the College.

Our Students

In 2007, over 6781 students attended a course at Great Southern TAFE. The largest number

of students was in the 15 to 19 year age group, with most students studying part time.

On average across all age groups, 43.9% of students studying at Great Southern TAFE are

female and 56.1% male.

The number of student contact hours delivered to international students rose by 92.9%.


Graph: Student Population by Age Group and Gender

Apprenticeships and Traineeships increased from 542 in 2006, to 566 in 2007.

The number of Indigenous students enrolled in employment based outcomes (Certificate III

and above) rose from 139 in 2006, to 149 in 2007. Indigenous student retention rates were

up from 19% in 2006, to 31% in 2007. There was also an increase in Indigenous student

enrolments of 19%.

Qualifications

65.5 % of the delivery in 2007 was in courses at Certificate III level and above.

Our People

Total number of staff as at 27 Dec 2007 was 225.

76.44% were permanent or contract employees, and 23.56% casual employees.

Of the permanent/contract employees 72.09% were full time and 27.91% part time.

Of the casual workforce, males comprised 39.62% and females 60.38%.

71.70% were academic staff and 28.30% non academic (casuals only).

Of the permanent/contract workforce, males comprised 38.95% and females 61.05%.

Student Satisfaction Survey

The Student Satisfaction survey is commissioned each by the Department of Education and Training on

behalf of TAFEWA, WAPPA and VTEC colleges. This survey is used to measure the quality of the

service which is provided by DET in relation to Vocational Education and Training services, and to gain a

better understanding of its customers and their needs.

2007 Student by Age & Gender

0

100

200

300

400

500

600

700

800

900

<15 15-19 20-24 25-29 30-34 35-39 40-44 45-49 50-54 55-59 60-64 65+

Female Male


Key Findings and Analysis:

We are pleased to say that our overall enrolment numbers continue to remain strong despite a

declining trend across the State. Over the last five years, our numbers have steadily increased from 5368

in 2004, to 6781 enrolled in 2007. Student satisfaction continues to be higher than the state average

(90% in 2007). The average module load completion rate improved by 4.5% in 2007 and remains a

priority for support and outcomes achievement. In particular, the completion rates for Literacy and

Numeracy training have improved by over 20%.

Choice of Provider:

Whether or not the training provider offers the type of course that students wanted to study

(90%) and the quality of lecturers (88%) proved to be the two most important factors in

Great Southern TAFE students‟ choice to enrol at their current training provider.

Great Southern TAFE students appeared to place lower importance on the likelihood the

course will lead to a job or career when compared to the state average.

Great Southern TAFE students were least satisfied with the availability and cost of student

parking facilities on or close to campus (44% not satisfied).

Experiences:

Students experiences with the College were very positive overall and similar to the state

average.

In terms of lecturer performance, the highest performing attributes were that lecturers

treated students with respect (94%), lecturers had a thorough knowledge of course content

(94%), lecturers provided opportunities to ask questions (93%) and were reliable in

responding to requests for information or feedback (92%). All other aspects of lecturer

performance were also rated highly.

All quality of assessment attributes were rated highly by more than 80% of students.

Most students (95%) felt that they had chosen the right course for them.

Training Methods:

Face to face teaching was the main method training used amongst Great Southern TAFE

students (76%). It was also the preferred method of training for 95%.

There was considerable support for training in the workplace (73%).


Student Background:

Employment related factors were the most common reasons students enrolled in their

courses, with 69% of Great Southern TAFE students giving one or more employment reason.

The most common employment – related reasons were to upgrade or gain extra skills for

their current job or to start a different career or occupation.

The TAFE Student Outcomes Survey results will not be available until 2008 (full details in the

Performance Indicators), however, anecdotal evidence through lecturer networks suggests

that students are being employed in their chosen industry area. Many, especially in financial

services and retail, are employed before completion of their training.

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An innovative program involving high school students in Katanning linked to university and

TAFE was implemented in 2008. The program allows certain students to apply for an

alternative pathway to gain university entrance by enrolling in TAFE and also remaining at high

school.

Denmark Certificate IV Music students put together a compilation CD to go into a showbag

for the Regional Arts Forum which was held in Denmark in October. This proved very

popular.

Hussein Ibrahim who studied Information Technology at Mt Barker won the major prize for

Adult Learner‟s Week.

Graphic Design operates from a new facility in D Block, and the room has been modified to

incorporate a “live work” area. Students can take work from non-profit or community

organisations and other area within the College. The room has also been fitted out with new

Apple computers.

The World Skills state competition was hosted by Business and Creative Industries in the field

of office administration. Local students did very well, with trainee Megan Broad taking out

first prize and will be representing the state in the national competition in Sydney 2008.

A Return to Industry program for information technology resulted in students being placed

into employment, a validation of the college approach to delivering IT training and valuable

skills and networking for the IT lecturing staff.

An “employers forum” was held with the Accounting and Financial Services industry where

students networked with local employers. This was successful and all parties gained an

appreciation of the local employment issues in these areas.

An employment based skills recognition program has been trialled at the College with the

administrative staff. The outcome is a set of resources that can be used to determine skills of

employees in the workplace. These resources will be used to add value for traineeships and

to offer those who cannot attend classes but do not qualify as a trainee to gain recognition for

their skills at their work site.


A new Indigenous art facility commenced operations during 2007, and provides a good space

for arts training. It also has a common room for all arts programs, plus storage and rooms for

a drop saw and other specialised equipment.

Social Sciences

Certificate of General Education for Adults certificates and a range of Transition courses were

delivered across the academic year with several strategies introduced to improve student

outcomes. In addition the Literacy and Transition course lecturers attended Employment

Service Provider meetings which have resulted in raising the profile of the training services

offered by the college in the transition and bridging areas.

Country Children‟s Connections Conference was held in Denmark in May 2007. This

conference brought together child care providers from across the region, was hailed a success

by all, and provided an important networking opportunity for the childcare industry.

Certificate III of Community Services (Youth worker) commenced part time in Denmark in

response to a request from the Denmark Healthy Community Project.

Commercial delivery of English Language Training commenced early in October for migrants

on 457 temporary working visas. The first set of delivery was with Western Power for a

small group of Filipino workers. Fletchers International has also expressed interest in this

training for their 200 plus Filipino workers and their families. This marks the commencement

of a commercial delivery model of English language training to this client group.

The launch of the Albany Regional Hospital, Curtin Registered Nursing and Great Southern

TAFE co-badging arrangement took place in October at the Albany Regional Hospital. Eight

students have taken up the option of co-badging which will provide students with access to

Albany Regional Hospital library, training rooms and other resources. There have been eight

Enrolled Nursing graduates this year and nine Curtin Registered Nurse graduations.

Thirty new Aged Care students were signed up to a dual certification delivery of Certificate III

in Aged Care and Certificate IV Home and Community Care at the Plantagenet Health

Service. In addition, one School Based Trainee and several trainees are also in the enrolment

process. The training is a combination of profile, existing worker, school based traineeship

and traineeship. This work based delivery model is a pilot for the region and will be replicated

in Denmark and Katanning in 2008.

There has been ongoing uptake of workplace development and training opportunities in the

community services sector with traineeship numbers increasing over the year. Our

partnerships with agencies such as the Lower Great Southern Community Living Association,

Activ Foundation, Young House, Hall and Prior, Clarence Estate and Overton Lodge have

been strong and fruitful. Some of the outcomes include a more highly skilled workforce and

ongoing student employment outcomes. The strength and vitality of these partnerships is

providing ongoing sustainability in the community services sector workforce.

The partnership between Albany Outreach and the Great Southern TAFE supported through

a West Australian Grant for Women, for women with mental health issues commenced

delivery this year in the Certificate of Gaining Access To Education and Training (GATE)

(Introductory). This program successfully provided a welcoming environment to a group of

women with mental disability wishing to return to training.


A partnership arrangement with the Great Southern Health Service to deliver a Certificate in

Diabetes Management commenced in 2007 in a response to the rising needs for appropriately

trained workers as a result of the increasingly high incidence of diabetes in the region.

Delivery commenced in Katanning in August to a group of 12 health care workers. Further

training is planned in the new year.

Dental Assistant program progressed well with two of this year‟s students now employed in

the industry – others are undertaking work placements and doing well. Strong industry

partnerships have been forged. The Certificate IV in Dental (General Anaesthesia) is now on

scope filling an identified skills need for the region.

Diploma of Enrolled Nursing graduation was held in July with nine graduates – the first to

receive the Diploma of Enrolled Nursing from this College. The College was also successful in

winning two Enrolled Nursing tenders, one for the upskilling of enrolled nurses employed in

the aged care nursing home area in medication mgt and the other for existing Enrolled Nurses

the opportunity to attain a Diploma of Enrolled Nursing through a skills recognition process.

Research & Development

Continued expansion and promotion of the UniLink initiatives to create articulation pathways

between TAFE and university.

Indigenous Lecturing Cadetship: 12 cadets recruited across TAFEWA, and 10 still employed

at end of year. Supported by the DEWR National Indigenous Cadetship Project. Cadets are

progressing through an integrated pathway in the Certificate IV/Diploma in Training and

Assessment. Reframing the Future grant has supported the development of on-line learning

tools.

TAFE-Link: Combines senior schooling with higher level TAFE qualifications. Students will

complete program with a WACE and Certificate IV. Certificate IV is now accepted as

minimum entry requirement for non-competitive entry to four West Australian universities.

Pilot program running with 12 year eleven students from Katanning Senior High School

undertaking Certificate III in Information Technology in second semester.

Boatshed: Continuation of a dual enrolment program for students at risk of disengaging from

school.

VET in Schools: 27000 Student Contact Hours delivered.

Trade & Industry Skills

Apprenticeship numbers up.

Pre-apprentice and Trades assistant classes were given the opportunity to work on a Variety

Bash car. This gave them a wide range of experiences in rebuilding motors and preparing a

car for a rally.

During semester two, the Trades department prepared for the introduction of a number of

new Training Packages including Hospitality, Retail, electrical, Clothing and Production,

Residential Drafting.

Due to the recommendation not to continue with the School Apprenticeship Link program

for Personal Services by the industry working group, a traineeship has just been listed for the


first time in this area. This traineeship will prove extremely popular with schools as it can be

delivered on a part time basis.

Delivery of Responsible Service of Alcohol is progressing well across the region in response

to requests from sporting groups and hotels either at their club house, local TAFE or

workplace.

Plumbing, Automotive and Building & Construction received funding of $550,000 from a

round of State Government funding.

2007 saw school based apprenticeships become available in WA. This has seen students study

part time at school and part time in a paid apprenticeship. The students attend TAFE as part

of their paid work time. Students commence in year 11 and exit at the end of year 12 with

one year exemption from their apprenticeship.

Certificate II in Upholstery has been added to scope and a large number of trainees have been

indentured at Albany Regional Prison.

Training at the Boatshed continued with positive outcomes for youth at risk.

Primary Production & Natural Resource Management

We are doing Recognition of Prior Learning with the Trout Alliance and the Blackwood Basin

Group. Our Aquaculture lecturer is assisting the setting up of the latter group, for trout

production.

We had an exceptional year in the delivery of Shearing and Shedhand training. Profile was

met, plus another 16,000 sch delivered in the regional areas. This has allowed the Section to

fill profile twice this year as the section took the bulk of the colleges unused delivery hours in

the September addendum. Wool classing has also picked up increased enrolments as a result

of the regional focus.

One of our lecturers was a finalist in the Premier's Teaching Award.

Our Forestry Coordinator won the National Farmers Federation (NFF) "2007 Rural Trade

Teacher of the Year Award - National Conservation and Land Management."

Trout Alliance and Blackwood Basin Group (two separate organisations). We are doing RPL's

with members of both groups. Shane Hartney assisting the setting up of the latter group, for

trout production.

Corporate Services

The first stage of cleaning up the old Mercer Road, college farm site has been completed,

following the relocation of Horticulture to the new farm compound on Anson road.

Established improved security measures, including video surveillance, duress alarms and

outside security lighting installed in all regional campuses, Denmark, Mt Barker and Katanning.

The new College telephone commissioned by NEC was seamlessly installed early in 2007 and

the system has proven to be very cost effective with reduced telephone charges.


The transition to shared services has provided some issues for College staff however the

process is in place and includes staff development and Occupational, Health and Safety policy

setting.

The College Smoke Free Policy with gazetted smoke areas was successfully implemented and

as of January 1 2008, the College will become a totally smoke free environment.

The Working with Children (WWC) legislation was introduced into the college and staff that

are required to obtain the WWC check have been identified and in the process of getting

their clearance.

A full review of College records has been undertaken, ensuring each file has the correct

retention and disposal status. File titles have been changed to align with the TAFEWA

thesaurus.

The College changed its operating bank account from BankWest to Commonwealth bank in

accordance with Government directive.

Performance & Review

Deployed a new enrolment system (Unified Enrolments) which went live in October.

Disability Access and Inclusion Plan has been registered with the Disability Commission.

In preparation for re-registration under AQTF, a full review of all policies and procedures has

been undertaken.

Great Southern TAFE students and staff celebrated International Women‟s Day throughout

the region in March with celebrations at the Albany, Denmark, Mt Barker and Katanning

campuses. The College received a grant from the Department of Education and Training

Access and Equity division to host the events. All functions were open to the public and

were well attended.

A very successful Careers Expo was held in September. Over 450 people took up the

opportunity to have a look around the College and to learn more about the range of career

and training options in an informal setting. Defence forces, universities, employment and

career guidance agencies, industry representatives and key regional employers all contributed

to the regional event. TAFE Tourism students practiced their skills as tour guides throughout

the day assisting with directions.

Great Southern TAFE held its Annual Awards night in April 2007. Eighty-six course awards

and ten major awards were presented thanks to our partnership with local businesses that

sponsored the majority of the student awards.

Whilst maintaining a current collection of journals, books and audio-visual resources, the

Library Resource Centre also continued to develop and promote on-line information

resources.

A new consortium subscription to EBSCO host allows access to multiple databases, including

over 10,000 full-text journals.

The Library's web page also facilitates access to a broad range of websites specifically selected

to support the range of courses delivered by the college.


Library facilities, including computers, were in high demand throughout the year, providing,

with the ongoing support of Library staff and lecturers, a valuable learning centre.

External studies have added three levels of OSH to its offerings.

Prison delivery outcomes remained high and this training model has been adapted across the

state.


The Business Centre had a stand at the Perth Mining Expo in 2007 with the aim of developing

networks and identifying new markets. The information gained from the Expo will be used to

develop new products and modify existing programs to better meet the needs of existing and

new clients.

Additional highlights have been noted in the Better Planning, Better Futures report, earlier in

this report.

