T Taab bllee o off C Co on ntteen nttss STATEMENT OF COMPLIANCE ............................................................................................... 4
SSEEC CT TIIO ON N 11:: G GR REEA AT T SSO OU UT TH HEER RN NT TA AFFEE O OV VEER RV VIIEEW W
66
1.1 EXECUTIVE SUMMARY ........................................................................................................ 6 Governing Council Chair’s Report Managing Director’s Report
6 8
1.2 OPERATIONAL STRUCTURE ........................................................................................... 11 Great Southern TAFE at a Glance … Governing Council Great Southern TAFE’s Strategic Directions
13 15 17
1.3 PERFORMANCE MANAGEMENT FRAMEWORK ......................................................... 21 Government Goals: Better Planning, Better Futures … Shared Responsibilities
SSEEC CT TIIO ON N 22:: A AG GEEN NC CY Y PPEER RFFO OR RM MA AN NC CEE
21 33
3377
2.1 REPORT ON OPERATIONS ............................................................................................... 37 2.2 SECTIONAL HIGHLIGHTS ................................................................................................ 41 Business & Creative Industries Social Sciences Research & Development Trade & Industry Skills Primary Production & Natural Resource Management Corporate Services Performance & Review TAFE Business Centre Mt Barker Campus Denmark Campus Katanning Campus Indigenous Programs
41 42 43 43 44 44 45 46 46 46 47 48
SSEEC CT TIIO ON N 33:: SSIIG GN NIIFFIIC CA AN NT T IISSSSU UEESS A AN ND DT TR REEN ND DSS
5500
SSEEC CT TIIO ON N 44:: D DIISSC CLLO OSSU UR REESS & & LLEEG GA ALL C CO OM MPPLLIIA AN NC CEE
5544
4.1 Certification of Performance Indicators
54
4.3 KEY PERFORMANCE INDICATORS ................................................................................ 55 Desired Outcome Effectiveness Indicators Efficiency Indicators
55 55 61
4.4 CERTIFICATION OF FINANCIAL STATEMENTS ........................................................ 62 4.5 INDEPENDENT AUDIT OPINION.................................................................................... 63 Great Southern TAFE – 2007 Annual Report
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4.6 FINANCIAL STATEMENTS ................................................................................................ 65 Appendix 1
97
4.7 OTHER FINANCIAL DISCLOSURES ................................................................................ 99 4.8 GOVERNANCE DISCLOSURES ......................................................................................... 99 4.9 OTHER LEGAL REQUIREMENTS ................................................................................... 100 Advertising Disability Access and Inclusion Plan Outcomes Equal Employment Opportunities Outcomes Compliance with Public Sector Standards and Ethical Codes Recordkeeping Plan
100 101 102 102 102
4.10 GOVERNMENT POLICY REQUIREMENTS ................................................................ 104 Corruption Prevention Sustainability 5.3 Energy Smart Government Program
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104 104 105
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S ST TA AT TE EM ME EN NT TO OF FC CO OM MP PL LIIA AN NC CE E
The Hon Mark McGowan BA LLB MLA Minister for Education and Training 12th Floor Dumas House 2 Havelock Street WEST PERTH WA 6000
Dear Minister PRESENTATION OF THE GREAT SOUTHERN TAFE ANNUAL REPORT 2007 In accordance with the requirements of Section 54 of the Vocational Education and Training Act 1996 and Section 66 of the Financial Administration and Audit Act 1985, we hereby submit for your information and presentation to Parliament, the Annual Report of Great Southern TAFE. The Annual Report is for the year ended 31 December 2007 and has been prepared in accordance with the provisions of the Financial Administration and Audit Act 1985.
Andrew Hammond Governing Council Chair 26 February 2008
Lidia Rozlapa CEO/Managing Director 26 February 2008
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S SE EC CT TIIO ON N 11:: G GR RE EA AT TS SO OU UT TH HE ER RN NT TA AF FE EO OV VE ER RV VIIE EW W 11..11 E EX XE EC CU UT TIIV VE ES SU UM MM MA AR RY Y Governing Council Chair’s Report I would like to congratulate the staff of Great Southern TAFE on another very successful year which saw excellent outcomes for the College and its students. College staff continued to build on their professional and academic standards and their commitment to excellence. Major 2007 outcomes included meeting all key performance indicators within budget. The College has met and exceeded all Delivery Performance Agreement and training targets, with only a 5% increase in costs, while implementing innovative and flexible enhancements to its delivery and assessment. These outcomes were due, in no small part, to a committed, skilled, and knowledgeable staff and a strong learning culture across the organisation. Great Southern TAFE again received clear internal audits for 2007, which provided the Governing Council with confidence in the internal controls for finance, human resources, facilities and information technology. Throughout the reporting year, the College responded proactively to the Minister for Education and Training‟s priorities, particularly in addressing the skills and labour shortages in the Great Southern, increasing apprenticeships and traineeships, creating more pathways for 15-19 year olds, and improving Indigenous student outcomes. Our commitment to increasing workplace based learning was reflected in a 20% increase in apprentice enrolments, as employers used the system to bolster the labour pool. In addition to these achievements, 2007 was a big year for awards for Great Southern TAFE staff and students:
The College was a finalist in the 2007 Large Training Provider of the Year Award and the Albany Chamber of Commerce Business Awards.
The World Skills State competition was hosted by our Business and Creative Industries Department in the field of office administration. Our students did very well, taking out first, second and third prize. Our first prize winner has been selected to compete in the State team at the National WorldSkills titles to be held in July 2008 in Sydney.
Two of our lecturers secured a place in the final round of the Premier‟s Teacher of the Year Awards.
Our Forestry Coordinator won the National Farmers Federation (NFF) 2007 Rural Trade Teacher of the Year Award for National Conservation and Land Management.
One of our Aboriginal Visual Arts students won Indigenous Student of the Year at the State Training Awards in August. He went on to compete nationally at the Australian Training Awards in Hobart at the end of last year and was a finalist.
One of our Information Technology students in Mt Barker won the major prize for Adult Learner‟s Week.
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Two of our top apprentice chefs competed in the Nestle cooking competition and received first and second place in the state wide competition.
One of our Certificate IV in Music students and his band won a heat in the National Campus Band competition and competed in the state semi finals in Perth in September.
My thanks go to the members of the Governing Council who, through their participation and commitment of time, demonstrate their interest in the overall welfare of our College and the wider community. Special thanks also to the College Managing Director, Lidia Rozlapa, for her determination and focus in driving the College forward and meeting its key objectives. In 2008, we look forward to a continued strong performance in the delivery of excellence in education and training for the Great Southern Region.
ANDREW HAMMOND Chair, Great Southern TAFE Governing Council 30 January 2008
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Managing Director’s Report I take pleasure in reporting on the performance of Great Southern TAFE in 2007 - another successful year evident in our wide range of achievements. As a College, we have managed within all budget parameters, consistent with Section 42 estimates of the Financial Administration and Audit Act 1985. Our financial performance remained sound, with an operating surplus of $ 603,543 and a working capital ratio of 2:9 achieved. These results reflect the College‟s ability to manage its financial resources and reserves prudently. During the reporting year, we continued to review and implement new business systems to meet the expectations of our internal and external clients, and to maintain Registered Training Organisation accreditation standards under the Australian Quality Training Framework (AQTF). Our success in 2007 has largely been due to a team of dedicated and professional staff members committed to excellence in the delivery of training and education. The year began with a very successful All Staff Professional Development Day based around the theme of Personal Wellbeing. Staff participated in a range of activities to give them the tools to set, and stay with, their own personal wellbeing goals. We continued along this theme later in the year with the establishment of a Smoke Free Campus. By 2008, the College will be totally Smoke Free, making our work environment a healthier place to be. Our Lecturer Professional Development Program for up-skilling and professional qualifications has been completed to schedule, and 95% of full time lecturing staff have attained the Certificate 4 TAA qualification. The College is committed to a new stream-lined approach to RPL for our clients and 2008 will see this model implemented. Our partnerships with industry have grown as evidenced by the profile achievement of over 100% in 2007.
