DFEEST Annual Report 2006

For further copies and enquiries please contact: Department of Further Education, Employment, Science and Technology (DFEEST) Office of the Chief Executive GPO Box 320 ADELAIDE SA 5001 Telephone: (08) 8226 3821 Facsimile: (08) 8226 9533 The 2006 Annual Report is available on the DFEEST website at www.dfeest.sa.gov.au ISSN 1449-6437

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

Section A DFEEST Annual Report 2006

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SECTION A CHIEF EXECUTIVE’S OVERVIEW 3VISION AND VALUES 5HIGHLIGHTS 6MINISTERIAL LEGISLATIVE RESPONSIBILITIES 9

EMPLOYMENT, TRAINING AND FURTHER EDUCATION 9SCIENCE AND INFORMATION ECONOMY 10YOUTH 12

CORPORATE GOVERNANCE 13ORGANISATION CHART 14DEPARTMENTAL RESPONSIBILITIES 15STRATEGIC OBJECTIVES 15FINANCIAL OVERVIEW 18

SECTION B WORKFORCE PROFILE 22

EXECUTIVE PROFILE 23WORKFORCE DIVERSITY 24VOLUNTARY FLEXIBLE WORKING ARRANGEMENTS 27LEAVE MANAGEMENT 29EQUAL OPPORTUNITY EMPLOYMENT PROGRAMS 29OCCUPATIONAL HEALTH, SAFETY AND INJURY MANAGEMENT

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SECTION C PERFORMANCE REPORTS

TAFE SA 32QUALITY 51TRAINEESHIPS AND APPRENTICESHIPS 55EMPLOYMENT PROGRAMS 62WORKFORCE DEVELOPMENT 68INDIGENOUS TRAINING AND EMPLOYMENT 72HIGHER EDUCATION 75SCIENCE AND INNOVATION 77INFORMATION ECONOMY 82OFFICE FOR YOUTH 88

CONTENTS


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SECTION D FEATURES

DISABILITY ACTION PLAN 91 RECONCILIATION 94 ENERGY EFFICIENCY ACTION PLAN 95 CONTRACTS 97 EXTERNAL CONSULTANCIES 98 ASBESTOS MANAGEMENT IN GOVERNMENT BUILDINGS 99 ACCOUNT PAYMENT PERFORMANCE 100 FRAUD 100 OVERSEAS TRAVEL 101 URBAN DESIGN CHARTER 103 FREEDOM OF INFORMATION 103 ICT 105

SECTION E FINANCIAL INFORMATION 109 STATISTICAL APPENDICES

APPENDIX 1: VOCATIONAL EDUCATION AND TRAINING 135 APPENDIX 2: VET RECOGNITION DATA FOR 2005 AND 2006 142 APPENDIX 3: TAFE SA DATA 145 APPENDIX 4: GLOSSARY OF TERMS 147

CONTENTS


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I am pleased to present the Annual Report for the Department of Further Education, Employment Science and Technology for 2006, which is my second full year in charge of this agency. I would like to acknowledge the leadership and direction offered by Ministers Key, Maywald and Caica. Many of the department’s activities continue to be undertaken in what is a very fluid environment of reform, driven internally but also through the Council of Australian Governments and in the context of significant workforce challenges facing the state’s industries. It is vitally important that we continue to challenge how we support the South Australian community and maintain a level of flexibility to be able to deliver on the economic and social and environmental directives of the government as outlined in South Australia’s Strategic Plan. South Australia’s apprenticeship and traineeship system continues to record successes, particularly among female, youth and traditional trades groups. The state had a 14 per cent increase in apprentices and trainees completing their training over the year ending 30 June 2006 – nearly three times the national increase of just 5 per cent. The Training and Skills Commission continued to play an important role in promoting quality, supporting apprentices and trainees throughout their training, and providing industry and community advice to government about workforce development. In 2006 the number of South Australians in work rose to a new record high of 762 100 – the fourteenth consecutive rise in trend employment, with more South Australians in full-time work than ever before. The release in September of Skills for South Australia – Building on Strong Foundations was the precursor of a change agenda which will drive how we will deal with the challenges we face in future years. It also demonstrated the broad range of activity and significant investment that the government provides to support training and employment for the South Australian community. DFEEST continues to play a significant role in supporting the economy in metropolitan and regional South Australia. It has developed collaborative training and development initiatives such as the new air warfare destroyer program, defence industries and resource sector workforce development requirements and has been an integral player in the establishment of the Maritime Skills Centre and the Minerals, Resources and Heavy Engineering Skills Centre. TAFE SA has continued to play a key role in skilling South Australia and has continued its critical role in supporting the training of disadvantaged groups to ensure the government’s obligations to support all sections of the community are realised. Supportive and customised training packages have been developed specifically to address the individual requirements of industry and support current and future workforce development requirements. TAFE will be further taking on the challenge of engaging even more flexibly and effectively with industry over 2007 and we all look forward to the positive outcomes that this will bring to the South Australian economy. The South Australia Works initiative provided much needed assistance to South Australians facing difficulty in the labour market. Managed by the Employment Programs Directorate,

CHIEF EXECUTIVE’S OVERVIEW


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the initiative linked people with skills training and jobs and focussed especially on the needs of young, Indigenous, and mature aged people. An outstanding result with over 28 700 people participating in learning and work programs and over 7300 people gaining employment; a result which exceeded the participant target by 9400 (49 per cent) and the employment target by 500 (8 per cent). International student numbers continue to increase in South Australia, highlighting the quality of the training product delivered by our local training providers. During 2006, Adelaide was chosen by 20 580 overseas students as their study destination compared to 18 035 during 2005. Further strengthening South Australia’s education reputation was the establishment and first intake of students in the Adelaide based campus of Carnegie Mellon University, which DFEEST’s Quality Directorate worked to ensure was the first legally recognised international university in Australia. The Quality Directorate continues to play a leading role in a number of significant national quality and regulatory initiatives. DFEEST also secured infrastructure investment from the commonwealth government and the private sector for nine nationally collaborative infrastructure research projects in South Australia under the National Collaborative Research Infrastructure Strategy. In the area of the information economy, I was pleased to see the launch of broadband services, under the Broadband SA program, in the Coorong District Council and Barossa and Light regions. The establishment of the South Australian Broadband Research and Education Network (SABRENet) continued to progress well with the completion of most of the connections to university campuses, teaching hospitals and research precincts. 2006 also marked the release of the Information Economy Agenda for South Australia, as the overarching strategy for guiding the state’s future investments and activities in this critical area for the future of South Australia. Following the 2006 South Australian General Election, we were pleased to welcome the Office for Youth which joined the department. This shift provides us with opportunities to strengthen our links with the youth sector, continue to build and enhance youth participation in decision making and improve our focus on achieving positive education and employment outcomes for young people. This year I undertook an organisational realignment to ensure a number of functions and roles within the agency are better able to support key business drivers and enable us to respond to the challenges we face moving forward. The establishment of a new Workforce Development Directorate has enabled a stronger focus on future workforce development needs of the state. This reflects the size of the task facing the department in leading the government’s response to current and future skills shortages. A new Planning and Evaluation Directorate ensures whole of department strategic planning and a focus on evaluation of the impacts of our programs drives the department budget and resource allocation processes. Changes to the Shared Business Services Directorate will help to embed financial reform measures as well as creating opportunity for business improvements particularly in transactional processing. I extend my thanks to all staff for their ongoing support, commitment and endeavour during the year. I look forward to us continuing to make further changes which will result in even more valuable contributions towards achieving improved educational, training and employment outcomes for the South Australian community. Brian Cunningham Chief Executive


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Department of Further Education, Employment, Science and Technology The Department of Further Education, Employment, Science and Technology (DFEEST) reflects and supports the South Australian Government's priorities of sustaining a vibrant economy and socially inclusive community by developing the state's workforce, skills base and life long learning opportunities. Vision DFEEST is integral to employment growth, wealth creation, innovation and economic development in South Australia by building the breadth and depth of workforce skills in the state. Complementing this, DFEEST will lead science and technology development in South Australia. DFEEST will also build community education and capacity, social inclusion and continuous learning in to the culture of the state. Values DFEEST is striving to become a high performance learning organisation, one which attracts, develops and retains the most talented workforce available. The department will only achieve its goals through a strong commitment to people. The department’s core values are:

integrity respect

responsiveness openness excellence

courage DFEEST: • is committed to continuous learning at all levels and to high quality teaching services • believes that our goals will be achieved through innovation and a commitment to quality

– we recognise that these values will flourish when stakeholders are free to challenge prevailing views in a climate of creative tension

• is driven by a commitment to customer service for internal and external customers – we will be an out looking organisation which is sensitive and responsive to the environment in which we operate

• recognises that every activity must contribute real value and an effective return on investment

• strives for a high level of transparency and openness in a culture which values a ‘can-do’ approach

• embraces the changes which are inherent in changing community demographics and in the changing demands of employers and employees in the state

• values rewarding and safe jobs for its employees which allow personal growth and work/life balance

• is committed to sustainable solutions which will preserve the natural environment and resources

VISION AND VALUES


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• acknowledges superior performance and will continually strive to increase levels of productivity.

DFEEST’s values contribute positively to our capacity to provide services which are of benefit to all stakeholders – industry and commerce, student, employees, training institutions, the community and the government. DFEEST aspires to a positive reputation as a key contributor to the future of the state. DFEEST staff will have a cause to feel pride in their work and in their agency. DFEEST Strategic Plan 2006-08, Skills for South Australia, http://in.dfeest.sa.gov.au/dfeest/pages/department/

Employment Training and Further Education • Between 2004 and 2005, the number of VET students in South Australia increased by

2863 (or 2.3 per cent), from 122 356 to 125 2191. • In 2005, South Australia generated 22 764 134 hours of VET delivery, an increase of 1.3

per cent (or 289 452 hours) on 2004 levels1. • A total of 11 149 people applied for a place at TAFE SA, an increase of 11 per cent

(1000 additional people) on the number of applicants during 2005. • OneSteel announced a joint venture arrangement with TAFE SA Regional to train and

employ an additional 25 apprentices in July 2006 and a further 25 apprentices in January 2007. The apprentices, while employed by OneSteel, will be trained from TAFE SA Whyalla Campus in their first year.

• In May 2006, TAFE SA won a contract worth more than $250 000 to provide intensive laboratory training for up to 85 new BHP Billiton employees.

• From 13 to 15 November 2006, South Australia hosted a national conference focussing on skills shortages and vocational education reform. The conference explored the new Australian VTE reform agenda; international business opportunities for VTE and workforce planning and development.

• International student numbers continued to increase. Adelaide was chosen by 20 580 overseas students as their study destination compared to 18 035 during 2005.

• The government launched the Community Learning Strategy which aims to develop a culture of learning in South Australia. Developed by the Adult Community Education Reference Group of the Training and Skills Commission and with the assistance of the department, the strategy was shaped by the views of more than 450 people representing the education, community, government and business sectors.

• Minister Caica announced a review of the Training and Skills Development Act 2003 to ensure that the training sector has contemporary legislation in place that will lead the sector in meeting South Australia’s current and future skills needs. It will focus on the regulation of training provision and the apprenticeship and traineeship system. A broad consultation process commenced in September. Drafting instructions for revisions to the Act will be undertaken in 2007.

• The department provided support through the Industry Skills Boards to identify industry and region-specific workforce issues and to address those issues through initiatives such as the Industry Skills Boards Cluster projects. In July 2006, at the Industry Skills Forum,

1 Latest available information – Source: NCVER, 2001-05 Australian vocational education and training statistics-financial information

HIGHLIGHTS


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Minister Caica announced the formation of three strategic clusters from the nine existing Industry Skills Boards and the provision of $150 000 for each cluster through the Workforce Development Fund budget to address skills shortages.

• The number of trainees and apprentices reached a high of 34 100 in March 2006. This equals the previous record high achieved in September 2005.

• The Trades Recognition Support Service began operation in February 2006. The Service enables people who have acquired trades skills or qualifications other than under the Australian Qualifications Framework to have their skills and experience recognised. Successful applicants are issued with a Certificate of Recognition.

• The Pre-apprenticeship Program provided training to 90 jobseekers in trade areas experiencing skills shortage, such as roof plumbing, engineering (mechanical and fabrication), engineering (electrical and electronics), and carpentry/joinery. Of the jobseekers involved, 42 gained employment, including 37 in apprenticeships under a contract of training.

• More than 28 700 people participated in learning and work programs with over 7300 participants gaining employment. Participant targets for 2005-06 were exceeded by over 9400 people (49 per cent) and the employment target was exceeded by over 500 people (eight per cent).

• In March 2006, South Australia Works in the Public Sector successfully supported the variation of nine public sector awards through the Industrial Relations Commission to allow for the delivery of part-time traineeships, traineeships longer than 12 months in duration and school based new apprenticeships for government.

• In the first national project of its kind, South Australia Works partnered with the Australian Government’s Department of Employment and Workplace Relations (DEWR), three other state governments and the Australian Manufacturing Technology Institute (AMTIL) to skill up and place job seekers into entry level positions within the precision engineering and manufacturing sector.

• Higher Education Council Strategic Statement/Action Plan was approved for the next 12 months. The Plan will assist Council members better identify collaborative activities between universities and the state government to strengthen the higher education sector in South Australia.

• Making Connections – Developing our Workforce was the theme of the annual DFEEST Training Sector Forum held in June in Adelaide. Over 320 delegates attended the forum which was one of several important strategies used by the department for the continuing development of high quality teaching and assessment in South Australia.

• The Higher Education Directorate has collaborated across government, with universities, and with the professions, in reviewing medical student admission processes and to secure an additional 60 university places.

Science and Innovation • The Premier’s Science Excellence Awards were initiated by the Premier’s Science

Research Council to assist in raising the awareness of the importance of science, technology and innovation throughout the broader community.

• In November 2006, the state government committed $22 million over five years for nine nationally collaborative infrastructure research projects in South Australia. This was matched by $28 million in commonwealth funding provided under National Collaborative Research Infrastructure Strategy (NCRIS) with further contributions from industry and research institutions.

• A business case supporting the creation of the Mawson Institute for Advanced Manufacturing (MIAM) was developed. Government funding for the Institute was provided in 2005 totalling $8 million over four years. The first $2 million grant from the government was used to purchase scientific and engineering equipment.


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Information Economy • The department launched broadband services, under the Broadband SA program, in

Coorong District Council and Barossa and Light regions. Broadband SA program includes the Broadband Development Fund comprising $7 million (2003-08) for projects to enhance and extend the state’s broadband environment.

• Completed the South Australian Broadband Research and Education Network (SABRENet), an optical-fibre telecommunications network constructed in metropolitan Adelaide to link the state's major research and education sites, including university campuses, research precincts and teaching hospitals. By December 2006, the major backbones and most connections to participants’ sites were completed, making SABRENet one of Australia's first and largest purpose-built customer owned fibre networks.

• The department published an abridged version of the Information Economy Agenda for South Australia. This document develops a basis for responding to the profound change inherent in the information economy and presents a framework to recognise and pursue topics that demand priority attention and position the state to achieve present and future benefits. The priority areas identified are infrastructure, industry development, social inclusion, skills and online content and applications.

Youth • The department contributed to a joint initiative between the Local Government

Association of South Australia and the Office for State/Local Government Relations to increase young people’s participation as candidates and voters in the November local government elections.

• A total of 3930 young people participated in volunteering activities through specific programs.

• In June 2006 the directorate published the Celebrating Success report. This highlighted the achievements across government in implementing the South Australian Youth Action Plan.

People • The department won the SA Public Sector Human Resource Excellence Award for

developing and implementing the DFEEST Workforce Development Platform for building its workforce.

• The department also implemented its Aboriginal Employment Strategy, which aims for 2.1 percent of its workforce to comprise Aboriginal people by 2010; implemented child protection procedures to protect students and children under 18; and introduced individual working agreements for TAFE Act staff.


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Portfolio governance for further education, employment, science, technology and youth is managed through a number of councils, boards and committees that work in conjunction with the department to provide the Minister for Employment, Training and Further Education, the Minister for Science and Information Economy and the Minister for Youth with advice in key strategic areas. EMPLOYMENT, TRAINING AND FURTHER EDUCATION On 23 March 2006 the Hon Paul Caica MP took responsibility for this portfolio, previously held by the Hon Stephanie Key MP. Agency The Department of Further Education, Employment, Science and Technology Acts Administered Construction Industry Training Fund Act 1993 Technical and Further Education Act 1975 Flinders University of South Australia Act 1966 University of Adelaide Act 1971 University of South Australia Act 1990 Training and Skills Development Act 2003 Statutory Authorities and Boards Construction Industry Training Board Education Adelaide Training and Skills Commission Grievances and Disputes Mediation Committee Regulations Construction Industry Training Fund Regulations 1993 Public Corporations (Education Adelaide) Regulations 1998 Technical and Further Education Regulations 1999 Technical and Further Education (Vehicles) Regulations 1998 Training and Skills Development Regulations 2003 Boards, Committees and Authorities within the Minister’s portfolio Institute Councils Institute councils are established by the Minister for each of the three institutes of TAFE SA under the Technical and Further Education Act 1975. The councils advise, monitor performance and provide supplementary funding for the institute’s operation. Training and Skills Commission The Training and Skills Commission was established under the Training and Skills Development Act 2003. The Act gives authority to the commission in regulating vocational education and training and non-university higher education in the state and in planning and policy advice on employment, vocational training and adult community education. It gives a

MINISTERIAL LEGISLATIVE RESPONSIBILITIES


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strong leadership role to industry in workforce development for the state. The commission has nine members (plus deputies) appointed by the Governor, the majority from industry and the balance representing the interest of employer associations and the United Trades and Labor Council. The commission is formally advised by two reference groups in the areas of quality, adult community education. The Act also sets up a Grievances and Disputes Mediation Committee to adjudicate disputes between apprentices/trainees and their employers under contracts of training. These groups are all convened by commission members, but draw on the wider resources of industry and the community for specialist advice through their membership and consultation strategies. The Training and Skills Commission reports annually to Parliament on its operations and those of its committees and reference groups. Higher Education Council The Higher Education Council was established in 2002 to foster collaborative arrangements between industry and higher education institutions in South Australia. Areas of activity for the council include: • developing skills and knowledge for South Australian students and researchers • supporting cultural, environmental and professional exchanges • improving entrepreneurial skills for both industry and universities • attracting businesses for South Australia to engage the expertise of the state’s

universities. Austraining International Austraining International Pty Ltd is an international consulting and project management company of the South Australian Government. Its head office is in Adelaide and the company has a regional presence in Asia through its subsidiary company PT Austraining Nusantatra, which was established in 1993 in Jakarta, Indonesia. It has a registered company in Papua New Guinea which maintains an office in Port Morseby. Austraining has a network of 18 agents in the Middle East, Asia and the Pacific and has ISO 9001 accreditation for the development and management of international education and training projects. Education Adelaide Education Adelaide is a subsidiary of the Minister for Employment, Training and Further Education established by the Public Corporations (Education Adelaide) Regulations 1998. It operates as a partnership between the City of Adelaide, the state’s universities, the state government and numerous private colleges and schools. Its strategic direction is to accelerate the growth of South Australia’s education export industry to benefit the state’s education providers, the local economy and community and the City of Adelaide. Education Adelaide works closely with DFEEST to achieve targets in South Australia’s Strategic Plan. SCIENCE AND INFORMATION ECONOMY The Hon Karlene Maywald MP took responsibility for this portfolio from 23 March 2005. Agency The Department of Further Education, Employment, Science and Technology


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Regulations Public Corporations (Bio Innovation SA) Regulations 2001 Public Corporations (Playford Centre) Regulations 1996 Statutory Authorities Bio Innovation SA Playford Centre Boards, Committees and Authorities within the Minister’s portfolio The Premier’s Science and Research Council The Premier’s Science and Research Council was established in June 2002 to advise the government on strategies for boosting local science and research capabilities and improving levels of innovation. The council is co-chaired by the Premier and the state’s chief scientist Dr Max Brennan AO and is administratively supported by DFEEST. The council was responsible for establishing the Premier’s Science and Research Fund in 2003, to facilitate strategic investment in science and research in South Australia and the transfer of research outcomes to end users, as a foundation for South Australia’s economic, social and environmental future. Since then, the fund, through a competitive process, has committed a total of over $11 million for collaborative science and research projects in South Australia. Information Economy Advisory Board The Information Economy Advisory Board provides advice to the Minister for Science and Information Economy on potential benefits of the information economy for all South Australians and on how to maximise these benefits. The board’s membership brings together prominent individuals from the community, academia and industry. It is supported by, and works closely with DFEEST to provide advice on the state’s current capacity to benefit from the information economy.

Bio Innovation SA Bio Innovation SA is a subsidiary of the Minister for Science and Information Economy established by the Public Corporations (Bio Innovation SA) Regulations 2001. Funded by the state government, Bio Innovation SA provides grants to companies and public research organisations to promote company development and enable commercialisation of technologies. The organisation also provides mentoring advice on business and product development, financial and marketing advice, as well as infrastructure development support for the local bioscience industry. Over the past five years, Bio Innovation SA has established itself as the focal point for the local bioscience community and industry development in South Australia. Adelaide has one of the fastest-growing biotechnology industry clusters in Australia and its global position is growing by the day. The biotechnology sector contributes 14 per cent of the state’s total business research and development expenditure. The number of biotech companies has doubled since 2001 with now more than 80 biotechnology companies in South Australia, employing about 1000 people and generating more than $175 million in revenue.


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Investigator Science and Technology Centre The Investigator Science and Technology Centre was an incorporated non-profit association that worked closely with the state’s three universities, research organisations and industry to promote science and technology to the community at large and targeted school age children. In October 2006, the Investigator announced it would cease trading. DFEEST provided assistance to enable it to wind down its operations by the end of December 2006. Playford Centre Playford Centre is a subsidiary of the Minister for Science and Information Economy established by the Public Corporations (Playford Centre) Regulations 1996, to contribute to South Australia’s economic growth, exports, commercialisation of research and entrepreneurial activity, by facilitating the formation and development of innovative technology ventures. Playford Capital In 2001, Playford Centre formed a subsidiary Playford Capital Pty Ltd. Playford Capital uses funding provided by the Commonwealth's Building on IT Strengths and ICT Incubators Programs to invest in South Australian ICT firms which have the potential and commitment to become high growth companies exporting interstate and overseas. This has stimulated the inflow of private equity into South Australia and supported ICT company growth. SABRENet Ltd SABRENet Ltd is a not for profit tax-exempt public company limited by guarantee. Once constructed, SABRENet will own the multicore optical fibre network connecting major research and education sites in Adelaide. YOUTH On 23 March 2006 the Hon Paul Caica MP took responsibility for this portfolio, previously held by the Hon Stephanie Key MP. Agency The Department of Further Education, Employment, Science and Technology Boards, Committees and Authorities within the Minister’s portfolio Duke of Edinburgh’s Award, State Award Committee

The Duke of Edinburgh’s Award is an international self-development program available to young people aged between 14 and 25. The Minister for Youth is the exclusive licence holder to deliver the Award in South Australia, and appoints the State Award Committee to maintain quality and support the delivery of the Award. Minister’s Youth Council The Minister’s Youth Council comprises young people aged 12-25 who provide advice to the Minister for Youth on issues that affect young South Australians. The Office for Youth manages the application process and recommends membership to the Minister who seeks to appoint a diverse membership of young people for 1-3 year terms. The Minister’s Youth Council consults and advises the Minister directly through monthly meetings. Dame Roma Mitchell Trust Fund Dame Roma Mitchell Trust Fund for Children and Young People Board (transferred to Department for Families and Communities on 24 April 2006). The Dame Roma Mitchell Trust Fund for Children and Young People makes grants available to children and young people who are, or have been, under the guardianship of the Minister for Families and Communities.


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

CORPORATE GOVERNANCE


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DFEEST plays a pivotal role in building the breadth and depth of workforce skills in South Australia. This is complemented by leading science and technology development, and building community education and capacity, social inclusion and continuous learning into the culture of the state. The portfolio plays a central role in achieving South Australia’s Strategic Plan objectives Growing Prosperity, Fostering Creativity, and Expanding Opportunity; and makes a substantial contribution to Improving Wellbeing, Attaining Sustainability and Building Communities. The department undertakes a range of functions in order to meet its objectives and contribute to the achievement of South Australia’s Strategic Plan objectives and targets including: • provision of strategic policy advice for developing the state’s workforce

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

• ensuring high quality vocational education and training (VET) delivered by TAFE institutes, private registered training organisations and adult community education providers

• regulation of VET organisations, university and non-university higher education providers, and providers of English language intensive courses for overseas students

• regulation, administration and funding of apprenticeships and traineeships

• managing state funded employment and community development programs

• supporting the government’s strategic direction in the higher education sector

• initiating, advocating and facilitating policies and strategies, including appropriate programs and grants, that create opportunities for positive outcomes for all young people in South Australia

• supporting the implementation of the Youth Action Plan • raising the profile of South Australia in the international education market place through

its support of Education Adelaide.

The strategic intent of DFEEST is to contribute to the development of a skilled workforce in South Australia; to assist individuals to maximise their workforce potential and to build our education and training capability through schools, TAFE, VET and higher education providers. In order to deliver on these objectives, DFEEST will develop as a high performance learning organisation.

STRATEGIC OBJECTIVES

DEPARTMENTAL RESPONSIBILITIES


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South Australia is a regional economy in a highly connected and interdependent global economy. In order to prosper, South Australia must be globally competitive in key areas of economic activity, many of which have achieved importance either through our natural resources or as a result of our economic history. South Australia’s ageing workforce demands that a strong focus be placed on workforce planning and workforce development in order to ensure that the skills demanded by the future are readily available. Furthermore, and economy which has focused on skilling the workforce will be in a prime position to improve competitive advantage and to attract new investment to the region. DFEEST Strategic Objectives and South Australia’s Strategic Plan South Australia’s Strategic Plan, Creating Opportunity, identifies a number of targets of direct relevance to the business of DFEEST. These targets are specific in terms of the outcomes to be achieved and the time frame in which this will occur. The targets from South Australia’s Strategic Plan which DFEEST leads for the government provide a framework for DFEEST’s Strategic Objectives 1 to 4. Strategic Objective #1 Building a high performance organisation

DFEEST will become a skilled, high performance organisation in order to ensure that we have the capacity to deliver our strategic objectives. This involves developing DFEEST’s people, improving our business systems and processes and ensuring a high focus on customer service. Strategic Objective #2 Skilling South Australia

DFEEST will lead the way in skilling South Australia by working with employee representatives, industry, businesses, communities and regions to implement workforce planning and skill development of programs, building a quality and competitive training market and strengthening the publicly owned TAFE SA system. At the same time DFEEST will support the government’s social inclusion agenda regarding the skills needs of Aboriginal people, disadvantaged and marginalised groups. Strategic Objective #2 is directly relevant to achieving the following South Australia’s Strategic Plan targets with DFEEST as lead agency.

Non-school qualifications Increase the proportion of the South Australian labour force with non-school qualification from 50.7% in 2002 within 10 years

T 6.152

University participation Exceed the national average within 10 years T 6.16

TAFE participation Continue to exceed the national average T 6.17

Share of overseas students Double South Australia’s share of overseas students within 10 years T 1.14

Strategic Objective #3 Employment and workforce development DFEEST will lead the way in supporting individuals and communities to make the right choices in relation to careers and learning by providing high quality employment and workforce development services and community education. Strategic Objective #3 is directly relevant to achieving the following South Australia’s Strategic Plan targets with DFEEST as lead agency.

2 Targets refer to South Australia’s Strategic Plan V.1 of March 2004


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Jobs Better the Australian average employment growth rate within 10 years T 1.1

Unemployment Equal or better the Australian average within 5 years T 1.2

Youth Unemployment Equal or better the Australian average within 5 years T 1.3

Strategic Objective #4 An innovative community

DFEEST is committed to the strategies endorsed by the Premier’s Science and Research Council detailed in the ten year vision for science technology and innovation in South Australia (STI10), in conjunction with implementing the state Broadband Strategy and the state’s current Information Economy Agenda, both endorsed by the Information Economy Advisory Board. This includes connectivity, content and capability in support of state skills and e-learning objectives. Strategic Objective #4 is directly relevant to achieving the following South Australia’s Strategic Plan targets with DFEEST as lead agency.

Share of overseas students Double South Australia’s share of overseas students within 10 years T 1.14

Commercialisation of research

Increase patent applications to exceed our population share of all Australian applications within 5 years

T 4.2

Investment in science, research and innovation

Exceed the national average of business expenditure on research and development (as a percentage of GSP) and approach the OECD average within 10 years

T 4.6

Internet usage Increase the level of internet use in metropolitan and regional South Australia by 20 per cent within 10 years

T 4.7

Non-school qualifications

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

T 6.15

University participation Exceed the national average within 10 years T 6.16

Cooperative research centres, centres of excellence and major national research facilities

Have based in South Australia the headquaters of a major node of at least 40 per cent of all Cooperative Research Centres, Centres of Excellence and Major National Research Facilities within 5 years

T 4.8

Note: the above tables contain targets from South Australia’s Strategic Plan V.1 of March 2004. South Australia’s Strategic Plan V.2 issued January 2007 provides revised targets http://www.stateplan.sa.gov.au/


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The tables provided in this section set out a summary of the actual results for the 2005-06 financial year. The detailed financial statements reflecting actual results for 2005-06 are presented under Financial Information (refer to Section E of this report). Income Statement Summary

Actual

2005-06 $’000

Actual 2004-05

$’000 Expenses 461 307 433 688

Revenues 189 730 181 116

Net Cost of Providing Services 271 577 252 572 Revenues from Government 244 120 239 693

Net Result before Restructure (27 457) (12 879) Net Expenses from Restructuring (335)

Net Result After Restructuring (27 792) (12 879) Net Result after Restructuring The deterioration in the Net Result after Restructuring from 2004-05 to 2005-06 is principally due to higher employee expenses as a result of an increase in the number of full-time equivalents within the department during 2005-06. There was also increased demand for services. The result for 2005-06 also includes a payment of $3.589 million for the return of surplus cash to treasury in accordance with the government’s cash alignment policy. Operating Revenues Actual operating revenues for 2005-06 were $437.4 million. The principal source of funding for the department is state government appropriation which totalled $247.7 million. Other operating revenues included commonwealth grants of $100.7 million and $69.7 million from student and other fees and charges.

FINANCIAL OVERVIEW


19

The table below depicts an overview of revenue sources 2005-06

State Government Funding$247.7mC/W Grants $100.7m

Sales/fee for Service Revenue$39.4mOther $12.3m

Student Enrolment Fees andCharges $27.8mOther Grants & Contributions$9.5m

Operating Expenses Actual employee benefits of $254.7 million for 2005-06 constituted 55 per cent of the total operating expenses of $461.3 million. Grants and subsidies expenses totalled $58.4 million including $17 million for employment programs, $12.1 million for science and technology programs, $9.9 million for vocational education and training programs and $6.7 million for Tertiary Student Transport Concessions. The other major component of operating expenses (Supplies and Services) amounted to $133.9 million. Included in this category were $20.7 million for funding to non-TAFE providers for Vocational Education and Training, $19.6 million for information technology infrastructure and communication, $17.6 million for fees for contracted services, $16.7 million for minor works, maintenance and equipment, $15.1 million for printing and consumables. A further $14.3 million was charged to depreciation expense. The table below depicts an overview of operating expenses 2005-06

Employee Expenses $254.7mSupplies & Services $133.9mGrants & Subsidies $58.4mDepreciation $14.3m


20

Overview of Operating Expenses 2005-06 The following table depicts how expenditure was applied to the following programs in accordance with approved strategic priorities.

Overview of Operating Expenses 2005-06

Actual 2005-06

$’000 Employment and Skills Formation – Vocational Education and Training. Provision of vocational education and training by TAFE institutes and other providers outside the school sector (including publicly funded Adult Community Education), including contestable and non-contestable sources of funding; policy advice and support for post-secondary education

$401.4m

Employment and Skills Formation – Higher Education. Provision of advice to Minister Caica on higher education policy and planning

$0.6m

Employment and Skills Formation – Regulatory Services. Provision of registration, accreditation and approval services for registered training organisations, and the regulation, administration and funding of apprenticeships and traineeships

$6.0m

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

$26.4m

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

$25.3m

Youth Programs. Development of innovative policies and proactive strategies to further promote youth development and youth engagement within the community

$1.4m

Youth Policy and Resource Management. Implementation of efficient and effective client service and resource management practices which optimise positive outcomes for young people

$0.2m

Total $461.3m


21

The table below depicts a summary of program expenditure for 05-06

Summary of Financial Position

Actual 2005-06

$’000

Actual 2004-05

$’000

Financial Position: Total Assets 514 432 523 602 Total Liabilities 102 587 83 965 Net Assets 411 845 439 637

In 2005-06 the department’s net assets decreased by $27.8 million. This was primarily due to decreases in cash, receivables and property, plant and equipment, together with increases in accounts payable and employee benefits liabilities. Summary of Capital Investing Activities

Actual 2005-06

$’000

Actual 2004-05

$’000

Capital Investing Activities: Investing Payments 12 924 2951 Investing Receipts 2 013 1635 Net Investing Payments 10 911 1316

The actual investing payments for 2005-06 were $12.9 million. This primarily reflects expenditure incurred against the veterinary and applied science capital project at Gilles Plains Campus of TAFE SA.