The Business Centre has exceeded its fee-for-service target for 2007 as it continues to

increase business at both a local, Statewide and international level. Growth has been boosted

by the development of new products and a continuing emphasis on high quality training for the

corporate sector.

The successful implementation of training programs in response to new Worksafe high risk

licensing regulations occurred during 2007, with our Worksafe assessors and support staff

receiving high commendation from the auditor charged with completing an audit on the

Business Centres training practices and procedures, prior to being granted scope to deliver.

Mt Barker Campus

International Women‟s Day celebrated at each of the campuses on Thursday 8 March. Mt

Barker held a luncheon followed by an art and craft lesson where women painted a wine glass.

The project was designed to highlight women‟s involvement in the local wine industry.

Denmark Celebrated with music session exploring music through various cultures. Katanning

campus celebrated the day with a multicultural networking evening.

Continued partnership with the Gnowangerup Training Centre to delivery Profile and Fee for

Service courses and to auspice VET in Schools delivery.

Mt Barker campus was successful at the South West Art Trail Competition with Art Lecturer

winning the prestigious Kendenup Art Prize and Mt Barker Aboriginal Visual Arts student

winning the Plantagenet Shire Acquisition Prize.

Regional art classes were run in Napier and Kendenup and a new class started in Sept at

South Stirling.

Denmark Campus

Our Certificate IV in Music student and his band won a heat in the National Campus Band

competition and competed in the State semi finals in Perth in September.

2007 was the first year Spanish has run in Walpole through the Walpole TAFE Centre.


A new course was delivered in Denmark – the Certificate IV in Information Technology

(General) was offered part time over 18 months.

All the units in the Certificate III in Financial Services were offered for the first time, as a part

time course which ran successfully for the full two semesters.

Photoshop courses were also offered for the first time in semester one and again in semester

two, with full student enrolments.

Nine Responsible Service of Alcohol classes were run. Some of these were organised to be

delivered on site at local wineries and restaurants which proved very successful for our very

busy businesses.

Our Annual Art Exhibition was opened by the College Managing Director Lidia Rozlapa. This

was the first time our Photoshop students showcased their digital images which were of a

very high standard. This generated quite a bit of interest for 2008 courses. The exhibition

was supported by two of our very talented music students.

Organic horticulture students held a few market days at the Denmark Scout Hall to sell their

seedlings. This money was then used to acquire extra materials for the course.

Katanning Campus

The Katanning campus enrolled its first two full fee paying international students. They were

both from Malaysia, and were enrolled in the Certificate II in Information Technology.

Our second year hairdressing apprentice won the Runner up Prize in the inaugural Rotary

Club of Katanning‟s Apprentice of the Year award.

The Katanning campus, in partnership with the Shire of Katanning, delivered Information

Technology training to Senior Citizens in the Katanning community. The Shire of Katanning‟s

Manager of Community Services, funded seniors for three terms with this training. The group

attended the campus in April for enrolment and orientation to allow them to become

comfortable in the TAFE environment. They started “Computing for the Terrified” classes

using profile hours and re-enrolled into “Computing Beyond Basics” in semester two.

Katanning campus staff liaised with the Narrogin District Education Participation Manager in

relation to getting a Career Tasters course up and running in term two. The course was held

over a four week period and gave approximately twelve students the opportunity to

participate in a Pottery and a Serving Non-Alcoholic Drinks unit. Both units used hands on

fun delivery methods to engage the students and get them involved.

Indigenous Programs management staff attended the State Indigenous Conference in Perth in

March. Both reported that the conference was informative and well worth attending.

The Certificate III in Wool Clip Preparation and Certificate IV in Wool Classing ran in

semester two and will run again in semester one 2008.

Talks were held with the Katanning Senior High School Principal in June to discuss TAFELink

and other training opportunities for their students. They were particularly impressed with the

TAFELink pathways and suggested that they could identify at least five students immediately

who this initiative would offer an alternative pathway to TEE. The course started in semester


two with twelve students. Eight completed the full certificate and will continue on into

Certificate IV in Information Technology in 2008.

Katanning Campus continued to build on its partnership with Katanning Senior High School in

2007, delivering Vocational Education and Training in Secondary Schools (VETISS) in:

Cert I in Automotive (2 units)

Cert I in Agri-foods Pathways

Cert II in Horticulture (completed 5 units)

Cert II in Multimedia (2 units)

Cert II in Business (2 units) (Auspiced)

Cert II in Racing (Stablehand) Auspiced

Cert III in IT (TafeLink)

and in 2008 will be running:

Cert I in Automotive under the School Apprenticeship Link (SAL)

Certificate I in Rural Operations (Yr 10‟s)

Certificate I in Horticulture (Yr 11‟s)

Certificate II in Racing (Stable hand) Auspiced

Certificate III in IT (TAFE-Link) (Sem 2, Yr 11‟s)

Certificate IV in IT (TAFE-Link) (Yr 12‟s)

Indigenous Programs

Staff worked on a Pre Employment Training Framework for Indigenous people, an extension

of the Moorditj Yacker Program.

A promotional brochure was developed which will promote our courses to Indigenous clients

via letter drops, Indigenous organisations and agencies.

Indigenous Student of Year Award.

A pre-employment program was run called Moorditj Yacker. The program was delivered in

conjunction with Skillhire for possible employment at Fletchers. There were nine students,

five of which are still employed at Fletchers.

Overall, there was an increase in student numbers across all areas including regions.


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Skill Shortages

Skills and labour shortfalls have occurred as a result of Western Australian economic growth driven by

investments in mining and construction. These shortfalls impact on all WA regions irrespective of the

level of resource based activity occurring in the local regional economy.

Skills shortages in the short and medium term will continue to affect all regions in Western Australian,

particularly where industry sectors are unable to pay the higher wages needed to attract and retain

workers.

Demographic factors are expected to drive regional demand for occupations in the service industries

and in sectors such as health, community services, and education. These industries will struggle to

attract a skilled workforce in the face of strong competition for labour.

Skilled occupations currently make up 60% of the Western Australian workforce. Overall demand for

higher skills in Western Australia is likely to remain constant so the VET sector will increasingly focus

on high-level qualifications.

The likely continuation of a tight labour market highlights the need to increase participation rates –

Indigenous participation rates continue to lag those of the non-Indigenous labour force. Strategies need

to be developed to increase participation, and training is likely to be integral to the mix of strategies

adopted.

Strong labour market conditions in general can mean that school leavers will delay engagement in

further training & education to take up well paid unskilled and semi skilled employment. This may have

repercussions for the future labour force. Flexibility and innovation will be required if the training

system is to encourage people already in the workforce to continue developing their skills.

In this environment young people need to be given every opportunity at school to begin developing

vocational skills as the demand for labour risks them entering the workforce ill-prepared to face any

future downturn in the labour market.

Raising of the School Leaving Age

The legislative changes in the leaving age for young people turning 16 years old in 2006 resulted in their

participating in education, training or employment to a greater extent than previously, rising from about

88 per cent in previous years to 97 per cent in 2007. From January 2008, the legislation will extend to

17 year olds.

This policy change coupled with a tight labour market, high demand for skilled tradespeople, substantial

increases in the cost of university education, and improved articulation arrangements between school

TAFE and university is generating significant changes in the transitional pathways followed by young

people from regional WA as evidenced by the increasing numbers of TEE graduates electing to take a

„gap year‟ to defray the costs of a university education.


School-based apprenticeships that allow students in Years 11 and 12 to commence an apprenticeship

while still at school commenced in 2007, as did opportunities for students to combine part time

schooling with part time TAFE.

Employment Trends

Unemployment rates in the region follow Western Australian and continue to trend down, while there

has been a gradual increase in the participation rates. At between 4% and 5% the regional

unemployment rate is at its lowest level for more than 3 decades, and regional employers are

increasingly experiencing difficulty in meeting their staffing requirements.

Information and Communications Technologies

The rapid changes in and widespread use of information and communications technologies in the

workplace require students to be technology smart, and lecturers to be skilled in the use of technology

in teaching.

Access to affordable broadband to ensure the level of regional access required to meet the needs of

students & lecturers continues to be a problem. The issue is multifaceted, requiring investment in

computers, communications networks and software; and ranges from the professional development of

staff using technologies, online learning for students, and access to online curriculum resources and

business applications.

Industry Developments

The Great Southern Region remains the second largest producer of agricultural commodities in

Western Australia, accounting for almost 13 per cent of the State‟s agriculture output. The main

agriculture industries include broadacre cropping, livestock and wool. Other major industries include

retail trade, manufacturing, tourism and construction. These industries have low wage rates and many of

the skills needed by agricultural labour are also in demand by the resource industry.

The sea/tree change trends continue to drive investments in the residential construction industry, with

strong growth along the south coast, one result of which has been substantial growth in apprenticeship

indentures.

Mining activity to date is starting with small scale quarrying and mineral sands extraction comprising

most of the activity. The development of the Ravensthorpe Nickel Operation on the regional boundary

with the Goldfields is generating demand for services from the region and the proposed development of

the Southdown magnetite ore body will generate further demand for services from within the region.

Plantation forestry represents a significant investment in the region with 135,000 hectares of blue gums

having been planted for rotational harvesting. In 2008 the annual chip production for export is estimated

to reach 2.5M tonnes.

Viticulture continues to grow in importance with the Great Southern producing around 25% of the

State‟s wine grapes. The Region has developed a reputation as a producer of premium quality red and

white wine, both for the domestic and export markets. It is now the second largest wine grape

producing region in the State and the annual crush is approaching 40% of the State‟s annual crush and

40% of the value.


Indigenous Employment & Training

Although the absolute Indigenous workforce status has continued to improve, the relative gap in key

indicators has either stalled or reversed.

Improvements in labour force status appear to have had little impact on income relativities, and

therefore structural reliance of Indigenous people on state transfers for income has remained largely

unaltered.

Year 12 graduation rates for Indigenous people remain significantly lower than for the rest of the

population, and as the Narrogin region is the Indigenous region with the highest proportion of the

population aged under 15 years, this low graduation rate will continue to act as an impediment to

successful participation in the labour force.


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4.1 Certification of Performance Indicators


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Desired Outcome

The provision of effective and efficient vocational education and training services to

meet community and industry training needs.

Effectiveness Indicators

The effectiveness indicators measure the achievement of vocational education and training in meeting

community and industry needs via profile achievement, student and graduate satisfaction and labour

force status of graduates.

1.1 Annual VET College Profile Target Achievement

This performance indicator shows the percentage of student curriculum hours (SCH) achieved for

activities as contracted with the Department of Education and Training for vocational education and

training delivery through the Delivery and Performance Agreement. The allocation of hours to Great

Southern TAFE in specific industry areas is determined by the State Training Strategy which is developed

in consultation with industry and the community. The ability of the college to fulfill planned delivery

reflects its effectiveness in meeting industry and community needs.

Planned SCH 843999 842491 846528 838713

SCH Achieved 832636 834101 849517 862830

Achievement % 98.7% 99.0% 100.4% 102.9%

Figure 1 Achievement of Profile (%)

98.7% 99.0% 100.4% 102.9%

0%

20%

40%

60%

80%

100%

2004 2005 2006 2007


In 2007 the College achieved the overall target set by the Department of Education and Training, with

an increase of 1.6 % of hours delivered in 2006. This increase was mostly in the area of apprentice and

trainee enrolments.

The table below shows historical allocations by industry group (based on the occupation or outcome

qualifications are intended to serve) and highlights the college‟s most recent performance in achieving

industry delivery targets. Variations in the percentage of achievement show levels of lower or higher

than expected demand. All industry group variations are within acceptable range of parameters set in

the Delivery and Performance Agreement.

Note 1: Figure 1and Figure 2 are taken from the college’s enrolment data. Until 2006 the

college was funded for student curriculum hours (SCH) based on a student's demonstrated

commencement of study in a unit. From 2007 the funding rules changed such that SCH

are now funded on a student's completing or 'ending' study in a unit. For the purposes of

this indicator, SCH until 2006 is calculated on the basis of commencements and SCH for

2007 is calculated on an 'end of study' basis.

Actual Planned Achievement

Industry Group 2006 2007 2007 2007

01A Recreation, Sports and Entertainment 12663 20100 17514 114.8%

01B Visual and Performing Arts 56545 46535 47550 97.9%

01C Design 15600 18255 17632 103.5%

02A Automotive 25000 16669 15650 106.5%

03A Building and Constructions 47667 57157 53452 106.9%

03B Surveying and Building 10020 6760 6740 100.3%

04A Community Service Workers 68710 77225 60545 127.5%

04B Education and Childcare 37073 33015 30720 107.5%

04C Health 34112 32940 30650 107.5%

04D Library Workers

05A Finance, Insurance Property Service Workers 1226 2236 1541 145.1%

06A Food Trades and Processing 32154 32244 34680 93.0%

07A Clothing Footwear and Soft Furnishings 17741 12059 13010 92.7%

07B Furniture Manufacture 7643 12341 11112 111.1%

08A Communications

08B Printing and Publishing

09A Engineering and Drafting 3220 3124 3500 89.3%

09B Metal and Mining 29087 26122 24529 106.5%

10A Animal Care 0 1200 0.0%

10B Forestry, Farming and Landcare 63481 103111 85833 120.1%

10C Fishing

10D Horticulture 50892 54391 52150 104.3%

11A Process Manufacturing

12A Personal Service 19327 31270 32725 95.6%


Actual Planned Achievement

Industry Group Continued 2006 2007 2007 2007

12B Retail 8844 2444 1950 125.3%

13A Cooking 10444 8285 6730 123.1%

13B Hospitality 10608 8771 7250 121.0%

13C Tourism 5610 6340 5460 116.1%

13D Travel Agents

14A Transport Trades, Storage and Associated 2065 1190 173.5%

15A Electrical and Electronic Engineering 860

15B Electrical Trades 18581 20140 22000 91.5%

16A Accounting and Other Business Services 50590 42090 42210 99.7%

16B Management 14430 10560 10500 100.6%

16C Office and Clerical 46515 57850 63111 91.7%

17A Computing 56085 29351 36013 81.5%

18A Science and Technical Workers 384 3698 7175 51.5%

19A ACE

19B Adult Literacy/ ESL 65910 64540 66446 97.1%

19C Languages 5205 7465 7980 93.5%

19D Miscellaneous 0 0 460 0.0%

19E Targeted Access and Participation Courses 23290 13677 19505 70.1%

849517 862830 838713 102.9%

Figure 2 Student Curriculum Hours by Industry Group

1.2 Overall Student Satisfaction

The performance indicator of overall student satisfaction expresses the number of 'very satisfied' and

„satisfied‟ respondents, which is expressed as a proportion of the total survey respondents. It measures

students‟ perceptions of the effectiveness of the college‟s vocational education and training services.