Some major partnerships included: The Trout Alliance and the Blackwood Basin Group Argyle Diamonds AgWest Hotels & Licensees (Responsible Service of Alcohol) Western Power Fletcher‟s International Western Australian Meat Marketing Cooperative Limited (WAMMCO) Albany Regional Hospital Curtin University Plantagenet Health Centre Hall & Prior/Clarence Estate Activ Foundation The Forest Products Commission
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During 2007, the Collegeâ€&#x;s training extended beyond the region to other parts of the State, including the East Kimberley diamond mines and the shearing sheds of Esperance. Our TAFE Business Centre, in partnership with Kimberley College of TAFE and Curtin Vocational Training and Education Centre (VTEC), delivered a range of Worksafe ticketed courses as far afield as Kununnurra, Broome, and Kalgoorlie. Over 900 students graduated from our Shearing and Wool Handling course and our External Studies Centre delivered courses to over 500 distance education students across the State. We also invested resources into training and services to international markets, exposing staff to new and challenging environments. The College was part of a successful tender bid by Education and Training International and Vocational Education and Training Assessment Services (VETASSESS) for the provision of overseas skills assessment for tradespeople intending to migrate to Australia. Six of our trades lecturers have been involved in the project and are travelling to the nominated countries of Bangladesh, the United Kingdom, China, South Africa, India, Malaysia, and the Philippines on a rotating schedule, which commenced in December 2007. Throughout the year, we made significant progress towards achieving the goals laid out in our Strategic Plan 2005-2009. This stemmed from business improvement, investment in staff training, partnering with business and industry, and responding to customer needs with relevant, timely, and cost effective training. This year has also seen strong improvements in our Indigenous student outcomes, with an increase in the number of Indigenous students enrolled in employment based outcomes (Certificate III and above) from 139 in 2006 to 149 in 2007. We also saw an improvement in Indigenous student retention rates from 19% in 2006 up to 31% in 2007. During 2007, we provided more flexible and accessible pathways for our young people so they had more options to choose from, and were more likely to remain in the education system. We expanded our intersectoral articulations through the development of our UniLink initiative. This strategy led to the development of specific articulation agreements with 10 universities across Australia for our students to gain credit in over 40 Bachelor Degrees with the completion of a TAFE Diploma. We built on this initiative with a new TAFELink program which allows Year 11 and 12 students to combine school and TAFE subjects to gain a Certificate III and Certificate IV qualification by the end of Year 12. This gives school leavers more flexibility and greater choice when it comes to their study pathways. Completing a Certificate IV by the end of Year 12 will give students the option of applying for direct University entrance or TAFE, and it will also open up greater employment opportunities with a vocational qualification. The year 2007 also resulted in significant advances in infrastructure development for the College. In July, the Education and Training Minister officially opened our new $2.3 million Horticulture and Conservation and Land Management Centre in Albany. The centre has been established in response to growing demand for skilled workers in horticulture, agriculture and land management industries. In addition to this centre, the State Government is spending $550,000 on equipment for traditional trades training at the Albany campus, with the new items expected to be delivered in early 2008. New projects next year will include a redevelopment of our automotive workshop and a re-furbishment of our Denmark Campus. With the current skills shortages and a climate of strong economic growth and low unemployment, the College moved away from traditional forms of training to more innovative and collaborative training. As a result of our partnership with the City of Albany, Opus International, Mt Barker Shire, Main Roads, and the Water Corporation, our first group of students completed their Certificate IV in Civil
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Engineering which has met these organisationsâ€&#x; need for skilled workers, through an innovative cadetship program. I would like to congratulate staff on an outstanding year, and thank them for their effort and commitment to delivering a consistently high standard of training to our diverse student population in all parts of the region. I would also like to take this opportunity to thank our dedicated Governing Council, all of our industry partners, sponsors and key stakeholders, whose support of the College ensures a vibrant and prosperous future for our students. On behalf of Great Southern TAFE staff, I take pleasure in sharing this report with you, and look forward to an exciting and even greater year ahead.
LIDIA ROZLAPA CEO/Managing Director January 30 2008
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11..22 O OP PE ER RA AT TIIO ON NA AL LS ST TR RU UC CT TU UR RE E
Great Southern TAFE – 2007 Annual Report
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Great Southern TAFE – 2007 Annual Report
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Great Southern TAFE at a Glance … Established in 1974, Great Southern TAFE is the region‟s largest training provider, covering an area of 40,500 square kilometres. The College‟s capacity for training stretches right across the region with more than ten sites, including four major campuses. The primary campus is located in Albany, with additional campuses in Denmark, Mt Barker and Katanning. All hinterland campuses offer a broad range of qualifications, as well as professional and skills development courses to suit local community and business needs. Employing 350 staff, and with an annual budget of 18.6 million dollars, the College provides local employment opportunities, and skills development to enhance local enterprise. Each year, over 200 nationally accredited qualifications are offered, from Certificate to Advanced Diploma level, and university pathways. The College‟s student population exceeds 6500, with student numbers steadily increasing over recent years. Great Southern TAFE‟s qualifications are structured within five key delivery areas: Business & Creative Industries Social Sciences Trade & Industry Skills Primary Production & Natural Resource Management TAFE Business Centre
Alternative study options are made available through the External Studies, delivery and assessment in the workplace, skills recognition, and through a blended delivery approach that offers convenience and flexibility. The College manages and delivers approximately 1.1 million student contact hours (SCH) throughout Western Australia. These hours are spread over programs won under competitive tendering arrangements, Western Australian Department of Education and Training “profile” funded programs, traineeships and apprenticeships, Vocational Education and Training (VET) in schools, and auspicing programs. Great Southern TAFE provides vocational education and training products within the Australian Qualification Framework (AQF), consisting of Training Packages and courses that are accredited with the Training Accreditation Council (TAC). The College offers a range of qualifications from Certificate to Advanced Diploma and University pathways and customised fee for service training. A Customer Service Centre operates at the Albany campus which amalgamates all student services into one centralised and easily accessible facility. Student services include: Well-equipped, modern facilities Professional career guidance Skills recognition Disability Liaison Officer Library Resource Centre Student café
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Student recreation area Accommodation services External delivery centre Free internet and email access Career and employment services Free counseling service
TAFE Business Centre Our TAFE Business Centre offers a specialised training consultancy service, while delivering an extensive range of customized training including industrial, workplace and lifestyle courses. The Business Centre also works closely with business and industry to deliver training to benefit and sustain regional businesses.
Additional Services Great Southern TAFE also offers a wide range of specialised services including: Assessment and Workplace Training Risk Management Corporate Training Industry Consultancy Workplace-Based Training Apprenticeships & Traineeships On the Job Assessment Competency Based Training Modern Teaching Techniques Learner-Centred Training Training Needs Analysis Job/Role Competency Assessment
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Governing Council The College Governing Council consists of a Chairperson, Deputy Chairperson, the Managing Director, and ten other members, who are appointed by the Minister for Education and Training for their expertise in education and training, industry or community affairs and for their ability to contribute to the strategic direction of the College. Whilst the Managing Director has responsibility for the day to day operations, the Governing Council overseas the strategic and overall direction of the College through the execution of its statutory functions, within the Vocational Education and Training Act 1996, the Public Sector Management Act 1994 and the Financial Administration and Audit Act 1985. As at 31 December 2007, the Membership of Great Southern TAFE Governing Council was: Name
Position
Expiration of Term
Mr Andrew Hammond
Chairperson
30 June 2010
Mr Len Smith
Deputy Chairperson
31 December 2009
Ms Joan Cameron
Member
31 December 2009
Mr Graham Harvey
Member
30 June 2010
Ms Catherine Jenkins
Member
31 December 2008
Mr Kimberley Krakouer
Member
31 December 2009
Ms Lidia Rozlapa
Managing Director
n/a
Ms Jane Trethowan
Member
30 June 2009
Resigned / Retired Details of 2007:
Mr Harley Coyne
Member Resigned February 2007
Ms Katrina Ellis
Member Retired 30 June 2007
Mr David Knox
Member Retired 31 December 2007
Mr Rick Mitchell
Member Retired 31 December 2007
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Legislation Impacting on Great Southern TAFE’s Activities: State: Auditor General Act, 2006 Building and Construction Industry Training Fund and Levy College Act, 1990 Corruption and Crime Commission Act, 2003 Curriculum Council Act, 1997 Disability Services Act, 1993 Education Service Providers (Full Fee Overseas Students) Registration Act, 1991 Electronic Transactions Act, 2003 Equal Opportunity Act, 1984 Financial Management Act, 2006 Freedom of Information Act, 1992 Industrial Relations Act, 1979 Industrial Training Act, 1975 Library Board of Western Australia Act, 1951 Liquor Control Act, 1988 Minimum Conditions of Employment Act, 1993 Occupational Safety and Health Act, 1984 Public Interest Disclosure Act, 2003 Public Sector Management Act, 1994 School Education Act, 1999 State Records Act, 2000 State Superannuation Act, 2000 State Supply Commission Act, 1991 Vocational Education and Training Act, 1996 Workers Compensation and Injury Management Act , 1981 Working with Children (Criminal Record Checking) Act, 2004
Commonwealth: Copyright Act, 1968 Education Services for Overseas Students Act, 2000 Education Services for Overseas Students (Registration Charges) Act, 1997 Trade Practices Act, 1974 Training Guarantee (Administration) Act, 1990 Workplace Relations Act, 1996
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Great Southern TAFE’s Strategic Directions Our Vision To be recognised as a progressive TAFEWA College and major regional skills provider, integral to the social and economic growth of the region.
Our Mission To provide innovative learning opportunities that produce graduates with real skills sought after by industry, and underpin a prosperous and sustainable region.
Our Focus for Success Relationship with our Clients Excellent Training & Services Sustainable Business Staff Knowledge & Learning
Our Values Our Customers Partnerships & Alliances Our people Innovation & Creativity Ethical Practice Cultural & Social Diversity
Our Measures of Success Student Satisfaction Graduate Satisfaction & Outcomes Employer Satisfaction Staff Satisfaction Efficiency
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Community Vision - Great Southern TAFE Will be a College:
With integrity and commitment to all segments of the community, particularly our youth and lifelong learners.
That is affordable, accessible and accountable in its dealings.
Whose customers value the College and clearly see it as a key partner in the capacity building of the wider community.
Whose customers are supportive of new approaches to flexible delivery and assessment which they believe will enhance the relevance of training to industry, and the region‟s access to training and education.
That is more innovative and energised as lecturers‟ enthusiasm, skills and new ways of working emerge, and systems are streamlined to the customer‟s needs.
That increasingly meets its customers‟ needs through short course training and part qualifications as required. Timetabling will be at a time and place most suitable for the client and technology will support higher level skills and acquisition.
That is seen as a key source of advice for career paths and study which facilitate pathways across the TAFEWA network.
Staff Vision - Great Southern TAFE’s Staff Will:
Understand the need for new products, services and methodologies to meet the current and future expectations of their diverse clients and region. Be recognised for the excellence of their training and the success of their students.
Express high satisfaction with the College, which will be sustained by support for their continuous learning and the College‟s investment in technology and training.