Employment & SkillsFormation - VET $401.4m

Employment & SkillsFormation - Employment Development $26.4mScience, Technology &Innovation $25.3m

Employment & SkillsFormation - RegulatoryServices $6mYouth - Youth Programs$1.4m

Employment & SkillsFormation - Higher Education $0.6mYouth - Policy & Resource Management $0.2m

Section B DFEEST Annual Report 2006

WORKFORCE DEVELOPMENT A key focus for the department was meeting the objectives of its strategic plan including the aim of building a sustainable workforce and demonstrating leadership in workforce development. By building on the initiatives implemented during the year, the department continues to strive to become an increasingly high performance learning organisation which attracts, develops and retains the most talented workforce available with a workforce profile that supports the sustainability of the organisation into the future. Workforce Data The following data are based on records from the human resource information system Empower for persons identified as being employed on 31 December. Hourly Paid Instructors (HPIs) are excluded from the data tables and reported separately below to avoid data distortion. EMPLOYEE NUMBERS, GENDER AND STATUS (EXCLUDING HPIs) The following table depicts the total number of employees including persons and full time equivalent employees (FTEs). Total Number of Employees

Persons 3799.00 FTEs 3481.21

The following table depicts the total staff and gender composition of departmental employees. A person is the head count and FTE is the full time equivalent of full time and part time staff.

Gender Persons % Persons FTEs %FTEs

Male 1456 38.32 2057.60 40.89 Female 2343 61.68 1423.61 59.11 Totals 3799 100.00 3481.21 100.00

Number of persons separated from the agency (excluding HPIs): 375 Number of persons recruited to the agency (excluding HPIs): 479 Number of persons on Leave Without Pay (excluding HPIs): 279 In addition, 192 people started and completed the term of their employment during 2006. This group was comprised of temporary employees (approx 60 per cent PSM Act and 40 per cent TAFE Act) and a very small percentage of weekly paid employees. Hourly Paid Instructors DFEEST augments its teaching force by employing casual Hourly Paid Instructors (HPIs) to provide specialist and back up support to lecturers. In total, 2297 individual HPIs provided 269 383 hours teaching at a cost of $13 553 266.

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Number of employees by salary bracket (excluding HPIs) This table depicts the total staff by gender under the salary brackets determined

Salary Bracket Males Females Total

$0-40 399 188 855 1043 $40 400-54 999 224 465 689 $55 000-67 999 559 656 215 $68 000-88 999 417 313 730 $89 000 + 68 54 122 Total 1456 2343 3799

Employment status of persons (excluding HPIs) The following two tables depict the total staff and the full time equivalent staff by their employment status in their current position. Short term contracts are under two years; long term contracts are over two years.

Persons Ongoing Short-Term Contract

Long-Term Contract

Total Other (Casuals)

Total with

Casuals Male 1095 307 55 1457 48 1505 Female 1731 560 51 2342 38 2380 Total 2826 867 106 3799

86 3885 Employment Status of FTEs (excluding HPIs)

FTEs Ongoing Short-Term Contract

Long-Term Contract

Total Other (Casuals)

Total with

Casuals Male 1076.10 294.11 54.40 1424.61 0.16 1424.77 Female 1545.53 466.74 44.33 2056.60 0.95 2057.55 Total 2621.63 760.85 98.73 3481.21

1.11 3482.32 EXECUTIVE PROFILE The table below depicts the number of executives by status in current position, gender and classification.

Contract Tenured

Contract Untenured Total

Classification Male Female Male Female Male Female CD 3 1 1 EMC 12 14 12 14 Exec A 2 2 5 3 7 5 Exec B 2 2 5 4 5 Exec C 1 2 2 2 3 Exec D 1 1 1 1 Exec E 1 1 MINAPP 1 1 1 2 1

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WORKFORCE DIVERSITY The department recognises the value of workforce diversity and the benefits inherent in a workforce that is representative of the broader community. The following section outlines the department’s profile. Age Profile The following table and bar graph depict the total staff by gender under their age bracket, and includes age bracket total as a percentage of the total staff and the SA Workforce Benchmark.

Age Bracket Female Male Total % of Total SA Workforce Benchmark%

15 - 19 years 16 5 21 0.55 7.90 20 - 24 years 102 35 137 3.61 10.70 25 - 29 years 197 65 262 6.90 9.80 30 - 34 years 216 110 326 8.58 10.50 35 - 39 years 263 108 371 9.77 11.40 40 - 44 years 276 138 414 10.90 12.40 45 - 49 years 394 245 639 16.82 12.40 50 - 54 years 421 264 685 18.03 10.90 55 - 59 years 287 292 579 15.24 8.30 60 - 64 years 156 159 315 8.29 4.40 Over 65 Years 15 35 50 1.32 1.30 2343 1456 3799 100.00 100.00

Australian Bureau of Statistics, Labour Force, Australia, Detailed – Electronic Delivery, Monthly – Supertable LM8 – Labour Force Status by Sex, State, Age, Catalogue Number 6291.0.55.001 (as at June 2006)

Employees by Age Bracket

0 50 100 150 200 250 300 350 400 450

15 - 19 years

25 - 29 years

35 - 39 years

45 - 49 years

55 - 59 years

Over 65 Years

Age

Bra

cket

s

Number of Employees

Male

Female

Cultural and Linguistic Diversity The following table depicts the number of staff who reported being born overseas or who speak another language other than English at home.

Male Female Total % of

Agency % of SA

Community

Number of employees born overseas

168 247 415 10.5 20.3

Number of employees who speak language(s) other than English at home

70 77 147 3.7 15.5

*Benchmarks from ABS Publication Basic Community Profile (SA) Cat No. 2001.0.

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The following table depicts the number of employees with ongoing disabilities. Number of Employees with Ongoing Disabilities

Male Female Total % of Agency

37 37 74 1.87 Aboriginal Employment The Aboriginal Employment Strategy to 2010: Walking Together Towards Prosperity was launched in September 2005. By 2010 the department aims to have: • 2.1 per cent of its workforce comprising of Aboriginal people • a higher level of sustainable employment for Aboriginal staff • a high level of non-school qualifications held by Aboriginal staff • a high level of representation in decision-making positions held by Aboriginal staff. The following represents progress against the intended outcome: A total of 2.1 per cent of DFEEST’s workforce comprising of Aboriginal people at a higher level of sustainable employment for Aboriginal staff. This exceeds the target set in South Australia’s Strategic Plan. The following table demonstrates there has been a steady increase in the number of Aboriginal people employed and in particular an increase in the number of Aboriginal staff in permanent positions.

COMPARATIVE DATA SEPTEMBER 2004 – DECEMBER 2006

Date Permanent Temporary HPI Total Number of Staff (incl HPIs)

% of Total DFEEST Workforce

Sept 2004 20 11 N/A 31 N/A

Dec 2004

22 (33.4%)

32 (52%)

10 (15.6%) 64 1.4

June 2006

44 (50%)

29 (33%)

15 (17%) 88 2.35

Dec 2006

47 (58%)

24 (30%)

10 (12%) 81 2.1

The Aboriginal Employment Strategy recognises that in achieving the above outcomes the department needs to focus on the following areas of activity: • Raising staff awareness, respect and support for Aboriginal culture and people Executive Forum members, a group of their direct reports and an Institute management group have undertaken a cultural respect program. TAFE SA has developed and launched an online cultural awareness program called Interactive Ochre. The department’s on-line induction program now includes the Statement of Reconciliation and the Aboriginal Employment Strategy. A specific session ensuring the providers of the Employee Assistance Program deliver culturally appropriate support was provided as part of the induction program.

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• Improving recruitment and selection processes for Aboriginal people Recruitment models have been developed to include procedures around Expression of Interest positions. The use of the Aboriginal Employment Register to fill some of these vacancies has been investigated, as have policies and procedures. This will see information relating to Aboriginal Employment in the Selection Practice Package being updated. Five undergraduate degree/advanced diploma scholarships in skills shortage areas were awarded. • Improving the retention of and security for Aboriginal employees The inaugural Aboriginal Staff Convention was held in June and provided approximately 45 staff the opportunity to engage with Executive Forum members and other Aboriginal staff. One important element of this focus area was the recognition of prior learning. A staff profiling exercise was conducted with all Aboriginal employees. Information gained from this exercise assists in the retention and progression of staff within the department. Options are being investigated to provide Aboriginal staff with opportunities to act in higher level positions and to gain knowledge and skills to increase the potential to win positions based on merit. • Improving recognition of success and celebration of Aboriginal events Staff were encouraged to participate in National Aboriginal and Torres Strait Islander Day Observance Committee celebrations. Widespread acknowledgement of the David Unaipon Awards occurred across the department and articles profiling Aboriginal staff have featured within editions of InsideDFEEST. Six Aboriginal staff members were nominated for the David Unaipon Awards. They are participating in the DFEEST Leadership Development Program. The Premier’s Council for Women offered Aboriginal female staff sponsored places to participate in Governance Training. Two staff members are participating in the program which will see them develop leadership skills within their community. To underpin the Aboriginal Employment Strategy, activity included: • dissemination and communication of the strategy across the department and public

sector forums • incorporation of the strategy into DFEEST’s Strategic Plan and Workforce Development

Platform as well as institute plans • support of the development and delivery by Institutes of Aboriginal employment

strategies • development of auditing and improvement of systems and processes to capture reliable

and accurate data of our Aboriginal workforce • provision of individual support and advice to Aboriginal staff and their managers • establishment of an advisory committee and its input into planning and evaluation • discussions with work areas regarding the employment of Aboriginal people and

increased sustainability of all employment for existing Aboriginal staff.

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VOLUNTARY FELXIBLE WORKING ARRANGEMENTS As part of the department’s commitment to attracting and retaining the best possible staff and to assist employees to balance work and family life, a number of voluntary flexible working arrangements (VFWA) were made available to DFEEST employees. Some employees use a combination of VFWAs. Current VFWA arrangements include: • flexitime • purchased leave • compressed weeks • part-time and job share • working from home • provision for special leave up to 15 days for cultural leave. LEAVE MANAGMENT The number of persons on Leave without Pay as at 31 December 2006 (excluding HPIs) is 279. The following table depicts the average days taken per FTE (excluding HPIs)

Leave Type 2006

Sick Leave 9.18

Family Carer's Leave *

Special Leave with Pay 1.94 *Note: Family Carer's Leave may be taken as part of an employee's entitlement to Sick Leave or Special Leave with Pay. It cannot currently be reported upon as a separate leave type.

Workforce Development As the department responsible for developing and driving the state’s Workforce Development Strategy Better Skills. Better Work. Better State, DFEEST has an imperative to provide leadership in the development of its workforce. DFEEST’s Workforce Development Platform to 2010 (WDP) was released in April 2006 to address a number of critical business challenges and included: • ageing of DFEEST workforce • the gap between the current and required capability profile and capacity of staff • the prevailing ‘industrial’ model of management. The WDP is designed to achieve DFEEST’s strategic objective of becoming a skilled, high-performing learning organisation. The core purpose of the initiative is to ensure DFEEST is equipped with the right capability mix, and profile in its workforce supported by appropriate workplace systems. The WDP is underpinned by the development and delivery of DFEEST’s workforce planning toolkit. A high level Workforce Development Steering Committee has been established to guide and drive the implementation of the WDP throughout the department. The WDP was awarded the 2006 Commissioner for Public Employment’s Award for HR Achievement.

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Since the launch of the WDP a range of activities commenced: Leadership and Management Development • An inaugural DFEEST Leadership Development Program was undertaken with 46

participants from across the department in a range of classifications. • The Office of the Chief Executive Leadership Development Program was established

with the first placement being a three-month appointment in the Office of the Chief Executive.

• The DFEEST Executive Leadership Program entered its second year with plans for rolling it out to the next level of leaders in the department in 2007.

• HRSMART piloted a streamlined approach to recognition of prior learning focusing on 12 staff from both metropolitan and regional areas. Three participants achieved full qualifications and others achieved units of competency.

• The AdminSMART initiative was implemented using a new innovative RPL SMART methodology, developed within TAFE SA Business Services. It provided the opportunity to expand the workforce development initiatives in building the capability of 12 ASO 1 – ASO 3 corporate and program administration staff within TAFE Institutes. Following the research and development of the online RPL SMART tool it will be placed on the DFEEST Induction website for all corporate and administration staff to access.

• An intensive 12 month management program called BusinessSMART was instituted as a pilot with 20 staff from across three TAFE institutes. It is aimed at building the personal and professional leadership and business management and business generation skills of new and emerging leaders within TAFE SA.

Workforce Planning • The DFEEST Workforce Planning Toolkit was produced. • As part of the Skills Reform agenda for South Australia, DFEEST established a working

party and commenced development work on TAFE workforce flexibility initiatives. • A DFEEST research project concerning work/life balance and use/effectiveness of

flexible work arrangements has been completed. A departmental policy will be developed and implemented in 2007.

People and Cultural Development • TAFE Act Workforce Development (WD) Policy recognises, encourages and supports

professional development for all workers. A workforce development skills framework for all staff based on the DFEEST values and attributes has been developed.

• Extensive work concerning employee performance and retention with a fresh framework/model was drafted. This system will incorporate strategies and guidelines for rewarding good performance.

• DFEEST has increased its effort to recognise and celebrate achievements of staff and volunteers through the introduction of the Australia Day Awards, widespread publication of public service and educational staff awards and by celebrating our achievements against our Strategic Plan and in the community.

• The result of the whole-of-department annual staff survey (BULB: shedding light on staff perspectives) was released to staff in May with each institute and directorate implementing activities in response to their particular results. A working party will design the March 2007 survey.

• A departmental Customer Service Charter was developed and approved in December.

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• DFEEST is party to the Premier’s Memorandum on Youth Participation, which formalises DFEEST’s commitment to widening opportunities for young people in government decision making.

Systems Development • Significant headway was made in the automation of human resources forms through the

Employee Self-Service system. • DFEEST’s Online Induction program was created and implemented. • Online training packages were instituted for managers in OHSW&IM. • A major review of HR data systems and reporting requirements was undertaken leading

to a recommendation report to guide further work in the development of workforce management systems.

Employee Assistance Program • This program, established in 2005, continues to be available to staff. It offers

confidential, impartial and culturally sensitive counselling support to employees and their families 24 hours a day, seven days a week.

• A total of 242 new referrals were made to the service which provided 490 hours of counselling. Ninety six per cent of time was dedicated to new referrals and four per cent was for ongoing cases.

• Trauma services for the period consisted of four new clients totalling 10.75 hours. A total of 11.25 hours of additional services were provided covering manager assistance, mediation and rehabilitation.

• Of all clients 90.6 per cent were employees and 7.4 per cent were family members. Equal Employment Opportunity Programs • DFEEST recruited 12 graduates from the Office of the Commissioner for Public

Employment Graduate Scheme and 39 trainees through the State Government Youth Traineeship Program.

Child Protection • DFEEST implemented child protection initiatives in line with the pending amendments to

the Children’s Protection Act 1993, which was proclaimed on 31 December 2006. These amendments are aimed at minimising risks for children and young people using government and non-government services across South Australia.

• Mandated notification training was undertaken by 2300 employees. • Voluntary police checks were undertaken by 2336 employees and volunteers.

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OCCUPATIONAL HEALTH, SAFETY AND INJURY MANAGEMENT

The minister and the chief executive signed off the DFEEST Occupational Health, Safety and Injury Management (OHS&IM) Policy. Commitment by executive, senior managers, OHS&IM Committee members and practitioners was further highlighted with a mock trial training session. Mock judge Ms Michelle Paterson (Executive Director WorkSafe SA and person responsible for South Australian OHS&W prosecutions) effectively communicated what may happen if a prosecution occurred under the Occupational Health, Safety and Welfare (OHS&W) Act to officers of a government department. The training proved highly successful based on participant feedback. A holistic approach to OHS&W has been adopted. It saw the Lettuce be Healthy program implemented. DFEEST staff and TAFE SA students had the opportunity to undertake health checks, learn about common diseases, healthy life-styles, taste healthy food and undertake various activities. A new and improved injury management contract was signed in late 2006 with the Department of Premier and Cabinet that will see the service extended for another two years. In November, WorkCover commenced a gap analysis of DFEEST’s OHS&IM management system in a partnership arrangement which included DFEEST and the relevant unions. The WorkCover report and its recommendations will become part of DFEEST’s new OHS&IM strategic plan. The department’s Employee Assistance Program has continued to contribute to positive outcomes for employees and this is complemented by DFEEST’s Minor Incident Intervention Program. Both programs have been well received by employees and managers. Into the future OHS&IM is committed to: • introduce the government’s new safety strategy • participate in a review of the OHS&IM management system • see a continuing focus on the remaining workers’ compensation cases • achieve DFEEST cultural change.

30


The table below depicts Occupational Health, Safety and Injury Management statistics 2005 - 06^ 2005 2004

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

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

4 (1 from student) 4 2

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

7 (2 from students) 6 1

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

2 3 3

2 Injury Management Legislative Requirements

Total number of new claimants who participated in the rehabilitation program

41 35 52

Total number of employees rehabilitated and reassigned to alternative duties

3 7 2

Total number of employees rehabilitated back to their original work 33 32 43

3 WorkCover Action Limits

^Number of open claims as at 30 June 2006 181 209 205

Percentage of workers’ compensation expenditure over gross annual remuneration

0.0159 0.016* 0.017*

4 Number of Injuries

^Number of new workers’ compensation claims in the financial year 105 (4 withdrawn) 108 (4 withdrawn)

139

Number of fatalities, lost time injuries, medical treatment only (F) (LTI) (MTO)

0

69 (2 withdrawn) 36 (2 withdrawn)

0

58 (3 withdrawn)

50 (1 withdrawn)

0

87

52

Total number of whole working days lost 9659 10 126 15 550

5 Cost of Workers’ Compensation

^Cost of new claims for the financial year $377 798 $234 808 $570 655

Cost of all claims excluding lump sum payments $2 357 033 $2 526 077 $2 476 378

Amount paid for lump sum payments (s42, s43, s44) $1 308 079 $747 874 $458 683

Total claims expenditure $3 665 113 $3 273 951 $2 935 061

Total amount recovered from external sources (s54) $8 391 $20 004 $3 112

Budget allocation for workers compensation $3 750 000 $3 300 000 $3 000 000

6 Trends

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

11.50 10.28 16.04

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

Body Stressing

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

Mental Stress

^ From 2006 all OHS&IM reporting will be based on financial year as determined by the Australian Standard. Previous reporting was based on calendar year as determined by the Technical and Further Education Act, 1975 * Calendar year costs divided by fiscal year ** Based on lost time flag (i.e. ≥ 1day or shift)

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Section C DFEEST Annual Report 2006

PERFORMANCE REPORTS

TAFE SA

TAFE SA is the public provider of vocational education and training (VET) in South Australia. It plays a critical role in delivering the government’s objectives to improve economic and social development, the skill base and employment opportunities for all South Australians. TAFE SA places an emphasis on delivering training to the individual, rural and remote regions, business, community and industry. QUALITY EDUCATION AND TRAINING DELIVERY TAFE SA is delivering nationally endorsed training packages and accredited curricula to support the workforce development needs of the state. All TAFE SA training products are quality endorsed and meet the protocols identified within the Australian Qualifications Framework (AQF). TAFE SA offers 1063 qualifications from 87 training packages and 176 curriculum courses in 53 campuses across the state. Two hundred and thirty three out of date qualifications were de-activated to ensure currency and responsiveness to industry needs. There were 185 new training package qualifications implemented and 13 new courses were accredited in TAFE SA. Quality assurance and compliance with national quality VET standards is a prime focus of TAFE SA. Its state wide quality network ensures that mechanisms are in place to regulate and support the delegation to self-accredit courses. TAFE SA Strategic Program Development TAFE SA is committed to reviewing and refining its training and development product offerings to assist industries and businesses in building their workforce capacity. These actions directly support the objectives in South Australia’s and DFEEST’s strategic plans. TAFE SA has developed collaborative training and development initiatives to support the Air Warfare Destroyer Program, defence industries and resource sector workforce development requirements. These initiatives have been supported by the customisation and contextualisation of TAFE SA training and development products to address the specific requirements of industry and support the current and future workforce development requirements. RESPONSIVE STATE-WIDE PROGRAMS Development of TAFE SA training programs and training package implementation priorities are targeted to address areas of skills shortage and the needs of emerging industries within South Australia. The diversity of courses being offered by TAFE SA continues to grow and close links and partnerships with industry help broaden the state’s skills base. The following are program outcomes are based on state training priorities, needs and identified skills shortages.

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Aboriginal Education The Certificate II Vocational Education - Mining Operations in Port Augusta - was a great success. Of the 15 students who commenced the program, 11 gained certificates and 13 completed the course. There was a 93 per cent attendance for the six months and six students gained employment in various areas. The greatest need of the Anangu community of Yalata has been to underpin individuals’ wellbeing. This was achieved by providing an ongoing Family Wellbeing Program. The Scotdesco community is focused towards enterprise and guided by the provision of the Learning Pathways Program, which is creating a community based project around a bush food enterprise. The Ceduna community and Aboriginal Education Program identified a growing concern at the disengagement of youth in learning. An Alternative Learning Options Program has been running for two years and is growing in strength and capacity to re-engage youth in the value of lifelong learning. Twenty three students from the Whyalla Aboriginal Education Program were accepted into the Whyalla Goal 100 Program that trains applicants for employment. Some of the northern remote areas including Coober Pedy and Oodnadatta worked with Oxiana mining company and assisted seven students in their endeavours to be employed in the mine. The TAFE SA Aboriginal Education Program in the Riverland successfully negotiated a partnership with the Riverland Regional Health Service Incorporation to deliver the Australian Accredited Family Well Being Program (FWB). This was in response to the Family Violence Partnership Program, and the Family Violence Regional Activities Program delivered through the Commonwealth Department of Finance and Administration. The FWB Program is a counselling skills and personal development program developed specifically for Indigenous people and their communities. The program is now being offered to the wider community due to its overwhelming success. Four Study Centre Programs operated at Gawler, Berri, Renmark and Loxton. Study Centres offer Indigenous students a safe learning environment for those who have low numeracy and literacy skills. The staff encourage and support students to develop new skills at the introductory level. TAFE SA worked closely with the Aboriginal Education and Employment Unit and regions through South Australia Works to enable people to be trained in skills which will benefit local industries and provide sustainable jobs and apprenticeships for local communities. Further information on the programs delivered and outcomes achieved by the Aboriginal Education and Employment Unit is contained within the Indigenous Training and Employment section of this report. Anangu Pitjantjatjara Yankunytjatjara (APY) DFEEST played an active role in supporting employment and training in the APY Lands as part of the government’s across-agency approach to the regions. The TAFE SA program on the APY Lands is supported by ten lecturing staff (Trades and General Education) across the following locations: Pipalyatjara/Kalka (2); Fregon (1); Indulkana (1); Amata (2); Ernabella (2); and Mimili (2).

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The Regional Manager was based at Mimili with four program support staff in Adelaide. They included two visiting lecturers who delivered training on the Lands and provided support to Lands-based staff. Initiatives that operated under the program follow: Department of Employment and Workplace Relations (DEWR) Structured Training and Employment Projects. A program coordinated from Adelaide by two staff, one of whom was funded by DEWR, resulted in 28 trainees gaining employment and, of these, 21 completed traineeships. Consultations on a new program to increase employment outcomes through the recently established Job Network arrangement on the Lands have commenced. Training will be funded by DEWR through Work for the Dole and the Structured Training and Employment Projects (STEP). New Traineeship Program A new traineeship program commenced in June. Seventeen new trainees have gained employment in ceramics, retail, office administration and land management. Youth Engagement and School to Work Transition APY Lands staff worked closely with a range of agencies to develop a comprehensive program aimed at engaging young learners and providing pathways to employment. The program will build employability skills and allow participants to sample a range of vocational options. Schools Traineeship Program The program is available to all nine schools in the APY Lands. At 30 December 11 trainees commenced the program, eight graduated and are employed and one was studying in a traineeship outside of the schools program. The Department for Premier and Cabinet has responsibility for the coordination and oversight of government initiatives on the Lands. In this role it has been successful in attracting additional funds for essential new programs and initiatives, many of which rely for their success on the TAFE program. An ongoing initiative in Community Governance Education and Management Training leading to real self-determination and self-management was developed and will be implemented in 2007. This program will assist individuals and organisations on the APY Lands to gain community and organisational development skills. TAFE SA worked with key Anangu and agencies to develop materials and train local staff for support roles. Bush food plots operated at Mimili and Amata as economic development projects. More are planned for other communities. TAFE SA used visiting lecturers and other staff on the Lands to provide horticulture training for people working on the plots. Staff worked with a range of agencies (including the Departments of Education and Children's Services, and Administrative and Information Services) to develop training opportunities for construction and infrastructure projects on the Lands. This program will enable participants to gain training and employment in community maintenance projects and general construction, both on and off the Lands. A proposal was developed to employ Anangu Malparara (Malpa means friend) to work alongside TAFE SA lecturers in the delivery of training programs. These positions will enable TAFE SA to offer programs that align with the needs and expectations of communities. As

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participants develop skills, they will be able to take increased responsibility for the provision of training as well as enhancing their career opportunities. Staff from TAFE SA and the Department of Families and Communities are developing a coordinated approach to the provision of training and support for community services program staff on the Lands. A meeting held at Marla to develop a framework for this program included representatives from Nganampa Health and Ngaanyatjarra Pitjantjatjara Yankunytjatjara (NPY) Women's Council which laid the foundation for greater cross-agency collaboration. Planning is well advanced for a comprehensive program that will provide skilled workers to support aged care, family support and childcare services on the Lands. Four communities were involved in the Indigenous Environmental Health Worker program and received funding to employ people from within the communities and purchase equipment. Collaborative arrangements are being put in place with agencies such as Pitjantjatjara Yankunytjatjara Media to provide training for Anangu to manage the new Rural Transaction Centres. TAFE SA – APY Lands staff coordinated the provision of training for swimming pool management staff at Mimili. The program will be expanded to provide trained staff for pools in other communities as they are completed. Two lecturers (one based at Amata and the other at Pipalyatjara) conducted training with a Mobile Skills Centre on a rotational basis at the western communities of Kalka, Watarru, Pipalyatjara and associated homelands. TAFE SA – APY Lands staff provided a wide range of support programs such as pre-employment training and language, literacy and numeracy. A program to enhance employability skills for a wide range of Anangu is also being planned. Building, Construction and Furnishing The high-level review of TAFE SA services to the building, construction and furnishing industry was completed and the final report released mid-year. A review implementation group was formed, comprising TAFE SA managers and industry members to oversee and report back on progress against the recommendations. A number of pre-employment training programs targeting areas of skill shortages were completed with funding from the Construction Industry Training Board and DFEEST. The programs contained a literacy and numeracy component and were supported by structured industry placements. Programs included carpentry, plumbing, roof plumbing and wall and ceiling fixing. There has been a focus on investigating flexible arrangements for the delivery of training package competencies to apprentices, and workshops to identify the key professional development requirements for staff. TAFE SA students enjoyed considerable success at the 2006 Australian Worldskills Championships, and received gold medals for bricklaying, CAD mechanical construction steelwork and fibrous plastering. Fifteen other students performed admirably in the trades sections against a very high standard of competition from across Australia. Staff judged and coordinated both the Regional and National 2006 Worldskills competitions. The building, construction and furnishing program secured funding to work with a major industry partner, the Master Builders Association (MBA), to provide 300 hours of accredited

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training to students in the construction area. Two 13-week pre-apprenticeship programs were delivered. A work experience program with MBA members and private contractors is in development. Two new national qualifications in asset management and spatial sciences were developed in response to industry needs. A Vocational Graduate Certificate and Diploma in Spatial Information Services will cater for a growing demand for asset management and spatial science training. Responding to a skills shortage in the wood trades, TAFE SA and the SA Chamber of Commerce in collaboration with employment agencies have developed a new program that increases Indigenous participation. Thirty Aboriginal students participated in a pre-vocational program aimed at gaining employment within the building industry. The program, which catered for the long-term unemployed, engaged participants with learning and developing skills using the internet, email and other software programs. More than a third of participants had positive employment outcomes. The Geoscience program area continued to achieve significant employment outcomes for its students both in Australia and overseas. Department for Primary Industries, Resources South Australia contributed $65 000 for equipment purchases which recognised ongoing demand for the course and the value of its training to industry. TAFE SA worked with the University of South Australia to develop a Bachelor Degree of Sustainable Development. Business, Finance, Retail and Property Services TAFE SA developed specialised skills centres to engage students in simulated working environments, combining traditional classroom teaching with industry skilling in a simulated environment. The Retail Industry Training Store (RITS) was opened at Adelaide City campus. Key industry retail leaders donated stock, fixtures, technology and offered placements to course graduates. A Customer Contact – Call Centre Training Room was launched following successful collaboration with industry. The Customer Contact – Call Centre program boosts students’ confidence through practical exposure to the telecommunications industry using relevant technology. Students gain the necessary skills to apply and win positions within this field. Approximately 85 per cent of graduates found work within this industry. TAFE SA business trainee Mathew Smith was recognised for frontline management skills by being runner-up at the National Training Awards. The TAFE SA graduate represented South Australia after winning the Australian Apprenticeships Trainee of the Year Award. Mathew completed a Certificate IV in Frontline Management with Clipsal Australia. The Justice Studies Program was actively involved in international business development in conjunction with its partners in the Legal and Justice Project Alliance. The alliance, which is already operating in India and Vietnam, secured new funding for projects in the Solomon Islands and Samoa.