WA TAFE Student Satisfaction Survey

Colmar Brunton conducted a student satisfaction survey on behalf of the Department of Education and

Training and colleges in October 2007, with the summary of results being published in December 2007.

The survey sought students' views on the quality of vocational education training being delivered.

Students were asked about the quality of teaching and assessment, the suitability of teaching methods

and the quality of the course experience.

The 2007 survey was conducted using a sample of Great Southern TAFE students selected from

populations of institution-based students and employment based students.

Of the 2296 potential population identified, 1092 were surveyed and the response rate was 29%. The

overall satisfaction rate for 2007 was 90.0% with a relative sampling error of 1.7% at a 95% confidence

level. The relative sampling error is a measure of the accuracy of the sampling process in giving a correct

estimate of reported items.


Figure 3 Student Satisfaction Rate

The 2007 overall satisfaction rate for Great Southern TAFE is nominally a slight decrease, but given

relative sampling error rates in previous years the difference is not significant. The satisfaction rate

remains higher than the state satisfaction average of 86.8%.

TAFE Student Outcomes Survey

The aim of the national TAFE Student Outcomes Survey is to measure vocational education and training

(VET) students‟ employment, further study destinations and the opinions of the training undertaken.

The National Centre for Vocational Education Research conduct surveys with an appropriate sample

design to produce statistically reliable College level data in alternative years. College level data was not

available in 2004 and 2006.

The 2007 Student Outcomes Survey was conducted by I-view Pty Ltd on behalf of the National Centre

for Vocational Education Research (NCVER) and was funded by the Department of Education, Science

and Training (DEST). The results were published in November 2005.

The survey was administered to the population of Great Southern TAFE students who undertook their

studies at the College and graduated in 2006. The survey included all Great Southern TAFE students

who completed a Certificate, Advanced Certificate, Associate Diploma, Diploma, Advanced Diploma or

Bachelors Degree, and who had an Australian address as their usual address. Graduate Employment

status was measured as at 25 May 2007 for each category (employed, unemployed and not in labour

force), and the ratio of graduates in each category compared to valid respondents expressed as a

percentage.

Data from this survey was used to measure graduate employment status and graduate satisfaction.

Student Satisfaction

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

GS TAFE 88.3% 89% 93% 90.0%

West Aust 84.4% 85% 86% 86.8%

2004 2005 2006 2007


1.3 Graduate Employment Status

The proportion of graduates in employment is a key performance indicator that shows the extent to

which the college is meeting industry and community need for training services that equip graduates for

changing employment opportunities.

Figure 4 Graduate Employment Status

Note 2: Figure 4 is taken from Student Outcome Surveys targeting the year prior to 2004

and from the most recent survey conducted in 2007. The College is unable to provide data

for 2004 and 2006 as statistically valid College level data was not available. The National

Centre for Vocational Education Research intends to conduct surveys with an appropriate

sample design to produce statistically reliable College level data in alternative years

commencing from 2005.

In 2007 the data for graduate employment outcomes did not include graduates who were

enrolled in TAFE at the time of the survey.

The 2007 TAFE Student Outcomes Survey report for Great Southern TAFE indicated that the graduate

employment rate for Great Southern TAFE was 79.2% is a significant improvement on the last reported

measure of 75.8% in 2005 and there is a corresponding decrease in students declaring themselves

unemployed as at 25th May 2007.

Graduate Employment Outcomes

0%

20%

40%

60%

80%

100%

Not in Labour Force 15.9% 14.0% 11.6% 15.2% 13.0% 10.8% 13.9% 11.3% 10.4%

Unemployed 14.2% 11.9% 12.2% 9.0% 8.4% 9.3% 6.8% 6.0% 8.3%

Employed 69.9% 74.1% 76.3% 75.8% 78.6% 80.0% 79.2% 82.7% 81.3%

GSTAFE WA Aust GSTAFE WA Aust GSTAFE WA Aust GSTAFE WA Aust GSTAFE WA Aust

2003 2004 2005 2006 2007

N/A

N/A N/A

N/A

N/A

N/A

N/A

N/A N/A

N/A

N/A

N/A

N/A

N/A N/A

N/A

N/A

N/A

N/A

N/A N/A

N/A

N/A

N/A

N/A

N/A N/A

N/A

N/A

N/A

N/A

N/A N/A

N/A

N/A

N/A


1.4 Graduate Satisfaction

Graduate satisfaction is a key performance indicator that measures the extent to which Great Southern

TAFE graduates had wholly or partly achieved their main reason for undertaking the course and is

compared to the State average. It measures students‟ perceptions of training effectiveness.

Figure 5 Graduate Satisfaction

Note 3: Figure 5 is taken from Student Outcome Surveys targeting the year prior to 2004

and from the most recent survey conducted in 2007. The College is unable to provide data

for 2004 and 2006 as statistically valid College level data was not available. The National

Centre for Vocational Education Research intends to conduct surveys with an appropriate

sample design to produce statistically reliable College level data in alternative years

commencing from 2005.

The TAFE Student Outcomes Survey report for Great Southern TAFE, published in 2007 indicates that

the overall graduate satisfaction for Great Southern TAFE has improved slightly 86.0% to 86.6%. The

satisfaction measure is improving over the three years illustrated and in 2007 the college bettered the

overall national result.

Achieved Main Reason for Doing Course

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

GS TAFE 81.1% 86.0% 86.6%

West Aust 78.0% 83.8% 87.0%

Australia 78.8% 84.5% 86.1%

2003 2004 2005 2006 2007

N/A

N/A

N/A

N/A

N/A

N/A


Efficiency Indicators

2.1 Overall Cost per Student Curriculum Hour (SCH) for Aggregate College Delivery

The overall cost per SCH is an efficiency measure that shows the aggregate unit cost of delivery output

per SCH, based on the delivery costs (Total Cost of Services) as detailed in the Financial Statements.

Figure 6 Cost per SCH for Aggregate College Delivery

The college‟s 2007 total cost of services (including capital user charge) per student curriculum hour is

$17.83.

The increase of $0.87 (including capital user charge), although the smallest annual increment over the

last four years, is attributable to:

Increase in employee costs due to salary award increases (superannuation, LSL & annual

leave expenses);

Slight decrease in cost of goods sold for both canteen and bookshop;

Decrease in capital user charge, due to cessation of policy;

Increase in expenses depreciation due to increase in assets;

Increase in utilities, fuel, payroll tax and repairs and maintenance expenses.

Note 4: Figure 6 is taken from the college’s enrolment data and financial statements. Until

2006 the college was funded for student curriculum hours (SCH) based on a student's

demonstrated commencement of study in a unit. From 2007 the funding rules changed

such that SCH are now funded on a student's completing or 'ending' study in a unit. For

the purposes of this indicator, SCH until 2006 is calculated on the basis of

commencements and SCH for 2007 is calculated on an 'end of study' basis.

$14.78$15.79

$16.96$17.83

$0.00

$2.00

$4.00

$6.00

$8.00

$10.00

$12.00

$14.00

$16.00

$18.00

$20.00

2004 2005 2006 2007


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444...555 IIINNNDDDEEEPPPEEENNNDDDEEENNNTTT AAAUUUDDDIIITTT OOOPPPIIINNNIIIOOONNN


444...666 FFFIIINNNAAANNNCCCIIIAAALLL SSSTTTAAATTTEEEMMMEEENNNTTTSSS

Great Southern TAFE

INCOME STATEMENT

FOR THE YEAR ENDED 31 DECEMBER 2007

2007

2006

Notes $ $

COST OF SERVICES

Expenses

Employee benefits expense 7 11,611,162 10,617,253

Supplies and services 8 4,134,461 4,247,932

Depreciation and amortisation expense 9 723,605 639,426

Grants and subsidies 10 93,249 82,798

Capital user charge 11 777,878 1,717,811

Cost of sales 16 325,638 341,659

Loss on disposal of non-current assets 20 172,113 224,608

Other expenses 12 753,079 763,426

Total cost of services 18,591,185 18,634,913

Income

Revenue

Fee for service 13 1,016,163 1,408,887

Student fees and charges 14 1,389,658 1,272,993

Ancillary revenue 15 148,140 110,338

Sales 16 450,469 458,153

Commonwealth grants and contributions 17 167,650 254,970

Interest revenue 18 244,529 234,930

Other revenue 19 186,894 111,926

Total revenue 3,603,503 3,852,197

Total income other than income from State Government 3,603,503 3,852,197

NET COST OF SERVICES (14,987,682) (14,782,716)

INCOME FROM STATE GOVERNMENT 21

State funds 14,870,423 14,060,407

Liabilities assumed by the Treasurer 9,654 517

Resources received free of charge 711,148 831,649

Total income from State Government 15,591,225 14,892,573

SURPLUS FOR THE PERIOD 603,543 109,857

The Income Statement should be read in conjunction with the accompanying notes.


Great Southern TAFE

BALANCE SHEET

AS AT 31 DECEMBER 2007

2007

2006

Notes $ $

ASSETS

Current Assets

Cash and cash equivalents 37 691,202 647,070

Restricted cash and cash equivalents 22,37 979,482 467,000

Inventories 23 46,009 51,416

Receivables 24 276,073 409,684

Other current assets 25 2,358,848 3,213,525

Total Current Assets 4,351,614 4,788,695

Non-Current Assets

Restricted cash and cash equivalents 22,37 143,465 -

Property, plant and equipment 26 25,422,441 23,532,857

Total Non-Current Assets 25,565,906 23,532,857

TOTAL ASSETS 29,917,520 28,321,552

LIABILITIES

Current Liabilities

Payables 28 47,799 1,157,974

Provisions 29 1,215,778 1,151,261

Other current liabilities 30 284,280 281,324

Total Current Liabilities 1,547,857 2,590,559

Non-Current Liabilities

Provisions 29 523,987 448,056

Total Non-Current Liabilities 523,987 448,056

TOTAL LIABILITIES 2,071,844 3,038,615

NET ASSETS 27,845,676 25,282,937

EQUITY

Contributed equity 31 2,415,898 2,264,968

Reserves 10,014,626 8,206,360

Accumulated surplus 15,415,152 14,811,609

TOTAL EQUITY 27,845,676 25,282,937

The Balance Sheet should be read in conjunction with the accompanying notes.


Great Southern TAFE

STATEMENT OF CHANGES IN EQUITY


2007

2006

Notes $ $

Balance of equity at start of period 25,282,937 22,665,950

CONTRIBUTED EQUITY 31

Balance at start of period 2,264,968 2,264,968

Capital contributions 150,930 -

Balance at end of period 2,415,898 2,264,968

RESERVES 31

Asset Revaluation Reserve


Gains/(losses) from asset revaluation 1,808,266 2,507,131


ACCUMULATED SURPLUS (RETAINED EARNINGS) 31


Change in accounting policy (b) - (812,155)

Restated balance at start of period 14,811,609 14,701,752

Surplus for the period 603,543 109,857


Balance of equity at end of period 27,845,676 25,282,937

Total income and expenses for the period (a) 2,411,809 2,616,987

(a) The aggregate net amount attributable to each category of equity is:

surplus $603,543 plus gains from asset revaluation of $1,808,266 (2006: surplus $109,857 plus gains from revaluation $2,507,131)

(b) Change in Assets Capitalisation Policy 2006.

The College changed its assets capitalisation threshold policy from $1,000 to $5,000 on and from 1 January, 2006.

The net adjustment to accumulated surplus and equity as a result of the write-off of assets with an initial cost less than the threshold

was $812,155 for 2006.

There is no effect on the 2005 financial statements of this policy change. The change in accounting policy adopts the recommended

capitalisation threshold as indicated in TI 1101 "Guidelines". Retrospective application of this policy is impracticable due to the

unavailability of the detail required for prior period reinstatement and a larger number of assets.

The Statement of Changes in Equity should be read in conjunction with the accompanying notes.


Great Southern TAFE

CASH FLOW STATEMENT


2007

2006

Notes $ $

CASH FLOWS FROM STATE GOVERNMENT

Recurrent state funding - Department of Education and Training 13,933,717 12,237,235

Net cash provided by State Government 13,933,717 12,237,235

Utilised as follows:

CASH FLOWS FROM OPERATING ACTIVITIES

Payments

Employee benefits (10,483,480) (9,597,379)

Supplies and services (3,644,240) (3,445,307)

Grants and subsidies (93,249) (82,798)

Capital user charge (777,878) (748,333)

GST payments on purchases (471,054) (579,976)

Cost of goods sold (325,638) (341,659)

Other payments (733,733) (759,826)

Receipts

Fee for service 1,243,223 1,432,553

Student fees and charges 1,394,479 1,293,896

Ancillary trading 148,140 110,338

Commonwealth grants and contributions 167,650 254,970

Interest received 234,930 139,405

GST receipts on sales 231,931 219,388

GST receipts from taxation authority 239,123 360,588

Sale of goods 445,246 458,153

Other receipts 186,891 111,925

Net cash provided by/(used in) operating activities 32 (12,237,659) (11,174,062)

CASH FLOWS FROM INVESTING ACTIVITIES

Proceeds from sale of non-current physical assets 13,023 4,173

Purchase of non-current physical assets (839,129) (1,921,137)

Net cash provided by/(used in) investing activities (826,106) (1,916,964)

Net increase/(decrease) in cash and cash equivalents 869,952 (853,791)

Cash and cash equivalents at start of period 3,204,899 4,058,690

CASH AND CASH EQUIVALENTS AT END OF PERIOD 32 4,074,851 3,204,899

The Cash Flow Statement should be read in conjunction with the accompanying notes.

GREAT SOUTHERN TAFE

NOTES TO THE FINANCIAL STATEMENTS



1 Australian equivalents to International Financial Reporting Standards

(a) General

The College's financial statements for the year ended 31 December 2007 have been prepared in accordance with Australian equivalents

to International Financial Reporting Standards (AIFRS) which comprise a Framework for the Preparation and Presentation of Financial

Statements (the Framework) and Australian Accounting Standards (including the Australian Accounting Interpretations).

In preparing these financial statements the College has adopted, where relevant to its operations, new and revised standards and

interpretations from their operative dates as issued by the Australian Accounting Standards Board (AASB) and formerly the Urgent

Issues Group (UIG).

The Australian Accounting Interpretations are adopted through AASB 1048 'Interpretation and Application of Standards' and are

classified into those corresponding to International Accounting Standards Board (IASB) Interpretations and those only applicable in

Australia.

The AASB has decided to maintain the Statements of Accounting Concepts (SAC 1 and SAC 2) and has continued to revise and

maintain accounting standards and the interpretations that are of particular relevance to the Australian environment, especially those

that deal more specifically with not-for-profit entity issues and/or do not have an equivalent IASB Standard or Interpretation.