Understand the need for new ways of working and trusts that the College will maintain a commitment to their professional development, essential to support this. Access resources to innovate, project manage, develop capacity and commit to sustainable practices.
Demonstrate cross-sectional and cross-sectoral collaboration
Capture, retain, and share knowledge to maintain organisational learning and expertise
Exceed standards in service delivery in all areas of College business
Continue to expand external relationships with business, industry and our community.
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Great Southern TAFE’s Strategic Priorities 2005-2009 The following goals have been established for the College to 2009 and are aligned with the TAFEWA Network priorities: 1. Increase Client Service Goal 1.1:
Great Southern TAFE will have coherent and consistent client service that provides accurate and timely information, advice and enrolment.
Outcomes: - Improved student satisfaction with client services. - Improved retention and outcomes for students. 2. Contribute to Economic Development Goal 2.1
Great Southern TAFE will anticipate and respond to present, future and specialist industry needs.
Outcomes: - Growth in employment based delivery including apprenticeships, traineeships and school based traineeships to meet the projected skills and labour shortages in the Great Southern. - Implementation of market driven flexible and alternative delivery and assessment arrangements across the region. Goal 2.2
Great Southern TAFE will participate in the global education and training market in areas of strategic advantage to Western Australia.
Outcomes: - Opportunities developed beyond Great Southern Region.
3. Contribute to Community Development Goal 3.1
Great Southern TAFE will address the diverse needs of young people, as they make the transition from school to work.
Outcomes: - Increased retention rates for 15-19 year olds in post-compulsory education and training. - Implementation of the Narrogin and Great Southern Districts‟ Youth Advantage Strategy. Goal 3.2
Great Southern TAFE will contribute to improved education and employment outcomes for Indigenous people in Western Australia.
Outcomes: - Improved Indigenous participation and retention in schools and TAFEWA. - Improved Indigenous participation at higher qualification levels. - Improved employment outcomes for Indigenous TAFEWA graduates.
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Goal 3.3
Great Southern TAFE will contribute to and is a valued member of a sustainable Western Australia.
Outcomes: - Support for whole of State goals for equity and access. - Higher levels of community participation in learning. - Efficiency and sustainability in the framework of Shared Services and College Business Planning.
4. Improve the Quality of Teaching and Learning Goal 4.1
Great Southern TAFE teaching and learning strategies will be recognised as being innovative, flexible and responsive to client learning needs.
Outcomes: - Increased student satisfaction with quality of teaching, learning and assessment. - Increased module and qualification completions. - Implement innovative approaches to the design and delivery of training based on market need and workplace learning. - Excellence in performance, quality and relevance. Goal 4.2
Great Southern employees will be recognised as a high quality and capable workforce..
Outcomes: - Improved staff knowledge and skills currency at industry standards.
Priorities for the TAFEWA Network 2006-2010 1. Contribute to economic development with a focus on reducing industry skills shortages. 2. Contribute to community development with a focus on increasing the effective participation of 15 to 24 year olds in TAFEWA. 3. Improve the quality of teaching and learning with a focus on improving learning resources to support the implementation of Training Packages. 4. Increase client service with a focus on making it easier for students and industry to access and navigate the TAFEWA Network.
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11..33 P PE ER RF FO OR RM MA AN NC CE EM MA AN NA AG GE EM ME EN NT TF FR RA AM ME EW WO OR RK K Government Goals: Better Planning, Better Futures … Our commitment to the implementation of national and state training arrangements and priorities is embedded within our corporate culture, and is evident in our strategic documents, processes and practices. The range of projects and initiatives highlighted in this report, and their subsequent outcomes, strongly reflect these priorities. Our strategic outcomes and services are aligned with the government‟s goals and strategic outcomes articulated in the Better Planning: Better Futures document: Goal 1: Better Services: Enhancing the quality of life and wellbeing of all people throughout Western Australia by providing high quality, accessible services. Goal 2: Jobs and Economic Development: Creating conditions that foster a strong economy delivering more jobs, opportunities and greater wealth for all Western Australians. Goal 3: Lifestyle and the Environment: Protecting and enhancing the unique Western Australian lifestyle and ensuring sustainable management of the environment. Goal 4: Regional Development: Ensuring that regional Western Australia is strong and vibrant. Goal 5: Governance and Public Sector Improvement: Developing and maintaining a skilled, diverse and ethical public sector serving the Government with consideration of the public interest.
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BPBF Goal 1: Better Services BPBF Strategic Outcome: A world class education and training system that provides lifelong learning opportunities. Agency Level Outcomes Improved student satisfaction with client services Improved retention and outcomes for students Higher levels of community participation in learning Improved Indigenous participation and retention in schools and TAFEWA Improved Indigenous participation at higher qualification levels Increase student satisfaction with quality of teaching, learning and assessment Implement innovative approaches to the design and delivery of training, based on market
need and workplace learning Excellence in performance, quality and relevance
TAFEWA Strategic Focus 1: Increase Client Service TAFEWA Strategic Focus 4: Improve the Quality of Teaching and Learning College Achievements:
During the reporting year, Great Southern TAFE‟s student satisfaction continued to be higher than the state average (90% in 2007).
The average module load completion rate (MLCR) has improved by 4.5% in 2007 and remains a priority for support and outcomes achievement. In particular the MLCR for Literacy and Numeracy has improved by over 20%.
In 2007, the College delivered 27000 SCH through the Vocational Education and Training in Schools (VETIS) programs and supported 12 different schools across the region.
The number of Indigenous students enrolled in employment based outcomes (Certificate III and above) rose from 139 in 2006, to 149 in 2007. Indigenous student retention rates were up from 19% in 2006, to 31% in 2007 of students continuing. There was also an increase in Indigenous student enrolments of 19% 2006 to 2007.
The College partnered with Curtin University to delivery its Bachelor of Fine Arts Program at the Albany campus. Students who complete a Great Southern TAFE Advanced Diploma of Visual Arts will be able to articulate straight into Curtin‟s degree, with a year‟s worth of credit. This allows students the benefit of gaining two qualifications on campus, without having to travel to Perth. Curtin will also be delivering its Bachelor of Education in Albany, and has agreed to provide an articulation pathway from the College‟s Diploma of Children‟s Services into their Bachelor of Education (Early Childhood Education).
New qualifications were added to the College‟s scope and delivered in 2007 including project management, mental health work, roof plumbing, the Diploma of Training and Assessment and captive animal management.
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Great Southern TAFE has come up with innovative ways to cater for changes in the school leaving age through forging a strong partnership with Albany District Education Office. One of these innovations has been the Boatshed course. School students at risk of disengaging may learn new skills in construction, working with professional boat builders, and for some, the authentic workplace experience is a refreshing change to the school environment. The Albany Boatshed Project has achieved positive results for a group of at-risk adolescents. This initiative is the first time that students at a high school have undertaken a dual school – TAFE enrolment. Students attended school for three days a week, and undertook a Certificate I of Industrial Skills at the Duyfken Boatshed on two days a week. This project achieved highly successful outcomes with a group of students who were enrolled in year 11, but largely disengaged from classroom delivery. Successful outcomes included improved performance in school, development of strong links with the community and employers and over 90% of participants achieving their qualification. Other projects included new VET in Schools programs, school to work transition programs extending skills development with self confidence and personal presentation.
The new UniLink program gained increasing momentum, providing seamless pathways from TAFE to University to encourage the take-up of higher levels of tertiary education. This UniLink initiative has seen the establishment of formalized articulation agreements with 10 different universities across Australia, covering 37 different undergraduate degrees. This means students can complete a TAFE Diploma or Advanced Diploma and not only gain entrance into these universities, but receive up to 18 months worth of credit towards an undergraduate degree. This program has been embraced with enthusiasm by local high schools, government departments, industry, and the wider community. The extensive number and range of agreements that have been established are unique to the College. Although the program has only begun to be promoted in January this year, it has generated an enormous amount of interest already, from schools, and past, existing and prospective TAFE students. A website has been established and future developments will see an expansion on the number of pathways available. At present, the College is seeking funding to establish an Open Learning Centre on campus to support those students who are undertaking external university degrees. This supports the expansion of TAFE delivery of higher level qualifications which is a State and Federal imperative.
The College‟s new Research & Planning Directorate has been instrumental in achieving new ways for youth to engage with enterprise and training in response to demands arising from the Raised School Leaving Age legislation. Close links to the Education sector were well maintained through Direct Albany Youth Education and Training (DAYET) committee. A strong relationship with the District Education Office continued throughout 2007.
A very successful Careers Expo was held at the College in August 2007. The major goal of the EXPO was to allow participants and exhibitors to view tangible links and pathways between education, training and employment/ industry. The event allowed groups to network, discover information and gain an overall picture of the region‟s opportunities in the three sectors.
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The diverse range of exhibitors, displays, activities and information available provided a great opportunity for many people in the region to speak to representatives from a range of educational and exhibitors from major regional training, industry and support services. While the EXPO had a key focus on high school groups this year it was open to the general community and well attended by over 450 people.
Career Services: This service has significantly enhanced delivery of employment and career services to students since its inception in 2004. Commitment to a comprehensive employment and career service for students at Great Southern TAFE is integral to the achievement of key strategic goals identified by the college. This year, the service continued to grow. The College allocated a student computer and booth dedicated to specific industry, career and job search sites. Great Southern TAFE has also supported the professional development of the TAFEWA Plus staff member, purchased additional employment and career resources, funded the printing of a series of 34 career brochures outlining career and employment pathways and flyers promoting the service through College Communications Services. Attendance at Information Technology Industry Reference Group meeting and Trades Forum has enabled Careers and Employment Services Officer to establish initial links to industry representatives.