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Community Services and Health TAFE SA won $1.4 million from the Commonwealth Better Skills for Better Care Program for aged care workers. Training under this program is well underway with 155 Personal Care Workers seeking training in a range of qualifications, predominantly the Diploma of Nursing. A number of innovative projects relating to Aged Care, Home and Community Care and Children’s Services were developed and funded in partnership with South Australia Works. The regions involved include Yorke Peninsula, Whyalla, Pt Lincoln, Clare, Barossa Valley, Victor Harbor and the Adelaide Hills. The regional program has commenced training in the APY Lands aimed at developing the skills of aged care and home and community workers. Aboriginal workers from Umuwa and Pukatja completed some competencies and will continue in 2007 to complete appropriate certificates or skill clusters. TAFE SA staff from the Mt Barker campus developed an innovative workshop model for delivery of the Australian Career Development Studies (ACDS). The partnership developed with DECS resulted in delivery of the ACDS program for more than 150 teachers from across South Australia and more than 150 providers of DEST - funded programs including Youth Pathways, Learning Community Partnerships and Regional Industry Career Advisors. Children’s Services program staff are engaged in a number of strategies to assist in addressing the skill shortage in all areas of childcare and out of school hours care. These include pre-employment programs to fast track students into jobs while they continue to study. The delivery of training in Children’s Services in regional South Australia was the highest in many years. Traineeship numbers increased through an up-skilling program for existing workers, engaging them to complete the diploma which qualifies them as workers. The uptake by industry has been favourable, with a continuation of this initiative into the out of school hours care sector for 2007. Following a successful tender to the Commonwealth Department of Health and Ageing, the Gilles Plains campus coordinated the implementation of the aged care and medication management training across the northern and western suburbs, at the Salisbury and Pt Adelaide campuses. The Nursing Program at Port Adelaide received international visitors from Singapore seeking future partnerships for training in Malaysia. A medical training facility was established at the Panorama campus of TAFE SA. The Medical Practice Firm assists in delivering training to students seeking careers in medical administration. It will address skills shortages in private consulting rooms, hospitals (private and public) and the government health sector. A state of the art nursing facility at TAFE SA’s Noarlunga campus was officially opened by Minister Caica. The facility, used by nursing and aged care students, included two classrooms and skills laboratories. A high school group of at risk students participated in a pilot program designed to raise awareness of career options. The students completed a work placement at Mitsubishi, with the aim of developing confidence and learning new skills through workplace mentoring. The

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program was delivered with the collaboration of TAFE SA, Mitsubishi Motors Australia, the Smith Family and DECS. A Mental Health Peer Support Workers Program is being offered by the Australian Nursing Federation in conjunction with TAFE SA. After completing the Certificate III in Community Service work with a focus on mental health, many are enrolling in further study with TAFE SA to complete the Certificate IV and Diploma level qualifications specialising in non clinical mental health work. Design, Arts, Information Technology and Related Industries TAFE SA was a major partner of the Mobile Entertainment Growth Alliance (mEga|SA) Incubator Program. Twenty eight participants from a variety of backgrounds including ICT, creative content production, business and marketing, worked together in teams to develop new products and businesses. In October, their ideas were pitched to a panel of investment, mobile, media and IT professionals from across Australia. From the six pitches made on the day, one team received both prizes offered. The winning presentation was a personalised SMS application developed by Infinity Monkey, a team of four tertiary students from TAFE SA, Flinders University, University of Adelaide and the University of South Australia. TAFE SA students were finalists for a national short film competition. One was the first TAFE SA graduate to be offered a place in the Graduate Diploma in Factual Television Producing and Television Editing Course at the Australian Film Television and Radio School (AFTRS) which offers only six places annually. In addition, two TAFE SA students from Croydon campus were finalists in the prestigious Australian Graphic Design Awards. Film students undertook a project with Tea Tree Gully Council to provide the footage for the council’s weekly program on community television on events and people in the area. Design students in conjunction with the South Australian Art Gallery produced an online educational program. It is aimed at developing primary school aged students’ understanding of design concepts and allows them to familiarise themselves with the Art Gallery before going there. The TAFE SA 2006 Open Day for Arts, Design, IT, Fashion and Multimedia was held at the Adelaide Centre for the Arts campus, with more than 400 prospective students touring the facilities and attending information sessions, fashion and dance classes. Participants were invited to attend further sessions at participating campuses. The highly successful TAFE SA student television program Mag-TV produced four episodes. The program included TAFE SA advertisements, promoting courses in geoscience, fashion, horse racing and music. The series will screen in 2007. Dance students received international recognition from choreographer Xioa Xiong Zhong from Taipei who choreographed a piece for the students. Xioa Xiong was accompanied by three male dancers on a cultural exchange from Taipei and worked closely with the TAFE SA students. A significant event on the TAFE SA calendar, the Fashion Program’s annual Trade Show was held at the Adelaide Convention Centre in November. Close to 1000 people attended, including some of the state’s top designers. The inaugural Hall of Fame Award was presented to George Gross and Harry Watt in recognition and honour of the outstanding

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commitment and support they have provided to TAFE SA students and graduates over the past 10 years. More than 1000 people attended the 2006 TAFE SA Karl Chehade Fashion Parade held at the Adelaide Convention Centre. With a theme of a 'Material World' the event showcased both fashion and millinery student work in front of family, friends and local fashion industry icons. The 2006 Fashion Student Award was awarded to Kelly Lewis who will travel to Los Angeles and New York to be involved in G'day USA Week 2007. Visual Arts students were widely recognised for their achievements. Visual Arts student Rebecca Johns was selected as a Youth Ambassador to Vanuatu. Three Visual Art and Applied Design graduates, Arlette Hunt, Gritta Walker and Sarah Carey, were chosen to have their work displayed in Hatched, a national exhibition of visual art graduate work which was held at the Perth Institute of Contemporary Art. Their work was then featured in leading retail and jeweler outlets in Perth. The annual Helpmann Academy Gallery Exhibition awarded accolades and prizes worth $8000 to four students: Brook Bobby Harris, Sun-Woong Bang, Jason Milanovic and Gritta Walker. Dr PC and Micro Arts agreed to provide $3000 annually for a prize to acknowledge and promote the talent of Visual Art students at the Adelaide Centre for the Arts. Acquired works will be accumulated over 10 years to establish a collection to be displayed in public and private locations. Manufacturing, Engineering and Transport OneSteel Whyalla and the TAFE SA Engineering Program at Whyalla campus formed a partnership to train 25 apprentices in July, with another 25 apprentices commencing in January 2007. This is the first time that TAFE SA has entered into a partnership arrangement with OneSteel for the training of its apprentices. The partnership was formed to address the skills shortage in Whyalla. OneSteel, in partnership with TAFE SA, provides the second six months of apprenticeship training, providing the apprentices with the hands-on skills they, and OneSteel, require. This training concept basically replaces the internal training shop system which most big companies had disbanded in the mid 1990s. The partnership has initially been set for a minimum of five years. A Skills Training Centre for Engineering Apprentices established at the Whyalla campus, specifically for the use of the OneSteel apprentices was officially opened by Minister Caica. A new Renewable Energy Centre is being established at the Regency campus. The centre will incorporate wind generation, solar panels and grid-connect systems, as part of a joint venture between industry partners and TAFE SA. It is scheduled for completion in mid-2007. Following on from the extremely popular I-Bot campaign in 2005, TAFE SA was again a major sponsor for the Ai2 campaign. The Ai2 robotics campaign offers an opportunity to advance awareness and understanding of the Electrotechnology Program. Transport SA has invested more than $300 000 towards the latest exhaust emissions testing equipment to enable diesel emissions training for the transport industry in South Australia through the O’Halloran Hill campus. TAFE SA shared sponsorship of the Pedal Prix event which was attended by over 20 000 spectators. More than 260 state and national teams from primary and secondary schools and universities competed at Victoria Park Racecourse and Murray Bridge in May, July and September.

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TAFE SA was successful in winning a tender to develop a fabrication toolbox through the Australian Flexible Learning Framework. This highly innovative and creative toolbox provides learning resources and activities to assist flexible learning in a range of training contexts including self-paced study, on-campus study and on the job training. The toolbox will benefit remote and industry based learners who have little opportunity or time to travel to urban registered training organisations, as well as providing much needed resource material for project based and workplace based learning in all locations. Primary and Allied Industries A study entitled Forest Green Print – Forest Industry Workforce Requirements – Green Triangle Region: 2006 – 2011 (the project) was developed to commence the necessary discussions for the forest industry to consider future workforce requirements and training needs in the Limestone Coast area. TAFE SA has been a joint sponsor of this project with the Forest Industry Training Network (FITNET), the Government of South Australia through the South Australian Works Program, the Limestone Coast Area Consultative Committee, Auspine, Logging Investigations Training Association, and the Green Triangle Regional Plantation Committee. The project has three key outcomes: • collaboration with the timber industry to develop a profile of the workforce through

targeted data collection • investigation of workforce issues including recruitment, training and planning needs • exploration in collaboration with forestry business operators of strategies to address

workforce needs. The project covered areas such as forest growing, saw milling, harvesting, haulage and treatment, providing enough information to ascertain labour and skills shortages, projected needs into the future, and recruitment and training issues. The Urrbrae campus of TAFE SA initiated a project to make the watering of plants in its production nursery self-sufficient. The project involves the installation of rainwater tanks to collect water from the roofs of buildings at the campus and the Plant Production Nursery. The water will be used to irrigate the nursery and hydroponics greenhouse. The run-off will then be collected in a retention pond and recycled for use in the nursery. This project will save 3 254 000 litres of water each year. Tourism, Hospitality, Hair and Beauty, Recreation and Fitness TAFE SA hosted the annual young chefs ‘Top Hat’ competition for which there were 70 entrants this year. The competition is sponsored by SA Gas and judges are drawn from industry and Regency campus of TAFE SA Adelaide North staff. A special awards evening was held in the Graduates Restaurant, at the Regency campus. The Regency campus also hosted the Australian Meat Industry Council smallgoods competition with over 110 entries from butchers and smallgoods from across the state. Adelaide hosted the Grand Chapitre of the Chaine des Rotisseurs, in conjunction with the 30th Annual Concours International des Jeune Commis Rotisseurs. La Chaine is an international gastronomic society. The Jeune Commis (Young Chefs) competition gave TAFE SA an enormous opportunity to showcase its facilities to the world, as the 23 competitors brought a large entourage from

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various countries including Australia, Austria, Bermuda, Canada, China, France, Finland, Germany, Great Britain, Kenya, Portugal, Russia, South Africa and Turkey. The Don Dunstan Foundation erected a plaque, unveiled by Minister Caica in the Regency International Centre foyer outside Graduates Restaurant in commemoration of the former Premier’s vision for the Regency campus. The Foundation awarded the first annual scholarship valued at $3000 for a cookery student from a disadvantaged background. TAFE SA was represented at the South Australian Training Awards with students winning three of five student awards. The Department of Education, Science and Training’s Australian School-based Apprentice of the Year was Emma Clark of Seaview Downs. Emma, who in 2006 was completing Year 12 at Woodcroft College, trained at Regency campus in the Certificate III in Food Processing (Retail Baking - Combined) and was employed with Maxima Group Training. Hospitality Studies hosted a sold-out event in Martinhas Training Restaurant in June. The event, titled Young Guns, was a part of a mentorship program that involved past graduates returning to work with current students to prepare and serve a meal. Vocational Preparation and Equity The Vocational Preparation and Equity Program continues to provide a significant and important access point and pathway to further study in other courses once student numeracy and literacy skills are developed. Refugees, migrants, older aged people returning to study and the workforce, youth disengaged with education and women returning to study after child rearing have all appreciated the accessibility, individual support and encouragement that enabled success on both academic and personal levels. Often this training is individualised and as the student gains skills and confidence, other methodologies such as open learning and or video conferencing are used. Students after a short period of time can see a clear pathway into further training within TAFE SA. Thirteen TAFE SA campuses in regional SA were involved in a significant Commonwealth funded program aiming to serve those most disadvantaged in the communities. The program offered language, literacy, numeracy and access to vocational education and training for those students eligible through the Centrelink and JobNetwork agencies. TAFE SA helped female Vietnamese farm workers in Virginia to develop vital safety and communication skills. A specially tailored TAFE SA English language program enabled participants to better understand safety instructions crucial to their work. The English for Farmers course provided a warm and friendly learning environment and an opportunity for social contact with others in similar situations. Through tasks such as grocery shopping, reading and filling out forms, the women learnt skills they can use in their everyday lives. Topics covered included safety signs and codes, hazardous substances, safety at home and risk management. In the Riverland, there is a strong emphasis on meeting the needs of the local non-English speaking background (NESB) community with staff working in partnership with the English Language Services. The Riverland campuses receive funding through the Adult Migrant English Program (AMEP) to support English as a Second Language (ESL) classes.

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English Language Services (ELS) launched another ‘Interlink Migrant Employment Program’ during Semester 2. This initiative was designed to service the needs of skilled migrants and industry within the state. Current and past students network with industry groups and agencies to foster a collaborative relationship and explore opportunities. Previous students from Jordan, India and the Philippines have been successful in gaining employment within state government agencies. ELS management and the ELICOS team at the Adelaide City campus reported an increase in student numbers with 130 students per term. International students studied English to prepare for entry into TAFE award courses. Shipbuilding / Defence Training Programs The Air Warfare Destroyer (AWD) Project progressed with DFEEST making significant contributions to its success. TAFE SA, the Education Services and Programs Directorate continued to support this major shipbuilding venture by working closely with ASC Shipbuilders and the Port Adelaide Maritime Corporation (PAMC). While TAFE SA continued to increase its enrolments in the key trades and professional areas relevant to shipbuilding and other defence industries, TAFE SA devised and piloted a unique Defence Industries Pathways program with the aim of: • providing a number of training and development pathways that lead to a variety of

vocations required by the AWD project including – metal fabrication and design • integrating VET and DECS requirements to assist individuals to obtain – Year 12/SACE

recognition, a VET qualification, credit towards an apprenticeship and/or further study • utilising young ASC apprentices/graduates to promote the benefits of careers within the

defence industry sector and the AWD Project • providing the opportunity to access meaningful, sponsored work placement activities to

support and link the learning experience to real AWD job requirements • increasing the utilisation of project based methodology to engage youth in active learning

experiences while attending specialised training at a TAFE SA campus • engaging a whole-of-school community communication strategy to generate broad

interest within the AWD Project. TAFE SA and ASC further expanded VET products to address the AWD and defence industries’ workforce requirements including School Based New Apprenticeships and the expansion of Certificate II within VET in SACE. TAFE SA worked closely with ASC, PAMC, the Department for Administrative and Information Services (DAIS) and lead architects to develop the educational, design and functional aspects of the Maritime Skills Centre. TAFE SA submitted a bid to the Army’s HQ Training Command to be included in the Army’s Standing Offer Panel for the provision of VET training over the next six years. Learn to Earn Pre-Employment Program Learn to Earn (L2E) is a $1.1 million, 12-month pre-employment program which assists young people at risk into employment or vocational study. The program incorporates strategies to address the needs of participants including the facilitation of hands-on project-based learning, the creation of youth friendly learning

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environments, the use of individual case management techniques and the construction of durable partnerships with committed local businesses and community groups. The program was well received and supported by local communities and industry sponsored projects and supported students with work placement and employment opportunities. Students continued to gain employment from the program while others regained confidence in themselves which enabled them to make informed decisions about their future. TAFE SA projects are outlined below. Gawler Campus – Paddock to Plate Project This project was designed to meet the pressing skills need of the meat and poultry industry. Students gained skills in a range of program areas such as horticulture, working with animals, cooking and hospitality to the final stage of selling and serving. Whyalla Campus – Metals and Mining Project This project had a focus on meeting the needs of the Upper Spencer Gulf industries. OneSteel and other mining companies including Iron Duke mine supported the project enabling the young participants to gain an insight into the industry. Students gained a range of transferable skills in areas such as horticulture, IT, welding and construction which resulted in a range of smaller projects being completed. Outdoor settings, pergolas and a bird cage were some of the major projects constructed. Students also spent time at the Iron Duke Mine site gaining an understanding of and experience in forklift driving and front end loader skills. Elizabeth Campus – Super Karts Students developed and constructed a number of super karts. All students experienced a series of skill building exercises which were aligned to recognised national units of competence. Each student completed 1000 hours of training involving a combination of theory and practical CAD applications in a project-based environment. In developing the necessary skills to build the super karts, the students built a BBQ, sack truck, pot belly stove and a trailer. All of these projects reinforced the skill requirements needed to build the super karts. Each student also fabricated a one-third-scale sprint car. Students chose from a variety of units of competence, and from a number of traditional trades and vocations including fabrication and welding, fitting and turning, and automotive. The program also covered minor aspects of electrical and electronics. All of these trades have been identified as having critical skill shortages of being able to meet the future skills needs of South Australia, particularly in relation to upcoming opportunities in the defence industry and the huge growth that is taking place in the mining resources sector. Port Adelaide Campus – Marine Fabrication and Wood Trades This program was centred on multi-faceted projects involving a range of vocational areas and integrating employability skills. The program covered a range of competencies depending on the needs of the students including: • marine fabrication – involving the hands on fabrication of a 4.5 metre ply dinghy and

trailer • wood trades – the undertaking of wood trade competency units, including construction of

an outdoor setting, canoes and fish aquarium and stand.

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Regency Campus - Electronics This program built on the strengths of the Electronics L2E program successfully delivered at Tea Tree Gully campus in previous years. Previous experience found that music was a common area of interest for almost all Electronics L2E students. This knowledge, coupled with a request from the SA Police, formed the basis for the following major L2E projects: • design, build and install/fit a mobile unit (trailer) with a computer controlled entertainment

system to be used by Blue Light SA • construct sound systems and assemble computers to be donated to community

organisations. Noarlunga Campus – Youth Peer Education through the Dramatic Arts The focus of this project was peer education with students working to develop and present a series of short plays focussing on issues relevant to youth. These areas included mental health, alcohol and other drug use, bullying, harassment and positive lifestyles. Participants were involved in the writing of plays, developing and building sets, designing stage, sound and lighting features, and preparing marketing and promotional materials. Adelaide Campus – Self-Defence for Women Participants in this project were homeless young women who were accessing youth and health services in the city. The focus of the project was on writing, filming and producing a self-defence video disc designed to be made available to women in the community, particularly women in vulnerable situations. This knowledge enhanced participants’ capability for self-defence and at the same time promoted personal safety. Throughout the course, there was considerable emphasis on positive lifestyles and the importance of making positive life choices. This project worked closely with a range of youth and health organisations in the city. TAFE Directors Australia National Conference TAFE SA project managed a three-day TAFE Directors Australia National Conference. A major theme of the conference was ideas, inspiration and innovation. The conference was attended by 220 delegates and presenters comprised of directors from TAFE, dignitaries from China, leading educators and local and national politicians. Feedback from attendees was highly favourable and reflected the quality and professionalism of the conference. 60 SOX – A Community of Digital Content Creators TAFE SA took part in a national initiative working to create a web space for people to have their own online galleries of their work (animations, music, short-films, digital stories, photography, illustrations, writing), receive feedback, share skills and knowledge. With more than 70 organisations around Australia involved, 60 SOX is investigating methods to deliver qualifications to people through involvement with the network. The focus is to engage people in regional and remote areas. Teaching and Learning Development Funds The focus of the Teaching and Learning Development Funds was the implementation and further development of relationships between TAFE SA delivery work teams and industry. Applicants listed innovative ideas to meet this requirement and demonstrated in their applications how they would establish or improve these relationships in order to benefit TAFE SA.

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INNOVATIONS PROJECTS A budget of $165 000 was allocated to fund more than 20 TAFE SA innovations projects. They were from a wide range of program areas, a sample of which appear below. TAFE SA and Fire and Rescue Australia - developed a platform of operation for a partnership between TAFE SA and Fire and Rescue Australia to deliver qualifications in the mining industry from the Public Safety and Metalliferous Mining Training Packages. VET in Schools CD – a teaching tool consisting of lesson plans and assessments was produced for secondary school teachers delivering qualifications in Health Support Services in VET for Schools. TAFE SA and Warinilla (Drug & Alcohol Service) – a partnership was created to enable school students to participate in a program which can assist with the re-establishing of a relationship between parents and their children in a relevant environment. TAFE SA and Bakers Delight – a blended approach to workplace on-job and off-job bakery training for Bakers Delight and a number of small bakery businesses in the South East region was piloted with the goal of identifying opportunities to deliver the program to regional/rural clients across the state. Introduction to Certificate III in Dental Assisting – this project identified the need for consultation with stakeholders in regional South Australia to determine the feasibility of establishing an introductory course. This opportunity would increase the chances for regional students to gain entry into a Certificate III in Dental Assisting. Dreamcatcher – a collaborative special effects project for Advanced Diploma Screen students across both Tea Tree Gully and Adelaide City campuses, allowed them the opportunity to achieve competencies through a ‘real-life’ location shoot. Students received on-job experience of the special effects industry. Student Services Student Services across TAFE SA provide a client focused service that facilitates fair and equitable access by all individuals to TAFE SA Institutes and study options. In addition to this the network, along with Quality Assurance Groups (QAGs) and course coordinators, works across the state to ensure the accurate production of TAFE SA course publications, both print and web-based information. Student Services staff also support students to successfully complete their studies through career counselling, personal counselling and referrals, support with such matters as arranging child care, accommodation, finances, and managing disabilities. TAFE SA Student Services staff responded to over 80 000 enquiries for course information and attended events such as the Career Expo, Royal Show, Student Counsellors Information Sessions, UniSA open day and Arts Open Day that promote TAFE SA options to prospective students. Social Inclusion TAFE SA reviewed how it might best cater for the special needs of children and young people who are or have been under the guardianship of the Minister for Families and Communities. Options considered included: • automatic entry to literacy, numeracy as well as low demand vocational education

programs

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• setting a sub quota of places in all competitive courses • waiving of all fees so that students from this group can access training at no cost to

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

under guardianship to assist them to achieve their career ambitions. The Access and Equity Committee developed a draft TAFE SA Equity Strategy. The Equity Strategic Plan includes strategies which enable links to be made with DFEEST directorates where an equity focus is required. Social Inclusion Board Disability Education Panel TAFE SA provides expert advice to the Social Inclusion Board, within the context of education policy and programs and coordinated and integrated system change, to improve the transitions from school to further education, training, employment and day options for young people with disabilities aged 15 to 24 within South Australia. Disability Support Program - Bridging Pathways The training program (in partnership with industry) continued to meet the needs of people with a disability, with effective, client focused further education and employment opportunities. The program for employees of Bedford Industries has been recognised and acknowledged as a model of best practice both nationally and internationally and provides employees of the company with a broader learning experience and opportunities that enhance their life skills, self-esteem and employment opportunities. Sixty five students associated with, or were employed by, Bedford Industries. Bedford Industries publicly advocate that TAFE SA is its preferred training provider. The partnership demonstrated improved pathways to VET for people with a disability and equipped TAFE SA with skills in ‘inclusive’ employment assistance services and supported efforts in undertaking further education and life long learning. All students developed self-esteem and confidence and recognised themselves as valuable members of the community. TAFE SA Admissions, Offers and Enrolments Applications for new enrolments in TAFE SA mainstream award courses were handled through the South Australian Tertiary Admissions Centre (SATAC) system for both semesters and for those courses that accept applications on a continuous basis, resulting in 18 497 applicants and 13 644 offers as at December. High demand courses included: • Diploma of Dental Hygiene • Certificate I in Vocational Education (Plumbing) • Diploma of Nursing (pre-enrolment) • Diploma of Event Management • Certificate III in Children’s Services • Diploma of Fitness • Diploma of Beauty Therapy • Advanced Diploma of Tourism Management • Advanced Diploma of Hospitality Management.

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Enrolment categories exempt from the SATAC application process are re-enrolments, apprentices and trainees, vocational preparation, Aboriginal education and women’s education, fee-for-service courses and leisure interest courses. Approximately 65 000 students enrolled directly with TAFE SA. Learning Works A total of 3153 potential students who did not receive an offer in Semester 1 were contacted by ESP Student Services staff to invite them to participate in Learning Works, a program providing individual learning programs. Of these potential students, 871 accepted the offer of individual case management and career advice by TAFE SA learning brokers. Learning brokers have worked with all Learning Works clients to develop individual learning plans based on their area of interest. These plans included: • gaining access to a suite of accredited units or short courses • job seeking and study skills • participating in community projects • assistance applying for the mid year intake admissions cycle • making valuable contacts and gaining work experience. Schools-TAFE-University Transitions, Pathways and Partnerships TAFE SA continued to expand opportunities for young people and adult learners by negotiating and developing study pathways through credit transfer and articulation arrangements between TAFE SA courses, SSABSA courses and the three South Australian universities. VET in Schools programs have been successfully operating within TAFE SA for many years, with most public and private schools now participating in formal VET in Schools Agreements across a range of programs. TAFE SA developed and initiated a new schools engagement program: the Defence Industries Pathways Program to support the workforce development requirements of the defence industries sector. The program was trialled at the Regency campus and developed through a collaborative partnership between TAFE SA, the secondary schools sector, schools from the LeFevre Peninsula and the Australian Submarine Corporation (ASC). The 20-day program was delivered every Friday for the last half of 2006, to provide training to existing secondary school students in the basic skills required to work within the defence industry in South Australia. The program also included a two week placement within the ASC to provide students with hands on experience in the defence industry environment. TAFE SA and the three South Australian universities operate under Memoranda of Understanding that facilitate credit transfer arrangements for students who have completed TAFE qualifications and who have been accepted into university study. TAFE SA Learning Resources ESP Production House through the Learning Resources Unit (LRU) provides support to LEARN (the network of South Australian TAFE libraries) via the services of a full-time librarian whose activities include centralised original cataloguing for all the TAFE SA libraries and maintenance of several communication facilities for library staff across the network

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including a staff hub hosted on Janison, an email list and a regular newsletter. LRU also supports LEARN via the services of the Executive Officer to the network’s planning group. The LEARN librarian facilitates the wider exposure of DFEEST publications by submitting cataloguing-in-publication data for each product to the Bowkerlink and Libraries Australia databases, which cater to the international book trade and the Australian library community respectively. The TAFE SA Training Resources Register continues to be developed and expanded as a repository of TAFE SA training resources and learning objects which supports sharing of resources across TAFE SA, avoids duplication and enhances future commercialisation opportunities. It enables compliance with the government’s Intellectual Property Policy reporting requirements. Accessible via www.tafe.sa.edu.au/resources, in excess of 550 items are categorised within the TAFE SA program structure with search options including browse by one of the nine program (or sub-program) areas, keyword, identifier or National Training Information Service (NTIS) classification. A Learning Management System packaged preview of each item is linked to the full details page and a hardcopy is on display within the DFEEST Training Resource Centre which is located within the Adelaide City campus. Online sales via credit card, purchase order, journal transfer, cheque or money order are transacted through a secure e-business capability linking to automated on-demand print and distribution services. Following a pilot period during June to August, transactions exceed $75 000 per month. LEARNING AND PROMOTIONAL MATERIALS DEVELOPMENT ESP Production House The work of the ESP Production House is now guided by the Development, Management and Commercialisation of TAFE SA Training Resources Policy, endorsed in July. This policy provides a framework for the continual investment in, and development, management and commercialisation of training resources for TAFE SA. Product Highlights Several highly sophisticated resources were produced for English Language Services including Getting Your L’s and Understanding First Aid; Work in Oz; Margo the Cleaner; Nella the Childcare Worker, and Sounds Right, Looks Right, a spelling resource for new migrants. Other products included printed learning guides for TAFE SA program areas including hair and beauty, community services, children’s services, nursing, tourism, management studies, plumbing, wool handling and welding. Multimedia and DVD products included further additions to the SafeTChem series, an audio CD for taxis describing tourism features of Adelaide and regional South Australia, and an interactive scenario based CDROM for Indigenous Childcare Workers.

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


The following products were produced: Product Type Number Produced Report, brochure or pamphlet 600 Powerpoint presentation 40 Video/DVD 42 Logo, illustration, cover designs or other special graphic design - includes large scale banners 185

High end 3D modelling with animation 14 Printed course booklets or study guides 292 Updates to printed course booklets or study guides 141 Online courses or course update 169 Websites or online database 26 Single web pages 126 Major CDROM resources – includes sound, animations and/or video 8

Minor CDROM resources 55 Audio CD or audio project 15 Photo shoots (each 1-50 photos taken) 134 Instructional design 103 International Delegations TAFE SA has a focused approach in supporting South Australia’s Strategic Plan to double South Australia’s share of overseas students within ten years. Careful attention is paid to ensuring that its Education Services for Overseas Students (ESOS) meets the National Code of Practice for Registration Authorities and Providers of Education and Training to Overseas Students. A focus on international education continued through building and maintaining strategic relationships to increase the recruitment of international students. A crucial aspect has been the fostering of international relationships with education agents and agencies, student recruitment agents and agencies as well as international consultants. Dedicated efforts were made in the form of half-day and full-day through to two-week familiarisation tours with education and recruitment consultants from France, Korea, Japan, South America, Taiwan, Vietnam, Hong Kong, Turkey, China, Poland and Croatia. Half-day familiarisation tours were conducted with AUSTRADE education officials from India, Pakistan, Russia, Hungary, Czech Republic and Turkey. International visitors also included a Bahrain contingent from the UNESCO Centre for Excellence. The Asian region continued to be a major source of international student recruitment. TAFE SA Adelaide South International Student Services in conjunction with senior staff of Australian Education International facilitated study tours to various academic faculties to promote TAFE SA services in South East Asia. The largest number of international student enrolments derived from the Peoples Republic of China. To respond to the demand in the Chinese market, TAFE SA hosted study tours for senior officials representing high school, technical schools and local government sectors including: • Longmenhao Vocational School in the Chongqing Municipality • Chinese Ministry Officials from Beijing • Representatives of Inner Mongolia Vocational School.

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Significant effort towards transnational delivery was undertaken. Commitment to further explore collaborative activity was made between TAFE SA and three separate educational institutions in China. A senior delegation of Chinese officials visited the TAFE SA Regency International Centre to sign a memorandum for future delivery of trade-based programs in Kaifeng City in China. An initial program in meat processing has already conducted the first program for 90 students as a trial in China. As a result of this successful program, the Chinese delegation, led by the Mayor of the city, Mr Liu Changchun, signed an agreement to expand the range of training in China to include bakery, engineering and meat processing. The Regency campus of TAFE SA hosted a group of senior executives from the Emirates Academy of Hospitality Management in Dubai in October to assist in the preliminary planning for the development of a major vocational college in Dubai specialising in hospitality and tourism. This project is being undertaken in response to a competitive tender and is based on the Regency International Centre model, but with additional teaching in languages, retail, banking and other service sectors. TAFE SA CAPITAL WORKS DFEEST has a number of TAFE strategic capital projects. TAFE SA Barossa Campus Construction work on Stage 2 at the Barossa Valley campus commenced in February with the refurbishment of the hospitality suite (bar and restaurant area), student change rooms, and a classroom. This work was completed in time for the hospitality students to fulfill their educational requirements and run the restaurant in April. Also commencing in February was a new building which contains a student lounge, learning resource centre including computer work stations for students, and office suites for existing staff. Other internal development will provide offices for existing staff and will free up much needed classrooms. This will be completed by March 2007. TAFE SA will also benefit from a wine and food tasting specialist teaching facility which will include plumbed spittoons. This facility will enable educational programs to deliver specialist courses in food and wine and wine appreciation. It will be a facility where industry representatives can partner with our lecturing staff to deliver specialist tasting tutorials. TAFE SA Mount Gambier Campus Mount Gambier campus has developed into a multi-use site for TAFE SA, the University of South Australia and Southern Cross University. Significant redevelopment work has been undertaken at the campus to allow for this expansion of educational delivery. The Commonwealth Government announced further funding to enable the development of infrastructure to create a community learning precinct. The construction work for this stage will commence in 2007, ready for the 2008 academic year. The provision of further and higher education on the same site provided major advantages for the Mount Gambier and wider Limestone Coast community. TAFE SA Port Augusta Campus The lease on the Port Augusta campus is being negotiated until December 2009 and may be extended by mutual agreement. The refurbishment will provide an upgraded library area, restructuring of the lecture theatre and the relocation of the video conferencing facility. The

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front car park of the campus is also proposed to be expanded from seven vehicles to approximately 30, with landscaping and signage included with ATC funding. TAFE SA Gilles Plains Campus (VASC Redevelopment) The $15 million Veterinary and Applied Science Centre (VASC) was completed and will open officially in 2007. Features of the upgraded centre include: • state of the art Biotechnology labs • pathology demonstration lecture theatres • additional and upgraded labs to enable expansion into biological, environmental and

water testing programs • a practice functioning veterinary clinic and grooming facility • industry standard holding and exercise areas for animals. The centre is the only facility in South Australia offering specialised training for the veterinary nursing and animal industries. The new facility will also enable expansion of training in biotechnology. This accredited training for laboratory and research technicians will incorporate leading edge knowledge and skills in biotechnology, bio-informatics and genetic research techniques. All laboratories will be industry standard Physical Containment Level 2 (PC2) and the facility will also incorporate a PC Level 3 Laboratory to ensure training continues to compete with the level of development of techniques in the biotechnology and bio- security areas.

PERFORMANCE REPORTS Quality

Quality Directorate is the government’s principal source of policy advice in relation to vocational education and training and higher education recognition. The directorate is responsible for: • policy development and implementation • management of accreditation and registration, record keeping and access to publicly

funded VET curricula • development and maintenance of information systems, and analysis and reporting of

data for the VET sector and higher education registration and accreditation • advice and support to training providers and other clients on accreditation, registration

and training packages and other qualitative aspects of VET. Delivery of higher education (other than that provided by the state universities) vocational education and training, and educational services to overseas students, is regulated under the Training and Skills Development Act 2003. The Act provides the basis for ensuring the education and training providers and the courses that they deliver are quality assured under national education and training standards. At 31 December there were 261 Registered Training Organisations (RTOs), including TAFE SA, registered in South Australia delivering vocational education and training qualifications,

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compared to 257 at the same time last year. Twenty seven new RTOs were approved, 19 left the system and four remain suspended and cannot deliver nationally recognised training. Mutual recognition of training providers permits interstate RTOs to deliver in South Australia. The number of interstate RTOs operating in South Australia under mutual recognition fluctuates and statistics are difficult to gather and therefore have not been provided. At 31 December there were 27 non-university higher education providers registered in South Australia (compared to 29 at the same time last year), delivering more then 240 higher education qualifications. A total of 36 education and training organisations were registered to provide education services to overseas students. Of these, 16 registered training providers delivered in the vocational education sector, nine in the higher education sector and 11 providers delivered in both the VET and higher education sectors. A complete list of recognition data is provided in the statistical appendices. The State Training Authority endorsed 16 training packages containing 165 qualifications, and made 209 qualifications available as traineeships or apprenticeships. Qualifications in national training packages have replaced many of the state-accredited courses. A small number of courses continue to be accredited to meet niche markets, with the majority containing units of competency from training packages. Nine vocational education and 241 higher education courses were approved for initial accreditation or renewal of accreditation. Quality Audits The registration of training providers and accreditation of courses are managed by the department in accordance with national and state standards. Training providers and courses must demonstrate that they meet the relevant national standards through audit. The conduct of audits is managed by the department and utilises staff and contracted external auditors or competent assessors. In addition to audits for initial approval, the department also scheduled compliance and strategic audits based on a risk assessment. One hundred and twenty audits of training providers were conducted to assess compliance with state and national standards compared with 108 in 2005. Capacity Building of Training Providers In addition to approving providers and courses under the Training and Skills Development Act 2003, the department is building the capacity and promoting quality outcomes for their clients by: • informing students and consumers of their choices, rights and responsibilities • informing and advising training providers about the relevant national and state standards

and legislation with which they must comply • contributing to the design, development and implementation of national qualifications • ensuring standards are met and encouraging continuous improvement through audits of

training providers • convening professional development workshops and forums on teaching and learning

strategies and education management issues • working in collaboration with relevant national and interstate bodies to maintain and

improve the national training system.