(b) Early adoption of standards

The College cannot early adopt an Australian Accounting Standard or Australian Accounting Interpretation unless specifically permitted

by Treasurer's Instruction (TI) 1101 'Application of Australian Accounting Standards and Other Pronouncements'. No standards and

interpretations that have been issued or amended but are not yet effective have been early adopted by the College for the annual

reporting period ended 31 December 2007.

2 Summary of significant accounting policies

The following accounting policies have been adopted in the preparation of these financial statements. Unless otherwise stated, these

policies are consistent with those adopted in the previous year.

(a) General statement

The financial statements constitute a general purpose financial report which has been prepared in accordance with the Australian

Accounting Standards, the Framework, Statements of Accounting Concepts and other authoritative pronouncements of the AASB as

applied by the TIs. Several of these are modified by the TIs to vary application, disclosure, format and wording. For example, AASB 116

requires land and buildings to be measured at cost or fair value; TI 954 mandates the fair value option.

The Financial Management Act and the TIs are legislative provisions governing the preparation of financial statements and take

precedence over the Accounting Standards, the Framework, Statements of Accounting Concepts and other authoritative

pronouncements of the AASB.

Where modification is required and has a material or significant financial effect upon the reported results, details of that modification

and the resulting financial effect are disclosed in the notes to the financial statements.

Modifications or clarifications to accounting standards through the TIs are to provide certainty and ensure consistency and appropriate

reporting across the public sector.

(b) Basis of preparation

The financial statements have been prepared on the accrual basis of accounting using the historical cost convention, except for certain

assets and liabilities which are measured at fair value.

The accounting policies adopted in the preparation of the financial statements have been consistently applied throughout all periods

presented unless otherwise stated.

The financial statements are presented in Australian dollars and all values are rounded to the nearest dollar ($).

The judgements that have been made in the process of applying the College‟s accounting policies that have the most significant effect on

the amounts recognised in the financial statements are disclosed at note 4 „Judgements made by management in applying accounting

policies‟.

The key assumptions made concerning the future, and other key sources of estimation uncertainty at the balance sheet date that have a

significant risk of causing a material adjustment to the carrying amounts of assets and liabilities within the next financial year, are

disclosed at note 5 „Key sources of estimation uncertainty‟.

(c) Reporting entity

The reporting entity comprises the College and entities listed at note 40 „Related bodies‟.

GREAT SOUTHERN TAFE




(d) Contributed equity

UIG Interpretation 1038 „Contributions by Owners Made to Wholly-Owned Public Sector Entities‟ requires transfers in the nature of

equity contributions to be designated by the Government (the owner) as contributions by owners (at the time of, or prior to, transfer)

before such transfers can be recognised as equity contributions. Capital contributions (appropriations) are designated as contributions

by owners per TI 955 'Contributions by Owners Made to Wholly Owned Public Sector Entities' and have been credited directly to

Contributed Equity.

Transfer of net assets to/from other agencies are designated as contributions by/distributions to owners to where the transfers are

non-discretionary and non-reciprocal. See note 31 'Equity'.

Repayable capital appropriations are recognised as liabilities.

(e) Income

Revenue recognition

Revenue is measured at the fair value of consideration received or receivable.

The majority of operating revenue of the College represents revenue earned from student fees and charges, fee for service, ancillary

services, trading activities and Commonwealth grants and contributions.

Sale of goods

Revenue is recognised from the sale of goods and disposal of other assets when the significant risks and rewards of ownership control

transfer to the purchaser and can be measured reliably.

Rendering of services

Revenue is recognised on delivery of the service to the client or by reference to the stage of completion of the transaction.

Interest

Revenue is recognised as the interest accrues. The effective interest method which is the rate that exactly discounts estimated future

cash receipts through the expected life of the financial asset to the net carrying amount of the financial asset is used where applicable.

Grants, donations, gifts and other non-reciprocal contributions

Revenue is recognised at fair value when the College obtains control over the assets comprising the contributions, usually upon their

receipt.

Other non-reciprocal contributions that are not contributions by owners are recognised at their fair value. Contributions of services

are only recognised when a fair value can be reliably determined and the services would be purchased if not donated.

Where contributions recognised as revenues during the reporting period were obtained on the condition that they be expended in a

particular manner or used over a particular period, and those conditions were undischarged as at the balance sheet date, the nature of,

and amounts pertaining to, those undischarged conditions are disclosed in the notes.

State funds

The funds received from the Department of Education and Training in respect of the delivery of services forming part of the Delivery

Performance

Agreements are included in State funds, disclosed under 'Income from State Government'. They are the result of training successfully

tendered for under competitive tendering arrangements. This revenue is recognised at nominal value in the period in which the College

meets the terms of the Agreement.

See note 21 'Income from State Government'.

Gains

Gains may be realised or unrealised and are usually recognised on a net basis. These include gains arising on the disposal o f non-current

assets and some revaluations of non-current assets.

(f) Property, plant and equipment

Capitalisation/Expensing of assets

Items of property, plant and equipment costing $5,000 or more are recognised as assets and the cost of utilising assets is expensed

(depreciated) over their useful lives. Items of property, plant and equipment costing less than $5,000 are recognised as an expense in the

Income Statement (other than where they form part of a group of similar items which are significant in total).

Initial recognition and measurement

All items of property, plant and equipment are initially recognised at cost. For items of property, plant and equipment acquired at no

cost or for nominal cost, the cost is their fair value at the date of acquisition.

Subsequent measurement

After recognition as an asset, the revaluation model is used for the measurement of land and buildings and the cost model for all other

property, plant and equipment. Land and buildings are carried at fair value less accumulated depreciation on buildings and accumulated

impairment losses. All other items of property, plant and equipment are stated at historical cost less accumulated depreciation and

accumulated impairment losses.

GREAT SOUTHERN TAFE




Where market-based evidence is available, the fair value of land and buildings is determined on the basis of current market buying values

determined by reference to recent market transactions. When buildings are revalued by reference to recent market transactions, the

accumulated depreciation is eliminated against the gross carrying amount of the asset and the net amount restated to the revalued

amount.

Where market-based evidence is not available, the fair value of land and buildings is determined on the basis of existing use. This

normally applies where buildings are specialised or where land use is restricted. Fair value for existing use assets is determined by

reference to the cost of replacing the remaining future economic benefits embodied in the asset, i.e. the depreciated replacement cost.

Where the fair value of buildings is dependent on using the depreciated replacement cost, the gross carrying amount and the

accumulated depreciation are restated proportionately.

Independent valuations of land and buildings are provided annually by the Western Australian Land Information Authority (Landgate) and

recognised on 1st December, 2007, with sufficient regularity to ensure that the carrying amount does not differ materially from the

asset's fair value at the balance sheet date.

The most significant assumptions in estimating fair value are made in assessing whether to apply the existing use basis to assets and in

determining estimated useful life. Professional judgement by the valuer is required where the evidence does not provide a clear

distinction between market type assets and existing use assets. Refer to note 26 'Property, plant and equipment' for further information

on revaluations.

Depreciation

All non-current assets having a limited useful life are systematically depreciated over their estimated useful lives in a manner which

reflects the consumption of their future economic benefits.

Land is not depreciated. Depreciation on other assets is based on the straight line method over its useful life, using rates which are

reviewed annually.

Estimated useful lives for each class of depreciable asset are:

Buildings 40 to 70 years

Motor vehicles, caravans and trailers 4 to 15 years

Plant, furniture and general equipment 5 to 15 years

Computing, communications and software (a) 4 to 10 years

(a) Software that is integral to the operation of related hardware.

(g) Impairment of assets

Property, plant and equipment, and intangible assets are tested for any indication of impairment at each balance sheet date. Where

there is an indication of impairment, the recoverable amount is estimated. Where the recoverable amount is less than the carrying

amount, the asset is considered impaired and is written down to the recoverable amount and an impairment loss is recognised. As the

College is a not-for-profit entity, unless an asset has been identified as a surplus asset, the recoverable amount is the higher of an asset‟s

fair value less costs to sell and depreciated replacement cost.

The recoverable amount of assets identified as surplus assets is the higher of fair value less costs to sell and the present value of future

cash flows expected to be derived from the asset. Surplus assets carried at fair value have no risk of material impairment where fair

value is determined by reference to market-based evidence. Where fair value is determined by reference to depreciated replacement

cost, surplus assets are at risk of impairment and the recoverable amount is measured.

Intangible assets not yet available for use are tested for impairment at each balance sheet date irrespective of whether there is any

indication of impairment.

The risk of impairment is generally limited to circumstances where an asset‟s depreciation is materially understated, where the

replacement cost is falling or where there is a significant change in useful life.

Each relevant class of assets is reviewed annually to verify that the accumulated depreciation/amortisation reflects the leve l of

consumption or expiration of assets' future economic benefits and to evaluate any impairment risk from falling replacement costs or a

significant change in useful life.

See note 27 „Impairment of assets‟ for the outcome of impairment reviews and testing. See note 2(m) 'Receivables' and note 24

'Receivables' for impairment of receivables.

(h) Leases

The College holds an operating lease for printing and photcopying services and seven property leases throughout Great Southern region

for the delivery of training. For the photocopying and printing services lease the payments are expensed on a rate per copy and

property leases are expensed on a straight line basis over the lease term as this represents the pattern of benefits derived from the

leased properties.

GREAT SOUTHERN TAFE




(i) Financial instruments

The College has two categories of financial instruments:

Financial assets

cash and cash equivalents (including restricted cash and cash equivalents)

receivables

Financial liabilities

payables

Initial recognition and measurement of financial instruments is at fair value. Usually the transaction cost or face value is equivalent to fair

value and subsequent measurement is at amortised cost using the effective interest method.

The fair value of short-term receivables and payables is the transaction cost or the face value because there is no interest rate applicable

and subsequent measurement is not required as the effect of discounting is not material.

(j) Cash and cash equivalents

For the purpose of the Cash Flow Statement, cash and cash equivalents include restricted cash and cash equivalents. These are

comprised of cash on hand and short-term deposits with original maturities of three months or less that are readily convertible to a

known amount of cash and which are subject to insignificant risk of changes in value, and bank overdrafts.

(k) Accrued salaries

The accrued salaries account (see note 22 'Restricted cash and cash equivalents') consists of amounts accrued annually over a period of

ten financial years to largely meet the additional cash outlay in each eleventh year when 27 pay days occur instead of the normal 26.

Accrued salaries (see note 30 'Other current liabilities') represent the amount due to staff but unpaid at the end of the financial year, as

the end of the last pay period for that financial year does not coincide with the end of the financial year. Accrued salaries are settled

within a fortnight of the financial year end. The College considers the carrying amount of accrued salaries to be equivalent to its net fair

value.

(l) Inventories

Inventories are measured at the lower of cost and net realisable value. Costs are assigned by the method most appropriate to each

particular class of inventory, with the majority being valued on a first in first out basis.

Inventories not held for resale are valued at cost unless they are no longer required, in which case they are valued at net realisable

value.

See note 23 'Inventories'.

(m) Receivables

Receivables are recognised and carried at original invoice amount less an allowance for any uncollectible amounts (impairment). The

collectability of receivables is reviewed on an ongoing basis and any receivables identified as uncollectible are written off. The provision

for uncollectible amounts (doubtful debts) is raised when there is objective evidence that the College will not be able to co llect the

debts. The carrying amount is equivalent to fair value as it is due for settlement within 30 days. See note 2(i) „Financial instruments‟ and

note 24 „Receivables‟.

A provision for impairment of receivables can only be raised if there is objective evidence of impairment.

(n) Payables

Payables are recognised at the amounts payable when the College becomes obliged to make future payments as a result of a purchase of

assets or services. The carrying amount is equivalent to fair value, as they are generally settled within 30 days. See note 2(i) „Financial

instruments‟ and note 28 'Payables'.

GREAT SOUTHERN TAFE




(o) Provisions

Provisions are liabilities of uncertain timing and/or amount and are recognised where there is a present legal, equitable or constructive

obligation as a result of a past event and when the outflow of resources embodying economic benefits is probable and a reliable estimate

can be made of the amount of the obligation. Provisions are reviewed at each balance sheet date. See note 29 „Provisions‟.

(i) Provisions - employee benefits

Annual leave and long service leave

The liability for annual and long service leave expected to be settled within twelve months after the balance sheet date is recognised and

measured at the undiscounted amounts expected to be paid when the liabilities are settled. Annual and long service leave expected to

be settled more than twelve months after the balance sheet date is measured at the present value of amounts expected to be paid when

the liabilities are settled. Leave liabilities are in respect of services provided by employees up to the balance sheet date.

When assessing expected future payments consideration is given to expected future wage and salary levels including non-salary

components such as employer superannuation contributions. In addition, the long service leave liability also considers the experience of

employee departures and periods of service.

The expected future payments are discounted using market yields at the balance sheet date on national government bonds with terms

to maturity that match, as closely as possible, the estimated future cash outflows.

All annual leave and unconditional long service leave provisions are classified as current liabilities as the College does not have an

unconditional right to defer settlement of the liability for at least twelve months after the balance sheet date.

A liability for long service leave is recognised after an employee has completed four years of service. An actuarial assessment of long

service leave undertaken by Price Waterhouse Actuaries at 2007 determined that the liability measured using the short hand method

was not materially different from the liability measured using the present value of expected future payments. The shorthand method is

compliant with AASB 119 'Employee Benefits'.

Superannuation

Employees may contribute to the Pension Scheme, a defined benefit pension scheme now closed to new members or the Gold State

Superannuation (GSS) Scheme, a defined benefit lump sum scheme also closed to new members. Both schemes are administered by the

Government Employees Superannuation Scheme (GESB).

The College has no liabilities for superannuation charges under those schemes, as the liabilities for the unfunded Pension Scheme and

the unfunded GSS Scheme transfer benefits due to members, who transferred from the Pension Scheme, are assumed by the Treasurer.

All other GSS Scheme obligations are funded by concurrent contributions made by the College to the GESB. The concurrently funded

part of the GSS Scheme is a defined contribution scheme as these contributions extinguish all liabilities in respect of the concurrently

funded GSS Scheme obligations.

Employees commencing employment prior to 16 April 2007 who were not members of either the Pension or the GSS Schemes became

non-contributory members of the West State Superannuation (WSS) Scheme. Employees commencing employment on or after 16 April

2007 became members of the GESB Super (GESBS) Scheme. Both of these schemes are accumulation schemes. The College makes

concurrent contributions to GESB on behalf of employees in compliance with the Commonwealth Government‟s Superannuation

Guarantee (Administration) Act 1992. These contributions extinguish the liability for superannuation charges in respect of the WSS and

GESBS Schemes.