Lecturing staff continued to excel in their use of technology to deliver training more effectively to regionally isolated students. The „Beyond the Black Stump‟ program is helping students and staff to overcome the tyranny of distance through flexible training and assessment. Lecturers visited apprentices and trainees on the job and recorded assessments of their skills using PDA‟s (personal digital assistants). Students who work on sites in Esperance and Ravensthorpe used digital cameras, memory sticks and mobile phones to record evidence of their skills at work which they emailed to lecturers.
In 2007 our External Delivery Centre issued more certificates and delivered more hours with higher completions than ever before through Albany Regional Prison and Pardelup Prison. Our training model for prisons has been adopted by the Justice Department, with a view to introducing it throughout all Prison Education Centres.
Lecturers developed an e-communications project that has improved communications between school and TAFE through an innovative Learnscope project, funded by the Department of Education and Training. As a result, we are helping young people have the best experience at TAFE through student/parent information sessions and „how to„ guides for school age students in the TAFE world for the first time.
2007 was a big year for the College in terms of awards: The College was a finalist in the 2007 Large Training Provider of the Year Award and
the Albany Chamber of Commerce Business Awards.
The World Skills State competition was hosted by our Business and Creative Industries
Department in the field of office administration. Our students did very well, taking out first, second and third prize. Our first prize winner has been selected to compete in the State team at the National WorldSkills titles to be held in July 2008 in Sydney.
Two of our lecturers secured a place in the final round of the Premier‟s Teacher of the
Year Awards.
Our Forestry Coordinator won the National Farmers Federation ( NFF ) 2007 Rural
Trade Teacher of the Year Award for National Conservation and Land Management.
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One of our Aboriginal Visual Arts students won Indigenous Student of the Year at the
State Training Awards in August. He went on to compete nationally at the Australian Training Awards in Hobart at the end of last year and was a finalist. One of our Information Technology students in Mt Barker won the major prize for
Adult Learner‟s Week.
Two of our top apprentice chefs competed in the Nestle cooking competition and
received first and second place in the state wide competition.
One of our Cert IV Music students and his band won a heat in the National Campus
Band competition and competed in the state semi finals in Perth in September.
BPBF Goal 2: Jobs and Economic Development BPBF Strategic Outcomes: A strong research and development capacity; A level and mix of infrastructure that promotes economic growth. Agency Level Outcome Growth in employment based delivery including apprenticeships, traineeships and
school-based traineeships to meet the projected skills and labour shortages in the Great Southern.
Implementation of market driven flexible and alternative delivery and assessment
arrangements across the region.
Opportunities developed beyond Great Southern Region.
TAFEWA Strategic Focus 2: Contribute to Economic Development College Achievements:
During the reporting year, the College was part of a successful tender bid by Education and Training International and Vocational Education and Training Assessment Services (VETASSESS) for the provision of overseas skills assessment for tradespeople intending to migrate to Australia. Six of our trades lecturers have been involved in the project and are travelling to the nominated countries of Bangladesh, UK, Malaysia, China and the Philippines. The assessors are following a stringent assessment process which includes the identification of individual competency profiles including qualifications and training certificates, work experience and other industry recognised licenses. Skills assessment follows and includes simulated activities. This will lead to the final production of an assessment letter for migration. The assessment schedule spans one year and started in December 2007 with visits to the United Kingdom. In January 2008, visits are planned to India, South Africa, the Philippines and Sri Lanka.
A complete refurbishment of the College bus shed has also been completed and is now being used as an Art Learning Facility. The space and light available in this particular facility has been ideal for our emerging artists and student feedback has been very positive. This project was managed by local Architects and constructed by pre apprenticeship students from the construction area. Strategic Master Planning for the future has begun in 2007 to ensure facilities and expansion accompanies our training growth. This facility now accommodates Indigenous art students and Curtin art students.
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The farm relocation project was completed and courses began operating out of the new facility in Semester 2, 2007. The $2.3million Horticulture and Conservation and Land Management Centre was opened by the Minister in July. This centralised position is allowing for a better integration of student services and resources and an expansion of student facilities, while providing the community with increased accessibility to training in the area of Horticulture and Natural Resource Management.
We continued to build and expand industry partnerships between the College and our students. In 2007, we successfully positioned ourselves to be the Registered Training Organisation (RTO) for the Forest Products Commission, Clarence Estate Nursing Homes, City of Albany, and local dentists. These partnerships are the most cost effective way of skilling people in these industries through delivery and assessment in their workplaces. This value-adding is to provide „just in time‟ training to meet employers‟ operational and strategic needs for industry entrants.
The College worked in partnership with the Lower Great Southern Community Living Association (LGSCLA) and CCI Employfast to offer opportunities for trainees and apprentices which led to LGSCLA being a runner up in for southern WA in the 2007 Minister‟s Award for Excellence for Employers of Australian Apprentices.
Delivery of the Certificate III of Allied Health Assistant has provided local industry with skilled workers to support the work of physiotherapists, speech therapists and occupational therapists in the aged care industry. Training was delivered in the classroom and the workplace and forms a key part of the workforce development model of providing training services in the Social Sciences section.
Our Workforce Development Strategy is being rolled out as a service to our local industry. This methodology will increase RPL activity and provide training based on needs in the time and place identified by industry. This model for institutional delivery is based on existing apprenticeship and traineeship models which have been working successfully across the region, and refocuses some institutional delivery from classroom based in a time of high employment.
As a result of a successful cadetship program delivered in partnership with local businesses, our first group of students completed their Certificate IV in Civil Engineering. This group will have the option of continuing on to Diploma level. This program has allowed students to gain their full qualification in Albany, without the necessity of relocation to Perth. It has also contributed to addressing existing skills shortages in this industry by producing qualified graduates willing to stay and work in the region.
We held a Diploma of Enrolled Nursing graduation in July with nine graduates – the first to receive the Diploma of Enrolled Nursing from this College. The College was also successful in winning two Enrolled Nursing tenders, one for the upskilling of enrolled nurses employed in the aged care nursing home area in medication mgt and the other for existing Enrolled Nurses the opportunity to attain a Diploma of Enrolled Nursing through a skills recognition process.
We strengthened our partnership with Argyle Diamond Mines in 2007, providing nine trips to undertake skills training and 2 trips to deliver the 5 Day Safety Reps course. on a fly-in, fly-out basis, with a focus on OHS and Worksafe licensing. Some 5 day blocks of training were also delivered in Perth where we were hosted by Challenger TAFE at their Henderson campus.
Through a partnership with AgWest International, we delivered training to 14 international students employed by the Ministry of Agriculture in Iraq. The College hosted the students for
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a two week period, during which time they participated in irrigation, GIS and general computing training.
Our knowledge of client needs in the Dental industry resulted in the development of a program to deliver training for dental assistants - Certificate IV of Dental Assisting (Dental Radiography) to address an existing skills shortage in this industry. Students are undertaking a combination of work placement and theoretical training with placements in Mt Barker and Denmark. Workers already in industry have also been trained. Online learning and assessment support materials are vital resources in supporting this worker training program.
A Return to Industry Program for information technology resulted in students being placed into employment, a validation of the college approach to delivering IT training and valuable skills and networking for the IT lecturing staff. There has been ongoing uptake of workplace development and training opportunities in the community services sector with traineeship numbers increasing over the year. Our partnerships with agencies such as the Lower Great Southern Community Living Association, Activ Foundation, Young House, Hall and Prior, Clarence Estate and Overton Lodge in have been strong and fruitful. Some of the outcomes include a more highly skilled workforce and ongoing student employment outcomes. The strength and vitality of these partnerships is providing ongoing sustainability in the community services sector workforce.
BPBF Goal 3: Lifestyle and Environment BPBF Strategic Outcomes: Biodiversity and ecosystems that are well maintained; Impacts on the environment are responsibly and sustainably managed. Agency Level Outcome Efficiency and sustainability in the framework of Shared Services and College Business
Planning.
TAFEWA Strategic Focus 3: Contribute to Community Development College Achievements:
As a result of incorporating wildlife units of competency in our Certificate IV in Conservation and Land Management, our students were involved in a number of sea bird rescue activities which mainly involved pelicans and gulls with hooks in their beaks or necks or line tangled around their feet. This program provided much needed volunteer numbers to assist in the rescue of seabirds hooked and tangled by anglers whilst fishing.
Great Southern TAFE is the only College in the southwest of Western Australia that is providing training in organic horticulture. This training continued in 2007 for its seventh year allowing students gain practical skills working in a NASAA-Certified commercial organic garden. Throughout the year, students worked closely with organic industry groups to support local growers and they supplied fresh produce to local retailers and consumers.
At a corporate level the College‟s Sustainability Action Group has been instrumental in raising awareness amongst students and staff on issues on recycling and energy awareness with targets being met ahead of time. Operational measures include a water treatment strategy based on a state of the art re-circulation system to ensure ecologically sustainable effluent
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management, energy star rating on all computers, fluorescent lights replaced with triphosphorous lights, and reduced number of lights on each block all contributing to a more environmentally sustainable campus. In addition much of our training delivery contributes to the environmental well being of the region, particularly in the area of primary industries, with ongoing economic and social benefits.
Our Graphic Design students undertook a project in partnership with the South Coast Regional Initiatives Planning Team (SCRIPT) to create a Special Value Area logo promoting and encouraging protection of sensitive bushland areas in Western Australia. The design concepts were presented in Perth, attended by representatives from CALM and the Minister for Environment. The Interpretive designs are intended for use at a Best Practice site, and if successful, will be displayed throughout Western Australia.