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National AQTF Moderation Strategy DFEEST managed the National AQTF Moderation Strategy project that concluded in June. The project engaged auditors from all jurisdictions in a range of activities designed to assess and improve audit practice and consistency in the interpretation of registration standards. The findings and outcomes from the project are being incorporated into the review of the AQTF and the development of nationally consistent outcomes based auditing. National Strategic Hospitality Industry Audit Following publication of the report from the 2005 National Strategic Audit of Training for the Hospitality Industry the department met with representatives from hospitality industry associations and RTOs delivering training to the hospitality industry to discuss the findings. The meeting discussed ways in which completion rates for apprenticeships and traineeships can be raised as well opportunities for RTOs and industry to work collaboratively to improve the quality of training outcomes. The Food Tourism and Hospitality Industry Skills Board will discuss their proposals with RTOs in the industry. Higher Education Protocols In July the Ministerial Council on Employment, Education, Training and Youth Affairs (MCEETYA) approved revisions to the national regulatory framework for higher education set forth in the National Protocols for Higher Education Approval Process. The revision included the addition of frameworks for single discipline universities and self-accrediting higher education institutions MCEETYA also approved a project for the development of national guidelines for all types of higher education institutions, such as non-self-accrediting institutions, self-accrediting institutions and universities. Work on the development of the national guidelines has commenced. The Quality Directorate represents South Australia on the Steering Committee. Educational Services to Overseas Students (ESOS) ESOS has become of fundamental significance to the national economy and the Australian Education Systems Officials’ Committee (AESOC) appointed the National Code Action Group (NCAG) to undertake work on the National Code of Practice for Registration Authorities and Providers of Education and Training to Overseas Students (The National Code), the principal instrument for the quality assurance of ESOS. The Quality Directorate, DFEEST represents South Australia on the NCAG. The work of the NCAG is nearing completion. The Commonwealth minister has approved the revised national code and discussions are proceeding between jurisdictions on particulars for the implementation of the code. Revised Quality Assurance Arrangements for Registration of RTOs A review of the AQTF commenced this year following agreement by the Council of Australian Governments (COAG) in February that the current system for regulating RTOs needed to focus more strongly on quality skills outcomes through the development of outcomes-based standards and auditing. In November the Ministerial Council for Vocational and Technical Education agreed to the major features of what will be known as Australian Quality Training Framework (2007). The new arrangements will be implemented from 1 July 2007 and comprise essential standards for registration and a voluntary excellence level with criteria based upon internationally recognised business excellence standards. The Ministerial Council also agreed to develop a single integrated auditing system covering all regulatory requirements

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that apply to RTOs in the sector and establish a new registering body that RTOs may elect to use if they are operating across more than one jurisdiction. Working with Occupational Licensing Authorities At its meeting in February, COAG agreed to implement full mutual recognition for six priority trade occupations characterised by skills shortages and for all licensed occupations by 31 December 2008. The department is supporting this initiative by ensuring that satisfactory quality assurance arrangements exist where licensing is based upon certification of vocational competence. This includes engaging state occupational licensing bodies in the review of national qualifications and competencies in training packages and strengthening cooperative arrangements for the registration and audit of registered training organisations. National ELICOS Project DFEEST is leading the national project on the quality assurance of standards for English Language Intensive Courses for Overseas Students (ELICOS). Phase 1 of the project has been completed and Phase 2 now has commenced. Phase 2 involves the development of quality standards for courses and providers and arrangements for their implementation. It is anticipated that the project will be completed by April 2007. Valuing Older Workers Project The Valuing Older Workers Project was a national project funded by ANTA/DEST and managed by Quality Directorate. The final report was completed and received by DEST on 19 June. The project focussed on the learning and assessment needs of mature-aged workers and also training facilitators in the sector for the professional development of RTO staff. The presentation of over 50 workshops nationally to RTO staff and employers saw in excess of 1500 participants recording high satisfaction ratings. The aims of the 2005-06 Valuing Older Workers national project were aligned to the aims and objectives of Better Skills, Better Work, Better State, a Strategy for the Development of the South Australian Workforce to 2010. Influencing National Policy Development The department played a leading role in a number of significant national quality and regulatory initiatives. A working group of states and territories led by South Australia developed the Essential Standards for Registration for the Australian Quality Training Framework (2007). The department also took the lead in negotiating with other states and territories and the Commonwealth Government a suite of proposals for further regulatory reform in the VET sector. The Ministerial Council for Vocational and Technical Education agreed in November to recommend these proposals to the Council of Australian Governments in 2007. The department also played a leading role in revising the National Protocols for Higher Education Recognition Approval Processes and the review of the National Code of Practice for Recognition Authorities and Providers of Education and Training to Overseas Students. The department currently is involved contributing to the development of national guidelines for higher education recognition and in managing the national project on developing standards and implementation arrangements for ELICOS quality assurance. South Australia Works consistently with other states and territories and DEST to develop and implement national policy, particularly focussing on the development, review and implementation of national training packages. Contribution is made to policy statements included within the Training Package Developer’s Handbook and a quarterly meeting with all

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State Training Authorities and DEST provides a platform for negotiation and documentation of national policy directions.

PERFORMANCE REPORTS Traineeships and Apprenticeships

The department is responsible for regulating, funding and developing policy across government for South Australia’s 34 000 trainees and apprentices. This involves administering: • the contract of training system for trainees, apprentices and their employers • agreements with private and public registered training organisations ($40 million) • agreements with group training organisations ($2.25 million) • mediation and dispute resolution services for trainees, apprentices and employers • trades recognition processes for migrants and others requiring these services. The department prepares policy and strategic advice in relation to whole of South Australian Government initiatives and Australian Government initiatives such as national training system reforms. These functions contribute to the department’s strategic objectives of skilling South Australia and employment and workforce development. The diagram below shows the number of trainees and apprentices has begun to plateau after showing steady growth in recent years. The number of commencing trainees and apprentices started to decrease. At the same time, the number of trainees and apprentices successfully completing their contract of training has increased, after experiencing a decline during 2004 and 2005.

Trainee and apprentice activity, five years ending 30 June 2006*

0

5000

10000

15000

20000

25000

30000

35000

40000

2002 2003 2004 2005 2006

Year

Num

ber o

f tra

inee

s an

d ap

pren

tices

In training Commencements Completions

* In training figures are provided at 30 June of each year, while commencement and completion figures are provided for the 12 months ending 30 June of each year All figures are based on the National Centre for Vocational Education Research (NCVER) Australian vocational education and training statistics – Apprentices and trainees June quarter (2006). Figures for 2006 are estimated and may be revised by NCVER in the future

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The number of female trainees and apprentices continues to increase, with 12 400 in training at June. This accounted for 36.6 per cent of all trainees and apprentices in training in South Australia and exceeded the national average for female participation (of 33.6 per cent at June ) for the third consecutive year. Young people are well represented in the uptake of traineeships and apprenticeships, with 19 700, or 57.9 per cent, aged less than 25 years. Traineeship and Apprenticeship Commencements In the year to 30 June the department approved 20 700 contracts of training for trainees and apprentices. This is 10004 fewer than the number approved in the year ending 30 June 2005. Despite the overall decrease, traditional apprenticeship3 commencements increased by 7.5 per cent, from 40004 to 4300 during the same period. Traditional apprenticeships include, for example, the electrical and plumbing trades, butchering, motor mechanics and hairdressing. Traineeship and Apprenticeship Completions The department issued Certificates of Competency to 10 400 trainees and apprentices who completed their contracts of training in the year ending 30 June, compared with 90004 for the 12 months ending 30 June 2005, representing an increase of 13.0 per cent. The number of trainees and apprentices in training experienced a slight increase from 33 8004 at the end of June 2005 to 33 900 one year later. Training Subsidies The department provides support to traineeships and apprenticeships through the provision of training subsidies (known as User Choice training subsidies) to RTOs. One hundred and ninety nine funding agreements were signed with TAFE SA and private registered training organisations for the delivery of off and on-the-job training. A total of $39 million was provided by the government during the 2005-06 financial year for the delivery of some 1300 nationally recognised qualifications to support approximately 27 000 trainees and apprentices. The successful implementation in 2005 of a pilot program to allow User Choice funding for existing workers undertaking apprenticeships, resulted in the extension of the pilot. This initiative has given existing employees working in traditional trade areas the opportunity to convert skills to a formal qualification in their chosen trade. Funding was provided for 542 existing workers who commenced an apprenticeship. As required by COAG, the Ministerial Council for Vocational and Technical Education and the Skilling Australian funding agreement, the department participated in a range of activities related to User Choice. The key activities were: • The department participated in the establishment of a national unit price band for each

apprenticeship or traineeship in the Australian Apprenticeships Scheme. South Australia was a member of a Steering Group, led by the Department for Education, Science and Training (DEST), that has agreed on a Price Table, which will allow RTOs and employers in states and territories to access User Choice price information across the various

4 Based on revised figures published in December 2006 by the National Centre for Vocational Education Research (NCVER) 3 Traditional apprenticeships as defined by National Centre for Vocational Education and Research are trades apprenticeships and traineeships at AQF III qualification or above with more than two years expected duration for full-time contracts and more than eight years expected duration for part-time and school-based contracts

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jurisdictions. DEST is preparing a report on the Steering Group’s decision for a national User Choice Price List Template as a framework for meeting the requirements.

• In consultation with the Training and Skills Commission, the department developed a set of User Choice funding objectives which will guide decisions in relation to which employers, trainees, apprentices and qualifications will be supported under User Choice arrangements in South Australia. The selection of qualifications funded will also be informed by the State VET Strategic Plan, consultation with appropriate Industry Skills Boards and key industry groups.

• The department is participating in the development of a national User Choice template in consultation with other states and the Commonwealth for a national contract that will apply to registered training organisations eligible to receive User Choice funding under the Australian Apprenticeships Scheme.

Administrative Improvements for Registered Training Organisations Work continued on the Apprenticeship Traineeship Information System (ATIS). First released to a select group of RTOs in mid-2005, the system has been further developed to allow all registered training organisations and Australian Apprenticeship Centres to gain access to the system. RTOs and Australian Apprenticeships Centres can now view, print, and export details of all registered South Australian contracts of training associated with their organisation. Administrative Improvements to the Traineeship and Apprenticeship System Seventy six per cent of contracts of training were approved within 10 working days, up from 73 per cent in 2005. The department delivered training to Australian Apprenticeships Centres on the Training and Skills Development Act 2003, the Training and Skills Commission’s guidelines and departmental processes governing the administration of the traineeship and apprenticeship system in South Australia. The Traineeship and Apprenticeship Services Directorate had its Quality Assurance Certification (AS/NZS ISO 9001:2000) renewed for three years until March 2009, after it successfully met audit requirements in May. Marketing An Information Service provides information to the public on all aspects of traineeships and apprenticeships, as well as a more streamlined service to employers, trainees and apprentices on matters relating to their contract of training. The service is available through an 1800 telephone number and email. The Information Service received 17 767 calls; an average of 342 per week. This equates to an increase of 3256 calls on the 14 511 received in 2005 or an additional 63 calls each week. Of the calls received, 6619 (or 37 per cent) were dealt with by the Information Service, a further 8697 (or 49 per cent) were referred within the department and the remaining 2451 (or 14 per cent) were referred to other agencies or government departments. The Information Service promoted the benefits of traineeships and apprenticeships to the wider public at the Career Expo, Small Business Week and the Royal Adelaide Show. The department also developed and distributed an interactive CD-ROM and DVD promoting the benefits of trade apprenticeships to young people aged 15 to 24 years, their parents and school careers counsellors.

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Group Training A total of 3510 trainees and apprentices were employed by 13 group training organisations funded under the Joint Group Training Program. These organisations received $2.25 million allocated under the state/Commonwealth program. The department audited nine group training organisations for compliance with the National Standards for Group Training. These consisted of eight compliance maintenance audits and one new audit. There are currently 19 group training organisations in South Australia that comply with the national standards. The department contributed to a national review of the Joint Group Training Program which was instigated by the Commonwealth Department of Education, Science and Training. Stakeholders, including group training organisations and equity and industry groups were also involved. The final report was presented in December. In May, South Australia hosted a forum of state and territory government officers responsible for the operation of group training programs. The forum provided the opportunity for discussion regarding the administration of programs and the sharing of information on matters of mutual concern, such as funding arrangements, brand recognition and promotion of Group Training, and standards for registration of Group Training Organisations. Trades Recognition The Trades Recognition Support Service began operation in February. The service assists Industry Skills Boards with the establishment of industry based assessment panels in trade areas. Under Part 5 of the Training and Skills Development Act, 2003, these panels assess the competency of persons who have acquired trades skills or qualifications other than under the Australian Qualifications Framework and recommend the issuance of Certificates of Recognition to those who are able to demonstrate competencies in all areas of a trade. Assessment panels for bakers and cooks were established. The service has three major client groups: overseas qualified/experienced tradespeople; local tradespeople without qualifications or formal training; and industry representatives including Industry Skills Boards, employers and registered training organisations. From mid February to December, the Trades Recognition Support Service responded to over 1400 calls, and case managed 208 clients. Sixty per cent of the latter were skilled migrants seeking trade recognition, and 35 per cent of this group gained recognition. The case managed clients were from United Kingdom (39 per cent), India (37 per cent), Australia (nine per cent), South Africa (eight per cent) and China (seven per cent). Their occupations were mainly in the industry areas of electrotechnology, telecommunications, automotive, engineering, construction, and other technical trades. A website was developed to provide information about skills assessment processes to persons migrating to South Australia, and also local people wanting to get their skills recognised. The website address is www.work.sa.gov.au. Funding was provided to Pathways Training, an Employment Assistance Program provider that specialises in supporting skilled migrants into employment. The funding enabled the provider to: • work with newly arrived tradespeople who are not immediately eligible for a license to

work to assist them find employers willing to support them through an apprenticeship program

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


• support skilled migrants to gain local work experience in their trade. Policy Amendments Training Reforms As a result of the COAG communiqué of 6 February, the department undertook to implement reforms relating to traineeships and apprenticeships, and in particular: • the removal of industrial barriers to school-based apprenticeships in collaboration with

industry in five priority industry areas, and in further areas where demand is identified by Australian Technical Colleges and Industry Skills Boards

• the shortening of traineeship and apprenticeship durations where competency has been achieved.

The department worked with Business SA, SA Unions and SafeWork SA to identify the state awards in the five priority industry areas of metals and engineering, building and construction, automotive, commercial cookery and electrotechnology. The stakeholders agreed to vary awards in metals and engineering, building and construction and automotive, to enable school-based apprenticeships were achieved in these areas. The second reform required the introduction of a competency based traineeship and apprenticeship system. The Training and Skills Commission approved new Guidelines for Competency Based Traineeship and Apprenticeship Completions, which become effective from 1 January 2007. This means trainees and apprentices may complete their traineeship or apprenticeship prior to the nominal completion date of the contract term, if the required competencies have been achieved. The new guidelines, were promoted to stakeholders, with further promotion occurring in 2007. Visa Policy The minister approved a new policy in relation to the approval of contracts of training involving visa holders. This policy makes the following groups eligible for an apprenticeship or traineeship in South Australia: Australian and New Zealand citizens, permanent residents, and all temporary visa holders provided their employment is compliant with the Department of Immigration and Multicultural Affairs’ requirements. User Choice policy was also amended to exclude funding for overseas students, the primary visa holder of a Trade Skills Training visa, and the primary visa holder of a Business Long Stay visa, unless the individual is seeking training in a higher qualification than they currently possess. Skills Shortage Initiatives The department undertook a variety of projects aimed at increasing the number of trainees and apprentices in areas experiencing or forecast to experience skills shortage. Pre-Apprenticeship Program The department funded six pre-apprenticeship courses in the trade related occupations of roof plumbing, engineering (mechanical and fabrication), engineering (electrical and electronics) and carpentry/joinery. The program prepares participants for an apprenticeship in these vocations by providing training in specific technical skills and organising work experience with industry employers. Of the 90 participants who commenced training, 79 (or 88 per cent) completed, and 42 (or 53 per cent) of completing participants obtained some form of employment. Thirty seven of these were apprenticeships under a contract of training. Child Care The department continued to manage the upskilling program for childcare workers in long day care centres begun in late 2005 to alleviate a shortage of diploma qualified workers in

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the sector. At 31 December there were 68 childcare workers on traineeships in the program working towards a Diploma of Children’s Services, and four childcare workers in the program who had successfully completed the Diploma. Six childcare workers had successfully completed the Certificate III in Children’s Services. Planning also commenced for a pilot upskilling program for up to 100 existing workers in Out of School Hours Care Services. The pilot program will be undertaken in 2007 to address a shortage of diploma qualified workers in Out of School Hours Care. Both programs are initiatives of the interagency Child Care Sector Strategy Working Group (Skills Shortages). The Training and Skills Commission amended its policy on minimum hours for part-time contracts of training to allow existing workers in Out of School Hours Care on a minimum of ten hours per week to participate in traineeships under the pilot program. Completion Rates Presentations were made to several Industry Skills Boards on the variable completion rates in their different industry areas, to focus attention on the need to increase the number of traineeship and apprenticeship completions. The reasons for variable completion rates were discussed and boards undertook to identify strategies to improve completion rates, especially in skills shortages areas. The department plans to continue its focus on completions in 2007. Grievances and Disputes There was an increase in the number of formal grievances and disputes lodged by trainees, apprentices and employers. Eighty three grievances about contract of training matters were resolved through formal mediation, and 64 disputes were referred to the Grievance and Disputes Mediation Committee of the Training and Skills Commission for determination. Special Projects Strategic Framework for Traineeships and Apprenticeships The Traineeship and Apprenticeship Futures Steering Committee was appointed by the Training and Skills Commission to prioritise and respond to the recommendations of the Traineeship and Apprenticeship Futures Project Report which was presented in 2005. The report examined and recommended future directions for traineeships and apprenticeships in South Australia. In response to the report, the steering committee produced the Traineeship and Apprenticeship Strategic Framework for South Australia and the User Choice Training Subsidies Policy Objectives. Collectively this work outlines the objectives for the traineeship and apprenticeship system and the criteria for determining eligibility for User Choice training subsidies. ABS survey of School-Based New Apprentices The department convened a working group of representatives from Business SA, SA Unions, DECS, Catholic Education, the Association of Independent Schools of SA and SafeWork SA to analyse the detailed survey report provided by the ABS. The survey indicated the importance of information on employment rights and the traineeship and apprenticeship system being made available to school-based trainees and apprentices before they sign a training contract, at induction sessions, and during the term of the training contract. A significant number of survey respondents were not informed about their wages and employment conditions, the probationary period, special equipment, and contract completion arrangements, while 18 per cent of respondents reported that they were not always paid for the work they did. Twenty-five per cent of respondents did not receive

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an occupational health, safety and welfare induction, and of the 20 per cent of respondents who indicated they had been injured at work during their school based apprenticeship, 25 per cent did not report it. The department and DECS are collaborating on a range of strategies to ensure school students who are considering undertaking a school-based apprenticeship or traineeship are provided with appropriate information and advice about the traineeship and apprenticeship system and associated employment arrangements, and with case management, mentoring, and advocacy if they enter into a school based apprenticeship or traineeship. Passport to Safety The department continued its involvement in the Passport to Safety (P2S) Working Group formed under the leadership of SA unions. The P2S program is a web-based, self-paced learning and test program aimed at young people who are preparing to enter the work force for the first time for either work experience, work placement, casual or part time work. This general occupational health, safety and welfare (OHSW) awareness program was developed by the Safe Communities Foundation in Canada and adapted to meet Australian OHSW requirements. Working group representatives include the Australian Safe Communities Foundation, Business SA, Minister’s Youth Council, Department of Education and Children’s Services (Futures Connect), Office for Youth, SA Unions, SafeWork SA, Senior Secondary Assessment Board of SA and WorkCover Corporation. The working group piloted the Passport to Safety program in 35 schools with 4000 students in 2005-06. The P2S Showcase was held in November to acknowledge the schools involved, report the results of the pilot and promote the benefits of the program for new and young workers. Teachers and students taking part in the pilot were asked to complete pre- and post-pilot surveys to measure their OHS&W knowledge, as well as provide feedback on the program itself. Interim results showed that there was an average increase of 22 per cent in OHSW knowledge for both teachers and students. The findings will inform future policy development for school-based apprenticeship initiatives. Review of Child Labour In September the South Australian Industrial Relations Commission (SAIRC) commenced a review of six awards pursuant to section 98A(3) of the Fair Work Act 1994. This section requires the SAIRC to commence a review to ensure that state industrial awards reflect appropriate standards with respect to the employment of children. It also enables the SAIRC to make an award specific to the employment of children. A child is defined in the Act as a person under the age of 18. SA Unions argued that the review should not be restricted to the six awards listed by the SAIRC and has proposed an overarching Child Labour Award to regulate the welfare of all workers who are children under the age of 18 in South Australia. The draft award covers matters such as access to transport, availability of records, breaks between shifts, categories of employment, general breaks and rest periods, duties of employers of children, information and support regarding employment matters, minimum age, minimum standards, overtime, prohibition of employment in certain categories of work, industry or sectors of industry, prohibition of split shifts, right of entry, rosters, shift arrangements, special limitation on hours of employment, supervision arrangements and trial work and probation. The department provided a detailed response to SA Unions with respect to clauses in the draft award that specifically affect trainees and apprentices, their employers, and industry.

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PERFORMANCE REPORTS Employment Programs

The Employment Programs Directorate is responsible for developing and delivering the South Australia Works initiative which links people with skills and jobs. South Australia Works is a learning, training and work package aimed at increasing learning, training and employment opportunities for all South Australians, particularly those young, mature aged and Aboriginal people who are most disadvantaged. By working in partnership with all levels of government, industry and the community, South Australia Works: • provides training and employment opportunities for people who are having trouble

improving their skills or finding a job • assists local communities to address the learning and work needs of individuals within

their communities • helps maximise the number of jobs associated with industry and government plans and

projects • links business with the skilled workers they need • helps meet the demand for labour, in particular responding to current and future skills

demands. South Australia Works The South Australia Works – learning to work programs to 2010 initiative brings together learning, training and employment services to ensure all South Australians have the opportunity to develop work skills and get a job. The initiative contributes to the state’s economic development and social inclusion objectives by linking people with skills and jobs while also addressing the skill and employment needs of industry. This initiative focuses on seven priority areas including regional, young people, mature-aged people, Aboriginal people, community, industry, and the public sector. People who are most disadvantaged in accessing training and employment are provided with more and better opportunities to participate in learning, skill development, training and employment. In 2005-06, over 28 700 participants were engaged in the program, with over 7300 gaining employment, demonstrating consistent and successful outcomes for South Australia Works. Expenditure on learning, training and work programs was $27 million. This included $4.4 million of externally funded programs, including Commonwealth government funding.

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South Australia Works in the Regions South Australia Works in the Regions continued to strengthen the capacity of local communities to determine and respond to their learning and work needs. $7.56 million was provided to assist 7682 people to participate in regional initiatives and a total of 2852 employment outcomes were achieved with 464 741 accredited and 52 780 non-accredited training hours delivered. The collaborative, coordinated and targeted approach to training and employment issues at the regional and local level: • increased the capacity of communities to respond effectively and quickly to changes in

skill needs and employment opportunities • ensured that assistance is directed to South Australians facing the greatest difficulty in

accessing training and jobs • helped businesses and industry access skilled labour to meet immediate and longer term

needs. The South Australia Works in the Regions three-year Strategic Plan 2006-07 to 2008-09 was released in November. Extensive consultation and planning occurred in 17 regions across South Australia to identify local and regional employment and training challenges. Following this planning, all regions developed 2006-07 Action Plans to achieve their strategic goals. The South Australia Works in the Regions Forum – The Skills Challenge: the future of employment in regions was held on 29 November. The day’s highlight was a presentation on the Whyalla Create Your Future – Goal 100 project which provided an account of the impact of the project on participants, the community and industry. Other South Australia Works in the Regions case studies were showcased including The Parks project and The Northern Adelaide / Barossa / Mid North Child Care project. Over 200 guests attended The South Australia Works in the Regions Recognition and Achievements Awards Dinner. The Minister for Employment, Training and Further Education presented awards for the categories of: • outstanding project or activity • outstanding employer or industry representative • outstanding contribution by an employment and skills formation network, and individual

achievement by a participant. South Australia Works in the Regions activity included: • a Career Development Centre was opened in February to provide the Limestone Coast

region with a career planning service for individuals • over 1200 people attended JobsFest at the Adelaide Entertainment Centre on 4 July

where employers offered hundreds of job opportunities for people living in the western and eastern regions of Adelaide

• young unemployed people were assisted into training and jobs through the Boystown’s Pathways to the Future program in Port Pirie

• Conroys and PACE meat processing workers who were facing retrenchment were assisted into alternative employment

• the Create Your Future: Goal 100 Project – Whyalla was developed and implemented.

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The Create Your Future: Goal 100 Project was a best practice and innovative example of how local partnerships can address a skills shortage within a community. The Whyalla Economic Development Board, together with OneSteel Whyalla Steelworks and local training organisations, combined efforts to provide 100 work ready people for OneSteel and other local businesses. South Australia Works for Indigenous People This program has continued to identify and deliver programs that are specifically designed to assist Indigenous people: 1402 participated, exceeding the target of 1160. Eighteen Aboriginal apprentices, including 10 from regional South Australia, graduated from the Aboriginal Apprenticeship Program on 3 November. Throughout the year the program consistently achieved a retention rate of 75 per cent, inducting 50 new Aboriginal apprentices and supporting an average of 115 apprentices in the four-year program. A total of 617 Aboriginal people participated in the Aboriginal Employment Program, and 183 gained employment, and 370 Aboriginal people participated in South Australia Works in the Regions projects, with 160 gaining employment. Young Indigenous people aged between 17 and 28 were a recruitment and placement priority for the Government Youth Traineeship program. Fifty-nine Indigenous placements were achieved with a further five Indigenous trainees placed through the Communityships Program. Seventeen Indigenous people from the APY Lands commenced a traineeship through the Communityships Program. Other highlights included the delivery of a Building and Construction Pre-vocational Program for severely disadvantaged young Aboriginal residents from The Parks and surrounding areas. Graduates from this program are being offered apprenticeship opportunities. Eight Aboriginal people commenced a six-month pre-employment course with the South Australian Metropolitan Fire Service (SAMFS) which included sitting for light truck driver’s licence, a Senior First Aid Certificate and a challenging fitness training course. Tauondi College delivered over 171 000 accredited training hours and over 24 000 cultural training hours to 340 full-time equivalent students. South Australia Works for Young People Over 3870 young people participated in this program with 1706 gaining employment. Projects such as Boystown in the Parks provided work experience through the maintenance and restoration of South Australia Housing Trust homes, as well as training in building and construction, team building and work ethics. A total of 2000 young people participated in South Australia Works in the Regions projects with up to 1085 gaining employment. Ten Youth Conservation Corps projects provided 213 young people with practical work experience on a range of conservation projects, with 109 gaining employment, and 100 disadvantaged young people developed employment skills through the Learn to Earn program. Thirty are expected to gain employment. A total of 685 school aged students participated in Social Inclusion Initiative programs such as the Alternative Learning Options Program and the Adult Community Education Youth

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Works Program. Of these, 449 returned to school or went onto further training, and 25 achieved an employment outcome. The Training Employment Register supported 200 young people with 57 gaining ongoing employment. A further 600 young people commenced employment through public sector traineeship, apprenticeship and cadetship programs. South Australia Works in the Public Sector South Australia Works in the Public Sector continues to expand the range of employment opportunities available for young people, Aboriginal people, people with a disability and mature aged people within the public sector. A total of 600 young people gained employment through the Government Youth Traineeship Program, cadetships, and the Government Apprenticeship Scheme. Of these; • thirty five per cent were placed in regional areas • ten per cent were placed in local government • approximately 20 per cent were disadvantaged young people. The Communityships Program supported the employment of 35 trainees, apprentices and cadets in metropolitan and regional community not for profit organisations. In March South Australia Works in the Public Sector successfully supported the variation of nine public sector awards through the Industrial Relations Commission to allow for the delivery of part-time traineeships, including traineeships longer than 12 months and school-based new apprenticeships for government. In October Senior Management Council endorsed the Government Skills Recruitment Strategy: Delivering Skills for the Future 2006-2009. Underpinned by a new program, CareerStart SA, the strategy introduced a new government recruitment model for trainees, apprentices, cadets and graduates. Public Sector workforce planning is featured in the strategy as government departments (and non-government entities such as SA Water) are now required to submit Annual Skills Recruitment Plans. In addition, the Skills Register (formerly the Traineeship Employment Register) now supports graduating trainees, cadets and apprentices to find further employment in the public sector. South Australia Works for Mature Aged People This program continued to develop early intervention strategies to help older workers deal with the prospect of unemployment. It provided opportunities for mature aged unemployed people to learn about today’s labour market so they can improve their chances of finding work and provided re-training while simultaneously encouraging enterprises to support the employment of older workers. A total of 5020 mature-aged participants were engaged in a range of programs with 1087 gaining employment. A total of 420 mature aged people participated in metropolitan and regional forums/workshops and 1043 people were assisted through the Employment Assistance Program, resulting in 212 employment outcomes.

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The Parents Return to Work Program supported over 960 mature-aged parents to undertake training which improved their workforce skills. Demand for the program was overwhelming. Since January 2005, over 9800 parents have registered an interest to obtain a credit, with 3651 activating credits by enrolling in training. Existing programs were enhanced by adding a mentoring component, thereby integrating information, case management, training and mentoring support as essential elements of successful programs for mature aged participants. In addition, 105 mature-aged people secured employment through the South Australia Works Primo small goods meat industry project and the Workforce Development Fund Western Adelaide Airport Project. South Australia Works in Communities South Australia Works in Communities creates opportunities for people to engage in community learning. In addition, people who have experienced disadvantage or barriers to learning and work are supported to participate in learning programs. Through this program 4764 people were assisted and 1460 gained employment. A total of 1602 parents, under the age of 40 years, participated in the Parents Return to Works Program and were provided with 764 500 accredited training hours. As a result of the high demand for the Parents Return to Work Program and the Adult Community Education (ACE) Program the 1 540 700 accredited hours of training delivered exceeded the 2005-06 target by 140 per cent and non-accredited hours of training by 64 per cent. A total of 595 people experiencing barriers to employment were assisted through the Employment Assistance Program with 204 gaining employment. The Adult Literacy and Numeracy Program provided 600 people with accredited literacy and numeracy training opportunities. The program delivered 35 000 accredited training hours to people who wanted to increase their literacy and numeracy skill levels so they could participate in further education, training and/or employment. Over 8500 people participated in ACE programs and 260 000 hours of non-accredited training were delivered, and 1872 disadvantaged people participated in South Australia Works in the Regions projects with 837 gaining employment. ACE The program continued to provide South Australians with a diverse range of vocational and non-vocational education and training opportunities, programs and courses in partnership with community adult education organisations. In 2005-06, 71 not for profit organisations were funded. These organisations re-connected adults to learning and training pathways by delivering 260 000 hours of non-accredited learning and training in areas such as general adult education, English language, literacy and numeracy programs, employability skills and social and personal development. Community and Neighbourhood Houses and Centres Association represented over 50 per cent of grantees. These local organisations were well placed to respond to the needs of adults who are educationally, socially and economically disadvantaged. Reflecting the consistently high demand for the ACE Program, a budget increase of $963 000 to $2.07 million was allocated for 2006-07 to support 100 projects, ACE workforce

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development, and other ACE initiatives including Adult Learners’ Week and TAFE concession subsidies. ACE Workforce Development Professional development opportunities were provided for staff in ACE organisations through the ACE Program Community Learning Promotion and Support Fund, the Literacy and Numeracy Delivery Support Service and Community and Neighbourhood House Workforce Development Projects. Workforce development highlights included: • twenty six community coordinators graduated with a Diploma or Advanced Diploma in

Community Services Management • a focus on regional access to skills development including access to recognition of prior

learning processes, training, mentoring, and fostering face to face meetings to build regional network links.