The GESB makes all benefit payments in respect of the Pension Scheme and the GSS Scheme transfer benefits and is recouped by the

Treasurer for the employer's share. See also note 2(p) 'Superannuation expense'.

(ii) Provisions - other

Employment on-costs

Employment on-costs, including workers‟ compensation insurance, are not employee benefits and are recognised separately as expenses

and liabilities when the employment, to which they relate, has occurred. Employment on-costs are included as part of 'Other expenses'

and are not included as part of the College's 'Employee benefits expense‟. The related liability is included in 'Employment on-costs

provision'. (See note 12 'Other expenses' and note 29 'Provisions'.)

(p) Superannuation expense

The following elements are included in calculating the superannuation expense in the Income Statement:

(i) Defined benefit plans

Change in the unfunded employer‟s liability (i.e. current service cost and actuarial gains and losses) assumed by the Treasurer in respect

of current employees who are members of the Pension Scheme and current employees who accrued a benefit on transfer from that

Scheme to the GSS Scheme.

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(ii) Defined contribution plans

Employer contributions paid to the WSS Scheme, GESBS Scheme and the equivalent of employer contributions to the GSS Scheme.

Defined benefit plans - in order to reflect the true cost of services, the movements (i.e. current service cost and actuarial gains and

losses) in the liabilities in respect of the Pension Scheme and the GSS Scheme transfer benefits are recognised as expenses directly in

the Income Statement. As these liabilities are assumed by the Treasurer (refer note 2(o)(i), a revenue titled „Liabilities assumed by the

Treasurer‟ equivalent to the expense is recognised under 'Income from State Government' in the Income Statement (see note 21

'Income from State Government').

Defined contribution plans - in order to reflect the College's true cost of services, the College is funded for the equivalent of employer

contributions in respect of the GSS Scheme (excluding transfer benefits). These contributions were paid to the GESB during the year

and placed in a trust account administered by the GESB on behalf of the Treasurer. The GESB subsequently paid these employer

contributions in respect of the GSS Scheme to the Consolidated Fund.

The GSS Scheme is a defined benefit scheme for the purposes of employees and whole-of-government reporting. However, apart from

the transfer benefit, it is a defined contribution plan for agency purposes because the concurrent contributions (defined contributions)

made by the College to GESB extinguish all of the College's obligations to the related superannuation liability.

The superannuation expense does not include payment of pensions to retirees, as this does not constitute part of the cost of services

provided by the College in the current year.

(q) Resources received free of charge or for nominal cost

Resources received free of charge or for nominal cost that can be reliably measured are recognised as income and as assets or

expenses, as appropriate, at fair value.

(r) Comparative figures

Comparative figures are, where appropriate, reclassified to be comparable with the figures presented in the current financial year.

3 Other policies not included in this Model

No other polices have been included in these Statutory Accounts.

4 Judgements made by management in applying accounting policies

No significant judgements have been made that would materially alter the current financial results of the College.

5 Key sources of estimation uncertainty

The key estimates and assumptions made concerning the future, and other key sources of estimation uncertainty as at the balance sheet

date that have a significant risk of causing a material adjustment to the carrying amounts of assets and liabilities within the next financial

year include:

Student receivables under 60 days due are considered collectable and a provision is made for the full value for those receivables which

are doubtful.

General receivables from other government agencies are considered risk free, no provision, and all others are by individual assessment

with a provision to the full value if required.

Inventory stocks (bookshop and canteen) are ordered on a just in time basis to match current year requirements. Obsolescence is

considered less than 5% of annual trading purchases and therefore no provision is made.

The college has a policy of valuing land and buildings annually. The revaluation of the college's land and buildings is undertaken by

Western Australian Land Information Authority (Landgate). Every year estimates of useful life of plant and equipment are provided to

give guidance on depreciation rates used in intervening years.

No provision has been made for sick leave as the college's annual costs do not exceed the annual value of entitlements.

Included in 'Current - other liabilities' is an Education Training Shared Services Centre (ETSSC) service charge for 2007.

6 Disclosure of changes in accounting policy and estimates

Initial application of an Australian Accounting Standard

The College has applied the following Australian Accounting Standards and Australian Accounting Interpretations effective for annual

reporting periods beginning on or after 1 January 2007:

1. AASB 7 'Financial Instruments: Disclosures' (including consequential amendments in AASB 2005-10 'Amendments to Australian

Accounting Standards [AASB 132, AASB 101, AASB 114, AASB 117, AASB 133, AASB 139, AASB 1, AASB 4, AASB 1023 &

AASB 1038]'). This Standard requires new disclosures in relation to financial instruments. The Standard resulted in increased

GREAT SOUTHERN TAFE




disclosures of risk exposure, both quantitative and qualitative, enhanced disclosure regarding components of the financial

position and performance, and changes to the way of presenting certain items in the notes to the financial statements.

The application of this Standard has no financial impact.

2. AASB 101 'Presentation of Financial Statements'. This Standard was revised and issued in October 2006 so that AASB 101 has

the same requirements as IAS 1 'Presentation of Financial Statements' (as issued by the IASB) in respect of for-profit entities. The

College is a not-for-profit entity and consequently, the application of this Standard has no financial impact.

3. AASB 2005-10 'Amendments to Australian Accounting Standards [AASB 132, AASB 101, AASB 114, AASB 117, AASB 133, AASB

139, AASB 1, AASB 4, AASB 1023 & AASB 1038]'. The amendments are as a result of the issue of AASB 7 'Financial Instruments:

Disclosures', which amends the financial instrument disclosure requirements in these standards. The application of this Standard

has no financial impact.

The following Australian Accounting Standards and Interpretations are considered to have no impact, or are not applicable, to not-for-

profit entities:

AASB 2007-2 'Amendments to Australian Accounting Standards arising from AASB Interpretation 12 [AASB 1,

AASB 117, AASB 118, AASB 120, AASB 121, AASB 127, AASB 131 & AASB 139]'

UIG Interpretation 7 'Applying the Restatement Approach under AASB 129 Financial Reporting in Hyperinflationary

Economies'

UIG Interpretation 8 'Scope of AASB 2'

UIG Interpretation 9 'Reassessment of Embedded Derivatives'

AASB Interpretation 10 'Interim Financial Reporting and Impairment'

Future impact of Australian Accounting Standards not yet operative

The College cannot early adopt an Australian Accounting Standard or Australian Accounting Interpretation unless specifically permitted

by TI 1101 'Application of Australian Accounting Standards and Other Pronouncements‟'. Consequently, the College has not applied the

following Australian Accounting Standards and Australian Accounting Interpretations that have been issued but are not yet effective.

These will be applied from their application date:

1. AASB 2007-4 'Amendments to Australian Accounting Standards arising from ED 151 and Other Amendments [AASB 1, 2, 3, 4, 5,

6, 7, 102, 107, 108, 110, 112, 114, 116, 117, 118, 119, 120, 121, 127, 128, 129, 130, 131, 132, 133, 134, 136, 137, 138, 139, 141,

1023 & 1038]'. The amendments arise as a result of the AASB decision to make available all options that currently exist under

IFRSs and that certain additional Australian disclosures should be eliminated. It is expected that the TIs will be amended to

maintain the status quo when the Standard is first applied and consequently there will be no financial impact. The Standard is

required to be applied to annual reporting periods beginning on or after 1 July 2007.

2. AASB 2007-5 'Amendments to Australian Accounting Standard - Inventories Held for Distribution by Not-for-Profit Entities

[AASB 102]'. This amendment changes AASB 102 'Inventories' so that inventories held for distribution by not-for-profit entities

are measured at cost, adjusted when applicable for any loss of service potential. The Standard is required to be applied to annual

reporting periods beginning on or after 1 July 2007.

3. AASB 101 'Presentation of Financial Statements'. This Standard has been revised and will change the structure of the financial

statements. These changes will require that owner changes in equity are presented separately from non-owner changes in equity.

The College does not expect any financial impact when the Standard is first applied. The Standard is required to be applied to

annual reporting periods beginning on or after 1 January 2009.

4. AASB 123 'Borrowing Costs'. This Standard has been revised to mandate the capitalisation of all borrowing costs attributable to

the acquisition, construction or production of qualifying assets. The College does not expect any financial impact when the

Standard is first applied. The Standard is required to be applied to annual reporting periods beginning on or after 1 January 2009.

5. AASB 1049 'Financial Reporting of General Government Sectors by Governments'. This new Standard sets out requirements for

the form and content of General Government Sector (GGS) financial reports. This Standard is required to be applied to annual

reporting periods beginning on or after 1 July 2008.

6. AASB Interpretation 4 'Determining whether an Arrangement contains a Lease [revised]'. This Interpretation was revised and

issued in February 2007 to specify that if a public-to-private service concession arrangement meets the scope requirements of

AASB Interpretation 12 'Service Concession Arrangements' as issued in February 2007, it would not be within the scope of

Interpretation 4. The College does not expect any financial impact when the Interpretation is first applied. The Interpretation is

required to be applied to annual reporting periods beginning on or after 1 January 2008.

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The following Australian Accounting Standards and Interpretations are considered to have no impact, or are not applicable, to not-for-

profit entities:

AASB 8 'Operating Segments'

AASB 2007-1 'Amendments to Australian Accounting Standards arising from AASB Interpretation 11 [AASB 2]'

AASB 2007-2 'Amendments to Australian Accounting Standards arising from AASB Interpretation 12 [AASB 1,

AASB 117, AASB 118, AASB 120, AASB 121, AASB 127, AASB 131 & AASB 139]'

AASB 2007-3 'Amendments to Australian Accounting Standards arising from AASB 8 [AASB 5, AASB 6, AASB

102, AASB 107, AASB 119, AASB 127, AASB 134, AASB 136, AASB 1023 & AASB 1038]'

AASB 2007-6 'Amendments to Australian Accounting Standards arising from AASB 123 [AASB 1, AASB 101,

AASB 107, AASB 111, AASB 116 & AASB 138 and Interpretations 1 & 12]'

AASB 2007-7 'Amendments to Australian Accounting Standards [AASB 1, AASB 2, AASB 4, AASB 5, AASB 107

& AASB 128]'

AASB 2007-8 'Amendments to Australian Accounting Standards arising from AASB 101'

ERR 'Erratum: Proportionate Consolidation [AASB 101, AASB 107, AASB 121, AASB 127,

Interpretation 113]'

UIG Interpretation 11 'AASB 2 - Group and Treasury Share Transactions'

AASB Interpretation 12 „Service Concession Arrangements'

AASB Interpretation 13 'Customer Loyalty Programmes'

AASB Interpretation 14 'AASB 119 - The Limit on a Defined Benefit Asset, Minimum Funding Requirements and their

Interaction'

AASB Interpretation 129 Service Concession Arrangements: Disclosures [revised]'.

AASB Interpretation 1003 'Australian Petroleum Resource Rent Tax'

GREAT SOUTHERN TAFE


FOR THE YEAR ENDED 31 DECEMBER 2007 2007 2006

$ $


7 Employee benefits expense

Wages and salaries (a) 10,380,930 9,512,270

Superannuation - defined contribution plans (b) 819,750 761,116

Superannuation - defined benefit plans (c)(d) 126,610 93,095

Long service leave (e) 183,744 51,180

Annual leave (e) - 94,751

Other 100,128 104,841

11,611,162 10,617,253

(a) Includes the value of the fringe benefit to the employee plus the fringe benefit tax

component.

(b) Defined contribution plans include the GESB Super, West State and Gold State

Schemes (contribution paid).

(c) Defined benefit plans include the Pension and the Gold State Scheme (pre-transfer

benefit).

(d) An equivalent notional income is also recognised (see note 21 'Income from State

Government').

(e) Includes a superannuation contribution component.

Employment on-costs such as workers' compensation insurance are included at note 12

'Other expenses'. The employment on-costs liability is included at note 29 'Provisions'.

8 Supplies and services

Consumables and minor equipment 649,686 617,062

Communication expenses 118,308 126,578

Utilities expenses 245,048 226,238

Consultancies and contracted services 1,894,746 1,974,310

Minor works 465,331 617,683

Repairs and maintenance 47,487 51,955

Operating lease and hire charges 105,452 96,209

Travel and passenger transport 355,554 267,419

Advertising and public relations 174,741 148,737

Supplies and services - other 78,108 121,741

4,134,461 4,247,932

9 Depreciation and amortisation expense

Depreciation

Buildings 468,288 413,383

Motor vehicles, caravans and trailers 78,183 71,324

Plant, furniture and general equipment 72,247 74,322

Computers and communication network 104,887 80,397

Total depreciation 723,605 639,426

10 Grants and subsidies

Adult and community education organisations

Payments to non-TAFE providers for VET service delivery 62,196 36,529

Other 31,053 46,269

93,249 82,798

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$ $


11 Capital user charge

Capital user charge expense 777,878 1,717,811

The charge was a levy applied by Government for the use of its capital. In 2007, the final

year in which the charge was levied, a single payment was made equal to the appropriation

for 2007 less any adjustment relating to 2006.

12 Other expenses

Asset revaluation decrement

Building maintenance 142,984 167,661

Doubtful debts expense (2,100) 3,600

Employment on-costs (a) 572,247 564,806

Donations 300 2,726

Student prizes and awards 18,202 14,579

Losses and write-offs 21,446 10,054

753,079 763,426

(a) Includes workers' compensation insurance and other employment on-costs. The on-

costs liability associated with the recognition of annual and long service leave liability

is included at note 29 'Provisions'. Superannuation contributions accrued as part of

the provision for leave are employee benefits and are not included in employment

on-costs.

13 Fee for service

Fee for service - general 633,316 639,448

Fee for service - Department of Education and Training 292,516 731,328

Fee for service - Government (other than Department of Education and Training) 70,385 38,111

International division fees 5,590 -

Fee for service - other 14,356 -

1,016,163 1,408,887

14 Student fees and charges

Tuition fees 715,532 706,959

Enrolment fees 115,749 108,260

Resource fees 364,946 292,113

Other college fees 193,431 165,661

1,389,658 1,272,993

15 Ancillary revenue

Live works (not a trading activity) 74,961 88,436

Contracting and consulting 48,630 -

Other ancillary revenue 24,549 21,902

148,140 110,338

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$ $


16 Trading profit/(loss)

(a) Bookshop:

Sales 126,589 136,108

Cost of sales:

Opening inventory (46,382) (39,916)

Purchases (149,278) (188,926)

(195,660) (228,842)

Closing inventory 40,088 46,382


Trading profit/(loss) - Bookshop (28,983) (46,352)

(b) Cafeteria (non-training related)

Sales 310,397 307,052

Cost of sales:

Opening inventory (5,034) (4,612)

Purchases (170,953) (159,620)

(175,987) (164,232)

Closing inventory 5,921 5,034


Trading profit/(loss) - Cafeteria 140,331 147,853

(c) Other trading

Sales 13,483 14,993

Trading profit/(loss) - Other trading 13,483 14,993

124,831 116,494

See note 2(l) 'Inventories' and note 23 'Inventories'.