The new College Horticulture and Conservation and Land Management Centre incorporates the latest sustainable principles of water recycling through specially designed catchment areas and tanks. In addition, careful choice of plants appropriate to the Great Southern climate and the requirements of the training environment have been taken into account. Students have been closely involved in the landscape design of the new site as part of training and assessment requirements of their programs. This has occurred in consultation with local contractors and lecturers, and has provided valuable industry experience for the students. The Diploma of Horticulture students have developed the overall design including plant selection for an „avenue of trees‟ while the Certificate III Horticulture students have been responsible for the relocation of turf and design of paved walkways.
In 2007 the College increased its efforts in the area of Waste Management and Waste Avoidance. The recycling of paper and cardboard was a key project this year and the College now has eight recycling bins for all types of office waste and a dedicated cardboard skip to capture cardboard waste.
To prevent co-mingling of recyclables and general waste before it goes in the main bins, there is a trial of 20 small office bins in the administration area that encourage the officers to separate waste. Once the success of this trial is established the College will equip every officer at a desk with a separator bin.
The College also sent a staff member to the Waste and Recycling 2007 Conference recently held in Fremantle hosted by the Department of Environment and Conservation, which had an emphasis on waste and resource recovery.
At the All Staff Professional Development Day, the theme was Personal Wellbeing which was reinforced throughout the year.
Great Southern TAFE was established as a Smoke Free Campus in 2007.
Great Southern TAFE staff were part of a Global Corporate Challenge aimed at encouraging a healthy lifestyle amongst staff – an initiative of the College‟s Sustainability Action Group. Participating staff members were funded through the college‟s Professional Development program. Staff reported feeling fitter, more aware of their health, and having reduced stress at work, due to the increased physical activity.
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BPBF Goal 4: Regional Development BPBF Strategic Outcomes: Regional communities that are educated, healthy, safe, and supportive; Government decision making that takes account of regional issues. Agency Level Outcomes Opportunities developed beyond Great Southern Region. Implementation of market driven flexible and alternative delivery and assessment
arrangements across the region.
Improved employment outcomes for Indigenous TAFEWA graduates.
TAFEWA Strategic Focus 2, 3 and 4 College Achievements:
The Internet was increasingly accessed by regional and remote learners for training support and delivery and we continued to maintain a strong and ongoing partnership with the Telecentre Network. This allowed the College to bring quality training into the region‟s hinterlands and beyond, with partnerships with Training Centres, Regional Agents and Telecentres in Gnowangerup, Walpole, Tambellup, Cranbrook, Wellstead/ManyPeaks, Bremer Bay, Frankland, Jerramungup, Kojonup, Ongerup and Ravensthorpe. A range of nationally accredited programs was offered from entry level training to Advanced Diploma and university pathways.
Through the efforts of Katanning‟s Campus Coordinator and Primary Production and Natural Resource Management‟s Shearing Coordinator, a partnership with the local Katanning Shearing Contractors was formed to provide training for shearers and wool handlers in the Katanning area. Training and assessment of industry personnel in the Certificate II in Wool Handling began in May and ran in the Katanning area for five weeks. A further information session was held in April to provide information regarding delivery in the Certificate III in Clip Preparation and Certificate IV in Wool classing. These courses were successful and ran out of the Katanning Campus in June. We will be running a second course in semester one 2008.
The Certificate I in Agri-foods Pathways course ran in semester one with excellent results. The Katanning Senior High School Principal reported to the Narrogin District Education & Training Participation Plan Consultative Committee (ETPP) that the course had been a huge success and had resulted in a particular student having a complete turnaround in regard to their attitude to school attendance and interaction with other students and teachers. The course saw the students wanting to attend, turning up early and being reluctant to leave. Our lecturer, Mark Randall, had a fantastic rapport with the students and was highly commended by both Bev Stanes the Katanning Senior High School Principal and Trevor Carruthers the VETISS Coordinator. The students continued in the Certificate II in Horticulture during semester two and a similar course is scheduled for semester one 2008.
The College has been involved with an Indigenous Lecturing Cadetship which has seen 12 cadets recruited across TAFEWA, and 10 still employed at end of year. Cadets are progressing through an integrated pathway in the Certificate IV/Diploma in Training and Assessment. A Reframing the Future grant has supported the development of on-line learning tools. TAFEWA Indigenous Lecturers Program has its origins from Outcome 4 of the Working Together Indigenous Employment & Career Development Strategy. This program is addressing a lecturer
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skill shortage, with the flow on being that colleges have staff to deliver training in skill shortage areas, both regionally and in the metropolitan area. This project has all VET colleges in the state partnering together. The initiative this network will support is aimed at bringing suitably qualified Indigenous lecturers into the VET sector.
The College‟s new TAFELink program saw twelve year 11 students at Katanning Senior High School undertake a university pathway by completing a Certificate IV TAFE qualification. The program allows students to enrol in TAFE while remaining at high school. The students completed a Certificate III in Information Technology during second semester 2007 and will go on to complete their Certificate IV during year 12 in 2008, which will allow them direct entry into university. High schools in Albany and surrounds have shown interest and several new programs have been designed for implementation during 2008.
The College continued to support the TAFEWA network through partnerships with Kimberley College and Curtin VTEC to deliver training in Kalgoorlie, Broome and Ravensthorpe.
Great Southern TAFE is working closely with the proponents of major projects planned for the region and is represented on the working groups for Lignors and Grange to assist with the development of training infrastructure during both construction and operational phases.
Katanning Senior High has expressed an interest in participating in the Automotive School Apprenticeship Link Program for 2008.
The Business Development Officers in the regional campuses worked with regional telecentres to attract funding from FarmBis to conduct training needs analyses across the Great Southern Region. The analyses will result in increased FarmBis subsidised course provision in regional areas, targeted at those skills areas identified by farmers as being of high need.
2007 was an exceptional year for Shearing and Shedhand delivery. College profile was fully reached with another 16,000 student contact hours delivered in the regional areas. This has allowed the College to fill profile twice this year as this department of the College took the bulk of unused delivery hours in the September addendum. Woolclassing has also picked up increased enrolments as a result of a regional focus.
Certificate III of Community Services (Youth worker) commenced part time in Denmark in response to a request from the Denmark Healthy Community Project.
Commercial delivery of English Language Training commenced early in October for migrants on 457 temporary working visas. The first set of delivery was with Western Power for a small group of Filipino workers. Fletchers International has also expressed interest in this training for their 200 plus Filipino workers and their families. This marks the commencement of a commercial delivery model of English language training to this client group.
A partnership that began in 2003 between Great Southern TAFE and the Western Australian Meat Marketing Co-operative Limited (WAMMCO) in Katanning was further strengthened in 2007. Great Southern TAFE delivered nationally-endorsed certified courses that have been developed by the Meat Industry National Training Advisory Council (MINTRAC). WAMMCO International is one of Australia's largest exporters of lamb to over 55 countries, specialising in the production and export of premium quality chilled and frozen lamb meat. New employees at WAMMCO were provided with on and off the job training, all of which was coordinated by Great Southern TAFE.
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The off the job self-paced computer training covered all areas of meat processing, where units of competency build up from process worker to meat inspection and abattoir management. WAMMCO is now well positioned and respected as a producer of quality meat products in the world. The high level of training and program coordination provided by Great Southern TAFE is a key to this success, and continued to add to the skills of its workforce and quality of the WAMMCO product throughout 2007.
The Introduction to Construction course was delivered to Noongar students in Tambellup to provide block, bricklaying and brick paving skills for participants involved in the local Timbercrete franchise. The course maintained good attendance and achieved positive outcomes through student involvement.
BPBF Goal 5: Governance and Public Sector Improvement BPBF Strategic Outcomes: A skilled and capable public sector workforce; A public sector that is responsive to the evolving needs of the community. Agency Level Outcome Improved staff knowledge and skills currency at industry standards.
TAFEWA Strategic Focus 4 College Achievements:
Improve the Quality of Teaching and Learning.
At the beginning of each year, staff from all four major campuses came together for an All Staff Professional Development Day. The theme was Personal Wellbeing and staff were also informed about the College‟s business strategies for the coming year. Collaborative group activities helped staff to gain a handle on the College‟s collective vision and priorities. Specific feedback was obtained, as well as action plans which gave staff a sense of ownership and commitment to the College‟s goals.
Industry reference groups took place throughout the region as part of training delivery, which saw the College work with local businesses and agencies to improve the gathering, analysing, and sharing of information regarding current and future labour market trends and industry skills needs.
Targeted investment in staff training placed the College in a strong position to meet a variety of challenges and opportunities. This included the implementation of new Training Packages, changes in educational practice, the ongoing implications of the Raising the School Leaving Age legislation, and the effective use of new technology within the training environment. A staff training calendar was compiled, reflecting the generic staff development needs identified within the College. Individual sections also had a staff development allocation within their budgets to cater for more specific needs.
To ensure the quality and improvement of service delivery, the College has also appointed a Delivery Enhancement Officer to raise academic excellence, mainly through professional development of staff but also through mentoring. Professional development programs were provided throughout the year to maintain currency of knowledge and enrich staff learning, in line with the College‟s People Plan.
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The development of this learning culture encouraged and supported staff to continuously be improving their skills and knowledge and to share that knowledge with one another. During the reporting year, the Delivery Enhancement Officer coordinated the delivery of a range of targeted workshops, work-based groups and individual programs which provided lecturing staff with skills in the following areas: Increased skills and knowledge in dealing with challenging people and situations. Increased skills and knowledge about building relationships with local industry and other
clients.