Literacy and Numeracy Designated literacy and numeracy services, and services embedded within other ACE activities provided opportunities for individuals to develop essential literacy and numeracy skills contributing to vocational and personal pathway development. The Literacy and Numeracy Delivery Support Service provided volunteers, educators, instructors and lecturers working in the ACE and VET sectors with development activities and resource information to reinforce high quality delivery. The Support Service increased activity and professional networking in regional areas and supported the delivery of: • Literacy teaching days • ICT literacy workshops • Volunteer tutor training • Certificate IV in Training and Assessment • Certificate IV in Language and Literacy Assessment and Training • Advanced Diploma in LL&N Practice in VET. Adult Learners’ Week The South Australia 2006 Adult Learners’ Week, held 1-8 September, encouraged adult learning organisations, groups, agencies and communities to celebrate and promote adult and community learning. The week, held in partnership with the Commonwealth Department of Education, Science and Technology (DEST), engaged disenfranchised individuals within formal or informal learning processes, and highlighted the contributions of adult and community learning to the prosperity, health and well being of individuals and communities. An estimated 6000 people participated in National Adult Learner’s week activities and celebrations. Over 360 people attended the state launch and Adult Learners’ Week Awards Presentation. Awards were presented for: • Adult Learner of the Year • Adult Educator of the Year • Volunteer Tutor of the Year • Adult Learning Program of the Year • Community-based Adult Learning Provider of the Year

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• Indigenous Community Learning Provider of the Year • Learning Community of the Year. South Australia Works with Industry A total of 1866 businesses participated in South Australia Works with Industry programs to provide businesses and industry with the skilled workers they need both in the short term and longer term. These initiatives contributed to South Australia’s productivity while meeting the training and work needs of individuals. The Workforce Development Fund forged closer links with Industry Skills Boards and funded 12 industry wide projects across a range of industry sectors including the wine sector, transport and logistics, competitive manufacturing in the automotive industry and civil construction sector. Workers facing retrenchment from Mitsubishi Motors and GM Holden Ltd were provided assistance to find alternative employment through the Australian Government/South Australian Government Labour Adjustment Package. Subsequent assistance was also provided to Ion Limited and workers in supplier companies directly impacted by the large manufacturer’s restructure. Tailored assistance was provided to 1002 retrenched workers in the automotive industry, with 506 finding alternate employment. The Ticket to Training and the InSkill SA programs provided training and upskilling opportunities to 1098 businesses and their employees. Forty eight people participated in an integrated workplace skills development program which also addressed employer’s values, expectations and work readiness issues. This industry-driven initiative, governed by partnerships and collaborative management, has provided 40 people with ongoing, sustainable employment. In the first national project of its kind, South Australia Works partnered with the Australian Government’s Department of Employment and Workplace Relations (DEWR), three other state governments and the Australian Manufacturing Technology Institute (AMTIL) to skill up and place job seekers into entry level positions within the precision engineering and manufacturing sector.

PERFORMANCE REPORTS Workforce Development

DFEEST targets within South Australia’s Strategic Plan are framed within the three priorities of the Government’s Workforce Development Strategy Better Skills. Better Work. Better State: • creation of a high skill economy • access to quality employment • better workforce planning.

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The department’s vision is to see South Australia having a strong workforce development and planning culture in its workplaces. Community Learning Strategy In mid September a Community Learning Strategy Learn, Live, Grow, Prosper was launched. The strategy expresses the government’s commitment to investing in learning and skills development. It aims to develop a ‘culture of learning’ in South Australia through four main goals: • Proud to be Learning: Promote learning as a social activity that has personal, social,

community, economic and environmental benefits • Learning through Living: Improve the general wellbeing of each individual through a

lifetime of learning • Learning and Growing Together: Offer learning opportunities in all communities so that

the whole state becomes a network of learning communities • Prospering through Learning: Foster learning in organisations, workplaces and industry. The Community Learning Strategy, developed by the Adult Community Education Reference Group of the Training and Skills Commission with the support of the department was shaped by the views of more than 450 people representing the education, community, government and business sectors. Skills for South Australia To support the release of the State Budget in September 2006, the directorate led the formulation of Skills for South Australia: Building on Strong Foundations, a package of 24 skills initiatives totalling $98 million over four years. The skills initiatives build on the strong foundations of the state’s education and training system and targets government resources in partnership with industry to meet the rapid jobs growth and skills demand in the mineral resources, defence and construction industries. The 24 initiatives cover the following priority areas: • responding to the skills needs of major projects • increasing workforce participation • developing a skilled workforce • increasing science and mathematics study in schools • increasing skilled migration • improving planning and information • fostering career development. Expansion of the Workforce Information Service The Workforce Information Service (WIS) made available a range of information products, including the South Australian Labour Market Profile; several population profiles on people with a disability and mature aged people in South Australia; Career Advisor, which focused on career pathways for the automotive and electronic industries; and the Annotated Bibliography: Workforce Development, a comprehensive resource on areas relating to workforce development, in conjunction with the Australian Institute for Social Research. In addition, the WIS continued to provide regular information through several bibliographical resources, covering the ageing population and health sector workforce planning, and the monthly, subscriber-based, e.Alert. WIS Online continued to be the central point of information provision for the WIS and will be completely revised for launch in early 2007.

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Occupational Matrix The directorate developed an Occupational Matrix, an analytical tool which enables detailed occupational analysis of the jobs in the state labour market, including recent growth, projected future growth, skill shortages, job vacancies and supply trends. The Occupational Matrix shows that the occupations which have good or very good prospects, that is better than average, in South Australia over the next few years are primarily in the higher skilled occupations. The matrix also includes information on supply trends within occupations in the state labour market (based on an extrapolation of recent VET and higher education completions). This enables a comparison between supply and demand to estimate gaps and imbalances. Workforce Planning In conjunction with the South Australian Centre for Economic Studies and the Department for Trade and Economic Development, DFEEST completed a comprehensive study into the future workforce and skill needs of the minerals and resources sector in South Australia. South Australia’s Minerals and Resources Workforce Development Plan draws on literature, research, consultation and a specially commissioned survey of firms to present a range of strategies which can be adopted by industry and government to ensure that the expansion of the minerals sector is not constrained by a lack of skilled workers. The study incorporates a new approach developed by WDD to model labour market imbalances within an industry sector. The directorate prepared a Vocational Education and Training Plan for the Mineral Resources Industry. The plan makes recommendations on the range of impacts the workforce demands in the mineral resources industry will have on the vocational education and training sectors. SACES was also commissioned by the Defence Skills Institute on behalf of the Defence Teaming Centre, the state government and the Centre for Excellence in Defence and Systems Capability to aggregate and quantify current workforce capabilities and identify future workforce requirements for the South Australian Defence Industry. The final report was forwarded to the department in December. Inter-jurisdictional workshop on workforce planning In September DFEEST hosted the first inter-jurisdictional workshop on labour market forecasting. The workshop, facilitated by Professor Sue Richardson from the National Institute of Labour Studies at Flinders University, was attended by state, territory and commonwealth government representatives and academic staff. The objective of the workshop was to share information about: • approaches to labour market/VET planning • labour market forecasting tools and models • how jurisdictions supplement information from models • learnings, best practice and technical issues. The workshop is informing a number of key national research projects and will also lead to more collaborative approaches between states, territories and the Commonwealth on how labour market information can be used to inform policy and program development, and resource allocation (particularly in the area of VET planning and addressing skill shortages).

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Industry Workforce Development The Industry Workforce Development Unit supported a range of initiatives to Industry Skills Boards. Industry Skills Board workforce planning activities were assisted by two Ageing Workforce Development sessions. These discussed demographic trends affecting the attraction and retention of older workers, and investigated subsequent risks and opportunities for business, while suggesting a framework to meet or offset labour demand. In July the formation of three strategic clusters from the nine existing Industry Skills Boards (including the provision of $150 000 for each cluster through the Workforce Development Fund budget) was announced. The three clusters will assist with emerging workforce development issues across occupational groupings, dealing with workforce attraction, recruitment, retention and up-skilling programs to meet skill needs and shortages. Workforce Development Directorate staff have worked closely with each of the clusters to develop the Community Infrastructure Project, Defence Industry Project and Minerals Industry Project. Staff worked with the state’s nine Industry Skills Boards to assist industry and the government to respond to the direct and indirect workforce demands (employment, infrastructure, accommodation etc) of specific major industrial developments. This project will develop a methodology and reporting format that can be repeated annually. DFEEST participated on the Senior Officers Group of the SA Early Childhood Development Strategy that is working towards the establishment of 25 new Children’s Centres in South Australia by 2010. There are considerable workforce development implications for all stakeholders, including TAFE SA, Employment Programs and Traineeship and Apprenticeship Services in DFEEST. The TAFE SA Health and Community Services Educational Managers and the Child Care Sector Strategy Steering Committee (working on childcare skills shortages) are provided with regular updates on the progress of the Strategy and the opportunity to engage in dialogue on its implications for their work. The Industry Workforce Development Unit was instrumental in attracting Commonwealth funds from the Targeting Skills in Regions program in South Australia to build skilled workforces for engineering workplaces ($242 000) in the Upper Spencer Gulf, the seafood industry on the Eyre Peninsula ($176 000) and the forestry and transport industries on the Limestone Coast ($275 000). The unit provided executive officer support to the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) Advisory Group on Career Development and Employment, the purpose of which is: • to test and refine the draft Australian Blueprint for Career Development (ABCD) with a

view to developing a valid, reliable national framework and tools • to provide a focus for cross-jurisdiction collaboration on national career development

initiatives and directions. Client Student Voice Action Group In late 2005 ministers responsible for training established the first of the Action Groups for the national VET system, the Client and Student Voice Action Group. This short term group was established to develop recommendations on the best mechanisms to support ongoing high level advice on the needs of all learners, and develop performance measures and national priorities for the multilateral and bilateral funding agreements.

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DFEEST convened the action group. It was chaired by the Chief Executive, with a small secretariat located in the Workforce Development Directorate. The group reported its recommendations to the Ministerial Council on Vocational Training and Education (MCVTE) in October. After extensive national consultation with a wide range of government, training, industry, union, and community stakeholders the action group recommended that three national VET Advisory Taskforces be established to provide high level advice to the VET system on the needs of all learners: • Disability Advisory Taskforce • Indigenous Advisory Taskforce • Equity Advisory Taskforce. The establishment of an Advisory Alliance, involving a leaders’ meeting between the Chairs of each of the Taskforces and an NISC member, was also endorsed by MCVTE. The Chief Executive accepted the nomination by the National Senior Officials Committee to lead the new Advisory Alliance and to Co-chair the National VET Disability Advisory Taskforce for the next two years. The first Advisory Alliance meeting was held in November. Improving Employment Outcomes for Young People The Workforce Participation Unit worked closely with Employment Programs, other parts of the department, DECS, other state and federal agencies and local community groups to improve employment outcomes for all young people, with priority for those who are at risk of long-term unemployment. In an effort to improve transitions from education and training to employment the Workforce Participation Unit and Employment Programs established a Youth Commitment model trial in the Upper Spencer Gulf and North Western Adelaide. The Youth Commitment model requires collaborative approaches between government agencies, service providers, industry and communities to develop programs and services that support young people, especially those experiencing barriers to successful learning and work outcomes. The trials also included the development of tools and resources to support communities and individuals to improve learning and work outcomes. This trial saw the establishment of an Interagency Forum on Employment, Education and Training (IFEET) to address operational and policy issues facing state and federal agencies. The Forum has agreed to undertake joint strategic work in the Upper Spencer Gulf, focusing particularly on a Career Development Centre in Whyalla. Through the South Australia Works in the Regions Program, a Career Development Centre was developed in Whyalla to be operational in 2007. The Career Development Centre forms part of the Skills for South Australia response and will offer a range of career services, in addition to building a community resource centre around career and labour market information. A focus on skills in demand and fostering close connections with the minerals and resources skills centre is a priority.

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PERFORMANCE REPORTS Indigenous Training and Employment

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

training and student transition pathways into the labour market • compiling the South Australian Government’s submission to the Senate inquiry into

Aboriginal training and employment outcomes • monitoring the Aboriginal TAFE SA program leadership model and associated activities

for a state-wide program for TAFE SA • negotiating the quadrennial funding agreement (2005-08) with the Commonwealth

Government to secure supplementary support for Aboriginal TAFE SA programs • development of departmental Aboriginal Strategy including employment targets and

initiatives. Port Augusta/ Whyalla/ Northern and Port Pirie Achievements • Certificate II Mining Operations was a great success. Fifteen students commenced,

eleven gained certificates and 13 completed the course. There was a 93 per cent attendance for the six months and six students gained employment.

• Certificate II Community Services Work (Health) commenced and progressed steadily. Six students will continue in 2007 and it is anticipated all will continue on to Certificate III.

• Whyalla has a large enrolment and 23 students were accepted into the Goal 100 program that trains applicants for employment.

• Port Pirie has produced multiple art displays. One in particular was displayed at the Northern Regional Art Centre and depicted art and weaving.

• Some of the northern remote areas (Coober Pedy and Oodnadatta) worked with Oxiana mining company and assisted seven students to be employed at the mine.

• Funding was sought from ICC to deliver a sport and recreation program and gave young people an alternative direction. This was a great success and activities included aerobics, abseiling, and water sports.

• Staff delivered core certificates in IVE, Business Studies and Study Centre programs.

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Eyre Region Aboriginal Education Overall the Eyre Region Aboriginal Education Program is in a sound position to meet the needs of community and strategically improve the skills of a number of Aboriginal people in further education and employment. • The Anagu community’s greatest need is to underpin individuals through the Family

Wellbeing program. • The Scotdesco community is focused on enterprise and was guided and assisted by the

provision of the Learning Pathways program and is creating a community based project around a bush food enterprise.

• The Koonibba community has needed a range of skill-based short courses and in collaboration with the Aboriginal Education Program was successful in gaining funding to enable the provision of skill-based training to meet the needs of emerging employment prospects.

• The Ceduna community and Aboriginal Education Program identified a growing concern at the disengagement of youth in learning. An Alternative Learning Options Program has been running for two years and is growing in strength and capacity to re-engage youth in the value of life long learning.

• The Pt Lincoln campus in collaboration with all associated agencies, concentrated on a concerted effort to progress the capacity of individual employment prospects by developing numeracy and literacy skills.

TAFE SA Aboriginal Education Ceduna campus accessed SA Works funding to provide training in skill shortage areas. Courses include: • Primary Industries/ Aquaculture (Koonibba) • Introduction to Aquaculture and Boat Licence Training and Assessment • Engineering (Koonibba and Yalata Communities) • Employment Skills Training (Ceduna) • Careers Expo (Ceduna) • Alternative Learning Options Program (Ceduna). TAFE SA Regional – Riverland and Barossa Achievements • TAFE SA Regional Riverland Aboriginal Education Program successfully negotiated a

partnership with the Riverland Regional Health Service Incorporated to deliver the Australian Accredited Family Well Being Program. This was in response to the Family Violence Partnership Program and Family Violence Regional Activities Program run through the Department of Finance and Administration. The Family Well Being Program is a counselling skills and personal development program originally developed specifically for Indigenous people and their communities. Due to the overwhelming success and high demand for the program, it is now being offered to the wider community.

• The rekindling Indigenous Family Relationships Project was introduced in June. Introduction sessions about the FWB Program were presented to community members. Overwhelming support from the Indigenous population in the region resulted in student attendance being above 90 per cent over the past six months.

• As at 30 December 24 students were participating at various stages of the program • Ten students successfully completed Stage 1.

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Study Centre programs • Four Study Centre programs ran in Gawler, Berri, Renmark and Loxton. Study centres

for Indigenous students offer a safe learning environment for those who have low numeracy and literacy skills. Staff encourage and support students to develop new skills at the introduction level. Study Centres encouraged students to attain certificates that could further their education through TAFE SA. Ms Brodie Egan, from the Berri Study Centre won the NAIDOC Aboriginal 2006 Student of the Year for South Australia.

PERFORMANCE REPORTS Higher Education

South Australia’s four universities, including America’s Carnegie Mellon University, play a crucial role in supporting and promoting the state’s economic and cultural prosperity. Universities in South Australia enrolled about 69 000 students. The sector continues to operate in an increasingly deregulated and globalised market with local, national and international competition for students, staff and resources. Recognising the importance of higher education to the South Australian community and economy, a Higher Education Directorate was established within DFEEST in 2002. The directorate is responsible for the coordination of activities to support the government’s strategic directions for higher education as outlined in South Australia’s Strategic Plan, the Economic Development Board’s Framework for Economic Development and the Higher Education Council’s Action Plan. The Higher Education Council The Higher Education Council (HEC), created in 2002, is chaired by the Minister for Employment, Training and Further Education. Its membership comprises the Vice Chancellors of South Australia’s three universities, a representative of Carnegie Mellon University, the Chief Executives of DFEEST and the Department of Trade and Economic Development (DTED), two representatives from business, and one community leader. In accordance with a recommendation of the Economic Development Board, a review of the Higher Education Council was undertaken by Professor Don Aitkin and noted by Cabinet in January. The review recommended a more strategic role for the Higher Education Council. The council has approved an Action Plan for the next 12 months. The plan will assist the council to better address higher education targets within South Australia’s Strategic Plan and to better identify collaborative activities between universities and the state government to strengthen the higher education sector in South Australia. Responding to the National Agenda The Council has provided advice to the government on a number of higher education matters including: • the revision of the National Protocols for Higher Education Approval Processes • improvements to credit transfer and articulation arrangements • the workforce implications from the Council of Australian Government’s (COAG) decision

on health workforce planning • the effects of the introduction of voluntary student unionism

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• the impact of the welfare to work reforms on students and in particular those with a

disability and single-parent students. University City The Higher Education Council was regularly briefed by the University City Project Team to ensure South Australian universities would benefit from opportunities arising from proposals to bring new overseas universities or courses to South Australia. South Australian Certificate of Education Review To ensure that students completing the new South Australian Certificate of Education (SACE) meet the entry requirements of South Australian universities, the Higher Education Council has consulted with DECS to incorporate the universities’ views in the structure of the new SACE. These consultations are ongoing and the council will be involved through the implementation phase. University Collaboration Brochure and Website Although competition between South Australia’s universities is recognised, the work they undertake together is often overlooked. The Higher Education Council believes it is important that university collaboration is acknowledged and promoted. A brochure setting out examples of collaboration between the three universities in South Australia has been distributed to business, government and community organisations. A website operating in conjunction with the brochure is also being developed at www.collaborate.sa.edu.au. Student Choices and Unmet Demand A research project was commissioned from UniSA to examine whether students are attracted to low-cost courses and whether adjusting the HECS fee will be a useful mechanism for increasing demand in areas of workforce shortage. The study found that the price of HECS fees had little bearing on the type of course a student selected. Further research will be pursued to explore whether students are deterred by the price of HECS. Medical and Health Workforce Development The Higher Education Directorate has collaborated across government, with universities and with the professions in reviewing medical student admission processes and opportunities for SA medical graduates. Over the past two years it has successfully worked towards gaining an additional 60 Commonwealth funded medical student places for the state. The Higher Education Directorate in consultation with the Higher Education Council also has been successful in encouraging the uptake of additional nursing places by the state’s universities. In concert with the Department of Health further work continues on developing and implementing COAG Health workforce principles. Joint Committee on Higher Education (JCHE) Achievements JCHE is a national senior officers’ group that reports directly to the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA). South Australia chaired the JCHE and advised MCEETYA on: • revisions to the national objectives of the Australian Universities Quality Agency (AUQA) • best practice in credit transfer and articulation between the vocational education and

training and the higher education sectors

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


• revisions to the National Protocols For Higher Education Approval Processes and the

development of guidelines to support the operation of the protocols • a proposal by the Commonwealth for the development of a national accreditation agency

for higher education approval • workforce planning issues in response to COAG decisions • international education developments such as the Bologna process. 5 UNIVERSITY ACCESS AND RETENTION Higher Education Targets in South Australia's Strategic Plan The Higher Education Council and the Higher Education Directorate successfully negotiated to revise the higher education target in South Australia’s Strategic Plan relating to university participation for domestic students. A number of projects have been established to assist universities meet this target including strategies to improve student retention and to better involve industry in supporting student placements. Development of the Premier’s vision for the University City is critical to the success of this target. Legislation The Higher Education Directorate has provided advice on the review of several pieces of legislation. These include: • contributing to the review of the Training and Skills Development Act, 2003 by including

the revised Protocols for Higher Education Approval Processes • providing comment and advice on the development of the Adelaide Park Lands

Regulations 2006 • preparing a departmental submission on the Crown Land Management Bill 2006 which

argued for greater flexibility on the use of Crown Land by universities. Monitored Expenditure by Government Agencies on SA Universities As part of an ongoing commitment to monitoring government expenditure on South Australian universities, a data collection exercise was implemented to determine levels of expenditure for the 2004-05 and 2005-06 financial years. The information will be used by departments to ensure government expenditure supports the achievement of targets under South Australia’s Strategic Plan.

PERFORMANCE REPORTS Science and Innovation

Science, technology and innovation are key drivers of economic growth and future prosperity for South Australia. It is vital that the South Australian community becomes excited and engaged in using science and technology and in valuing the role of innovation in deriving greater economic, social and environmental benefits for the state.

The Science and Innovation Directorate supports the ongoing development of South Australia’s knowledge economy by working in partnership with other government agencies,

5 The Bologna Process represents a commitment by 45 European countries to undertake a series of reforms in order to create an integrated European higher education area by 2010.

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and research and educational institutions, industry and community groups to develop and implement policies and programs with a particular focus on research and innovation. Policy Framework There are a number of targets in South Australia’s Strategic Plan that relate directly to science and innovation. These targets are also linked to the state’s 10-Year Vision for Science, Technology and Innovation (STI10), which is the government’s main policy framework for building innovation as a central feature of the state’s economy and future identity. The vision comprises three interlocking strategies that have been designed to drive change though major initiatives. The strategies are: • building capability and infrastructure • momentum through collaboration • developing people and communities. Building Capacity and Infrastructure The availability of strategic research infrastructure is a key driver of the competitiveness of the state’s science and research base. It enables local scientists to undertake world-class research and increases the state’s capacity to attract high-profile scientists. The Science and Innovation Directorate plays a leading role by coordinating the state’s investment in research and infrastructure. National Collaborative Research Infrastructure Strategy (NCRIS) In November the government committed $22 million over five years for nine nationally collaborative infrastructure research projects in South Australia. This was matched by $28 million in commonwealth funding provided under NCRIS with further contributions from industry and research institutions. The nine successful projects are: • a national plant accelerator designed to fast-track plant growth analysis and help

researchers measure the attributes of plants and link these to their genetics, situated at the University of Adelaide Waite Campus

• a microfluidics nanofabrication facility to enhance the state’s nanotechnology research capacity at the University of South Australia’s Ian Wark Research Institute

• two new state-of-the-art microscopes to be installed at the University of South Australia and University of Adelaide that will link the state into a national microscopy network

• a specialist food and beverage facility, to be located at the Australian Wine Research Institute, to research flavour and aroma chemicals in wine to address consumer needs

• upgraded imaging facilities that will enable the Institute of Medical and Veterinary Science to become a central node in modelling human disease

• an integrated marine observing system linked to a national coastal network monitoring and recording marine environmental changes based at the South Australian Research and Development Institute

• a biofuels pilot plant researching the use of microalges for bioldiesel production also based at the South Australian Research and Development Institute

• up-grading of BresaGen’s licensing facilities at Thebarton to attain United States Food and Drug Administration compliance

• creation of a virtual library of mining samples and the establishment of a state-based geospatial node as part of a national satellite-based network to create an Australian Earth Model.

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Cooperative Research Centres (CRCs) The tenth selection round for funding under the Commonwealth’s CRC program commenced in late 2005 and continued throughout the year. The directorate coordinated the state government’s involvement in the bids by adopting a whole-of-government approach and bringing together the relevant government agencies. South Australian researchers will be involved in five of the nine successful bids into which the Commonwealth will invest $157 million over the next seven years with funding commencing in July 2007. The CRCs will be involved with research in areas such as seafood, sheep industry, rail industry and agribusiness. Momentum through Collaboration A key role for the directorate is to foster high level collaboration across government agencies and with the higher education sector, research organisations and the business sector in relation to science, research and innovation. In providing this focus the directorate is involved in both the management of and participation in a range of projects and executive support functions. Premier’s Science and Research Council (PSRC) The PSRC was established in 2002 to provide leadership and independent advice to the South Australian Government on a wide range of issues surrounding science, research and development, and innovation including industry needs, priority areas for state investment and opportunities for leveraging research and development funding. Executive support is provided through the directorate. The council’s capabilities were broadened to include a focus on the defence/advanced manufacturing and ICT sectors. Other areas of activity included: • a SWOT analysis of research in South Australia • providing advice on funding priorities for development and application of science and

research across the state • establishing base-line performance data for each of the target areas identified in STI10 • on-going support for the development of the Constellation SA concept • attracting greater Commonwealth investment in science and research to South Australia. Premier’s Science and Research Fund (PSRF) The government allocates $3 million per annum each year for the Premier’s Science and Research Fund to support strategic research projects in South Australia. The fund operates on a competitive basis, with one round being conducted each year. Five projects were funded in the 2005-06 round, representing a total government commitment of $1.91 million over three years. Since 2003-04, the Premier’s Science and Research Fund has contributed over $11 million to a range of research projects, including a robotics mentoring program for students, the South Australian Neuroscience Institute, research into a broad range of public health concerns such as safer pregnancies for mothers and research into the disposal of waste oil residues. Chief Scientist The position of the Chief Scientist was established in 2005 to: • provide strategic advice to the Minister, Premier and Cabinet

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• build the mass of research and development in the state by improving links between

government agencies, academia and industry • raise the state’s research and development profile • help position South Australia to maximise Commonwealth funding opportunities. The Chief Scientist also co-chairs (with the Premier) the Premier’s Science and Research Council. Emeritus Professor Max Brennan was appointed as the state’s first Chief Scientist. He is former Professor of Physics at Sydney and Flinders Universities; former Chair of both the Australian Research Council and the CRC Program’s Science and Engineering Panel; and a World Bank consultant on higher education and research. His main activities for 2005-06 included: • working with the Premier’s Science and Research Council to improve its effectiveness

and the quality of strategic advice it provides to the state government • identifying the state’s research strengths, as a basis for provision of advice on optimising

the benefits of state investment in research and development and innovation • liaising with the state’s universities in relation to collaboration and strategic development

of the state’s research capability, including the attraction of Commonwealth investment • chairing the assessment panel for the 2005-06 round of the Premier’s Science and

Research Fund and the selection panel for the Premier’s Science Excellence Awards. Constellation SA The main initiative to emerge from STI10 is Constellation SA, which is a model for collaborative innovation that will be delivered through the creation of innovation alliances and precincts. Established to provide a focus for investment in research, Constellation SA aims to bring together research, educational and industrial organisations in specific technology and/or industry sectors. Constellation SA will be further developed in 2007. Mawson Institute for Advanced Manufacturing (MIAM) An important initiative undertaken by the directorate was the development of a business case to support the creation of MIAM. State government funding for the institute was provided in 2005 totalling $8 million over four years. The first $2 million grant was used to purchase scientific and engineering equipment. The directorate is also assisting the university to obtain capital works approvals to enable building construction work to commence in 2007. The benefits of the MIAM will include: • significant enhancement of South Australia’s research and development capacity in

manufacturing technology – injecting new personnel, new resources, new technologies and a new approach to multidisciplinary research for manufacturing

• becoming a significant attractor for world-class researchers • creation of an efficient interface between research and development providers and

industry and adoption of an increased industry profile. Health and Medical Research Institute (HMRI) The Health and Medical Research Institute project involves the development of a research facility to focus research activity in relation to intergenerational health.

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The objective is to create a world class research facility that will build on the state’s existing research strengths in health and medical research. Cabinet approval to fund the conceptual master plan and business case was provided in 2005-06. Developing People and Communities An innovative culture is one that nurtures good ideas, supports entrepreneurship, rewards enterprise and recognises the key role that science and research play in building a more prosperous environment. Such a culture is critical for South Australia if it is to position itself as a key player in science, research and innovation. The directorate supported a number of programs and activities aimed at raising awareness of science and innovation and skill development. Premier’s Science Excellence Awards The Premier’s Science Excellence Awards were initiated by the Premier’s Science Research Council to assist in raising the awareness of the importance of science, technology and innovation throughout the broader community. Held as part of National Science Week in August the Hon Karlene Maywald, MP, Minister for Science and Information Economy presented the following awards: Research Leadership Laureate Professor John Ralston FAA FTSE, Ian Wark Research Institute, University of South Australia Excellence in Research for Public Good Outcomes Associate Professor David Cleland Paton, School of Earth and Environmental Sciences, University of Adelaide Excellence in Research for Commercial Outcomes Professor John J Hopwood, Lysosomal Disease Research Unit, Department of Genetic Medicine, Children, Youth and Women’s Health Service Science Education and Communication Excellence Marine and Environmental Education, Kangaroo Island Community Education, Department of Education and Children’s Services Science Technology and Innovation Management Excellence Dr Leanna Christine Read, CEO and Managing Director, TGR BioSciences Pty Ltd. Innovation Awareness This program aims to improve the community’s understanding of the importance of science, technology and innovation to the state’s economic, social and environmental wellbeing. The following initiatives were supported under the Innov8 program: • Australian Innovation Festival • Australian Science and Mathematics Scholarships • Commercialisation Expo • Constellation SA • Entrepreneurs Challenge • International Agriculture Conference • National Science Week • Premier’s Science and Mathematics Teacher Awards • Science Outside the Square • Tall Poppy Campaign • Waite Festival.

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These initiatives provide a combination of awareness raising for the broader community and also public acknowledgement for the high achievers this state has in science, technology and innovation. Investigator Science and Technology Centre and CSIROSEC The Investigator Science and Technology Centre (the Investigator) is a not-for-profit association, established in 1991 to stimulate an interest in science, technology and engineering in school-aged children. In October, the Investigator announced it would cease trading. DFEEST provided assistance to enable it to wind down its operations by the end of December. The government has made a commitment to continue its support for science education and research by expanding its existing relationship with the CSIRO Science Education Centre in South Australia. This funding will assist CSIROSEC to substantially increase the number of school students it currently reaches to nearly 60 000 per year. Nationally CSIROSEC is a network of nine science education providers spread across every state of Australia. It offers a wide range of science education programs for students, teachers and families. The South Australian node of CSIROSEC is part of the DECS’ Outreach Education program and CSIROSEC has been operating in partnership with the state Government since 1985.

PERFORMANCE REPORTS Information Economy

The Information Economy Agenda for South Australia (IE Agenda) concerns responding to and managing the changes wrought by information and communications technology (ICT) across all portfolios and policy area and ultimately, South Australian society in general. The Information Economy Directorate provides a coordinated whole-of-government approach to the development and implementation of strategic policy advice in relation to the information economy to support the government’s goals of economic development and social inclusion. The directorate works to maximise the benefits from the state’s technological and innovation strengths and fosters information economy developments within government, business and community sectors. The government has identified the information economy as providing significant value to the state, in terms of the direct contribution of the information and communications technology (ICT) sector as well as efficiency gains in other sectors due to the use of ICTs.6

The Information Economy Directorate has responsibility for: • leading a cross-government approach to the development and implementation of

strategic policy advice in the areas of, information economy and ICT7

6 Information economy is the term used to describe changes brought about by the accelerating power and convergance of computers and telecommunications (collectively known as information and communications technologies [ICTs]) since about the mid-1990s 7 Excluding matters regarding government procurement and management of its own ICT service which is the responsibility of the Department of Administrative and Information Services

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• providing advisory, secretariat and consultative support to advisory bodies concerned

with various aspects of the Information Economy Agenda for South Australia, in particular, the Minister for Science and Information Economy’s Information Economy Advisory Board

• developing and maintaining effective relations with key stakeholder groups in the public, private, research and community sectors

• undertaking or facilitating projects and programs that: o raise awareness and understanding of the information economy among specific

target groups o provide physical or social infrastructure support necessary for participation in the

global information economy o facilitate bids for significant Australian Government grants.