17 Commonwealth grants and contributions

Commonwealth specific purpose grants and contributions (a) 167,650 254,970

167,650 254,970

(a) Commonwealth recurrent grants

Commonwealth specific purpose grant (ANTA)

Commonwealth specific purpose grant ( non ANTA)

18 Interest revenue

Interest revenue (a) 244,529 234,930

(a) Sources

Cash at Bank

Term Deposits

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$ $


19 Other revenue

Rental and facilities fees 24,999 27,165

Other direct grants and subsidy revenue 79,578 2,000

Sponsorship and donations revenue 16,170 11,820

Miscellaneous revenue 66,147 70,941

186,894 111,926

20 Net gain/(loss) on disposal of non-current assets

Costs of disposal of non-current assets

Land

Buildings (158,245) (213,244)

Motor vehicles, caravans and trailers (99,132) (124,579)

Plant, furniture and general equipment - (1,821)

Computers and communication network (941) -

Total cost of disposal of non-current assets (258,318) (339,644)

Proceeds from disposal of non-current assets

Land - -

Buildings 5,450 3,873

Motor vehicles, caravans and trailers 80,455

110,863

Plant, furniture and general equipment 300 300

Computers and communication network - -

Total proceeds from disposal of non-current assets 86,205 115,036

Net gain/(loss) (172,113) (224,608)

21 Income from State Government

State funds (received from Department of Education and Training):

Delivery and Performance Agreement (DPA) 11,707,866 10,944,291

Superannuation 936,706 854,728

Other recurrent funds 1,447,973 535,842

Capital user charge funding 777,878 1,717,811

Capital works transferred - 7,735

Total State funds 14,870,423 14,060,407

The following liabilities have been assumed by the Treasurer during the financial year:

Superannuation (a) 9,654 517

Total liabilities assumed by the Treasurer 9,654 517

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$ $


Resources received free of charge determined on the basis of the following estimates

provided by agencies(c):

Department of Education and Training

- Corporate systems support 604,462 736,192

- Marketing and publications 8,255 92,111

- Human resources, and industrial relations support 95,094 82

- Other 3,337 3,264

Total resources received free of charge (b) 711,148 831,649

Total income from State Government 15,591,225 14,892,573

(a) The assumption of the superannuation liability by the Treasurer is notional income to

match the notional superannuation expense reported in respect of current

employees who are members of the Pension Scheme and current employees who

have a transfer benefit entitlement under the GSS Scheme. (The notional

superannuation expense is disclosed at note 7 'Employee benefits expense'.)

(b) Where assets or services have been received free of charge or for nominal cost, the

College recognises revenues (except where the contribution of assets or services is

in the nature of contributions by owners, in which case the College shall make a

direct adjustment to equity) equivalent to the fair value of the assets and/or the fair

value of those services that can be reliably determined and which would have been

purchased if not donated, and those fair values shall be recognised as assets or

expenses, as applicable.

22 Restricted cash and cash equivalents

Current

Specific capital equipment and minor works (a), (b), (c), (d) 979,482 467,000

979,482 467,000

Non-current

27th Pay (e) 143,465 -

143,465 -

Total restricted cash and cash equivalents 1,122,947 467,000

(a) DET Disability Assess Funding - $3,325

(b) DET Minor Works funding - $54,000

(c) DET Transforming Trades Equipment grant - $550,000

(d) DET Competitive Allocation Tendering (CAT) rollovers - $372,157

(e) Amount held for the purpose of meeting the 27th pay that occurs every 11 years

in 2016 - $143,465

23 Inventories

Current

Inventories held for resale:

Bookshop (at cost) 40,088 46,382

Cafeteria (at cost) 5,921 5,034

Total current 46,009 51,416

See also not 2(l) 'Inventories' and note 16 'Trading profit / (loss)'.

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$ $


24 Receivables

Current

Receivables - trade 169,258 173,624

Receivables - students 26,027 7,027

Allowance for impairment of receivables (8,600) (10,700)

GST receivable 61,820 224,208

248,505 394,159

Prepayments 27,568 15,525

Total current 276,073 409,684

Reconciliation of changes in the allowance for impairment of receivables:

Balance at start of year (10,700) (7,100)

Doubtful debts expense recognised in the Income Statement 2,100 (3,600)

Balance at end of year (8,600) (10,700)

Credit Risk

(a) The College trades only with recognised, creditworthy third parties. The

College has policies in place to ensure that sales of products and services are

made to customers with an appropriate credit history. In addition, receivable

balances are monitored on an ongoing basis with the result that the College's

exposure to debt is minimal. There are no significant concentrations of credit

risk.

(b) In respect of amounts receivable, the College holds no collateral as security or

other credit enhancements.

Ageing of receivables past due but not impaired based on the information provided to

senior management, as at the balance sheet date:

Not more than 3 months 100,643 116,586

More than 3 months but less than 6 months 32,410 14,521

More than 6 months but less than 1 year 9,281 -

142,334 131,107

Receivables individually determined as impaired as at the balance sheet date:

Carrying amount, before deducting any impairment loss 195,285 180,651

Impairment loss (8,600) (10,700)

186,685 169,951

See also note 2(m) 'Receivables' and note 37 'Financial instruments'.

25 Other assets

Current

Accrued income 98,146 1,122,696

Cash investments (a) 2,260,702 2,090,829

Total current 2,358,848 3,213,525

(a) Short term deposits 30 to 90 days.

GREAT SOUTHERN TAFE



$ $


26 Property, plant and equipment

Land

At fair value (a) 3,531,111 3,321,111

Accumulated impairment losses

3,531,111 3,321,111

Buildings

At fair value (a) 20,846,940 17,560,530

Accumulated depreciation (71,877) (40,484)

20,775,063 17,520,046

Buildings under construction

Construction costs - 1,620,181

- 1,620,181

Motor vehicles, caravans and trailers

At cost 819,515 826,620


485,257 532,370

Plant, furniture and general equipment

At cost 832,597 827,181


336,767 395,009

Computer equipment, communication network

At cost 841,450 606,979


294,243 144,140

25,422,441 23,532,857

(a) Freehold land and buildings were revalued as at 30th November, 2007 by the Western

Australian Land Information Authority (Landgate). The valuations were performed during

the year ended 31st December, 2007 and recognised at fair value. The fair value of all land

and buildings was determined by reference to market values. See note 2 (g) 'Property,

plant and equipment'.

Reconciliations of the carrying amounts of property, plant and equipment at the beginning

and end of the reporting period are set out below.

GREAT SOUTHERN TAFE



$ $


2007 Land Buildings

Buildings

under

construction

Motor

vehicles,

caravans

and

trailers

Plant,

furniture and

general

equipment

Computer

equipment,

communication

network

Total

Carrying amount at start of year 3,321,111 17,520,046 1,620,181 532,370 395,009 144,140 23,532,857

Additions - 2,283,284 - 130,203 14,005 255,931 2,683,423

Transfers - - (1,620,181) - - - (1,620,181)

Disposals - (158,245) - (99,133) - (941) (258,319)

Revaluation increments 210,000 1,598,266 - - - - 1,808,266

Depreciation expense - (468,288) - (78,183) (72,247) (104,887) (723,605)

Carrying amount at end of year 3,531,111 20,775,063 - 485,257 336,767 294,243 25,422,441

2006 Land Buildings

Buildings

under

construction

Motor

vehicles,

caravans

and

trailers

Plant,

furniture and

general

equipment

Computer

equipment,

communication

network

Total

Carrying amount at start of year 2,383,411 16,571,287 - 422,331 718,827 689,093 20,784,949

Additions - 9,000 1,620,181 308,272 94,549 - 2,032,002

Disposals - (213,245) - (124,579) (1,821) - (339,645)

Revaluation increments 937,700 1,569,430 - - - - 2,507,130

Depreciation expense - (413,383) - (71,324) (74,322) (80,395) (639,424)

Adjustment upon change in

accounting policy - (3,043) - (2,330) (342,224) (464,558) (812,155)

Carrying amount at end of year 3,321,111 17,520,046 1,620,181 532,370 395,009 144,140 23,532,857

27 Impairment of assets

There were no indications of impairment of property plant, equipment and intangibles as

at 31st December, 2007.

28 Payables

Current

Trade payables 3,732 11,792

GST payable 44,067 176,704

Capital user charge payable - 969,478

Total current 47,799 1,157,974

See also note 2(n) 'Payables' and note 37 'Financial Instruments'.

GREAT SOUTHERN TAFE



$ $


29 Provisions

Current

Employee benefits provision

Annual leave (a) 455,406 468,743

Long service leave (b) 655,363 543,720

1,110,769 1,012,463

Other provisions

Employment on-costs (c) 105,009 138,798

105,009 138,798

Total current 1,215,778 1,151,261

Non-current

Employee benefits provision

Long service leave (b) 494,713 422,612

494,713 422,612

Other provisions

Employment on-costs (c) 29,274 25,444

29,274 25,444

Total non-current 523,987 448,056

(a) Annual leave liabilities have been classified as current as there is no unconditional right

to defer settlement for at least 12 months after balance sheet date. Assessments indicate

that actual settlement of the liabilities will occur as follow:

Within 12 months of balance sheet date 455,406 468,743

455,406 468,743

(b) Long service leave liabilities have been classified as current where there is no

unconditional right to defer settlement for at least 12 months after balance sheet date.

Assessments indicate that actual settlement of the liabilities will occur as follows:

Within 12 months of balance sheet date 655,363 543,720

More than 12 months of balance sheet date 494,713 422,612

1,150,076 966,332

(c) The settlement of annual and long service leave liabilities gives rise to the payment of

employment on-costs including workers' compensation insurance. The provision is the

present value of expected future payments. The associated expense, apart from the

unwinding of the discount (finance cost), is disclosed in note 12 'Other expenses'.

Movements in other provisions

Movements in each class of provisions during the financial year, other than employee

benefits, are set out below.

Employment on-cost provision

Carrying amount at start of year 164,242 146,015

Additional provisions recognised (29,959) 18,227

Carrying amount at end of year 134,283 164,242

GREAT SOUTHERN TAFE



$ $


30 Other current liabilities

Current

Income received in advance (a) 32,134 1,862

Accrued expenses 180,413 248,604

Accrued salaries and related costs 71,733 30,858

Total current liabilities 284,280 281,324

(a) Income received in advance comprises:

Department of Education and Training - curriculum grants 15,000 -

Department of Indigenous Affairs 268

Other Government (Commonwealth/Local) 1,309 -

Fee for service 14,568 -

Student fees and charges - 1,862

Other 989 -

32,134 1,862

31 Equity

Equity represents the residual interest in the net assets of the College. The Government

holds the equity interest in the net assets of the College. The Government holds the

equity interest in the College on behalf of the community.

The asset revaluation reserve represents that portion of equity resulting from the

revaluation of non-current assets.

Contributed equity

Balance at start of year 2,264,968 2,264,968

Contributions by owners

Capital contribution (a) 150,930 -

Total contributions by owners 2,415,898 2,264,968

Balance at end of year 2,415,898 2,264,968

(a) Capital Contributions (appropriations) and non-discretionary (non-reciprocal) transfers

of net assets from other State Government agencies have been designated as contributions

by owners in Treasurer's Instruction TI 955 Contribution by Owners Made to Wholly

Owned Public Sector Entities' and are credited directly to equity.

Reserves

Asset revaluation reserve


Net revaluation increments

Land 210,000 937,701

Buildings 1,598,266 1,569,430


Accumulated surplus


Result for the period 603,543 109,857


GREAT SOUTHERN TAFE



$ $


32 Notes to the Cash Flow Statement

Reconciliation of cash

Cash at the end of the financial year, as shown in the Cash Flow Statement is

reconciled to the related items in the Balance Sheet as follows:

Cash on hand 7,190 6,410

Cash at bank 684,012 640,660

Short term deposits (Provide details of terms and conditions) 2,260,702 2,090,829

2,951,904 2,737,899

Restricted cash and cash equivalents (refer to note 22 'Restricted cash and cash

equivalents') 1,122,947 467,000

4,074,851 3,204,899

Reconciliation of net cost of services to net cash flows provided by/(used in) operating

activities

Net Cost of Services (14,987,684) (14,792,771)

Non-cash items:

Depreciation and amortisation expense (note 9) 723,605 639,426

Doubtful debts expense (note 12) 2,100 (3,600)

Superannuation expense (note 7) 946,360 854,211

Resources received free of charge (note 21) 711,148 831,649

Cost of disposals for non -current assets (note 20) 258,318 339,644

Non - current assets - trade ins (73,182) (110,745)

Losses and write-offs (excludes cash shortages / thefts of money) (21,373) (10,054)

Capital User Charge (note 11) - 969,478

(Increase)/decrease in assets:

Current receivables (a) (14,635) 40,595

Current inventories 5,407 (6,888)

Prepayments (12,041) 19,673

Other current assets 55,072 (1,065,003)

Non-current receivables - -

Non-current inventories - -

Increase/(decrease) in liabilities

Current payables (a) (8,060) (33,203)

Capital User Charge - 969,478

Income received in advance /grants and advances 30,272 (9,639)

Current provisions 64,517 254,884

Other current liabilities (27,316) (26,736)

Non-current Provisions 75,931 (90,726)

Other non-current liabilities - -

Net GST receipts/(payments) (b) 17,753 47,504

Change in GST in receivables/payables (c) 16,149 8,761

Net cash provided by/(used in) operating activities (12,237,659) (11,174,062)

GREAT SOUTHERN TAFE



$ $


(a) Note that the Australian Taxation Office (ATO) receivable/payable in respect of

GST and the receivable/payable

(b) This is the net GST paid/received, i.e. cash transactions

(c) This reverses out the GST in receivables and payables

33 Commitments

Capital expenditure commitments

Capital expenditure commitments, being contracted capital expenditure additional to the

amounts reported in the financial statements, are payable as follows:

Within 1 year - 752,000

The capital commitments include amounts for:

Buildings - 515,000

Lease commitments

Commitments in relation to leases contracted for at the balance sheet date but not

recognised in the financial statements, are payable as follows:

Within 1 year 119,753 116,196

Later than 1 year and not later than 5 years 294,468 457,800

414,221 573,996

Representing:

Cancellable operating leases 99,347 97,944

Non-cancellable operating leases 314,874 359,856

414,221 457,800

Non-cancellable operating lease commitments (a)

Commitments for minimum lease payments are payable as follows:

Within 1 year 89,964 89,964

Later than 1 year and not later than 5 years 224,910 269,892

314,874 359,856

(a) The College has a significant non-cancellable leasing arrangement with Best Office

Systems for the provision of multifunctional devices and a bulk printing and copying service

for a term of three years from 2006. The College has one two-year extension option

exercisable at the absolute discretion of Great Southern TAFE.