OHS skills and knowledge relating to workplace, its processes and policies. Skill development in creating basic animations to develop learning resources. Digital Stories production skills. Council of Australian Governments direction towards streamlining RPL. It focuses on
job roles, critical aspects of evidence, professional judgment, and how RPL can be done more effectively.
Skills formation in the use of the technology i.e. Moodle software. Latest information on the availability of Training Packages and resources for their
delivery.
Inclusivity skills and knowledge aimed at students and colleagues. Skill development in creating basic animations to develop learning resources. Digital Stories production skills. A series of ten workshops developed to support the implementation of the self-paced
Certificate IV in Training and Assessment for our staff. Development of resource materials to support self-paced delivery. Keeping pace with Industry developments/direction. One Diploma of TAA. Computing skills. First aid. Range of Industry Skills e.g. Elevated work platform.
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The Minister’s Key Priorities for TAFEWA Colleges: Increase Apprenticeships and Traineeships in traditional trades areas
Great Southern TAFE achieved State Government targets to increase apprenticeship and traineeship participation with a doubling of its employment based training since 2002. This growth has facilitated new opportunities for the College, including employing new lecturing staff with knowledge and experience in the latest industry technology. Apprentice enrolments increased by 20% during the reporting year.
Increase the number of Indigenous students enrolled in employment based qualification
The College achieved an increase in the number of Indigenous students enrolled in employment based outcomes (Certificate III and above) from 139 in 2006 to 149 in 2007.
Ensure all new and existing TAFEWA permanent and contract lecturers hold a Certificate IV in Training and Assessment or equivalent
The Lecturer PD program for up-skilling and professional qualifications has been completed to schedule and 95% of full time lecturing staff have attained the Certificate 4 TAA qualification.
Shared Responsibilities Shared Responsibilities with Other Agencies or Cross Agency Initiatives Social Sciences:
Social Sciences have a range of cross agency initiatives. These include active training partnerships in the community and health services area with Western Australian Country Health Service, Great Southern, Rainbow House, Hall and Prior Clarence Estate, Bethel Aged Care, Hawthorn House, Lions, Overton Lodge Mt Barker, Lower Great Southern Family Support Association, Albany Outreach, and Activ amongst others.
Our lecturers interact on a range of levels including the delivery of training to trainees and course based students as well as participating on various committees and boards in the community and health industries. This has resulted in ever increasing numbers of industry ready graduates to service local community needs.
A specific example of this included the delivery of the Certificate in Gaining Access to Education and Training (Introductory) to a group of women with mental disability who were clients of the Albany Outreach service. Other examples include the delivery of the Diploma of Enrolled Nursing and the Bachelor of Registered Nursing which result in approximately 20 graduates per year. Other cross-agency initiatives include the delivery of training in the Certificate of General Education for Adults to members of the prison community.
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Primary Industries & Natural Resource Management:
The Meat Industry Training Council (MINTRAC) provides limited funding under an MOU Contract for delivery of specific Diploma level units of competency for industry workers.
Great Southern TAFE delivers all training to the annual recruit intake of the Forest Products Commission each year and acts as the Registered Training Organisation for all their short course delivery.
Great Southern TAFE acts as the preferred Registered Training Organisation (RTO) for The Apprentice and Traineeship Company and Employfast in Agriculture, Horticulture and Viticulture Traineeship delivery.
The College has also worked with the Indigenous Co-ordination Centre in funding Indigenous training programs in the region.
Great Southern Development Commission (Aboriginal Economic Development) - for project development work for Indigenous programs in the region (e.g. Gnowangerup).
Research & Planning:
Indigenous Lecturing Cadetship: Great Southern TAFE is the lead college in this initiative which has resulted in the appointment of 10 Indigenous cadet lecturers in seven of the 10 TAFEWA Colleges. Support for this initiative has been provided by the Western Australian Department of Education & Training and through the Commonwealth Government's National Indigenous Cadetship Program.
Western Australian Department of Training Education & Training Participation Plan: Shared responsibility with the District Education Office for managing the Individual Pathways Plans for TAFE students subject to the 'raising of the school leaving age' legislation.
Mt Barker One Community One College Implementation Committee: Establishment of an integrated K - 12 plus TAFE education precinct in Mt Barker.
Great Southern Human Services Forum and the Strong Families Project: STRONG families is a unique program in terms of its level of across agency support and reinforces holistic and whole of government approaches to the provision of human services.
Vocational Education and Training (VET) in Schools: Shared responsibilities for delivery of VET with nine schools in the region. Support from the District Education Office Narrogin for the delivery of a blended school TAFE curriculum that will provide students with higher level VET qualifications and meet minimum entry requirements for university.
Katanning Campus:
Katanning Senior High School – VET in-schools delivery and TAFELink.
Shire of Katanning – funding provided to deliver Computing for Seniors.
Gnowangerup Training Centre (GTC) – Great Southern TAFE is their preferred RTO - to provide local training (Profile and Commercial).
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Corporate Services 
Shared responsibility with Shared Services who provide processing functions for Human Resource Management, and Finance.
Business & Creative Industries Department of Housing and Works Project Management Training: a customised program for staff in the Department of Housing and Works, tailored for the building and construction industry. This project will assure stakeholders that the growing contracts and projects being taken on in the Great Southern will be effectively and efficiently managed by the Department's key staff. This program has been developed during 2007 for implementation commencing in February 2008. Workforce Capacity Building with the Albany Regional Hospital and the Department of Planning and Infrastructure: Customised training programs have been delivered in these two agencies to provide skilling and knowledge to staff in areas of conflict management and resolution, meetings management, using information technology efficiently and effective presentations. City of Albany: Frontline Management training has been delivered in partnership with the City of Albany to ensure staff are meeting the workforce development plan implemented by the City of Albany. This key training program is delivered at three different levels and participants have a pathway to progress in their careers with the City. TAFE Business Centre The College has partnered with Education and Training International (ETI) and VETASSESS on providing training assessments in overseas countries during 2007, and will continue to do so in 2008.
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S SE EC CT TIIO ON N 22:: A AG GE EN NC CY YP PE ER RF FO OR RM MA AN NC CE E 22..11 R RE EP PO OR RT TO ON NO OP PE ER RA AT TIIO ON NS S Student feedback in 2007 revealed a high satisfaction rating once again. As reported in the College‟s Key Performance Indicators, we achieved 90% student satisfaction which is higher than the state average. Satisfaction was very high across all segments, but lecturer performance rated particularly high in the 2007 Student Satisfaction Survey. High student outcomes are a pleasing validation of our efforts to put students on the path to success through quality training programs. The TAFE Student Outcomes Survey results will not be available until 2008; however, anecdotal evidence through lecturer networks suggests that students are being employed in their chosen industry area. Many students, especially in financial services and retail, are employed before completion of training. At the macro level, the College was guided by its five year strategic plan, developed through an inclusive and consultative process across the region with staff, clients, industry partners, community, and the College Governing Council. Knowledge of our external environment underpinned College planning at all four campuses, and within each level of the organisation - from strategic planning and decision making, right down to operational policies and processes. Throughout 2007, our work was underpinned by all legislative and public sector standards and accountabilities. Specifically, the College planned to the Better Planning, Better Services Framework. We successfully implemented government policy within the local context by providing regional advice to DET in setting our profile. This knowledge of our external environment fed further down the College structure into our College business plans which guided the delivery of products and service within each portfolio area. Sectional business plans supported the CEO‟s performance agreement which placed local issues within the goals of the government‟s Strategic Planning Framework. Many of the issues that arose from our particular external environmental context were addressed by the College within the context of this Framework. Each of the priorities outlined in this framework allowed for the practical incorporation of the issues we face as a regional College and allow for a careful and well planned approach to service delivery. This synthesis of knowledge and planning allowed us to align our business processes to meet sector priorities and the needs of our clients. Our new courses gave students more options, with opportunities for on the job training and pathways to university. A range of programs from basic Certificate to Advanced Diploma level continued to support the diversification and sustainability of the regional economy. Extensive efforts have also been made in the area of youth training. They range from improving and strengthening the partnership between secondary schools and the College, researching innovative ways to expand the uptake of school based traineeships in consultation with employers, and providing seamless pathways to university through TAFE qualifications. The diversity of our programs supported sustained economic and employment growth and assisted in the reduction of industry skills shortages.
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Training Delivery
In the calendar year 2007, Great Southern TAFE achieved 102% of WA Department of Education and Training‟s training delivery with only a marginal 5% increase in costs. In 2007, the Cost of One Hour of training was calculated at $17.83.
In total 1.1 million hours of training were delivered within Australia and 1,775 hours overseas. Academic Overview
Academic Areas
Student Curriculum Hours
No of Indigenous Students
No. of Trainee/Apprentice Students
No of VET in School Students
Business and Creative Industries
211,172
103
20
119
289
Primary Industries and Natural Resource Management
196,302
149
102
73
134
Social Sciences
243,503
68
43
161
174
Trades and Industry Skills
211,853
107
412
251
308
Profile
– All Funds
Expenditure
In December 2007, the College achieved a level of expenditure consistent with estimates provided by the College under Section 42 of the Financial Administration and Audit Act 1985.
The 2007 target was a Total Equity of $27,715,329 and the 2007 outcome resulted in a Total Equity of $27,845,676, the difference in value being primarily due to revaluation of assets and larger operating surplus than estimated, due to additional grants provided to the College.
Our Students
In 2007, over 6781 students attended a course at Great Southern TAFE. The largest number of students was in the 15 to 19 year age group, with most students studying part time.
On average across all age groups, 43.9% of students studying at Great Southern TAFE are female and 56.1% male.