An abridged version of The Information Economy Agenda for South Australia was published and officially launched in early 2006. This document develops a basis for responding to the profound change inherent in the information economy and presents a framework to recognise and pursue topics that demand priority attention and position the state to achieve present and future benefits. The priority areas identified are infrastructure, industry development, social inclusion, skills and online content and applications. Improving Linkages with the Australian Government The department was involved in the fostering of collaboration with the Australian Government through: • representation on the National Broadband Strategy Implementation Group • Online and Communications (Ministerial) Council Committee and its various committees

and working groups. Information Economy Advisory Board The Information Economy Advisory Board (IEAB) was established by the Minister for Science and Information Economy in February 2003. Its role is to provide advice to the Minister for Science and Information Economy on the potential benefits of the information economy to the state and on how to maximise the benefits. Membership of the IEAB brings together prominent individuals from community, industry, research and government sectors. The IEAB is supported by, and works closely with, the Information Economy Directorate, ensuring that the advice provided to the Minister from both entities is considered and consistent. The IEAB met four times and its key focus has been the development of an ICT Industry Strategy. This is a joint initiative of DFEEST and DTED and is expected to be submitted to the Minister for Cabinet endorsement in the first half of 2007. Broadband SA South Australia’s Broadband Strategy sets the goal that affordable broadband services will be available to all South Australians by 2008. A key element of this strategy is the Broadband SA program which includes the Broadband Development Fund (BDF) comprising $7 million (2003-08) for projects to enhance and extend the state’s broadband environment. The City of Salisbury Project was launched on 7 February.

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

http://www.innovation.sa.gov.au/sti/councils__and__boards/ieab2/ieab

http://www.innovation.sa.gov.au/sti/councils__and__boards/ieab2/ieab


Projects in Coorong District Council region and the Barossa and Light region were launched in September. Both projects will provide wireless broadband coverage over the region, with the Barossa and Light project also delivering ADSL2+ services in the three townships of Tanunda, Nuriootpa and Kapunda. The Port Lincoln broadband project has commenced construction of optical fibre connections within the town centres of Port Lincoln, Whyalla and Port Augusta with a new high speed link to Adelaide. The project, managed by DFTEI, is funded through Commonwealth government funds ($1.13 million), the carrier partner ($1.37 million), the Australian Government’s Coordinated Communications Infrastructure Fund ($2 million) and BDF ($140 000). The project is due for completion early in 2007. Mapping the state’s broadband capability is essential to determine priorities for the BDF and to provide a context for engaging the telecommunications industry and the community. Coverage maps for broadband in the state have been developed using newly acquired in-house Geographic Information System (GIS) capability, supported by expertise from Planning SA. This GIS capability has enabled the Broadband SA team to quickly respond to and provide independent quantitative analysis on broadband coverage, broadband demand and take-up from regions where BDF-supported projects are active, and assist regions with preparation of Expression of Interest documentation. The State Broadband Demand Aggregation Broker, jointly funded by DFEEST and the Commonwealth Government, worked with regional organisations to raise awareness, stimulate and capture demand, and initiate broadband infrastructure projects. A small portion of the BDF was allocated towards to these demand aggregation activities, enabling regional organisations to engage additional expertise. Further grants, generally between $20 000 and $40 000 each, were approved for the demand aggregation projects for the Adelaide Hills, South East, Central Local Government and Eyre regions, and the Onkaparinga and Marion Council area and the Outback Areas Development Trust land. All demand aggregation activities facilitated through BDF support have now successfully concluded and calls for Expressions of Interest for most regions has resulted in preferred service providers being appointed. The Broadband SA team and the South Australian Telecommunications Strategy Implementation Group (SATSIG) continued to be involved in the consultation process with the Department of Communications, Information Technology and the Arts (DCITA), regarding the Commonwealth Government’s Connect Australia program. In January a response to the Connect Australia discussion paper issued by DCITA was provided and a response to the Broadband Connect Expression of Interest was also provided in July. Feedback to DCITA, provided by the states and territories was used to significantly shape key aspects of the Connect Australia program. The guidelines to the Clever Networks element of the Connect Australia program were released in September and submissions, including many from South Australia were lodged in December with coordination and advice provided by the Broadband SA team. Submissions to the Broadband Connect Infrastructure Program, a $600 million element of Connect Australia were also submitted by several service providers with an interest in South Australia, by the December deadline. South Australian Broadband for Research and Education Network (SABRENet) The South Australian Broadband Research and Education Network (SABRENet) is an optical-fibre telecommunications network constructed in metropolitan Adelaide to link the

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state's major research and education sites, including university campuses, research precincts and teaching hospitals. The universities and the government formed SABRENet Ltd, a non-profit public company formed to oversee the development and management of the network. DFEEST has responsibility for the liaison between SABRENet and the government, provides a director to the SABRENet Board, and contributes the membership portion of the annual SABRENet subscription fee. By December, the major backbones and most connections to participants’ sites were completed, making SABRENet one of Australia's first and largest purpose-built ‘Customer Owned Fibre networks’. Such networks are increasingly seen as best-practice for large, technically adept organisations with very demanding broadband needs – principally because these networks provide an infrastructure base upon which network owners can provision very high speed broadband services at very low cost when compared to commercial alternatives. The primary goal of SABRENet Ltd is to make high-speed broadband, and the applications it enables, more readily available to individuals and institutions across the state's research and evaluation sector, including: • learning institutions • research institutions • students and their teachers • researchers. E-Business Program The ebizSA Program aims to increase the effective use of online technologies by South Australian small to medium sized (SME) businesses. The program provides funding support on a dollar-for-dollar basis to help ensure that South Australian small businesses remained competitive within an increasingly global economy. Recent projects include: • a number of e-business related seminars and workshops throughout metropolitan and

regional South Australia, run in conjunction with Business Enterprise Centres and Regional Development Boards

• as part of the E-Business for Exporters Program - a dollar-for-dollar funding program to improve online presence and transactional capabilities of emerging and existing exporters:

o online selling and Marketing Workshops for SMEs within the Adelaide CBD o establishing a web portal for the Southern Business Associations’ Alliance

• as part of the E-Business Collaboration Fund - a matching funding program aimed at targeted industry sectors. Projects within this program included:

o undertaking a scoping study for a Centralised Ordering and Logistics System for the Wine Industry in the Southern Suburbs of Adelaide

o enhancement of a centralised customer relationship management system to be used by Regional Development Boards and Business Enterprise Centres.

ICT Industry Strategy The ICT Industry Strategy is being developed under the guidance of the IEAB in response to the economic development challenges of the South Australia’s Strategic Plan. Due for

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release in 2007, the strategy identifies priority areas for action that support both the contribution ICT makes to the development of the state’s major industry sectors and the development of a strong local ICT sector. Digital Bridge Unit The continued development of Digital Bridge programs acknowledges the growth of digital technology and its significance to our society. It is imperative to ensure that individuals and communities have the opportunity to benefit from the use of online resources and services. The effective use of ICT is one factor to be considered in achieving social inclusion across South Australian society. To do this, it is necessary to address inequities in: • connectivity access to affordable and effective digital technology for all people • capacity the development of confidence, relevant skills and interest in using ICTs • content ensuring that the specific needs of community sectors and individuals are met by

available on-line information and services. The Digital Bridge Unit has identified priority community sectors and is implementing programs to address inequities. Programs are outlined below. • On-line delivery of government services, focussing on the accessibility of websites. In

recognition of the e-accessibility theme of the United Nations Day of People with a Disability, a forum for web managers and other interested people was held in conjunction with the Office for Disability, at which a new Web Accessibility Community of Practice was inaugurated. In addition, a ten point check-list for web sites was launched. The overwhelming interest in this program is an indication of the need to ensure that access to on-line information and services is available to all.

• The effective use of ICTs in Aboriginal communities has continued to be a major area of activity for the DBU. Work supported the continued development of the Wangka Wilurrara website to encourage culturally engaging online content and has also funded traineeships in IT for Aboriginal young people. The unit has provided input to national policy development as the South Australian representative on the Indigenous Telecommunications Services Working Group, and coordinated the David Unaipon Innovation Award as a DFEEST Reconciliation activity.

• Rural and remote communities were supported by the Outback Connect Program which operates only in very remote regions. Basic IT training and technical support was provided using desktop conferencing. This innovative approach has further emphasised the role of ICT in building capacity in isolated communities through providing accessible and low-cost communication, online meeting facilities and education opportunities. This groundbreaking work of Outback Connect has identified further opportunities, and partner organisations have used desktop conferencing to support their own programs.

• The impact and sustainability options for On-Line Access Centres in regional areas have been examined in a major research project which will recommend future strategies for the development and use of these centres as community hubs and service delivery centres.

• e-Consultation through virtual meeting spaces was trialled as part of South Australia’s Strategic Plan consultation process, allowing people from very remote and isolated areas to be included in this discussion.

• The not-for-profit sector continued to be an area of interest for the unit, with representation on the Board of Management of Community Information Strategies Australia Inc. and funding provided to conduct a survey of ICT capacity in this sector. The DBU continues to promote the crucial role of ICT in encouraging innovation and efficiency in the community sector.

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Support for ICT Industry Bodies The ICT sector is a major contributor to South Australia’s economic growth both as an industry in its own right and as an enabler for other industry sectors. The department provided funding under a performance based contract to the Electronics Industry Association for its education initiative (ei2) which aims to: • promote University Shared Expertise by building on the current availability of shared

courses and escalating the uptake of these courses by university students • implement an industry based Internship Program for senior students • foster TAFE/university and industry collaboration in curriculum development and learning

pathways • further develop mentoring, cadetship and work experience programs to prepare students

for careers in electronics • promote careers in electronics, particularly to primary and secondary school students • develop postgraduate and workforce development programs for electronics industry

professionals and paraprofessionals. ICT Skills The department provided funding support to Women in Innovation and Technology as well as departmental officers who acted as mentors for its mentoring program for females about to graduate from ICT studies. e-research e-research is a term used to encapsulate research activities that use a spectrum of advanced ICT capabilities. In response to the release by the commonwealth government of a strategic framework for developing Australia’s e-research capability, the department established the E-Research SA Board and a working committee comprising representatives from the state’s universities and public research institutions to coordinate South Australia’s interests in e-research. The E-Research SA Board submitted a response to the National E-Research Strategic Framework in June. The department convened an e-research workshop in September to which members of the state’s research community were invited and which featured presenters from key national initiatives in the e-research and middleware space. e-learning The e-learning landscape in South Australia is a complex one. A clear view of activity occurring, and the coordination of the activity is crucial. As a first step in moving towards a coordinated approach to e-learning in SA, a mapping exercise was undertaken. It is expected that this mapping will underpin development of supportive initiatives and collaborative mechanisms in 2007, such as the development or extension of communities of practice. It is anticipated that the final map will be a web-enabled and accessible tool to assist policy makers across the state. Mobile Entertainment Growth Alliance South Australia (mEgaSA) mEgaSA is a collaborative group comprised of private sector, education and government bodies operating under one banner, and aims to increase:

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• the size and capability of the mobile applications and content industry in South

Australia • exports of mobile entertainment and application products from South Australia. A key component of mEgaSA was the presentation of the inaugural incubator program, in which approximately 35 participants were given intensive tuition and mentoring on topics from ideas generation and developing marketing and business plans to fast-tracking new products and solutions for the rapidly growing mobile content industry. The department was the main financial sponsor of the incubator program and in kind support in the form of staff time.

PERFORMANCE REPORTS Office for Youth

The Office for Youth joined DFEEST in April. The directorate’s work supports the government’s vision that South Australia is a place where young people from all walks of life choose to live. This is achieved by providing a range of youth programs, policy initiatives and grants. The work of the Office for Youth is framed by three key commitments: • strengthening partnerships between the directorate and the remainder of government,

the youth sector and young people • young people's engagement with government, their communities and in decision-making

which impacts on their lives • the creative leadership of all young people and the celebration and encouragement of

these achievements. Strengthening Partnerships The directorate continued to work across government to enhance opportunities for young people to achieve their full potential. An example is the development of a Youth Services and Programs Directory. The directory provides information on the range of government services and programs currently delivered to young South Australians and aims to assist agencies to avoid duplication of services, and to work more collaboratively. The directorate identified that engagement with young people across government is central to advancing South Australia’s Strategic Plan objectives. OfY A-Team is a project that brings together young people working within the public sector to discuss, analyse and make recommendations for change on specific issues affecting the community. The project aims to build the policy development capacity of the public sector with a focus on developing or system-wide responses to policy issues that are inclusive of young people. The pilot OfY A-Team worked on youth housing with Adelaide Thinker in Residence, Ms Rosanne Haggerty. All ten OfY A-Team recommendations were included in Ms Haggerty’s report on homelessness. The directorate delivered three youth policy forums to encourage innovative thinking and dynamic practice in relation to youth policy. The forums assisted in across agency understanding of youth services and programs and how government and the community can be more responsive to, and inclusive of, young people. Forums focussed on youth work,

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political perspectives and social policy, human rights, action research, making services more culturally responsive and inclusive for young migrants and refugees and the active engagement of students in educational decision-making and curriculum implementation through community-based learning. National Youth Week ran from Saturday 1 to Sunday 9 April. A total of 49 councils and 11 non-government organisations participated in coordinating 105 events. Activities included movie nights, information and leadership forums, aerosol and skating workshops, art exhibitions and sporting competitions. Young People's Engagement Eight Consumer Advisory Board members from Child, Youth and Women’s Health attended a youth participation training workshop, held in Adelaide. Two young people participated and spoke about their personal experiences highlighting good practice principles in youth participation. These workshops were designed to increase the skills and awareness of the participants in the value of youth participation in their everyday business. The directorate conducted a youth participation training workshop for leaders of emerging communities at the request of Multicultural Youth SA (MYSA). The workshop aimed to identify and break down barriers to youth participation within these communities. The active8 Premier’s Youth Challenge is a school based youth development program that supports young people’s engagement with their local community. A total of $500 000 in grants was provided to 50 schools to engage 1191 young people. Participants participated in leadership training, surf lifesaving, environmental conservation and arts. The Reach Your Dreams program targets young people from regional South Australia to participate in the Duke of Edinburgh’s Award. Twenty nine schools and 344 young people were involved in the program, and of these, 84 students completed their Bronze Award and 11 completed their Silver Award. Participants earn one South Australian Certificate of Education (SACE) unit for completing the program. The program engages young people with their local community and teaches valuable skills which help participants to complete their secondary education. Participants were from diverse social and economic backgrounds. Young people are engaged through the Youth Participation Register. The register holds the details of 157 young people who are between 12-25 years of age and are interested in getting involved in youth participation activities. It provides an avenue for agencies to access young, passionate people who want to help make decisions that impact on the community. Seventeen Youth Engagement Grants totalling $257 077 were provided to a range of agencies that work with young people to conduct projects that increase young people’s engagement in the community. Funded projects addressed a range of issues including parenting skills, settlement issues for refugees, alternative education options for Indigenous young people and development of youth space within regional communities. Creative Leadership The Duke of Edinburgh’s Award engages young people in a range of activities that encourage physical activity, community service and skill development. The award consists of three levels (Bronze, Silver and Gold) and young people receive formal recognition for their achievements at each stage.

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The total number of people registered in the program was 1598. Of these, 1102 participants completed their Bronze, Silver or Gold Award. The Duke of Edinburgh’s Award had a range of positive outcomes for participants including the involvement of young people in community volunteering, assisting young people to gain employment and helping participants to stay engaged in education and training programs. In partnership with local councils, Youth Advisory Committees (YACS) provide young people with an opportunity to take a leadership role in their local community. YACS are groups of young people who provide their views on youth and community issues that affect them. A total of $162 000 was granted to 54 local councils to support the YAC program. Activities included establishing youth friendly public spaces, environmental projects, cultural awareness campaigns, positive health promotion programs and transport initiatives. A total of 39 Youth Leadership Grants were provided to support young people’s participation in a range of leadership development activities including. Events included a presentation at the Annual Australian and New Zealand Adolescent Health conference in Sydney, attendance at the United Nations Youth Association National Youth Conference, attendance at the World AIDS Conference in Toronto, organisation of an Ethiopian Community Soccer Tournament and a free music event for young people in the southern metropolitan region of Adelaide.

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Section D DFEEST Annual Report 2006

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This section reflects the department’s performance in relation to the outcomes identified in the Promoting Independence – Disability Action Plan for South Australia. Portfolios and their agencies ensure accessibility to their services to people with disabilities The department has a policy on the inclusion of people with disabilities and their access requirements. Accessible and inclusive strategies The Bridging Pathways State Implementation Committee developed a Strategic Plan for 2004-07 to improve accessibility to VET for people with a disability. The committee includes representatives from key disability bodies as well as specialist training service providers. Its work was guided by national Bridging Pathways Blueprint developed by ANTA and continued by the National VET Disability Advisory Taskforce. Access auditing of facilities and services TAFE SA is audited under the Australian Qualification Training Framework (AQTF) and has registered training organisation status. Audits determine whether issues of disability are considered in delivery and assessment practices and selection processes. TAFE has completed a risk assessment against the Disability Standards in Education which ensures standard requirements have been effectively addressed. Information is provided in student information handbooks on services available for people with a disability. This information was reviewed and improved in the 2006 SATAC Guide for TAFE. The department has a range of programs and projects for people with a disability including: • the Government Apprenticeship Scheme ($9000 subsidy to agencies for placing a

person with a disability) • the Government Youth Traineeship Scheme ($10 000 subsidy to an employer) • ACE Community Education (programs that target people with a disability) • the Transitional Works Assistance Program (Disability Works Australia was funded to

provide specialist services to jobseekers who have a disability) • Regions at Work. Participation rates of people with disabilities Reliable statistical information pertaining to people with a disability in employment and training for South Australia is not readily available. The primary source of disability data is ABS 4446.0 Disability in Australia. From records collected by the department a total of 74 people representing 1.87 per cent of its workforce have been identified as having ongoing disabilities. Based on data collected from students 6.3 per cent of South Australia’s VET students (or 7923 students) and 6.5 per cent (or 5113 students) of TAFE students identified as having a disability. Of these 72.2 per

FEATURES Disability Action Plan


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cent of TAFE students and 55 per cent of VET students were enrolled in a certificate or higher qualification. A sizable proportion of students in both VET (16.5 per cent) and TAFE (9.78 per cent) did not indicate whether they had a disability. Further statistical information is provided in the appendices to this report. Portfolios and their agencies ensure information about their services and programs is inclusive of people with disabilities The department’s disability policy incorporates the principles of reasonable adjustment and the provision of appropriate learning materials but does not currently address publications. The TAFE SA website remains priority one compliant in relation to government website standards and protocol requirements following upgrade work completed in August. A risk assessment project subsequently identified some technical areas that required further work to minimise barriers or difficulties with access to information. Work continues on ensuring alternative ways of viewing documents on the DFEEST website will enhance overall accessibility of material. Information is provided to TAFE students in large print and/or with the use of computer assisted technology, translating and the use of Auslan. Where demand is identified interpreters will be accessed, appropriate venues sourced and carers accommodated. Consultation in developing communication strategies Student feedback is sought through the TAFE SA website feedback mechanisms. The feedback is coordinated by the site administrator and incorporated into ongoing development. During the year the TAFE SA Access and Equity Committee: • developed and distributed a new information and contacts brochure and a

handbook/student guide for students (and potential students) with disability in TAFE SA • contributed to the development of a new resource package for mature aged students

with a disability produced by the Regional Disability Liaison Officer and disability co-ordinators across the state

• provided input to the Social Inclusion Board project on pathways for students with disabilities into tertiary education

• ran a series of student consultation forums • partnered with the university sector to provide Come and Try tertiary education forum for

school students with disabilities • provided a large number of school information sessions on TAFE for students with a

disability. Percentage of information and web sites accessible Actions are taken to ensure the TAFE SA website remains accessible by ongoing participation in accessibility forums. A new web platform will ensure that all departmental sites when redeveloped over the next 12 months, will be priority one compliant. Further information on accessibility forums can be viewed at: www.innovation.sa.gov.au.

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


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Portfolios and their agencies deliver advice or services to people with disabilities with awareness and understanding of issues affecting people with disabilities. The department has developed and implemented regular education and training programs for staff in disability awareness and discrimination issues. Training and resources developed Throughout the past three years TAFE SA has implemented an online workplace discrimination and harassment training course for all staff including: • training of over 300 staff across in mental health first aid • training sessions on class norms for challenging behaviour and on reasonable

adjustment under the Disability Discrimination Act, 1995 (c/w) • development of a toolbox for establishing class norms • development of an online blog for staff to share challenges and ideas in relation to

disability issues . Portfolios and their agencies provide opportunities for consultation with people with disabilities in decision-making processes and regarding service delivery and implementation of complaints and grievance mechanisms Consultation processes included: • TAFE SA institutes operating a system of client feedback • TAFE SA representation on the Tertiary Education Network on Disabilities • specific customised training programs developed in consultation with relevant

clients/organisations. Representation of people with disabilities on advisory committees • The chief executive has taken on the role of co-chair of the new National VET Disability

Advisory Taskforce. The taskforce is one of three established by MCVTE to provide ongoing high level advice to the VET system on the needs of learner groups. The other two taskforces are focussed on Indigenous learners and other equity groups respectively. The chief executive is also the chair of the overarching Advisory Alliance comprising the Co-chairs of all three taskforces and a member. The group will advocate for the advice of the taskforces with both NSOC and MCVTE.

• This commitment by the chief executive follows from his chairing of a 12 month Action Group project to determine the best mechanisms to provide the ongoing advice (the Client and Student Voice Action Group) which involved a broad based face–to-face consultation process across the country with stakeholder groups including peak bodies and students.

Education strategies on customer rights TAFE SA access and equity managers ensure a network of information sharing including legislative updates, professional development forums, information on websites and induction information. Complaints processes TAFE SA has a formal grievance procedure in place that is available in print and on the web.


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Compliance with Disability Discrimination Act 1992 and Equal Opportunity Act 1984 In relation to the development, implementation and evaluation of draft Disability Action Plans (DAPs): • TAFE SA institutes have developed DAPs and while complying with AQTF standards

have been adapted to suit local campuses • lecturing staff are designing and implementing delivery and assessment plans and

ensure inclusive practices. Programs and services being made inclusive Compliance with the Disability Discrimination Act 1992 in vocational education and training terms ensures that reasonable adjustment processes and procedures are in place as required. This included: • instalment of hearing systems in all libraries and client service counters across a number

of campuses • purchase of literacy/numeracy online package for staff and student access across a

number of campuses • continuing upgrade of facilities and equipment such as purchase of adjustable desks and

chairs, upgrading disability car parks and installation of automatic doors in response to feedback from students.

Relationship of DAPs to Strategic Plans Work teams are required to address institute DAPs when formulating annual plans. A broad consultation process was undertaken to assist in the development of a policy on access and equity. Equity and diversity are also addressed as a component of the department’s strategic plan with specific reference to improving participation in the workforce for people with a disability.

DFEEST continued to actively progress the government’s commitment to Aboriginal reconciliation through a number of initiatives aimed at increasing cultural awareness, improving Aboriginal employment opportunities within the department and increasing vocational education and training outcomes for Aboriginal South Australians. Aboriginal Employment In response to South Australia’s Strategic Plan target to increase the percentage of Aboriginal people in the public sector, the department continued the implementation of its Aboriginal Employment Strategy. By 2010, Aboriginal people will comprise 2.1 per cent of the DFEEST workforce and have a higher level of: • sustainable employment • non-school qualifications • representation in decision-making positions. This target was reached December 2006. An explanation of activity against the Aboriginal Employment Strategy is provided in the workforce section of this report.

FEATURES Reconciliation


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David Unaipon Awards A review of the David Unaipon Awards was undertaken. Approval and funding was granted for the continuation of the awards which were established to: • increase awareness of the work of David Unaipon in the South Australian community • promote understanding of the interaction of science with traditional Aboriginal culture • increase awareness in young Aboriginal people of the value of science and technology

for general interest or career development • generate innovative images to be used by DFEEST and other government departments

for communications projects targeted at young Aboriginal people. Other Initiatives During the reporting year, DFEEST continued to encourage staff to participate in National Aboriginal and Torres Strait Islander Day Observance Committee celebrations. Feature articles and staff profiles appeared within editions of InsideDFEEST. Departmental representation was maintained on the Indigenous Telecommunications Working Group. The Outback Connect initiative continued to deliver ICT training and awareness to Aboriginal communities in remote areas of South Australia. As part of this initiative several young Aboriginal young people were offered IT traineeships. A grant was also provided to the Port Augusta Youth.

The following table provides the energy consumption data for departmental facilities for the financial year 2005-06:

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

Base Year 2000-01 156 156 N/A 51 445

2005-06 162 966 5 371 523 34 249*

Target for 2005-06 144 085 N/A 50 227

Target for 2010 132 733 N/A 42 396*

*GHG Emissions based on December 2005 coefficient factors

This represents an 11.65 per cent increase in energy consumption from 2004-05.

Influences that have contributed to this result included: • seasonal fluctuations, as the state experienced two very cold winters and a prolonged

and at times very hot summer which has placed additional demand on our air-conditioning services

• increased usage capacity at various TAFE campuses: mechanical engineering and arts-related programs are currently experiencing strong demand and subsequent higher energy usage

• increased collaboration with three universities to use TAFE campuses to deliver several higher education programs on their behalf

• similar arrangements are in place with focused third parties with particular programs such as aquaculture and forestry for various TAFE campuses for delivery of their programs

FEATURES Energy Efficiency Action Plan


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• electricity meters not previously recorded due to third party process issues • the cogeneration plant at Regency Park campus has been inoperative due to ongoing

repairs, thereby not contributing to reducing that sites energy usage. The long term vehicle-fleet has increased in numbers; however, it consumed 9.27 per cent less fuel than that consumed in the base year 2000-01, which is a positive result. The fleet has 26 per cent or 61 vehicles that are LPG capable. The following table provides a summary of our long-term vehicle fleet through Fleet SA for 2005-06:

Year Number of Vehicles

Fuel Usage (Litres) Fuel Cost $ Emissions

t/CO² Estimated Total Kms

2000-01 Base year 147 656 111 494 185 1539 N/A

2005-06 239 600 398 593 485 1559* 5 297 754

*GHG Emissions based on December 2005 coefficient factors

The department’s initiatives included: • investigation of an Energy Performance Contract for our largest site to identify and

implement energy initiatives that should guarantee substantial energy consumption savings and subsequent reduced greenhouse gas emissions and cost

• investigation of further funding options to implement energy efficient capital/minor works for identified DFEEST sites

• consolidation and relocation of the corporate sector of the department to the new five-star energy rated building, City Central in early 2007

• an increase of the environmental awareness of our staff through focus groups, presentations and other media within the department

• inclusion of energy management as a component of procurement policy and as a criterion of the prioritisation of funding through the minor works program

• an increase in the use of LPG capable vehicles in the department’s long term hire fleet.

Note: The greenhouse gas emissions in the department do not represent the same percentage change as the energy, primarily due to variations in the CO² emissions coefficient of the electricity supply system. The emissions coefficient is dependent upon a number of factors, most importantly, the mix of primary fuels used to generate electricity that is supplied in South Australia. Decisions about the mix of fuels are made as a function of the National Electricity Market and are therefore beyond the control of the department.

The department has endeavoured to provide the most accurate information from all possible sources available to it, and any unintentional inconsistencies in these figures are beyond the department’s control.


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DFEEST’s internal purchasing and disposal delegations were reviewed and revised to reflect the increased $4.4 million delegation as approved by the State Procurement Board late in 2005. The role and composition of the Accredited Purchasing Unit (APU) was also reviewed. As a result, the APU was superseded by the strategically focussed Strategic Procurement Committee (SPC). The SPC oversees strategic procurement operations within DFEEST and is responsible for the approval of acquisitions of between $220 000 and $4.4 million. The SPC is chaired by the Deputy Chief Executive, Employment and Training Services who was previously the Chair APU. The following table depicts the procurements progressed in 2006:

Departmental Procurements 2006 Approx Value ($’000)

Maximum contract period including extension option

Personal computers and laptops for whole of DFEEST 9 900 5 years

Print control software 1 900 5 years

Timber and panel board products 1 500 5 years Print and distribution of Children's and Community Services learning materials 1 500 5 years

Leadership development program 1 500 5 years

Corporate livery 1 350 5 years

Youth Conservation Corps 1 100 1 year

Cash collection and banking services 900 7 years

Printing of hair and beauty learning materials 700 5 years

Budget and financial process implementation 350 One off purchase

Supply of a printing and despatch service (SBTC) 325 5 years

Approved storage provider 320 7 years

Auslan interpreting services for the hearing impaired 300 5 years

Printing and delivery of TAFE student enrolment forms 300 5 years

Aviation purchase 220 One off purchase

Digital print equipment 160 One off purchase

Computer to plate (CTP) platemaker for Croydon Campus 145 One off purchase

Removalist services 112 3 years

ELICOS Phase 2 100 One off purchase

Tractor for TAFE SA Adelaide South 85 One off purchase

Energy audit 80 One off purchase

FEATURES Contracts


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The department’s expenditure on consultancies for 2005-06 was $668 154 (GST exclusive) and is detailed below.

Consultant Purpose for Consultancy Less than $10 000 Total of 4 Various Subtotal $20 907 $10 000 - $50 000 Swinburne University Community Innovation Awareness survey. Adelaide Research & Innovation Pty Ltd

Work/Life Balance Project: Presentation of the literature review and benchmarking analysis findings and delivery of survey (Associate Professor John Spoehr, Centre for Labour Research) Examining trends in women’s employment

Professor Maxwell H Brennan Independent advice to the government in relation to policy matters dealing with science, research and innovation and is a leader in promoting strategic development of the State’s science and research sector

Joan Russell Provides advice on the future directions for the Women’s Studies Resource Centre

Toscana Consulting Facilitate and advise on whole-of-State eResearch proposal

Eckerman Associates Establish policy and market developments for the provision of broadband infrastructure and services in the context of land management and development

Australian National University Bibliometric analysis for Premier Science and Research Council SWOT working party

Subtotal $156 639 Above $50 000 Colmar Brunton Intelligence Traineeship Apprenticeship Futures Project - examines proposals for

improvements the system and make recommendations designed to enhance State ability to develop skills base, promote equity of access to skills and workforce development, and to reduce skills shortages

The Teleran Group DFEEST Leadership Development Program - Assessment including supply and administration for 45 nominees - coach ready, leadership profile, leadership competency and program application forms

PKF Organisation Development Independent advice for the budget and financial processes implementation project

Subtotal $490 608 Total $668 154

FEATURES External Consultancies


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The government has adopted guidelines for asbestos management in government buildings, which includes the requirement that agencies must report on their asbestos risk reduction programs. As part of its asset management DFEEST, through the Department of Transport, Energy and Infrastructure (DTEI) is undertaking a programmed assessment of its sites. Details are recorded and maintained in on site and central registers and standard work procedures are in place to manage asbestos items. DFEEST participated in a review of reporting arrangements led by DTEI in 2006. It is expected that review outcomes will be implemented for incorporation into the 2007 report. DFEEST manages 83 sites some some having six to ten buildings. None of these sites has an asbestos item that has been recommended for immediate removal. Asbestos found to be in an unstable or unsafe state is removed immediately. Stable low risk asbestos containing materials are inspected annually and if any works are required to them the asbestos in the area is removed as part of the works. The table below provides a summary of asbestos risk and removal activities:

ASBESTOS – PRIORITY AND REMOVAL ACTIVITIES

Site Asbestos Presence

Status

Priority for Risk

Assessment

No of sites in Priority

for Assessment

category

Risk Reduction Program: Activities conducted during 2005-06

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

Insufficient data Urgent 4

2 sites built post prohibition of use of asbestos - deemed low risk 2 jointly shared sites in remote areas - coordinated approach agreed to assess – deemed low risk

0

Unstable, Accessible; or Unstable, Damaged or Decayed

Urgent 6 0

Unstable, Inaccessible; or Unstable, Partly Accessible

High 7 1 (41m2)

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

Medium 16

Stable low risk asbestos containing materials are inspected annually and if any works are required, asbestos is removed as part of that work

6 (764.1m2)

Stable, Inaccessible; or Stable, Partly Accessible

Low 1 2 (480l/mts – 0.78m2)

Asbestos Free Not applicable 14 No activity required 0

FEATURES Asbestos Management in Government Buildings


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ASBESTOS RISK REDUCTION A risk assessment template is maintained categorising risk into a six level hierarchy. This template provides a perspective on asbestos management to ensure high risk instances are identified and appropriate remedial action taken. It is also used to facilitate cross government comparisons in collaboration with the DTEI Asbestos Management Unit and provides a percentage assessment of risk categories against the preceding year. The table below depicts this comparison for the reporting year.

Site performance score

1 2 3 4 5 Not assessed

Site risk level Severe Major Moderate Minor No risk Percentage of sites in category year’s commencement

0.5 1.9 44.7 28.9 23.1 0.9

Adjusted percentage after annual reduction activity

0.4 1.6 44.0 27.4 25.6 1.0

The following table depicts the account payment performance for January to December 2006

Particulars Number of Accounts

Paid Percentage of Accounts

Paid (by Number) Value in $A of Accounts paid

Percentage of Accounts Paid (by

Value) Paid by due date8 83 251 79 185 455 021 79

Paid within 30 days or less from due date 13 032 13 34 607 475 15

Paid more than 30 days from due date 8 093 8 16 096 897 6

Fraud The department’s Internal Audit and Risk Management Review Unit provides assurance of the effectiveness of agency governance processes, control systems and review of risk management initiatives. The unit coordinates its review activities in line with the department’s governance framework.