34 Contingent liabilities and contingent assets

Contingent liabilities

In addition to the liabilities incorporated in the financial statements, there is the following

Contingent liabilities:

Contaminated sites

Under the Contaminated Sites Act 2003, the College is required to report known and

suspected contaminated sites to the Department of Environment and Conservation

(DEC). In accordance with the Act, DEC classifies these sites on the basis of the risk to

human health, the environment and environmental values. Where sites are classified as

contaminated - remediation required or possibly contaminated - investigation required,

the College may have a liability in respect of investigation or remediation expenses.

During the year the College reported the Katanning TAFE campus site to the Department

of Environment and Conservation (DEC) as a potentially contaminated site due to its

previous land use. The site was formerly used as a works depot and a service station. To

date there has been no indication of soil or groundwater contamination observed at the

site. DEC are yet to inspect and report on the site, as such, the site is currently classified

as 'report not substantiated'. Whilst the site has not been inspected by DEC, it remains

not practicable to estimate the potential financial effect or to identify the uncertainties in

relation to the amount or timing of any outflows.

GREAT SOUTHERN TAFE




Contingent assets

The College has no contingent assets.

35 Events occurring after the balance sheet date

No events occurred after balance sheet date.

36 Explanatory Statement

Significant variations between estimates and actual results for income and expense are

shown below. Significant variations are considered to be those greater than 10% or

$20,000

Significant variations between estimated and actual results for 07

2007 2007

Estimate Actual Variation Variation %

Expenditure $ $ $ %

Employee expenses 11,022,640 11,611,162 (588,522) -5.34%

Supplies and services 4,250,000 4,134,461 115,539 2.72%

Depreciation and amortisation expense 690,000 723,605 (33,605) -4.87%

Grants and subsidies 60,000 93,249 (33,249) -55.42%

Capital user charge 1,028,613 777,878 250,735 24.38%

Cost of sales 360,000 325,638 34,362 9.55%

Loss on disposal of non current assets 30,000 172,113 (142,113) -473.71%

Other expenses 720,000 753,079 (33,079) -4.59%

Income

Fee for service 1,342,000 1,016,163 325,837 24.28%

Student fees and charges 1,300,000 1,389,658 (89,658) -6.90%

Ancillary trading 115,000 148,140 (33,140) -28.82%

Sales 470,000 450,469 19,531 4.16%

Commonwealth grants and contributions 265,000 167,650 97,350 36.74%

Interest revenue 115,000 244,529 (129,529) -112.63%

Other revenue 115,000 186,893 (71,893) -62.52%

Income from State Government

State funds 14,018,605 14,870,423 (851,818) -6.08%

Liabilities assumed by Treasurer 2,000 9,654 (7,654) -382.70%

Resources received free of charge 700,000 711,148 (11,148) -1.59%

GREAT SOUTHERN TAFE




Expenditure

Employee expenses

Increase in employee expenses due to salary increases for all staff, college achieving full profile delivery, increase in superannuation

expense increase in staff professional development over estimates.

Supplies and services

Small decrease in telephone charges, decrease in computer parts and accessories, and reduction in minor works expenditure over

estimates but increase in water, fuel, cleaning and gardening and staff travel over estimates.

Depreciation

Increase in building and communications expense as result of new farm facility and telephone system.

Grants and subsidies

Reduction in apprentice travel subsidies and payment to other providers over estimates.

Capital User Charge

Variation due to cessation of capital user charge from July 1 2007.

Cost of Sales

Cost of sales overestimated based on previous year‟s results although sales in bookshop and café were less than expected.

Loss on disposal of non current assets

Under estimation on loss of asset disposal due to sale of assets from old college farm site.

Other expenses

Increase in workers compensation premium and payroll tax over estimates.

Income

Fee for service

Increase in lifestyle and short course fees but substantial reduction in competitive tenders from Department of Education and Training.

Student fees and charges

Slight increase in student fees due to college over achieving profile.

Ancillary trading

Increase in sale of college resources, and consultancy revenue over estimates.

Sales

Slight reduction in both bookshop and café sales over estimates.

Interest revenue

Increase in revenue over estimates due to increase in grants from Department of Education and Training and increase in term deposit

rates.

Other revenue

Increase in salaries and travel recoups from other agencies and increase in grants and other contributions over estimates.


State funds

Increase in special purpose grants for equipment and facilities from Department of Education and Training over estimates.

Liabilities assumed from Treasurer

Increase in superannuation liability assumed by treasury over estimates.

GREAT SOUTHERN TAFE




Significant variations between actual results for 07 and 06

2007 2006 Variance Variation

$ $ $ %

Expenditure

Employee expenses 11,611,162 10,617,253 993,909 8.56%

Supplies and services 4,134,461 4,247,932 (113,471) -2.74%

Depreciation and amortisation expense 723,605 639,426 84,179 11.63%

Grants and subsidies 93,249 82,798 10,451 11.21%

Capital user charge 777,878 1,717,811 (939,933) -120.83%

Cost of sales 325,638 341,659 (16,021) -4.92%

Loss on disposal of non current assets 172,113 224,608 (52,495) -30.50%

Other expenses 753,079 763,426 (10,347) -1.37%

Income

Fee for service 1,016,163 1,408,887 (392,724) -38.65%

Student fees and charges 1,389,658 1,272,993 116,665 8.40%

Ancillary trading 148,140 110,338 37,802 25.52%

Sales 450,469 458,153 (7,684) -1.71%

Commonwealth grants and contributions 167,650 254,970 (87,320) -52.08%

Interest revenue 244,529 234,930 9,599 3.93%

Other revenue 186,893 111,926 74,967 40.11%


State funds 14,870,423 14,060,407 810,016 5.45%

Liabilities assumed by Treasurer 9,654 517 9,137 94.64%

Resources received free of charge 711,148 831,649 (120,501) -16.94%

GREAT SOUTHERN TAFE




Expenditure

Employee expenses

Increase in employee expenses due to salary increases for all staff, college achieving full profile delivery, increase in superannuation

expense, increase in staff professional development over estimates.


Increases in course consumables, water costs due to new farm facility, operating leases and hire facilities and staff travel, accommodation,

cleaning and gardening contracts and staff advertising with decreases in telephone costs due to new phone system, training delivery

contracted services and resources free of charge.

Depreciation and amortisation expense

Increase in building depreciation due to new farm facility, and communication depreciation due to new telephone system.


Increase in grants to non TAFE providers for delivery of training, but slight decrease in apprentice travel subsidies.

Capital user charge

Variation due to cessation of capital user charge from July 1 2007.

Cost of sales

Sales in bookshop down on previous year resulting in less purchases, but café sales up on 2006.

Loss on disposal of non current assets

Variation due to reduction in asset sales with major loss coming from sale of old farm assets.

Income

Fee for service

Increase in life style and short course fees but substantial reduction in competitive tenders from Department of Education and Training.

Student fees and charges

Slight increase in course fees but substantial increase in higher university education fee revenue.

Ancillary trading

Increase in sale of college course resources, and consultancy revenue.

Sales

Slight increase in café sales but bookshop sales down on previous year.

Commonwealth grants and contributions

Reduction in commonwealth specific purpose grants.

Interest revenue

Slight increase in interest revenue due to improving interest rates.

Other revenue

Increase in non government grants and subsidies, increase in staff salaries and travel recoups and a small reduction in miscellaneous

revenue.

Income from state government

State funds

Increase in special purpose grants for farm relocation project and equipment for trades skills shortage courses.

Liabilities assumed by Treasurer

Increase in superannuation liability revenue assumed by treasury.

Resources received free of charge

Reduction in revenue for corporate systems support and human resources support provided by the Department of Education and

Training.

GREAT SOUTHERN TAFE



$ $


37 Financial instruments

(a) Financial risk management objectives and policies

Financial instruments held by the College are cash and cash equivalents, restricted cash and cash equivalents, receivables and payables. The

College has limited exposure to financial risks. The College overall risk management program focuses on managing the risk identified

below:

Credit risk

The College trades only with recognised, creditworthy third parties. The College has policies in place to ensure that sales of products and

services are made to customers with an appropriate credit history. In addition, receivable balances are monitored on an ongoing basis

with the result that the College's exposure to debt is minimal. There are no significant concentrations of credit risk.

Liquidity risk

The College has appropriate procedures to manage cash flows including drawdowns of appropriations by monitoring forecast cash flows

to ensure that sufficient funds are available to meet its commitments.

Interest rate risk

The College's exposure to market risk for changes in interest rates relates primarily to the long-term debt obligations. The College's

borrowings are all obtained through the Western Australian Treasury Corporation (WATC) and are at fixed rates with varying

maturities. The risk is managed by WATC through portfolio diversification and variation in maturity dates. Otherwise, the College is not

exposed to interest rate risk because cash and cash equivalents and a portion of restricted cash are non-interest bearing and it has no

borrowings other than finance leases (fixed interest rate).

(b) Categories of Financial Instruments

In addition to cash and bank overdraft, the carrying amounts of each of the following categories of financial assets at balance sheet date

are as follows:

Financial Assets

cash and cash equivalents 2,951,904 2,737,899

restricted cash and cash equivalent 1,122,947 467,000

receivables 276,073 409,685

Financial Liabilities

payables 47,799 1,157,974

(c) Financial instrument disclosures

Liquidity and interest rate risk exposures

The following table details the College's maximum exposure to liquidity risk and interest rate risk as at the reporting date, based on

information provided to senior management of the College. The contractual maturity amounts in the table are representative of the

undiscounted amounts as at the balance sheet date. An adjustment for discounting has been made where material.

The College does not hold any collateral as security or other credit enhancements relating to the financial assets it holds.

The College does not hold any financial assets that had to have their terms renegotiated that would have otherwise resulted in them being

past due or impaired.

GREAT SOUTHERN TAFE



$ $


Contractual maturity dates

Weighted

Average

Effective

Interest Rate

Variable

Interest

Rate

Within 1

year

1-2

Years

2-3

Years

3-4

Years

4-5

Years

More

than 5

years

Non-

Interest

Bearing

Total

2007 % $ $ $ $ $ $ $ $ $

Financial Assets

Cash and cash equivalent 5.73% 691,202 - - - - - - - 691,202

Cash and cash equivalent 6.59% - 2,260,702 - - - - - - 2,260,702

Restricted cash and cash

equivalent 6.59% - 1,122,947 - - - - - - 1,122,947

Receivables - - - - - - - 276,073 276,073

691,202 3,383,649 - - - - - 276,073 4,350,924


Payables - - - - - - - 47,799 47,799

- - - - - - - 47,799 47,799

Contractual maturity dates

Weighted

Average

Effective

Interest Rate

Variable

Interest

Rate

Within 1

year

1-2

Years

2-3

Years

3-4

Years

4-5

Years

More

than 5

years

Non-

Interest

Bearing

Total

2006 % $ $ $ $ $ $ $ $ $

Financial Assets

Cash and cash equivalent 5.05% 647,070 - - - - - - - 647,070

Cash and cash equivalent 5.88% - 2,090,829 - - - - - - 2,090,829

Restricted cash and cash

equivalent 5.88% - 467,000 - - - - - - 467,000

Receivables - - - - - - - 409,685 409,685

647,070 2,557,829 - - - - - 409,685 3,614,584


Payables - - - - - - - 1,157,974 1,157,974

- - - - - - - 1,157,974 1,157,974

Interest rate sensitivity analysis

The following table represents a summary of the interest rate sensitivity of the College's financial assets and liabilities at the balance sheet date

on the surplus for the period and equity for a 1% change in interest rates. It is assumed that the change in interest rates is held constant

throughout the reporting period.

- 1% change +1% change

Carrying amount Profit Equity

Profit Equity

2007 $ $ $

$ $

Financial Assets

Restricted cash and cash equivalent 4,074,851 (40,749) (40,749) 40,748.51 40,748.51

- 1% change +1% change

Carrying amount Profit Equity

Profit Equity

2006 $ $ $

$ $

Financial Assets

Restricted cash and cash equivalent 3,204,899 (32,049) (32,049) 32,048.99 32,048.99

GREAT SOUTHERN TAFE



$ $


Fair values

All financial assets and liabilities recognised in the balance sheet, whether they are carried at

cost or fair value, are recognised at amounts that represent a reasonable approximation of

fair value unless otherwise stated in the applicable notes.

38 Remuneration of members of the College and Senior Officers

Remuneration of members of the College ( Remuneration of members of the Accountable

Authority )

The number of members of the College whose total of fees, salaries, superannuation, non-

monetary benefits and other benefits for the financial year, fall within the following bands are:

$

$1 - $10,000 4 2

$160,001 - $170,000 1 1

The total remuneration of the members of the College is: 165,028 160,236

Total remuneration includes the superannuation expense incurred by the College in respect

of members of the College.

Remuneration of Senior Officers

The number of senior officers other than senior officers reported as members of the

College, whose total of fees, salaries, superannuation, non-monetary benefits and other

benefits for the financial year, fall within the following bands are:

$

$60,001 - $70,000 2 -

$90,001 - $100,000 4 6

$100,001 - $110,000 1 -

$110,001 -$120,000 3 3

The total remuneration of senior officers is: 965,675 900,694

The total remuneration includes the superannuation expense incurred by the College in

respect of senior officers other than senior officers reported as members of the College.

No senior officers are members of the Pension Scheme.

39 Remuneration of auditor

Remuneration payable to the Auditor General for the financial year is as follows:

Auditing the accounts, financial statements and performance indicators 49,800 48,000

The expense is included in note 8 'Supplies and services'.

40 Related Bodies

The College has no related bodies.

41 Affiliated Bodies

The College has no affiliated bodies.

GREAT SOUTHERN TAFE



$ $


42 Supplementary Financial Information

Write-Offs

Bad debts 10,594 9,509

Inventory 10,630 545

21,224 10,054

43 Schedule of Income and Expenditure by Service

The college provides only one service and that is Vocational Education and Training Delivery.