The number of student contact hours delivered to international students rose by 92.9%.
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Graph: Student Population by Age Group and Gender 2007 Student by Age & Gender
Female
Male
60-64
65+
900 800 700 600 500 400 300 200 100 0 <15
15-19
20-24
25-29
30-34
35-39
40-44
45-49
50-54
55-59
Apprenticeships and Traineeships increased from 542 in 2006, to 566 in 2007.
The number of Indigenous students enrolled in employment based outcomes (Certificate III and above) rose from 139 in 2006, to 149 in 2007. Indigenous student retention rates were up from 19% in 2006, to 31% in 2007. There was also an increase in Indigenous student enrolments of 19%.
Qualifications
65.5 % of the delivery in 2007 was in courses at Certificate III level and above.
Our People
Total number of staff as at 27 Dec 2007 was 225.
76.44% were permanent or contract employees, and 23.56% casual employees.
Of the permanent/contract employees 72.09% were full time and 27.91% part time.
Of the casual workforce, males comprised 39.62% and females 60.38%.
71.70% were academic staff and 28.30% non academic (casuals only).
Of the permanent/contract workforce, males comprised 38.95% and females 61.05%.
Student Satisfaction Survey The Student Satisfaction survey is commissioned each by the Department of Education and Training on behalf of TAFEWA, WAPPA and VTEC colleges. This survey is used to measure the quality of the service which is provided by DET in relation to Vocational Education and Training services, and to gain a better understanding of its customers and their needs.
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Key Findings and Analysis: We are pleased to say that our overall enrolment numbers continue to remain strong despite a declining trend across the State. Over the last five years, our numbers have steadily increased from 5368 in 2004, to 6781 enrolled in 2007. Student satisfaction continues to be higher than the state average (90% in 2007). The average module load completion rate improved by 4.5% in 2007 and remains a priority for support and outcomes achievement. In particular, the completion rates for Literacy and Numeracy training have improved by over 20%. Choice of Provider:
Whether or not the training provider offers the type of course that students wanted to study (90%) and the quality of lecturers (88%) proved to be the two most important factors in Great Southern TAFE students‟ choice to enrol at their current training provider.
Great Southern TAFE students appeared to place lower importance on the likelihood the course will lead to a job or career when compared to the state average.
Great Southern TAFE students were least satisfied with the availability and cost of student parking facilities on or close to campus (44% not satisfied).
Experiences:
Students experiences with the College were very positive overall and similar to the state average.
In terms of lecturer performance, the highest performing attributes were that lecturers treated students with respect (94%), lecturers had a thorough knowledge of course content (94%), lecturers provided opportunities to ask questions (93%) and were reliable in responding to requests for information or feedback (92%). All other aspects of lecturer performance were also rated highly.
All quality of assessment attributes were rated highly by more than 80% of students.
Most students (95%) felt that they had chosen the right course for them.
Training Methods:
Face to face teaching was the main method training used amongst Great Southern TAFE students (76%). It was also the preferred method of training for 95%.
There was considerable support for training in the workplace (73%).
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Student Background:
Employment related factors were the most common reasons students enrolled in their courses, with 69% of Great Southern TAFE students giving one or more employment reason. The most common employment – related reasons were to upgrade or gain extra skills for their current job or to start a different career or occupation.
The TAFE Student Outcomes Survey results will not be available until 2008 (full details in the Performance Indicators), however, anecdotal evidence through lecturer networks suggests that students are being employed in their chosen industry area. Many, especially in financial services and retail, are employed before completion of their training.
22..22 S SE EC CT TIIO ON NA AL LH HIIG GH HL LIIG GH HT TS S Business & Creative Industries
An innovative program involving high school students in Katanning linked to university and TAFE was implemented in 2008. The program allows certain students to apply for an alternative pathway to gain university entrance by enrolling in TAFE and also remaining at high school.
Denmark Certificate IV Music students put together a compilation CD to go into a showbag for the Regional Arts Forum which was held in Denmark in October. This proved very popular.
Hussein Ibrahim who studied Information Technology at Mt Barker won the major prize for Adult Learner‟s Week.
Graphic Design operates from a new facility in D Block, and the room has been modified to incorporate a “live work” area. Students can take work from non-profit or community organisations and other area within the College. The room has also been fitted out with new Apple computers.
The World Skills state competition was hosted by Business and Creative Industries in the field of office administration. Local students did very well, with trainee Megan Broad taking out first prize and will be representing the state in the national competition in Sydney 2008.
A Return to Industry program for information technology resulted in students being placed into employment, a validation of the college approach to delivering IT training and valuable skills and networking for the IT lecturing staff.
An “employers forum” was held with the Accounting and Financial Services industry where students networked with local employers. This was successful and all parties gained an appreciation of the local employment issues in these areas.
An employment based skills recognition program has been trialled at the College with the administrative staff. The outcome is a set of resources that can be used to determine skills of employees in the workplace. These resources will be used to add value for traineeships and to offer those who cannot attend classes but do not qualify as a trainee to gain recognition for their skills at their work site.
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A new Indigenous art facility commenced operations during 2007, and provides a good space for arts training. It also has a common room for all arts programs, plus storage and rooms for a drop saw and other specialised equipment.
Social Sciences
Certificate of General Education for Adults certificates and a range of Transition courses were delivered across the academic year with several strategies introduced to improve student outcomes. In addition the Literacy and Transition course lecturers attended Employment Service Provider meetings which have resulted in raising the profile of the training services offered by the college in the transition and bridging areas.
Country Children‟s Connections Conference was held in Denmark in May 2007. This conference brought together child care providers from across the region, was hailed a success by all, and provided an important networking opportunity for the childcare industry.
Certificate III of Community Services (Youth worker) commenced part time in Denmark in response to a request from the Denmark Healthy Community Project.
Commercial delivery of English Language Training commenced early in October for migrants on 457 temporary working visas. The first set of delivery was with Western Power for a small group of Filipino workers. Fletchers International has also expressed interest in this training for their 200 plus Filipino workers and their families. This marks the commencement of a commercial delivery model of English language training to this client group.
The launch of the Albany Regional Hospital, Curtin Registered Nursing and Great Southern TAFE co-badging arrangement took place in October at the Albany Regional Hospital. Eight students have taken up the option of co-badging which will provide students with access to Albany Regional Hospital library, training rooms and other resources. There have been eight Enrolled Nursing graduates this year and nine Curtin Registered Nurse graduations.
Thirty new Aged Care students were signed up to a dual certification delivery of Certificate III in Aged Care and Certificate IV Home and Community Care at the Plantagenet Health Service. In addition, one School Based Trainee and several trainees are also in the enrolment process. The training is a combination of profile, existing worker, school based traineeship and traineeship. This work based delivery model is a pilot for the region and will be replicated in Denmark and Katanning in 2008.
There has been ongoing uptake of workplace development and training opportunities in the community services sector with traineeship numbers increasing over the year. Our partnerships with agencies such as the Lower Great Southern Community Living Association, Activ Foundation, Young House, Hall and Prior, Clarence Estate and Overton Lodge have been strong and fruitful. Some of the outcomes include a more highly skilled workforce and ongoing student employment outcomes. The strength and vitality of these partnerships is providing ongoing sustainability in the community services sector workforce.
The partnership between Albany Outreach and the Great Southern TAFE supported through a West Australian Grant for Women, for women with mental health issues commenced delivery this year in the Certificate of Gaining Access To Education and Training (GATE) (Introductory). This program successfully provided a welcoming environment to a group of women with mental disability wishing to return to training.
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A partnership arrangement with the Great Southern Health Service to deliver a Certificate in Diabetes Management commenced in 2007 in a response to the rising needs for appropriately trained workers as a result of the increasingly high incidence of diabetes in the region. Delivery commenced in Katanning in August to a group of 12 health care workers. Further training is planned in the new year.
Dental Assistant program progressed well with two of this year‟s students now employed in the industry – others are undertaking work placements and doing well. Strong industry partnerships have been forged. The Certificate IV in Dental (General Anaesthesia) is now on scope filling an identified skills need for the region.
Diploma of Enrolled Nursing graduation was held in July with nine graduates – the first to receive the Diploma of Enrolled Nursing from this College. The College was also successful in winning two Enrolled Nursing tenders, one for the upskilling of enrolled nurses employed in the aged care nursing home area in medication mgt and the other for existing Enrolled Nurses the opportunity to attain a Diploma of Enrolled Nursing through a skills recognition process.
Research & Development
Continued expansion and promotion of the UniLink initiatives to create articulation pathways between TAFE and university.
Indigenous Lecturing Cadetship: 12 cadets recruited across TAFEWA, and 10 still employed at end of year. Supported by the DEWR National Indigenous Cadetship Project. Cadets are progressing through an integrated pathway in the Certificate IV/Diploma in Training and Assessment. Reframing the Future grant has supported the development of on-line learning tools.
TAFE-Link: Combines senior schooling with higher level TAFE qualifications. Students will complete program with a WACE and Certificate IV. Certificate IV is now accepted as minimum entry requirement for non-competitive entry to four West Australian universities. Pilot program running with 12 year eleven students from Katanning Senior High School undertaking Certificate III in Information Technology in second semester.
Boatshed: Continuation of a dual enrolment program for students at risk of disengaging from school.
VET in Schools: 27000 Student Contact Hours delivered.
Trade & Industry Skills
Apprenticeship numbers up.
Pre-apprentice and Trades assistant classes were given the opportunity to work on a Variety Bash car. This gave them a wide range of experiences in rebuilding motors and preparing a car for a rally.