8 The due date is defined as per 11.2 of the Treasurer’s Instruction. Unless there is a discount or a written agreement between the public authority and the creditor, payment should be within thirty days of the date of the invoice or claim

FEATURES Account Payment Performance

FEATURES Fraud


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One allegation of fraud was referred by the unit to South Australia Police. As a result of the audit investigation, the officer concerned left the department.

The following table depicts overseas travel by employees during 2006, including destinations, costs and reasons for travel. Employees Involved Destination/s Reasons for Travel Cost to

department ($)* 1 Austria Business Development 18 825 1 Bangkok Participate in Promotional Exhibitions e.g. International

Careers Exhibition, Austrade - Study in Australia Exhibition, etc.

5 059

Recruitment of International Students 10 China Participate in Promotional Exhibitions e.g. International

Careers Exhibition, Austrade - Study in Australia Exhibition, etc.

63 476

Recruitment of International Students Discussion with Tertiary Institution(s) of country visited Business Development Off-shore delivery of course/program

1 Denmark Attendance at workshop / conference 2 083 Presenting papers at conference

2 Dubai Discussion with Tertiary Institution(s) of country visited 15 086 Business Development Project Management

4 Hong Kong Participate in Promotional Exhibitions e.g. International Careers Exhibition, Austrade - Study in Australia Exhibition, etc.

36 642

Recruitment of International Students Business Development

3 India Participate in Promotional Exhibitions e.g. International Careers Exhibition, Austrade - Study in Australia Exhibition, etc.

18 121

Recruitment of International Students Business Development 1 Italy Attendance at workshop / conference 3 018 Presenting papers at conference 1 Japan Participate in Promotional Exhibitions e.g.

International Careers Exhibition, Austrade - Study in Australia Exhibition, etc.

9 358

Recruitment of International Students Business Development 1 Korea Participate in Promotional Exhibitions e.g.


6 909

Recruitment of International Students Business Development

3 Malaysia Business Development 13 303 Off-shore delivery of course/program 2 New Zealand Attendance at workshop / conference 5 442 Presenting papers at conference 1 Philipines Business Development 2 770 Project Management Off-shore delivery of course/program 1 Serbia Business Development 18 825

FEATURES Overseas Travel


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4 Singapore Recruitment of International Students 22 011 Business Development Facilitating at workshop Off-shore delivery of course/program

1 Singapore and Malaysia Participate in Promotional Exhibitions e.g. International Careers Exhibition, Austrade - Study in Australia Exhibition, etc.

4 093

Facilitating at workshop Off-shore delivery of course/program

1 South Africa Recruitment of International Students 3 953

Off-shore delivery of course/program 2 Sudan Off-shore delivery of course/program 39 073

1 Taiwan Recruitment of International Students 12 997

Other reason not listed 2 Thailand Participate in Promotional Exhibitions e.g.


21 834

Recruitment of International Students Business Development Attendance at workshop / conference

1 United Kingdom Attendance at workshop / conference 11 302

Presenting papers at conference 1 Vietnam Participate in Promotional Exhibitions e.g.


11 765

Recruitment of International Students

Business Development

*Note that the cost to the department is gross expenditure and not net of income

The department recognises the important role the institutes and campuses play in the local community. The institute/campus structure provides significant input into social networks and reinforces local character. They are a physical resource and a landmark place of activity. The department's facilities management and capital works processes include consideration of urban design concepts. This helps support the building of community capacity and social capital through safe, accessible and welcoming facilities. Integrating Urban Design with our Core Systems and Procedures Consultant, contractor tenders and contracts are managed on behalf of DFEEST by the Department of Transport, Energy and Infrastructure (DTEI).

FEATURES Urban Design Charter


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DFEEST has supported DTEI in the preparation of policies, including environmentally sustainable development (ESD) in major works that must be addressed for all major capital works projects. This policy details mandatory requirements and issues for consideration. This policy includes reference to the requirements of the Energy Action Plan. To initiate the engagement of consultants to undertake design work, a request to DTEI for consultant engagement is completed by the Asset Management Unit. This provides DFEEST with the opportunity to define and /or request specific urban design principles associated with the project or request their investigation, including: • ESD initiatives to be considered • specific site issues such as cultural, political and heritage issues • corporate parameters (relevant policies, standards and guidelines) • specific consultant services required (for example tree audits, traffic management

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

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

FEATURES Freedom of Information


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• students’ records in TAFE institutes • student services records • records relating to accredited training courses • complaints made about registered training providers and accredited courses • records relating to registered training providers and contracts of training • contracts • records relating to grants of funding • surveys and statistics. Records are held in a variety of media including paper, microfiche and electronic formats. Information and explanatory documents about courses, contracts of training, course accreditation and training organisation registration, youth services, science, innovation and information economy are available free of charge from the following websites. • TAFE: http://www.tafe.sa.edu.au/ • Information on accreditation/registration and contracts of training:

http://www.training.sa.gov.au/ • Higher education accreditation: http://www.aqf.edu.au/ • Adult Community Education Grants:

http://www.training.sa.gov.au/OVETstudents/pages/default/fundace/ • User Choice policy located under the User Choice submenu:

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

o Click on the Traineeships/Apprenticeships submenu o Now click on the ‘downloadable documents’ submenu o Scroll to the bottom of the page and click on ‘Training and Skills Commission

guidelines.’ • Office for Youth: http://www.officeforyouth.sa.gov.au • Science, Innovation and Information Economy information:

http://www.innovation.sa.gov.au • General DFEEST website: http://www.dfeest.sa.gov.au Hard copies of documents are available from:

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

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

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

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

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

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

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

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

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

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

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


105

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

Access Requests The department received seven and processed six applications under the FOI Act. Two other applications were carried forward from 2005 and processed in 2006. Policy Documents Departmental policy documents are available via the internet at:

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

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

ICT Strategic Plan The Strategic ICT Plan was completed and will set a broad direction and trends in ICT for 2006-08. Its development was in response to targets set in the DFEEST Strategic Plan. The ICT Plan was informed by global trends in ICT and education and aligns with whole of government client-centric and shared services initiatives. The five main objectives address ICT in teaching and learning, workforce skilling, ICT services, information management and innovation. A number of exciting goals and initiatives are identified in the ICT Strategic Plan that will pave the way for future growth and development of DFEEST and its business goals.

ICT Projects A number of significant projects were undertaken with affect upon the whole agency. The Enterprise Directory Project, completed in 2005, is now supported by an Enterprise Backup Solution. This initiative provides transparency across the department in terms of file transfer and access for staff and students at sites other than their base work area. The backup solution reduces risk of data loss at a system level. A project dealing with development of an Employee Self Service product has enabled staff to lodge leave forms and view their leave entitlements through a web portal. This has resulted in a significant reduction in inquiries to Human Resources staff and Payroll Services. The TAFE Information System provides course information to the TAFE SA website and SATAC. It has already proven beneficial to students and staff across DFEEST with increased applications through SATAC for 2007 enrolments. The completion of the Online Enrolment System ready for fee for service courses will be of long-term benefit and increases the flexibility in our enrolment processes. The Records Management Project has put in place electronic records management across Corporate DFEEST. TAFE SA will receive training and access to the RM software in 2007.

FEATURES ICT Report

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

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

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

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


106

Tele Learning Connections (TLC) Using the Tandberg Management Suite (TMS), registered DFEEST users and the external users of this service, are able to book video-conference sessions using TMS OnLine Access. An audio-conference system is also operational. This system allows multiple phone users to be connected together in a multi-point conference phone conversation. TLC supports 42 educational and 26 meeting facilities across 44 TAFE SA campuses and central office locations. A total of 1074 students received all or part of their learning by video conference with 214 enrolled at the Adelaide South Institute, and 860 enrolled at the Regional Institute. There has been an increase of 514 students over those using VC facilities in 2005. The completion rate for the year of students using VC training was 80.06 per cent. TMS records show that there are 1724 confirmed active bookings in the system, of which 557 are for DFEEST staff meetings. This gives us an indication of the utilisation of this technology for departmental meetings, as well as for educational sessions in 2007. In Semester 2, there were 2275 bookings, inclusive of 290 Non DFEEST TLC client bookings. TAFE SA Initiatives The future vision for TAFE SA is set out in TAFE Space. The report provides the brief that will steer decision making relating to capital infrastructure and ICT architecture for both e-business and e-learning in TAFE SA over the next five to 10 years. The vision was tested with senior leaders and practitioners to identify the business process needs that were critical to achieve the student/client centric environment of the learning community. Input from the consultation process resulted in the report titled The Future Business Needs of TAFE SA and the Implications to Project Nova and other ICT Systems. This has been an essential piece of work to ensure the planning for a new a student information system was building requirements for the future. Work commenced on determining the impact this future setting focussed on the impact this will have on ICT infrastructure and applications, so that DFEEST is building the ICT environment that will ensure the flexibility and service to students, industry and communities that is fundamental to achieving the State strategic targets for Skilling South Australia. Recommendations identify areas for immediate action along with strategies for a longer term coordinated approach to ICT infrastructure and application development for TAFE SA and the broader VET system.

Section E DFEEST Annual Report 2006

FINANCIAL PERFORMANCE

2006 2005Note $'000 $'000

EXPENSESEmployee benefits 6 254,679 231,714 Supplies and services 7 133,865 140,271 Grants and subsidies 8 58,354 46,700 Depreciation 9 14,324 13,865 Net loss from the disposal of assets 16 - 127 Other 10,11 85 1,011 Total Expenses 461,307 433,688

INCOMECommonwealth grants 12 100,772 91,026 Student and other fees and charges 13 69,711 73,076 Other grants and contributions 14 9,516 7,455 Interest 15 2,976 3,271 Net gain from the disposal of assets 16 479 - Other 17 6,276 6,288 Total Income 189,730 181,116

NET COST OF PROVIDING SERVICES 271,577 252,572

REVENUES FROM/PAYMENTS TO SA GOVERNMENTRevenues from SA Government 18 247,709 239,748 Payments to SA Government 18 3,589 55 Total Government Revenues 244,120 239,693

NET RESULT BEFORE RESTRUCTURE (27,457) (12,879)

NET EXPENSES FROM RESTRUCTURING 28 (335) -

NET RESULT AFTER RESTRUCTURING (27,792) (12,879)

THE NET RESULT AFTER RESTRUCTURE IS ATTRIBUTABLE TO THE SA GOVERNMENT AS OWNER

Income Statement for the Year Ended 30 June 2006

109


2006 2005Note $'000 $'000

CURRENT ASSETSCash 19 47,382 52,734 Receivables 20 15,034 17,415 Inventories 23 1,952 1,439 Total Current Assets 64,368 71,588

NON-CURRENT ASSETSReceivables 20 222 274 Investments 21 1,442 1,019 Property, plant and equipment 22 448,400 450,721 Total Non-Current Assets 450,064 452,014

TOTAL ASSETS 514,432 523,602

CURRENT LIABILITIESPayables 24 28,442 20,325 Employee benefits 25 17,068 13,227 Provisions 26 2,455 1,220 Other 27 5,761 2,611 Total Current Liabilities 53,726 37,383

NON-CURRENT LIABILITIESPayables 24 3,348 3,729 Employee benefits 25 38,457 36,306 Provisions 26 6,557 6,048 Other 27 499 499 Total Non-Current Liabilities 48,861 46,582

TOTAL LIABILITIES 102,587 83,965

NET ASSETS 411,845 439,637

EQUITYRetained earnings 388,161 415,953 Asset revaluation reserve 23,684 23,684

TOTAL EQUITY 411,845 439,637

The Total Equity is attributable to the SA Government as owner.

COMMITMENTS 29CONTINGENT ASSETS AND LIABILITIES 30

Balance Sheet as at 30 June 2006

110


AssetRevaluation Retained

Reserve Earnings Total$'000 $'000 $'000

Balance at 30 June 2004 12,480 428,833 441,313 Restated Balance at 30 June 2004 12,480 428,833 441,313

Gain on revaluation of property during2004-05 11,204 - 11,204

Net result for 2004-05 - (11,977) (11,977)

Balance at 30 June 2005 23,684 416,856 440,540

Error correction - (903) (903) Restated Balance at 30 June 2005 23,684 415,953 439,637

Net Result before restructure for 2005-06 - (27,457) (27,457)

Net result after restructure for 2005-06 - (335) (335)

Balance at 30 June 2006 23,684 388,161 411,845

The Total Equity is attributable to the SA Government as owner.

Statement of Changes in EquityFor the Year Ended 30 June 2006

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112


Cash Flow Statement for the year ended 30 June 2006

2006 2005Note $'000 $'000

Inflows Inflows(Outflows) (Outflows)

CASH FLOWS FROM OPERATING ACTIVITIESCASH OUTFLOWS

Employee benefits (245,781) (229,505) Supplies and services (131,868) (147,523) Grants and subsidies (58,354) (46,700) Other 2,903 (7,038) Cash used in Operating Activities (433,100) (430,766)

CASH INFLOWSCommonwealth grants 100,772 91,026 Student and other fees and charges 68,312 71,979 Other grants and contributions 4,189 7,454 Interest received 3,033 3,354 GST receipts from taxation authority 7,624 4,347 Other 5,282 12,087 Cash generated from Operating Activities 189,212 190,247

CASH FLOWS FROM SA GOVERNMENT:Receipts from SA Government 247,709 239,748 Payments to SA Government (3,589) (55) Funds from other Government entities 5,327 - Cash generated from SA Government 249,447 239,693

Net Cash provided by (used in) Operating Activities 31 5,559 (826)

CASH FLOWS FROM INVESTING ACTIVITIESCash Outflows

Purchase of non-current assets (12,924) (2,951)

Cash InflowsSales of non-current assets 2,013 1,635

Net Cash used in Investing Activities (10,911) (1,316)

NET DECREASE IN CASH HELD (5,352) (2,142) CASH AT 1 JULY 2005 52,734 54,876 CASH AT 30 JUNE 2006 19 47,382 52,734

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Income/Expenses Vocational Higher Regulatory Employment TotalEducation Education Services Development

and Training$'000 $'000 $'000 $'000 $'000 $'000 $'000 $'000

ExpensesEmployee benefits 238,978 504 5,094 6,599 3,132 213 159 254,679Supplies and services 128,464 143 876 2,366 1,750 211 55 133,865Grants and subsidies 19,520 0 9 17,446 20,407 955 17 58,354Depreciation 14,324 0 0 0 0 0 0 14,324Other 81 0 1 2 1 0 0 85Total Expenses 401,367 647 5,980 26,413 25,290 1,379 231 461,307

IncomeCommonwealth grants 99,295 0 18 1,186 273 0 0 100,772Student and other fees and charges 69,511 0 200 0 0 0 0 69,711Other grants and contributions 6,026 0 0 703 2,772 15 0 9,516Interest income 2,976 0 0 0 0 0 0 2,976Gain on disposal of assets 479 0 0 0 0 0 0 479Other 5,948 0 168 37 26 97 0 6,276Total Income 184,235 0 386 1,926 3,071 112 0 189,730

Net Cost of Providing Services 217,132 647 5,594 24,487 22,219 1,267 231 271,577

GovernmentRevenues from SA Government 194,753 677 5,567 25,313 21,354 27 18 247,709Payments to SA Government (3,589) 0 0 0 0 0 0 (3,589)Net (Loss) from Restructure 0 0 0 0 0 (289) (46) (335)

Net Result After Restructure (25,968) 30 (27) 826 (865) (1,529) (259) (27,792)

Program Schedule - Expenses and Income for the year ended 30 June 2006

Employment and Skills Formation YouthScience,

Technology and

Innovation Youth Policy

Science, Technology and

Innovation

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

and Training and Employment

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

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

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

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

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

Employment and Skills Formation

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Financial instruments

Credit risk exposures

The Department does not have any significant credit risk exposure to any single creditor. The carrying amountof financial assets recorded in the Balance Sheet net of provision for doubtful debts represents the Department'smaximum exposure to credit risk.

Interest rate risk exposures

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

2006 2005Weighted Average

Interest RateFloating Interest

RateNon Interest

Bearing Total Total (%) $'000 $'000 $'000 $'000

Financial AssetsAccrual Appropriation Excess Funds 5.71% 36,936 - 36,936 26,231 Cash 5.37% 9,780 666 10,446 26,503 Receivables - 15,256 15,256 17,689 Investments - 1,442 1,442 1,019

46,716 17,364 64,080 71,442

Financial LiabilitiesTrade and other creditors - 26,130 26,130 18,300 Other liabilities - 2,084 2,084 1,028

- 28,214 28,214 19,328

Net Financial Assets/(Liabilities) 46,716 (10,850) 35,866 52,114

Net fair value of financial assets and financial liabilities

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

Credit standby arrangements

The Department has a $2.8 million ($4.4 million) credit card facility with ANZ bank. The unused portion of this facilityas at 30 June 2006 was $2.3 million ($4.0 million).

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6 Employee benefits 2006 2005$'000 $'000

Salaries and wages (including annual leave) 204,165 184,299Superannuation 22,003 20,576Payroll tax 12,792 11,636Long service leave 6,455 11,499Workers’ compensation 4,475 2,846Targeted voluntary separation payments 3,496 34Other employee related costs 1,293 824

254,679 231,714

Targeted Voluntary Separation Packages (TVSPs)Amount Paid to these employees:TVSPs 3,496 34Annual Leave and long service leave accrued over the period 1,031 -

4,527 34

Recovery from the Department of Treasury and Finance 3,496 -

Number of Employees who were paid TVSPs during the reporting period 33 -

Remuneration of Employees

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

2006 2005Number of Number ofEmployees Employees

$100,000 - $109,999 58 56$110,000 - $119,999 13 22$120,000 - $129,999 4 9$130,000 - $139,999 7 11$140,000 - $149,999 7 6$150,000 - $159,999 6 3$160,000 - $169,999 4 1$170,000 - $179,999 - 1$190,000 - $199,999 1 -$200,000 - $209,999 1 1$210,000 - $219,999 2 2$220,000 - $229,999 1 -$230,000 - $239,999 2 -$250,000 - $259,999 - 1$260,000 - $269,999 1 -$290,000 - $299,999 1 -

108 113

Notes to the Income Statement for the Year Ended 30 June 2006

The total remuneration received or receivable by employees whose remuneration exceeded $100,000 was $13.7 million ($13.5 million). The remuneration includes salaries, employer superannuation costs, salary sacrifice amounts, and associated fringe benefits tax. It also includes eligible termination payments where the employees normal remuneration exceeded $100,000. For 2006, the above figures include 8 employees (7 in 2005) who resigned or retired during the year.

116


7 Supplies and Services 2006 2005Supplies and services provided by entities within the SA Government $'000 $'000Printing and consumables - 153Minor works, maintenance and equipment 11,766 21,246Information technology infrastructure and communication 10,642 7,121Fees - contracted services (including consultants) 3,677 2,314Trainee Reimbursements - 2,637Utilities 787 1,683Cleaning 7,484 6,349Vehicle and travelling expenses 2,905 2,495Rentals and leases 2,890 2,335Other 557 565Total Supplies and Services - SA Government Entities 40,708 46,898

Supplies and Services provided by entities external to the SA Government 2006 2005$'000 $'000

Funding to non-TAFE providers for Vocational Education and Training 20,745 18,867Printing and consumables 15,083 13,045Minor works, maintenance and equipment 4,896 4,004Information technology infrastructure and communication 8,944 17,681Fees - contracted services (including consultants) 13,925 11,806Trainee Reimbursements 992 2,556Utilities 5,819 4,625Cleaning 1,208 1,014Vehicle and travelling expenses 4,670 3,533Rentals and leases 1,158 1,744Other 15,717 14,498Total Supplies and Services - Non SA Government Entities(1) 93,157 93,373

Total Supplies and Services 133,865 140,271(1) The total includes supplies and services paid or payable to SA Government entities where the amount paid or payable to the SAGovernment entity was less than $100,000.

Consultancy

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

2006 2005Number $'000 Number $'000

Below $10,000 4 21 1 9Between $10,000 and $50,000 7 156 9 198Above $50,000 3 491 3 242Total paid/payable to the consultants engaged (GST exclusive) 668 449

8 Grants and subsidies 2006 2005Grants and subsidies paid/payable to entities within the SA Government $'000 $'000Employment Programs 3,734 487Vocational Education and Training Programs 150 2,211Science and Technology Programs 854 8,911Tertiary Student Transport Concessions 6,737 6,147Skill Centre Programs 180 - Other specific grants 9,533 70Total Grants and Subsidies - SA Government Entities 21,188 17,826

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8 Grants and subsidies continuedGrants and subsidies paid/payable to entities external to the SA Government 2006 2005

$'000 $'000Employment Programs 13,284 12,160Vocational Education and Training Programs 9,755 7,101Science and Technology Programs 11,340 6,994Skill Centre Programs 1,942 829Other specific grants 845 1,790Total Grants and Subsidies - Non SA Government Entities(1) 37,166 28,874

Total Grants and Subsidies 58,354 46,700(1) The total includes grants and subsidies paid or payable to SA Government entities where the amount paid or payable to the SAGovernment entity was less than $100,000.

9 Depreciation 2006 2005$'000 $'000

Depreciation expense for the reporting period was charged in respect of:Buildings and improvements 12,147 12,161Plant and equipment 2,177 1,704Total Depreciation 14,324 13,865

10 Other expenses paid/payable to entities external to the SA Government 2006 2005$'000 $'000

Reduction in the value of investments - 36Allowance for doubtful debts and debt write-offs (204) 666Settlement of personal injury claims 42 - Total Other Expenses - Non SA Government entities (162) 702

11 Auditor's Remuneration 2006 2005$'000 $'000

Audit Fees paid/payable to the Auditor-General's Department 232 248Audit Fees paid/payable to entities external to the SA Government 15 61Total Auditor's Remuneration 247 309

Other servicesNo other services were provided by the Auditors.

12 Commonwealth grants 2006 2005Recurrent grants $'000 $'000VET Funding Act 75,935 71,417Specific Purpose 8,236 5,612

84,171 77,029Capital grantsVET Funding Act 13,600 13,600Specific Purpose 3,001 397

16,601 13,997

Total Commonwealth Grants 100,772 91,026

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13 Student and Other Fees and charges 2006 2005Fees and charges received/receivable from entities within the SA Government $'000 $'000Sales/fee for service revenue 1,479 1,755Student enrolment fees and charges 551 640Other user fees and charges 144 60Total Fees and Charges - SA Government entities 2,174 2,455

Fees and charges received/receivable from entities external to the SA Government2006 2005

$'000 $'000Sales/fee for service revenue 37,924 36,038Student enrolment fees and charges 27,215 31,875Other user fees and charges 2,398 2,708Total Fees and Charges - Non-SA Government entities 67,537 70,621

Total Student and Other Fees and Charges(1) 69,711 73,076(1) The total includes user charges received or due from SA Government entities where the amount received or due from the SAGovernment entity was less than $100,000.

14 Other Grants and Contributions 2006 2005$'000 $'000

Grants and Subsidies Revenue 3,807 4,523Miscellaneous Contributions 166 376Donations 216 68Grants from entitites within the SA Government 5,327 2,488Total Other Grants and Contributions 9,516 7,455

15 Interest 2006 2005$'000 $'000

Interest from entitites within the SA Government 2,958 3,253Interest from entitites external to the SA Government 18 18Total Interest 2,976 3,271

16 Net Gain/(Loss) on Disposal of Non-Current Assets 2006 2005$'000 $'000

Land and BuildingsProceeds from disposals 2,000 1,635Less: written down value 1,249 1,714Gain (loss) on disposals 751 (79)

Plant and EquipmentProceeds from disposals 13 20Less: written down value 285 68Loss on disposals (272) (48)

Total AssetsTotal proceeds from disposal 2,013 1,655Less: total written down value 1,534 1,782Total net gain/(loss) on disposals 479 (127)

119


17 Other income 2006 2005$'000 $'000

Targeted voluntary separation package recoveries (SA Government) 3,496 - Assets recognised for the first time - 99Share of net gains from investments 21 - Sundry income 2,759 6,189

6,276 6,288

18 Revenues from/Payments to SA Government 2006 2005Revenues from SA Government $'000 $'000Appropriations from Consolidated Account pursuant to the Appropriation Act 247,709 239,748Total Revenues from SA Government 247,709 239,748

Payments to SA GovernmentReturn of Surplus Cash pursuant to cash alignment policy 3,589 55Total Payments to SA Government 3,589 55

120


19 Cash 2006 2005$'000 $'000

Deposits with the Treasurer 36,936 26,231Special Deposit Account with the Department of Treasury and Finance 9,780 25,854Imprest account/cash on hand 666 649

47,382 52,734

Deposits with the TreasurerIncludes funds held in the Accrual Appropriation Excess Funds Account and Surplus Cash Working Account balances. Thebalance of these funds are not available for general use (ie funds can only be used in accordance with The Treasurer's/UnderTreasurer's approval).

20 Receivables 2006 2005Current $'000 $'000Fees and charges receivable 13,715 13,633 Less: provision for doubtful debts 474 13,241 841 12,792Prepayments 775 488GST recoverable from ATO 876 3,759Other receivables 142 376

15,034 17,415

Expected to be recovered more than 12 mths after reporting dateWorkers compensation receivable 222 274

222 274

Total receivables 15,256 17,689

Government/Non Government Receivables 2006 2005Receivables from SA Government Entities $'000 $'000Receivables 2,429 794Workers compensation receivable 222 274Other Receivables 100 241Total Receivables from SA Government entities 2,751 1,309

Receivables from Non SA Government EntitiesReceivables 10,812 11,998Prepayments 775 488GST recoverable from ATO 876 3,759Other 42 135Total Receivables from Non SA Government entities(1) 12,505 16,380

Total Receivables 15,256 17,689(1) The total includes receivables from SA Government entities where the amount received or due from the SAGovernment entity was less than $100,000.

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21 Investments 2006 2005Non-Current $'000 $'000Shares in associated company (refer below) 1,442 1,018Shares - 1

1,442 1,019

Associated Company Austraining AustrainingInternational International

Pty Ltd Pty Ltd$'000 $'000

Interest in associated company 400 400Share of retained profit 1,042 618Equity accounted amount of investment in associated company 1,442 1,018

Retained profits attributable to associated company:Balance at 1 July 611 * 706Share of operating profit/(loss) after income tax 431 (88)Balance at 30 June 1,042 618 *

Austraining International Pty Ltd

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

The current investment value is based on unaudited financial statements as at 30 June 2006. The figures are not consolidated as they were considered to be immaterial and unaudited at the time of preparing these statements.

*The comparative closing balance as at 30 June 2005 was unaudited and, when subsequently audited, was revisedto $611,000.

22a Property, plant and equipment2006 2005

Land and Buildings $'000 $'000Land at Fair Value* 49,734 50,534Buildings and Improvements at Fair Value*/Cost 621,109 625,622Accumulated Depreciation (284,872) (276,787) Construction work in progress 10,307 1,118Total Land and Buildings 396,278 400,487

Plant and EquipmentPlant and Equipment at cost (deemed fair value) 31,795 28,822Accumulated Depreciation (16,044) (14,959) Total Plant and Equipment 15,751 13,863

LibrariesLibraries at valuation* 36,371 36,371Total Libraries 36,371 36,371

Total Property, Plant and Equipment 448,400 450,721

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

ImpairmentThere were no indications of impairment of property plant and equipment, infrastructure and intangible assets at 30 June 2006.

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22b Reconcilations

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

30 June 2005 Carrying amount Additions Disposals

Net revaluation Increment/ (decrement)

Other Movements Depreciation

30 June 2006 Carrying amount

$000 $000 $000 $000 $000 $000 $000

2006

Land at fair value 50,534 - 800 - - - 49,734

Land at cost - - - - - - -

Buildings and improvements at fair value 282,919 449 - (2) 10,961 271,507

Buildings and improvements at cost 65,916 - - - - 1,186 64,730

Computing, communication equipment

furniture and equipment at cost 13,863 4,350 285 - - 2,177 15,751

Construction work in progress 1,118 9,189 - - - - 10,307

Libraries at valuation 36,371 - - - - - 36,371

Total 450,721 13,539 1,534 - (2) 14,324 448,400

30 June 2004 Carrying amount Additions Disposals

Net revaluation Increment/ (decrement)

Other Movements Depreciation

30 June 2005 Carrying amount

$000 $000 $000 $000 $000 $000 $0002005

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

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

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

Buildings and improvements at cost 66,669 413 - - - 1,166 65,916

Computing, communication equipment

furniture and equipment at cost 13,812 1,823 68 - - 1,704 13,863

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

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

Total 452,095 3,069 1,782 11,204 0 13,865 450,721

Notes to The Balance Sheet as at 30 June 2006

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23 Inventories 2006 2005Current $'000 $'000Inventories held for sale 1,377 1,439Inventories held for distibution 575 - Total current inventories 1,952 1,439

24 Payables 2006 2005Current $'000 $'000Creditors 22,409 17,050Accrued Expenses 3,563 1,070Employment On-Costs 2,312 2,025Other 158 180

28,442 20,325

Expected to be paid more than 12 months after reporting dateOn-costs on employee benefits 3,348 3,729

3,348 3,729

Total Payables 31,790 24,054

Government/Non Government Payables 2006 2005Payables to SA Government Entities $'000 $'000Creditors 2,922 4,430Accrued expenses - 488Employment On-costs 5,662 5,754Total Payables to SA Government entities 8,584 10,672

Payables to Non-SA Government EntitiesCreditors 19,487 12,620Accrued expenses 3,563 582Other 156 180Total Payables to Non-SA Government entities(1) 23,206 13,382

Total Payables 31,790 24,054

Total Payables(1) The total includes payables due to other SA Government entities where the amount due to the SAGovernment entity was less than $100,000.

25 Employee Benefits 2006 2005Current $'000 $'000Annual leave 7,738 6,674Short-term long service leave 3,829 3,325Accrued salaries and wages 1,520 630Non-attendance days 3,981 2,598

17,068 13,227

Expected to be paid more than 12 months after reporting dateLong-term Long Service Leave 38,457 36,306

38,457 36,306

Total Employee Benefits 55,525 49,533

The total current and non-current employee expense (ie aggregate employee benefit plus related on costs) for 2006 is $19.4 million and $41.8 million respectively.

124


26 Provisions 2006 2005Current $'000 $'000

Workers compensation 2,455 1,220

Non-CurrentWorkers compensation 6,557 6,048

Total Provisions 9,012 7,268

Carrying amount at 1 July 7,268 7,053Additional provisions recognised 1,744 215

Carrying amount at 30 June 9,012 7,268

27 Other Liabilities 2006 2005Current $'000 $'000Deposits 1,547 487Unearned revenue 4,134 2,082Unpaid personal injury claims 42 - Other liabilities 38 42

5,761 2,611

Non-CurrentAdvances 499 499

499 499

28 Net Revenues/Expenses from RestructuringDuring the 2005-06 financial year, the Department assumed responsibility for the Office for Youth from the Department of Families and Communities effective 1 April 2006. The following assets and liabilities were transferred resulting in a net expense from restructuring of $335,000.

2006 2005$'000 $'000

Assets:Property, plant and equipment 19 -

Liabilities:Employee benefits 354 -

Net expense from restructuring 335 -

The following amounts were recorded for the Office for Youth. Transferor TransfereeEntity Entity Total

Income 41 18 59Expense 2,400 1,552 3,952Net Result (2,359) (1,534) (3,893)

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29 Commitments

Remuneration Commitments

At the end of the reporting period the Department had the followingremuneration commitments:

2006 2005$'000 $'000

Payable no later than one year 2,528 1,554Payable later than one year and not later than five years 7,214 4,351Total 9,742 5,905

Amounts disclosed include commitments arising from executives and other service contracts. The Department does not offerremuneration contracts greater than 5 years.

Capital Commitments

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

2006 2005$'000 $'000

These amounts are due for payment:Not later than one year 10,478 785Total (including GST) 10,478 785

GST included in capital expenditure commitments 953 71

Operating Leases Commitments

At the reporting date, the Department had the following obligations as lessee under non-cancellableoperating leases. These are not recognised as liabilities in the Balance Sheet.

2006 2005$'000 $'000

Payable no later than one year 3,109 3,243Payable later than one year and not later than five years 1,185 2,720Payable later than five years 93 142Total (including GST) 4,387 6,105

GST included in operating lease commitments 399 555

30 Contingent Assets and Liabilities

The Department has no items which meet the definition of contingent assets. There are, however, a number of outstanding personal injury claims not settled as at 30 June 2006 with an estimated settlement value of $287,000. In addition, the Minister for Employment, Training and Further Education has provided a $3 million guarantee to Austraining International Pty Ltd which has not been invoked as at 30 June 2006.