GREAT SOUTHERN TAFE




Appendix 1

Great Southern TAFE

S40 SUBMISSION

FOR THE YEAR ENDED 31 December, 2007

INCOME STATEMENT

2008

$

Estimate

COST OF SERVICES

Expenses

Employee benefits expense

11,405,769


4,470,000

Depreciation and amortisation expense

700,000


60,000

Loss on disposal of non-current assets

30,000

Other expenses

750,000

Cost of sales

380,000

Total Cost of Services

17,795,769

Income

Revenue

Fee for service

1,300,000

Student charges and fees

1,300,000

Sales

500,000

Ancillary trading

120,000

Commonwealth grants and contributions

265,000

Interest revenue

175,000

Other revenue

115,000

Total Revenue

3,775,000

Gains

Gain on disposal of non-current assets

0

Gain on disposal of other assets

0

Other gains

0

Total Gains

0

Total income other than income from State Government

3,775,000

NET COST OF SERVICES

-14,020,769

INCOME FROM STATE GOVERNMENT

State funds

13,600,000

Liabilities assumed by the Treasurer

2,000

Assets assumed/(transferred)

0

Resources received free of charge

625,000

Total income from State Government

14,227,000

SURPLUS (DEFICIT) FOR THE PERIOD

206,231

GREAT SOUTHERN TAFE




Great Southern TAFE

S40 SUBMISSION

AS AT 31 DECEMBER 2007

BALANCE SHEET

2008

$ Estimate

ASSETS

Current Assets

Cash and cash equivalents

318,828

Restricted cash and cash equivalents

300,000

Inventories

70,000

Receivables

350,000

Amounts receivable for services

Other current assets

2,850,000

Non-current assets classified as held for sale

Total Current Assets

3,888,828

Non-Current Assets

Restricted cash and cash equivalents

Inventories

Receivables

Amounts receivable for services

Property, plant and equipment

25,313,557

Intangible assets

Other non-current assets

Total Non-Current Assets

25,313,557

TOTAL ASSETS 29,202,385

LIABILITIES

Current Liabilities

Payables

210,000

Borrowings

Amounts due to the Treasurer

Provisions

1,400,000

Other current liabilities

200,000

Liabilities directly associated with non-current assets classified as held for sale

Total Current Liabilities

1,810,000

Non-Current Liabilities

Payables

Borrowings

Provisions

550,000

Other non-current liabilities

Total Non-Current Liabilities

550,000

TOTAL LIABILITIES 2,360,000

NET ASSETS 26,842,385

EQUITY

Contributed Equity

2,415,968

Reserves

9,206,360

Accumulated surplus/(deficiency)

15,220,057

TOTAL EQUITY 26,842,385


444...777 OOOTTTHHHEEERRR FFFIIINNNAAANNNCCCIIIAAALLL DDDIIISSSCCCLLLOOOSSSUUURRREEESSS

Fees & Charges

The College‟s fees and charges are set by the Department of Education and Training and indexed by CPI

each year.

Future Capital Projects

An Automotive Workshop re-development and a refurbishment of the Denmark Campus are planned

for 2008.

444...888 GGGOOOVVVEEERRRNNNAAANNNCCCEEE DDDIIISSSCCCLLLOOOSSSUUURRREEESSS

Treasurers Instruction 903 Part 5 (vii)

Staff Employed by Great Southern TAFE (Includes Permanent, Contract and Casual Staff)

17/11/05 30/11/06 15/11/07

Fixed Pay 148 167 170

Casuals 116 104 130

(a) During 2007, all HR policies and procedures were reviewed and updated and work began on

formulation of our replacement Workforce Development Plan.

There were 67 recruitment transactions conducted during the year with no Public Sector Standards

breach claims being lodged.

A staff training calendar is compiled each year, reflecting the generic staff development needs identified

within the College. Individual Sections also have a staff development allocation within their budgets to

cater for more specific needs. During the year, engaging learning opportunities were provided to

benefit individual staff and assist in the achievement of the College‟s strategic and operational plans.

Innovative professional development opportunities extended to staff during the year included our annual

whole of College Professional Development Day, lecturing staff internship program and Certificate and

Diploma level qualifications offered to administrative staff which is directly related to the work they are

involved with. Over the year, a total of $229,949.08 was spent on staff development.

(b) There were no significant Industrial Relations issues during the year and no disputes which required

arbitration proceedings before Industrial Tribunals.

(c) There were eight Workers Compensation claims made during the year. The administration of claims

and return to work programs is now the responsibility of our Shared Services Centre, who have specific

expertise in the field. A Sector wide OSH Reference Group was established during 2007 with a view to

improving and standardising OSH practices in the Education and Training Sector.


TI 903 Part 4 (x)

There were no disclosable interests that any senior officers within the Agency were required to report

during the year.

444...999 OOOTTTHHHEEERRR LLLEEEGGGAAALLL RRREEEQQQUUUIIIRRREEEMMMEEENNNTTTSSS

Advertising

Great Southern TAFE

Marketing Expenditure 2007

a) Advertising Agencies

Marketforce $532.96

Media Decisions $65,793.72

b) Market Research nil

c) Polling Organisation nil

e) Media Advertising Organisations

Albany Advertiser $234.00

The Weekender $1,656.44

Denmark Bulletin $132.30

Rural Press Agriculture $500.00

6VA/Hot FM $822.10

Orana Cinemas $581.82

Walpole Community Newspaper $31.82

Plantagenet News $74.54

Total $70,359.70


Disability Access and Inclusion Plan Outcomes

In 2007 Great Southern TAFE conducted a review of its Disability Access and Inclusion Plan and

consulted extensively within the college and the community, on access for people with disabilities, their

families and carers to the college‟s services and facilities. In July, a new Disability Access and Inclusion

Plan 2007 – 2011 was endorsed to guide further improvements to access and inclusion.

The college has continued to improve access and actively promoted strategies to ensure the inclusion of

people with disabilities in all aspects of training delivered by the college. Individualised learning support

has been provided to students undertaking a wide range of training courses at the college. Specific

classes to meet the training needs of people with disabilities have been provided, including Certificate II

in Clothing Production and Certificate I Trades Assistant.

The college continues to work collaboratively with community agencies to support the inclusion of

people with disabilities. Second Click Computer Literacy classes, the Lifestyle + program and

Community Participation classes conducted in 2007, built on the skills of people with disabilities, giving

them the confidence to apply these skills at home and work, and in the community.

Women Unmasked, a collaborative program with Albany Outreach Support, funded by the Department

for Community Development, engaged women with mental illness in training and education, providing

pathways to further training, and community inclusion and participation.

Literacy for Life, a program funded by the Department of Education & Training, provided training to

support workers and volunteers who work with people with disabilities. This training provided support

workers with the confidence and skills to assist people with disabilities to build on and develop the

literacy and numeracy skills they use in their daily life, at work, home and in the community.

Accessibility improvements in 2007 have included installation of automatic doors at Albany campus. A

key feature in future planning for college buildings and grounds includes ensuring accessibility for all.

The college provided information and training to staff to ensure quality service to all clients, including

people with disabilities. This included information on the Disability Discrimination Act and Disability

Standards in Education. Training was also provided to staff on working effectively with learners living

with mental illness. Information on meeting the needs of students with disabilities is provided to new

staff at induction sessions and online.

Great Southern TAFE has continued to undertake a range of strategies to improve access to

information about training and services. Information was provided through newsletters, community

networks and liaison with agencies assisting people with disabilities into employment and training. The

College also promoted training opportunities and support services at community forums and to schools

throughout the Great Southern region. Information regarding the college‟s courses, services, events and

facilities, including services for people with disabilities, is available on the college website, which meets

W3C Web Content Accessibility guidelines.

Extensive consultation was conducted in 2007 with students, staff, the community, and agencies assisting

people with disabilities, their families and carers to gain feedback on access to training, services, facilities

and events at the college. This included discussion sessions, online surveys, through advertisements and

face to face interviews.

People with disabilities were encouraged to use the college‟s grievance procedures and to provide

feedback on College accessibility and the services and training it offers, through customer feedback

forms, and liaison with community agencies that assist people with disabilities into training and

employment.


Equal Employment Opportunities Outcomes

During 2007, the College submitted its EEO Management Plan which met the requirements of Section

145 (2) of the Act.

The College continues to exceed Public Sector targets in relation to women and Indigenous Australians

and will focus on the employment of other diversity groups (people with disabilities, youth and diverse

backgrounds) during the life of this Plan.

Compliance with Public Sector Standards and Ethical Codes

During 2007, there were no compliance issues in relation to Public Sector Standards and one issue in

relation to adherence to our Code of Conduct. That matter was resolved by way of a formal

clarification to the officer of his role and responsibilities.

During 2007, regular reviews were conducted of the Code, and a comprehensive review will take place

during 2008 in line with recent changes to the Code of Ethics. Staff awareness is continually raised by

way of standing items in Sectional meetings dealing with an item from our Code of Conduct.

In the latter part of 2007, the Department of Education and Training created a Standards and Integrity

Directorate to provide comprehensive complaint investigation and reporting assistance and guidance to

Colleges where misconduct or a breach of ethical code is suspected.

Recordkeeping Plan

Sections 12 & 61 of the State Records Act 2000 require all government agencies to have a

Recordkeeping Plan (RKP) approved by the State Records Commission that describes how records are

created, maintained, managed and disposed of in accordance with the Commission‟s Standards and

Principles.

The Education and Training sector submitted a single RKP to the State Records Commission on 4 March

2004. The purpose of the sector‟s RKP is to set out the manner in which records are to be created by

the agencies and how those records are to be kept. In addition, a number of documents were jointly

devised by TAFEWA College Records Management Officers in 2006 and all have been implemented by

Great Southern TAFE throughout 2007. These documents include:

Records Management Policy

TAFEWA Retention and Disposal Schedule

Records Management Standard Operating Procedures Manual

TAFEWA Thesaurus

Key Performance Indicators

In accordance with Standard 2, Principle 6 of the RKP, all agencies are to ensure that their employees

comply with the RKP. Great Southern TAFE has developed strategies to ensure its employees are

aware of their responsibilities.


State Records Commission Standard 2 Recordkeeping Plans: Principle 6 - Compliance

Whether the efficiency and

effectiveness of the agency’s

recordkeeping systems has been

evaluated or alternatively when such

an evaluation is proposed.

Great Southern TAFE‟s recordkeeping systems are evaluated

annually, with an extensive review having occurred in 2007.

Major achievements for 2007 include implementing the

TAFEWA Thesaurus, amending file titles to correspond to

keywords from the Thesaurus, applying a retention and

disposal timeframe to every file and improving the storage

facility for archives. In addition, preparatory work has been

carried out with the aim of moving from TRIM Captura to

Context in the near future.

The nature and extent of the

recordkeeping training program

conducted by or for the agency.

Regular records management awareness training is delivered to

all staff who have responsibility of recordkeeping in their area.

Group and individual training sessions are provided on demand.

External and specialised training is provided to records

management staff as required, generally by attending relevant

training in Perth provided by one of the records management

training companies. Updates and information on recordkeeping

and records management are relayed to staff as necessary. In

2007, a priority was to visit all regional campuses to deliver

recordkeeping awareness training to regional staff.

Whether the efficiency and

effectiveness of the recordkeeping

training program has been reviewed

or alternatively when this is planned

to be done.

Occasional reviews are conducted on recordkeeping awareness

training, with a thorough review being planned for 2008. The

training program will be revised to include training on

electronic document management. It is also planned to roll out

the Department of Education and Training‟s online Records

Awareness Training Course to all staff in 2008.

Assurance that the agency’s induction

program addresses employees’ roles

and responsibilities in regard to their

compliance with the agency’s

recordkeeping plan.

Induction sessions for new staff are conducted biannually, early

in semesters one and two. Additional sessions are held as

required. All new staff receive in their induction kit a copy of

the State Records Office 2006 publication “Recordkeeping in

Western Australia: Who is Responsible”. A tour of the

College (including the Records section) is given to all new staff.

The Records Manager gives a brief presentation on records

management, with topics covered including an overview of

individual recordkeeping responsibilities, the legislative

framework and procedural documentation.


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Corruption Prevention

Senior Officers of the College attended conflict of interest workshops during 2007 and the TAFE Sector

have prepared a comprehensive conflict of interest toolkit and education initiative to be rolled out to

staff during 2008.

The College added another PID officer to the existing complement and that officer attended the training

associated with that responsibility.

Sustainability

Great Southern TAFE is committed to ensuring a better quality of life for everyone through the

integration of environmental protection, social advancement and economic prosperity. The College also

accepts that it has a responsibility to conduct all aspects of its business in an ethical and sustainable

manner.

The three year Sustainability Action Plan encourages and empowers our staff to support the

sustainability of our organisation which in turn contributes to the State‟s goals and Code of Practice for

government agencies.

The plan underpins College planning, decision making and reporting, and is managed by a Sustainability

Action Group to ensure that the College community embraces the principles of sustainability.

Firstly, Great Southern TAFE will continue to deliver the training that underpins community capacity

building that is inherent in sustainability. Secondly, Great Southern TAFE accepts that it has a

responsibility to conduct all aspects of its business in an ethical and sustainable manner.

A Sustainability Action Group met regularly throughout the year and outcomes included:

The formation of Water Efficiency Team (WET) was responsible for a Water Audit of the

College with a number of initiatives underway including the proposed installation of waterless

urinals at the Albany Campus and the phasing out of single flush toilets.

Incorporation of sustainability statements in section business planning proformas.

Establishment of a computer recycling program and the recycling of College printer cartridges

continue. In 2006 College printer cartridges were recycled into a bench seat which will be

installed on College grounds in 2007.

A visit to a waste recycling facility to deepen understanding of sustainable action that may be

taken to further reduce waste on campus.

Attendance at a sustainable living conference from which a report was presented detailing the

range of environmentally friendly products appropriate to the workplace to be considered

when purchasing items.

Endorsement of policy that the College moves towards a fuel efficient vehicle fleet.

Paperless meetings for the Sustainability Action Group to test the viability of minimising paper

wastage through the use of electronic tools.


Making the Sustainability Action Plan and linked documents available on College Intranet, and

circulating minutes and actions from each meeting to all staff.

5.3 Energy Smart Government Program

In accordance with the Energy Smart Government policy the Great Southern TAFE has committed to

achieve a 12% reduction in non-transport related energy use by 2006/07 with a 13% reduction targeted

on 2004/05 on the baseline data.

Energy Smart

Government

Program

Baseline

Data

2005/2006

Actuals

2006/07

Actuals

Variation

%

Energy Consumption (GJ) 5,497 4,992 4,859 13%

Energy Cost ($) 165,792 175,282

172,983

Greenhouse Gas Emissions

(tonnes of CO2)

1,101 926 900

Performance indicators

MJ/sqm

MJ/FTE

Etc.

465

2,610

307

1,836

319

1,821

During the year the following energy saving initiatives were undertaken:

Sustainability Action Plan Committee continued to meet and discuss strategies.

Staff awareness and education ongoing.

Continuing the energy efficient policy on equipment purchases, placed energy saving stickers

throughout College.

Regular whole of agency emails reiterating energy management initiatives.

The College initiated a policy that any personal electrical items are not to be connected to the college

network.

Annual report 2007

Documents

Transcript of Annual report 2007