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31 Reconciliation of Net Cash provided by Operating Activities to Net Cost of Services2006 2005

$'000 $'000

Net cash provided by Operating Activities 5,559 (826)

Depreciation (14,324) (13,865)Bad and doubtful debts 204 (666)Net assets recognised for first time - 99Gain/(Loss) on sale of assets 479 (127)(Increase) in employee benefits (7,422) (1,440)(Decrease) in receivables (2,214) (1,645)(Decrease)/Increase in Inventories 513 (1,004)(Increase) in payables (7,101) (135)Decrease/(Increase) in other liabilities (3,150) 6,730Revenues from Government (244,120) (239,693)Net cost of providing services (271,576) (252,572)

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NOTES TO AND FORMING PART OF THE FINANCIAL STATEMENTS 1. AGENCY OBJECTIVES AND FUNDING (a) Objective The Department of Further Education, Employment, Science and Technology (the Department) serves the Government and people of South Australia by creating an environment in which all South Australians prosper as a result of having an equal opportunity to share in more and better jobs and learning opportunities by developing the scientific, research and innovative capacity of the State and developing the State’s workforce and communities. The Department undertakes a range of functions in order to meet its objective; • provision of strategic policy advice for developing the State’s workforce • ensuring high-quality vocational education and training is delivered by TAFE Institutes,

private registered training organisations and adult community education providers • regulation of vocational education and registered training organisations, non-university

higher education providers, and providers of English language intensive courses for overseas students

• regulation, administration and funding of apprenticeships and traineeships • managing state-funded employment and community development programs • support the government’s strategic direction in the higher education sector • provision of strategic advice for science, technology, information economy and innovation

policy development that links government with business, industry and education sectors • provide programs, grants and initiatives, and advocate and facilitate policies and

strategies that create opportunities for positive outcomes for all young people in South Australia.

(b) Funding The Department is predominantly funded by State Government appropriations supplemented by Commonwealth grants. In addition revenues are generated from sales and/or a fee for service basis. These include: • student fees and charges; • training for various organisations; • sale of curriculum material; • hire of facilities and equipment. The financial activities of the Department are primarily conducted through a Special Deposit Account with the Department of Treasury and Finance pursuant to Section 8 of the Public Finance and Audit Act 1987 and to comply with the Skilling Australia’s Workforce Act 2005. The Special Deposit Account is used for funds provided by State Government appropriation, Commonwealth grants and revenues from fees and charges. (c) Administered Funds The Department is responsible for the administration of the Minister for Employment, Training and Further Education’s, salary and allowances funded by Special Acts Appropriation. These appropriations are not controlled by the Department and hence do not

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form part of the controlled financial statements. Salary and allowances paid to the Minister totalled $214,241. On 1 April 2006, the Department also became responsible for administering the Duke of Edinburgh Awards which is an international youth development program available to all young people aged between fourteen and twenty-five. No assets or liabilities were transferred to the Department. Since the transfer date the Duke of Edinburgh Awards recognised income of $139,000 and expenses of $13,000. Prior to the transfer date, the Duke of Edinburgh Awards had recognised income of $99,000 and expenses of $156,000. 2. SUMMARY OF SIGNIFICANT ACCOUNTING POLICIES (a) Basis of Accounting The financial report is a general purpose financial report. The accounts have been prepared in accordance with applicable Australian Accounting Standards and Treasurer's Instructions and Accounting Policy Statements issued pursuant to the Public Finance and Audit Act 1987 and other mandatory professional reporting requirements in Australia. These financial statements are the first statements to be prepared in accordance with Australian Equivalent to International Financial Reporting Standards (AIFRS). AASB 1 First time adoption of AIFRS has been applied in preparing these statements. Previous Financial Statements were prepared in accordance with Australian Generally Accepted Accounting Principles. The financial statements have been prepared on the accrual basis of accounting and in accordance with the historical cost convention, except as otherwise stated. The financial report has been prepared based on a twelve month operating cycle and presented in Australian currency. In relation to liquidity/funding risk, the continued existence of the Department in its present form, and with its present programs, is dependent on Government policy and on continuing appropriations by Parliament for the Department’s administration and programs. (b) Reporting Entity The financial statements reflect the use of assets, liabilities, revenues and expenses controlled or incurred by the Department in its own right. (c) Transferred Function as a result of restructuring On 1 April 2006, the Office for Youth was transferred from the Department for Families and Communities to the Department of Further Education, Employment, Science and Technology (see Note 28). (d) Comparative Figures Comparative figures have been restated on an AIFRS basis except for financial instrument information as permitted by AASB1. (e) Income and Expenses Income and expenses are recognised in the Income Statement when the flow or consumption or loss of economic benefits has occurred and can be reliably measured.

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Income and expenses have been classified according to their nature in accordance with Accounting Policy Framework (APF) II General Purpose Financial Reporting Framework. Income from fees and charges is derived from the provision of goods and services to other SA government agencies and to other clients. Income from disposal of non-current assets is recognised when control of the asset has passed to the buyer. Resources received/provided free of charge are recorded as income and expenses in the Income Statement at their fair value. Grants are amounts provided by the Department to entities for general assistance or for a particular purpose. Grants may be for capital, specific or recurrent purposes and the name or category reflects the use of the grant. The grants given are usually subject to terms and conditions set out in the contract, correspondence, or by legislation. (f) Revenues from/Payments to SA Government Appropriations for program funding are recognised as revenues when the Department obtains control over the funding. Control over appropriations is normally obtained upon their receipt and are accounted for in accordance with Treasurer’s Instruction 3 Appropriation. Payments include the return of surplus cash pursuant to the cash alignment policy paid to the Department of Treasury and Finance Consolidated Account. (g) Current and Non-Current Items Assets and liabilities are characterised as either current or non-current in nature. The Department has a clearly identifiable operating cycle of twelve months. Assets and liabilities sold, consumed or realised as part of the normal operating cycle even when they are not expected to be realised within twelve months after the reporting date have been classified as current assets or current liabilities. All other assets and liabilities are classified as non-current.

(h) Cash For the purposes of the Cash Flow Statement, cash includes cash at bank and other deposits at call that are readily converted to cash and are used in the cash management function on a day-to-day basis.

(i) Employee Benefits and Employment Related Expenses Liabilities have been established for various employee benefits arising from services rendered by employees to balance date. Employee benefits include entitlements to wages and salaries, long service leave, annual leave and non-attendance days. Non-attendance days are accrued annually for employees engaged under the Technical and Further Education Act 1976 but are non-cumulative. Employment related expenses include on-costs such as employer superannuation and payroll tax on employee entitlements together with the workers’ compensation insurance premium. These are reported under Payables as on-costs on employee benefits (refer Note 24).

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Salaries, wages, annual leave and non-attendance days Liabilities for salaries, wages, annual leave, non-attendance days and leave loading are measured and recognised at their nominal amount in respect of employees’ services up to the reporting date. Long service leave Long service leave is recognised on a pro-rata basis in respect of services provided by employees up to the reporting date. In calculating long service leave entitlements the Department takes into account, as a benchmark, an actuarial assessment prepared by the Department of Treasury and Finance based on a significant sample of employees throughout the South Australian public sector. This benchmark is the number of years of service that produces a value equal to the actuarially calculated net present value. Long service leave liability entitlements have been calculated using an Education specific benchmark of nine years, advised by the Department of Treasury and Finance, based on current salaries and wages. Sick leave Sick leave is not provided for in the financial report, as it is non-vesting. However, entitlements are accumulated and any sick leave is considered to be taken from the employees’ current entitlement. Fringe benefits tax The Commonwealth Government levies a tax on certain non-cash salary related benefits afforded to employees. Any fringe benefits tax which is unpaid at period end is shown as a liability in the Balance Sheet. Superannuation The Department makes contributions to several superannuation schemes operated by the State Government. These contributions are treated as an expense when they are incurred. There is no liability for payments to beneficiaries as they have been assumed by the Superannuation Funds. The liability outstanding at balance date relates to any contribution due but not yet paid to the superannuation schemes. Payroll tax Payroll tax is a State tax levied on total gross salary paid plus (non-cash) benefits and employer superannuation contributions. The estimated amount of payroll tax payable in respect of employee benefits liabilities is also shown as a liability in the Balance Sheet. Any increase or decrease in the level of required payroll tax provision is charged as an increase or decrease in the payroll tax expense in the Income Statement. The payroll tax liability is only payable when the employee benefits are paid. (j) Provisions A liability has been reported to reflect unsettled workers compensation claims. The workers compensation provision is based on an actuarial assessment performed by the Public Sector Workforce Relations Branch of the Department for Administrative and Information Services.

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(k) Receivables Receivables are shown at their recoverable value and reflect fees and charges which are due for settlement within 30 days of the reporting date. At the end of each reporting period the receivable balances are reviewed and an allowance is raised in respect of any balance where recovery is considered doubtful. The allowance for doubtful debts is established based on a review of outstanding amounts at year-end. Bad debts are written off when they are identified as irrecoverable. (l) Inventory Inventories held for distribution are measured at the lower of cost (as determined by the latest purchase price) and replacement cost. Inventories held for sale are measured at the lower of cost or their net realisable value. (m) Leases The Department has entered into a number of operating lease agreements, as lessee, for buildings and other facilities where the lessors effectively retain all risks and benefits incidental to ownership of the items held under the operating leases. Equal instalments of the lease payments are charged to the Income Statement over the lease term, as this is representative of the pattern of benefits to be derived from the leased property. Details of commitments of current non-cancellable operating leases are disclosed at Note 29. (n) Property, Plant and Equipment The Balance Sheet includes all property, plant and equipment controlled by the Department. Assets are initially recorded at cost except for property, plant and equipment which is donated, gifted or bequeathed is recorded at fair value at the time control passes to the Department. Assets received in this way are disclosed as revenue in the Income Statement. All classes of physical non-current assets with fair values at the time of acquisition equal to or greater than $1million and estimated useful lives equal to or greater than five years are revalued at intervals not exceeding three years. The relevant classes are shown at revalued amounts in the Balance Sheet. In accordance with APF III Asset Accounting Framework issued by the Department of Treasury and Finance, the Department has elected to measure each class of non-current asset on the fair value basis. Land Land is recorded on the basis of best use market value obtained from the South Australian Valuer-General as at 30 June 2005. Buildings and Improvements Information was obtained from the Strategic Asset Management Information System (SAMIS), maintained by the Department for Administrative and Information Services. Buildings and improvements are valued at current replacement cost less accumulated depreciation. Replacement costs have been established by reference to Quantity Surveyors estimates. The valuations for buildings and paved areas are current as at 31 March 2004.

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The building data provided in the statements relates specifically to buildings and paved areas. Buildings under construction are recorded as work in progress and are valued at cost. Library Collection The library collection is recorded at valuation. The most recent valuation was carried out as at 30 June 2005 by VALCORP Aust Pty Ltd, on the basis of written down current cost. Plant and Equipment Items of plant and equipment are recorded at fair value less accumulated depreciation. Only individual items costing $10,000 or more are capitalised and recorded in the Balance Sheet. Items under $10,000 are recorded in the Income Statement as an expense in the accounting period in which they are acquired. (o) Impairment All non-current assts are tested for indication of impairment at each reporting date. Where there is an indication of impairment, the recoverable amount is estimated. An amount by which the asset’s carrying amount exceeds the recoverable amount is recorded as an impairment loss. For revalued assets an impairment loss is offset against the asset revaluation reserve. (p) Depreciation of Non-Current Assets Non-current assets with an acquisition cost individually equal to or greater than $10,000 are systematically depreciated using the straight-line method of depreciation over their useful lives. This method is considered to reflect the consumption of their service potential. The Department reviews depreciation rates annually.

Major depreciation periods are: Years

Improvements

Buildings

Transportables 30 - 50 Fixed construction 40 - 106 Paved areas 15 - 45 Computing and communication equipment 3 - 7 Other plant and equipment 7 - 40

(q) Payables These amounts represent liabilities for goods and services provided to the Department prior to the end of the financial year, which are unpaid. The amounts are unsecured and are usually paid within 30 days of recognition. (r) Investments Investments are carried in the Balance Sheet at the lower of cost or recoverable amount.

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(s) Financial Instruments Financial Assets Cash deposits are recognised at their nominal amounts. Interest is credited to revenue as it accrues. Interest is earned on the daily balance rates based on the applicable 90 day bank bill rate. Trade accounts receivable are generally settled within 30 days and are carried at amounts due. Credit terms are net 30 days. A provision is raised for any doubtful debts based on a review of all outstanding amounts at balance date. Bad debts are written off in the period in which they are identified. Financial Liabilities Trade accounts payable, including accruals not yet billed, are recognised when the Department becomes obliged to make future payments as a result of a purchase of assets or services at their nominal amounts. Trade accounts payable are generally settled within 30 days. All Assets and liabilities are unsecured. (t) Accounting for Taxation The Department is liable for payroll tax, fringe benefits tax, goods and services tax and the emergency services levy. Revenues, expenses and assets are recognised net of the amount of GST except that: • the amount of GST incurred by the Department as a purchaser that is not recoverable

from the Australian Taxation Office is recognised as part of the cost of acquisition of an asset or as part of an item of expense; and

• receivables and payables are stated with the amount of GST included. (u) Rounding All amounts are rounded to the nearest thousand dollars ($’000). 3. FINANCIAL RISK MANAGEMENT The Department has significant non-interest bearing assets (cash on hand and receivables) and liabilities (payables) and interest bearing assets. The Department’s exposure to market risk and cash flow interest risk is minimal. The Department has no significant concentration of credit risk. The Department has policies and procedures in place to ensure that transactions occur with customers with appropriate credit history. In relation to liquidity/funding risk, the continued existence of the Department in its present form, and with its present programs, is dependent on Government policy and on continuing appropriations by Parliament for the Department’s administration and programs.

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4. CHANGES IN ACCOUNTING POLICIES Explanation of Transition to AIFRS In accordance with the requirements of AASB 1, an assessment of the impacts of adopting AIFRS has been completed by the Department and an adjustment has been included in the Statement of Changes in Equity to recognise a correction to the long service leave provision in 2005. Other A number of Australian Accounting Standards have been issued or amended and are applicable to the Department but are not yet effective. The Department has assessed the impact of the new and amended standards and there will be no impact on the accounting policies of the Department. 5. PROGRAMS AND SUB-PROGRAMS The programs and sub-programs presented in this report are: Program - Employment and Skills Formation Description/Objective: To strengthen the economic prosperity and social well-being of South Australia through strategic employment, skills formation and further education activities. Sub-program - Vocational Education and Training Provision of vocational education and training by TAFE institutes and other providers, outside the school sector (including publicly funded Adult Community Education), including contestable and non-contestable sources of funding; policy advice and support for post-secondary education. Sub-program - Higher Education Provision of advice to the Minister on higher education policy and planning. Sub-program - Regulatory Services Provision of registration, accreditation and approval services for registered training organisations, and the regulation, administration and funding of apprenticeships and traineeships. Sub-program - Employment Development Addressing disadvantage by providing opportunities to participate in employment, training, skills development, adult community education and assisting industry to meet current and future skills needs. Program - Science, Technology and Innovation Description/Objective: Provides the Government’s principal strategic focus for science, technology, information economy and innovation policy development and program delivery in South Australia that links the government, business, industry and education sectors.

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Program - Youth Description/Objective: The Office for Youth initiates, advocates and facilitates policies and strategies that create opportunities for positive outcomes for young people in South Australia. Sub-program - Youth Programs Development of innovative policies and proactive strategies to further promote youth development and youth engagement within the community. Sub-program - Policy and Resource Management Implementation of efficient and effective client service and resource management practices which optimise positive outcomes for young people.

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STATISTICAL APPENDICES Appendix 1: Vocational Education and Training

The annual figures for 2006 were not available at the time this report was prepared. Unless otherwise stated, all VET data are related to the 2005 calendar year and includes all publicly funded VET activity, including VET in schools auspicing VISA. Number of VET Students In 2005, 125 219 students undertook vocational education and training in South Australia. They comprised 51.3 per cent (or 64 281) of female students and 48.5 per cent (60 758) of male students with a further 0.2 per cent (180) of students who did not specify their gender. In South Australia, 11.4 per cent of South Australia’s working age (15-64 years) population9 participated in VET in 2005. The figure below shows that 63.1 per cent (79 054) of VET Students in South Australia attended TAFE Institutes.

VET Students by Provider Type, South Australia, 2005

TAFE 63.1%

VISA7.6%

Private Providers 14.5%

ACE9.2%

WEA5.6%

Source: NCVER (2006) PowerPlay Data Cubes\VET\Client 2005.

VET Students by Age Groups The figure below shows that the largest proportion of students undertaking vocational education and training in South Australia were aged 19 years or under, with 26.3 per cent (or 32 904 students) of total students, followed by those aged 20 to 29 years, with 24.7 per cent (30 874).

9 ABS (2006) Population Estimates by Age and Sex, South Australia, Cat No 3201.0. As at June 2005

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VET Students by Age Groups, South Australia, 2005

Age 60 or over4.2%

Not Stated3.6%

Age 19 or under26.3%

Age 20-2924.7%

Age 30-3916.7%

Age 40-4915.4%

Age 50-599.2%

Source: NCVER (2006) PowerPlay Data Cubes\VET\Client 2005 The largest share of male students were aged 19 years or under, with 28.4 per cent (17 235) of total male students, followed by those aged 20 to 29 years, with 27.8 per cent (16 913). Similarly, the largest share of female students were aged 19 years or under, with 24.3 per cent (15 613) of total female students, followed by those aged 20 to 29 years, with 21.6 per cent (13 908). Student Hours In 2005, South Australia generated 22 764 134 hours of VET delivery, an increase of 1.3 per cent (or 289 452 hours) on 2004 levels. The figure below shows the distribution of VET hours by the Australian Qualifications Framework (AQF). The largest share of VET provision for 2005 was at the Certificate III level, which accounted for 29.5 per cent (6 718 122) of total VET hours.

VET Hours by AQF Level, South Australia, 2005

Non award courses0.04%

Other education13.5%

Diploma or higher18.1%

Certificate IV15.5%

Certificate III29.5%

Certificate II15.2%

Certificate I5.9%

Subject only - no qualification

2.2%

Source: NCVER (2006) PowerPlay Data Cubes\VET\Client 2005 and unpublished data.

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Field of Education Field of education defines the subject matter of an educational activity. The following figure shows the distribution of South Australia’s 2005 VET hours by field of education. The field of education with the largest share of hours was management and commerce with 23.0 per cent (or 5 238 126 hours). This was followed by engineering and related technologies, with 16.8 per cent (3 818 813) and society and culture, with 16.7 per cent (3 803 561).

VET Hours by Field of Education, South Australia, 2005Health4.1%

Education1.3%

Natural and Physical Sciences

0.3%

Information Technology

3.9%

Engineering and Related

Technologies16.8%

Architecture and Building5.1%

Agriculture, Environmental and

Related Studies5.3%

Management and Commerce

23.0%

Food, Hospitality and Personal Services

8.6%

Creative Arts5.0%

Society and Culture16.7%

Mixed Field Programmes

7.7%

Subject only - no field of education

2.2%

Source: NCVER (2006) PowerPlay Data Cubes\VET\Client 2005 and unpublished data. Training Package Activity VET activity can be classified as training package activity or non-training package activity. In 2005, training package activity in South Australia accounted for 42.3 per cent of all students (or 52 956 students) and 62.0 per cent of total VET hours (or 14 121 541 hours). In contrast, non-training package activity generated 57.7 per cent of all students (72 263) and 38.0 per cent of VET hours (8 642 593). Of the more than 60 training packages used in South Australia in 2005, 15 training packages alone accounted for over 76 per cent of training package student numbers (41 958 students) and nearly 75 per cent of hours (10 428 924 hours) – see the table below. The community services training package had the largest share of training package hours with 14.4 per cent (2 037 976), followed by business services with 12.0 per cent (1 688 148) and hospitality with 7.6 per cent (1 073 299). When considering students, the business services training package had the largest share with 14.0 per cent (or 7439), followed by community services 11.3 per cent (5998), and retail with 8.5 per cent (4498).

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Top Fifteen Training Packages, VET Hours,

South Australia, 2005

Training Package Hours

Community Services Business Services Hospitality Information Technology Retail Automotive Industry Retail, Service and Repair Financial Services Metal and Engineering Industry General Construction Tourism Australian Meat Industry Food Processing Industry National Outdoor Recreation Industry Transport and Distribution Assessment and Workplace Training

2 037 976 1 688 148 1 073 299

852 654 799 958 593 082 516 062 477 744 476 268 424 426 336 522 330 626 325 245 283 031 213 883

Total (top 15 training packages) 10 428 924

Total (all training packages) 14 121 541

Total (all VET) 22 764 134


VET Students by Country of Birth The figure below shows that 68.7 per cent (or 86 069 students) of South Australia’s VET students were born in Australia, with another 6.0 per cent born in an English speaking country; 10.1 per cent (12 643) were born in a non-English speaking country; and a further 15.1 per cent (18 945 ) did not state their background.

VET Sudents Born in English Speaking Background (ESB) Countries, South Australia, 2005

Not Stated15.1%

Non English Speaking

Background countries

10.1%

Other ESB countries6.0%

Australia68.7%

Source: NCVER (2006) PowerPlay Data Cubes\VET\Client 2005.

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VET Students by Disability Status The figure below shows that 6.3 per cent of South Australia’s VET students (or 7923 students) stated they had a disability. The split between males and females with a disability was roughly equal with 49.7 per cent of females (3938) and 50.3 per cent (3983) reporting a disability. Two students did not state their gender. In 2005, 77.2 per cent (or 96 691 students) of South Australia’s VET students reported no disability and 16.5 per cent of students (20 605) did not state whether or not they had a disability.

VET Sudents by Disability Status, South Australia, 2005

Not Stated16.5%

No Disability77.2%

Disability6.3%

Source: NCVER (2006) PowerPlay Data Cubes\VET\Client 2005

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VET students by Aboriginal/Torrens Strait Islander status The following figure shows that in 2005, 3.5 per cent (or 4321 students) of South Australia’s VET students identified themselves as having an Indigenous background. Of these students, 54.4 per cent (2349) were female and 45.6 per cent male (1971). In 2005, 80.6 per cent (or 100 887) of South Australia’s VET students reported that they were non-Indigenous and 16.0 per cent of students (20 011) did not state their status.

VET Sudents by Indigenous Status, South Australia, 2005

Not Stated16.0%

Non indigenous80.6%

Indigenous3.5%

Source: NCVER (2006) PowerPlay Data Cubes\VET\Client 2005

Provider Type and Funding Source The figure below shows the distribution of training activity (hours) by VET provider type. TAFE remains the largest provider with 76.7 per cent of total VET hours (or 17 454 848 hours). Other registered private providers accounted for 17.2 per cent of VET hours (3 908 965), followed by VISA (4.1 per cent or 924 265), ACE (1.6 per cent or 363 790) and WEA (0.5 per cent or 112 266).

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VET Hours by Provider Type, South Australia, 2005

VISA4.1%

Private Providers17.2%

ACE1.6%

WEA0.5%

TAFE76.7%


The figure below shows that 86.4 per cent of total VET hours (or 19 792 275 hours) were funded by Commonwealth and State recurrent funding in 2005. The next largest funding source was fee for service with 9.2 per cent of hours (2 092 601), followed by overseas full-fee-paying students with 3.3 per cent of hours (758 085) and Commonwealth and State-specific funding with 0.5 per cent (121 173).

VET Hours by Funding Source, South Australia, 2005

Overseas full fee paying3.3%

Fee for service9.2%

C'w lth & state specif ic funding

0.5%

C'w lth & state recurrent funding

86.9%


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STATISTICAL APPENDICES Appendix 2: VET Recognition Data for 2005 and 2006

Table 1 VET Registration 2005 2006

Summary

• Total RTOs registered in SA for domestic delivery 257 261a

• Number of RTOs delivering to overseas students 23 27

• Number of RTOs also delivering Higher Education

courses 16 14

• Number of RTOs operating in another State/Territory 108 93

• RTOs that remain suspended 3 4

• Number of RTOs with delegated powers 1 1

Approvals

• Initial registrations 23 27

• Renewal of registrations 7 21

• Extension to scope of registration 92 103

• Number of qualifications TAFESA added to scope of

registration under delegation 187 148

Refusals, Cancellations and Suspensions

• RTOs that voluntarily withdrew registration 9 17

• RTOs that transferred to interstate registering body n/a 2

• RTOs that had registration cancelled by registration

authority 0 0

• RTOs that had registration suspended by registration

authority 1 1

• RTOs that had registration refused by registration

authority:

Initial registration

Extension to scope registration

Renewal registration

1

1

0

1

0

1

144


Audit Activity: Number of site audits conducted

• Initial registration

• Renewal of registration

• Extension to scope of registration

• Compliance

• Overseas

• Complaint

TOTAL

23

7

44

17

9

8

108

26

22

44

14

6

8

120

Table 2

VET Accreditation 2005 2006

Approvals

• Number of courses accredited 10 9

• Number of courses accredited (TAFESA under

delegated authority) 19 18

• Number of training package qualifications implemented

in South Australia n/a 165

• Number of new qualifications made available trough

traineeships or apprenticeships n/a 209

Summary

• Total number of current accredited courses 495 241 b

Table 3

Higher Education Registration 2005 2006

Summary

• Total number of providers registered in SA for

domestic delivery

• Number of providers delivering to overseas students

• Number of providers which also deliver VET courses

29

19

16

27

20

14

Approvals

• Initial Registrations

• Variation to Scope

5

9

0

11

145


Refusals, Revocations and Withdrawals

• Number of providers who voluntary withdrew

registration

• Registration authority cancelled registration

• Registration authority suspended registration

• Refusal of registration

0

0

0

1

2

0

0

0

Table 4

Higher Education Accreditation 2005 2006

Approvals

• Number of courses accredited 47 123 c

Summary

• Total number of current accredited courses 226 242

Table 5

ELICOS Recognition 2005 2006

Summary

• Number of providers who deliver English Language

Intensive Courses to Overseas Students (ELICOS) 7 9

• Number audited for compliance 0 0

• Registration authority initiated cancellation of

registration 0 0

a Does not include RTOs that remain suspended. Mutual recognition of training providers permits interstate providers to deliver in South Australia. The number of interstate organisations operating in South Australia under mutual recognition fluctuates and statistics are difficult to gather and therefore have not been reported.

b Number has decreased due to continued implementation of National Training Packages, which ultimately reduces the need for State-based accreditations.

c Number is higher this period due to a large number of courses requiring re-accreditation which occurs every Five years.

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STATISTICAL APPENDICES Appendix 3: TAFE SA Data Educational Programs 2005 and 2006 This table depicts the student numbers, annualised hours curriculum (AHC – curriculum hours per subject) and the per centage success rate (module load completions (MLC – curriculum hours for successful results only) divided by the AHC) Educational Programs within TAFE SA comparing 2005 and 2006.

Programs 2005 2006 Students Annualised

Hours Curriculum

Success Rate %

Individual Students

Annualised Hours

Curriculum

Success Rate %

Aboriginal Education 2 061 437 639 82 2 364 649 586 90 Building & Furnishing 5 463 1 222 302 90 6 534 1 354 532 91 Business Services 16 594 2 979 123 84 16 371 2 864 552 84 Community Services 7 774 2 439 969 92 8 803 2 738 536 93 Design, Arts and Information Technology 5 798 2 118 523 80 6 173 2 079 686 81 Manufacturing, Engineering & Transport 11 410 2 135 453 88 12 759 2 370 771 90 Primary & Allied Industries 6 340 1 227 277 92 6 817 1 259 364 94 Tourism, Hairdressing & Beauty Therapy, Recreational Sport

13 368 3 085 028 86 13 209 3 082 892 88

Vocational Education 15 641 1 817 502 80 9 560 1 282 104 79 Total TAFE SA Programs 84 449 17 462 816 86 82 590 17 682 023 88 Total Reconciled* 79 477 77 624

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

Fund Source Indicator Groups 2005 and 2006 This table depicts the student numbers, annualized hours curriculum (AHC) and the per centage success rate (MLC divided by AHC) by Fund Source Groups funding TAFE SA in 2005 and 2006

Fund Source Indicator 2005 2006 Students Annualised

Hours Curriculum

Success Rate %

Individual Students

Annualised Hours

Curriculum

Success Rate %

State Recurrent 42 250 10 741 764 83 42 108 10 553 814 84 Aboriginal Education 1 733 410 789 81 1 801 343 612 78 User Choice 10 115 2 440 703 93 10 002 2 524 128 94 VET in Schools 1 021 113 388 91 1 152 123 897 94 Other Government 3 420 652 225 83 1 901 558 275 92 Fee for Service (FFS) – Australian Students

25 953 2 346 108 92 26 391 2 782 781 94

FFS - Overseas Students Studying in Australia

1 099 697 637 86 1 204 740 456 86

FFS - Overseas Students Studying Off Shore

333 60 202 85 114 55 060 90

Total TAFE SA all FSI 85 924 17 462 816 86 84 673 17 682 023 87 Total Reconciled* 79 477 77 624

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

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Students by Age Group and Gender 2005 and 2006 This table depicts the number of students by age groups and gender of two years, 2005 and 2006 within TAFE

Age Ranges 2005 2006 Female Male Total Female Male Total

Under 15 years 110 99 209 58 39 97 15 - 19 years 5 903 8 173 14 076 3 628 5 250 8 878 20 - 29 years 10 900 13 582 24 482 11 358 15 394 26 752 30 - 39 years 7 840 7 981 15 821 7 279 7 770 15 049 40 - 59 years 12 081 10 259 22 340 12 727 10 632 23 359 Over 60 years 1 095 1 252 2 347 1 498 1 598 3 096 Age unknown 102 100 202 84 309 393

Total Students 38 031 41 446 79 477 36 632 40 992 77 624

Student Category This table depicts the number of students who reported at enrolment they had an ongoing disability.

Student Category 2005 2006 Students Annualised

Hours Curriculum

Success Rate %

Students Annualised Hours

Curriculum

Success Rate %

Students with a Disability

5 137 1 214 652 80.48 5 539 1 303 993 82.32

Total 79 477 17 462 816 86.00 77 624 17 682 023 87.00

Level of Awards issued 2005 and 2006 This table depicts the number of students who were issued with a parchment under various course award levels from 2005 to 2006.

Level of Award 2005 2006 Variation (%)

Advanced Diploma 596 579 (2.85) Bachelor Degree (Pass) 88 91 3.41 Bridging and Enabling Courses 1 (100.00) Certificate I 1 579 1 483 (6.08) Certificate II 3 480 3 505 0.72 Certificate III 5 914 5 690 (3.79) Certificate IV 4 172 3 837 (8.03) Diploma 2 508 2 365 (5.70) Graduate Certificate 23 1 (95.65) Not Elsewhere Classified 2 20 900.00 Statement of Attainment 233 149 (36.05)

Total 18 596 17 720 (4.71)

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STATISTICAL ANNEX

STATISTICAL APPENDICES Appendix 4 – Glossary of Terms

AAP Aboriginal Apprenticeship Program ACE Adult Community Education ANTA Australian National Training Authority APY Anangu Pitjantatjara Yankunytjatjara AQF Australian Qualifications Framework AQTF Australian Qualification Training Framework BDF Broadband Development Fund BITS Building on IT Strengths CDEPs Community Development Employment Programs CRC’s Cooperative Research Centres CSIRO Commonwealth Scientific and Industrial Research Organisation DAPs Disability Action Plans DECS Department of Education and Children’s Services DEWR Department of Employment and Workplace Relations DFEEST Department of Further Education, Employment, Science and

Technology DSTO Defence, Science and Technology Organisation EAP Employee Assistance Programs ELICOS English Language Intensive Courses for Overseas Students ESOS Educational Services to Overseas Students HEC Higher Education Council HPC High Performance Computing HPI Hourly Paid Instructor ICDL International Computers Drivers’ Licence ICT Information and Communications Technology MCEETYA Ministerial Council on Education, Employment, Training and Youth

Affairs MCVTE Ministerial Council on Vocational Training and Education NCVER National Centre for Vocational Education and Research OHS&IM Occupational Health, Safety and Injury Management OHSW Occupational Health, Safety and Welfare RTOs Registered Training Organisations SABRENet South Australian Broadband for Research and Education Network SACE South Australian Certificate of Education SACITT South Australian Consortium for Information Technology

Telecommunications SATAC South Australian Tertiary Admissions Centre STI Science Technology and Innovation STI10 10 year Vision for Science Technology and Innovation TAFE SA Technical and Further Education South Australia VET Vocational Education and Training VFWA Voluntary Flexible Working Arrangements VISA VET in Schools Agreements WEA Workers Education Association

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DFEEST Annual Report 2006

Business

Transcript of DFEEST Annual Report 2006