During semester two, the Trades department prepared for the introduction of a number of new Training Packages including Hospitality, Retail, electrical, Clothing and Production, Residential Drafting.
Due to the recommendation not to continue with the School Apprenticeship Link program for Personal Services by the industry working group, a traineeship has just been listed for the
Great Southern TAFE – 2007 Annual Report
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first time in this area. This traineeship will prove extremely popular with schools as it can be delivered on a part time basis.
Delivery of Responsible Service of Alcohol is progressing well across the region in response to requests from sporting groups and hotels either at their club house, local TAFE or workplace.
Plumbing, Automotive and Building & Construction received funding of $550,000 from a round of State Government funding.
2007 saw school based apprenticeships become available in WA. This has seen students study part time at school and part time in a paid apprenticeship. The students attend TAFE as part of their paid work time. Students commence in year 11 and exit at the end of year 12 with one year exemption from their apprenticeship.
Certificate II in Upholstery has been added to scope and a large number of trainees have been indentured at Albany Regional Prison.
Training at the Boatshed continued with positive outcomes for youth at risk.
Primary Production & Natural Resource Management
We are doing Recognition of Prior Learning with the Trout Alliance and the Blackwood Basin Group. Our Aquaculture lecturer is assisting the setting up of the latter group, for trout production.
We had an exceptional year in the delivery of Shearing and Shedhand training. Profile was met, plus another 16,000 sch delivered in the regional areas. This has allowed the Section to fill profile twice this year as the section took the bulk of the colleges unused delivery hours in the September addendum. Wool classing has also picked up increased enrolments as a result of the regional focus.
One of our lecturers was a finalist in the Premier's Teaching Award.
Our Forestry Coordinator won the National Farmers Federation (NFF) "2007 Rural Trade Teacher of the Year Award - National Conservation and Land Management."
Trout Alliance and Blackwood Basin Group (two separate organisations). We are doing RPL's with members of both groups. Shane Hartney assisting the setting up of the latter group, for trout production.
Corporate Services
The first stage of cleaning up the old Mercer Road, college farm site has been completed, following the relocation of Horticulture to the new farm compound on Anson road.
Established improved security measures, including video surveillance, duress alarms and outside security lighting installed in all regional campuses, Denmark, Mt Barker and Katanning.
The new College telephone commissioned by NEC was seamlessly installed early in 2007 and the system has proven to be very cost effective with reduced telephone charges.
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The transition to shared services has provided some issues for College staff however the process is in place and includes staff development and Occupational, Health and Safety policy setting.
The College Smoke Free Policy with gazetted smoke areas was successfully implemented and as of January 1 2008, the College will become a totally smoke free environment.
The Working with Children (WWC) legislation was introduced into the college and staff that are required to obtain the WWC check have been identified and in the process of getting their clearance.
A full review of College records has been undertaken, ensuring each file has the correct retention and disposal status. File titles have been changed to align with the TAFEWA thesaurus.
The College changed its operating bank account from BankWest to Commonwealth bank in accordance with Government directive.
Performance & Review
Deployed a new enrolment system (Unified Enrolments) which went live in October.
Disability Access and Inclusion Plan has been registered with the Disability Commission.
In preparation for re-registration under AQTF, a full review of all policies and procedures has been undertaken.
Great Southern TAFE students and staff celebrated International Women‟s Day throughout the region in March with celebrations at the Albany, Denmark, Mt Barker and Katanning campuses. The College received a grant from the Department of Education and Training Access and Equity division to host the events. All functions were open to the public and were well attended.
A very successful Careers Expo was held in September. Over 450 people took up the opportunity to have a look around the College and to learn more about the range of career and training options in an informal setting. Defence forces, universities, employment and career guidance agencies, industry representatives and key regional employers all contributed to the regional event. TAFE Tourism students practiced their skills as tour guides throughout the day assisting with directions.
Great Southern TAFE held its Annual Awards night in April 2007. Eighty-six course awards and ten major awards were presented thanks to our partnership with local businesses that sponsored the majority of the student awards.
Whilst maintaining a current collection of journals, books and audio-visual resources, the Library Resource Centre also continued to develop and promote on-line information resources.
A new consortium subscription to EBSCO host allows access to multiple databases, including over 10,000 full-text journals.
The Library's web page also facilitates access to a broad range of websites specifically selected to support the range of courses delivered by the college.
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Library facilities, including computers, were in high demand throughout the year, providing, with the ongoing support of Library staff and lecturers, a valuable learning centre.
External studies have added three levels of OSH to its offerings.
Prison delivery outcomes remained high and this training model has been adapted across the state.
TAFE Business Centre
The Business Centre had a stand at the Perth Mining Expo in 2007 with the aim of developing networks and identifying new markets. The information gained from the Expo will be used to develop new products and modify existing programs to better meet the needs of existing and new clients.
Additional highlights have been noted in the Better Planning, Better Futures report, earlier in this report.
The Business Centre has exceeded its fee-for-service target for 2007 as it continues to increase business at both a local, Statewide and international level. Growth has been boosted by the development of new products and a continuing emphasis on high quality training for the corporate sector.
The successful implementation of training programs in response to new Worksafe high risk licensing regulations occurred during 2007, with our Worksafe assessors and support staff receiving high commendation from the auditor charged with completing an audit on the Business Centres training practices and procedures, prior to being granted scope to deliver.
Mt Barker Campus
International Women‟s Day celebrated at each of the campuses on Thursday 8 March. Mt Barker held a luncheon followed by an art and craft lesson where women painted a wine glass. The project was designed to highlight women‟s involvement in the local wine industry. Denmark Celebrated with music session exploring music through various cultures. Katanning campus celebrated the day with a multicultural networking evening.
Continued partnership with the Gnowangerup Training Centre to delivery Profile and Fee for Service courses and to auspice VET in Schools delivery.
Mt Barker campus was successful at the South West Art Trail Competition with Art Lecturer winning the prestigious Kendenup Art Prize and Mt Barker Aboriginal Visual Arts student winning the Plantagenet Shire Acquisition Prize.
Regional art classes were run in Napier and Kendenup and a new class started in Sept at South Stirling.
Denmark Campus
Our Certificate IV in Music student and his band won a heat in the National Campus Band competition and competed in the State semi finals in Perth in September.
2007 was the first year Spanish has run in Walpole through the Walpole TAFE Centre.
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A new course was delivered in Denmark – the Certificate IV in Information Technology (General) was offered part time over 18 months.
All the units in the Certificate III in Financial Services were offered for the first time, as a part time course which ran successfully for the full two semesters.
Photoshop courses were also offered for the first time in semester one and again in semester two, with full student enrolments.
Nine Responsible Service of Alcohol classes were run. Some of these were organised to be delivered on site at local wineries and restaurants which proved very successful for our very busy businesses.
Our Annual Art Exhibition was opened by the College Managing Director Lidia Rozlapa. This was the first time our Photoshop students showcased their digital images which were of a very high standard. This generated quite a bit of interest for 2008 courses. The exhibition was supported by two of our very talented music students.
Organic horticulture students held a few market days at the Denmark Scout Hall to sell their seedlings. This money was then used to acquire extra materials for the course.
Katanning Campus
The Katanning campus enrolled its first two full fee paying international students. They were both from Malaysia, and were enrolled in the Certificate II in Information Technology.
Our second year hairdressing apprentice won the Runner up Prize in the inaugural Rotary Club of Katanning‟s Apprentice of the Year award.
The Katanning campus, in partnership with the Shire of Katanning, delivered Information Technology training to Senior Citizens in the Katanning community. The Shire of Katanning‟s Manager of Community Services, funded seniors for three terms with this training. The group attended the campus in April for enrolment and orientation to allow them to become comfortable in the TAFE environment. They started “Computing for the Terrified” classes using profile hours and re-enrolled into “Computing Beyond Basics” in semester two.
Katanning campus staff liaised with the Narrogin District Education Participation Manager in relation to getting a Career Tasters course up and running in term two. The course was held over a four week period and gave approximately twelve students the opportunity to participate in a Pottery and a Serving Non-Alcoholic Drinks unit. Both units used hands on fun delivery methods to engage the students and get them involved.
Indigenous Programs management staff attended the State Indigenous Conference in Perth in March. Both reported that the conference was informative and well worth attending.
The Certificate III in Wool Clip Preparation and Certificate IV in Wool Classing ran in semester two and will run again in semester one 2008.
Talks were held with the Katanning Senior High School Principal in June to discuss TAFELink and other training opportunities for their students. They were particularly impressed with the TAFELink pathways and suggested that they could identify at least five students immediately who this initiative would offer an alternative pathway to TEE. The course started in semester
Great Southern TAFE – 2007 Annual Report
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two with twelve students. Eight completed the full certificate and will continue on into Certificate IV in Information Technology in 2008.
Katanning Campus continued to build on its partnership with Katanning Senior High School in 2007, delivering Vocational Education and Training in Secondary Schools (VETISS) in: Cert I in Automotive (2 units) Cert I in Agri-foods Pathways Cert II in Horticulture (completed 5 units) Cert II in Multimedia (2 units) Cert II in Business (2 units) (Auspiced) Cert II in Racing (Stablehand) Auspiced Cert III in IT (TafeLink)
and in 2008 will be running: Cert I in Automotive under the School Apprenticeship Link (SAL) Certificate I in Rural Operations (Yr 10‟s) Certificate I in Horticulture (Yr 11‟s) Certificate II in Racing (Stable hand) Auspiced Certificate III in IT (TAFE-Link) (Sem 2, Yr 11‟s) Certificate IV in IT (TAFE-Link) (Yr 12‟s)
Indigenous Programs
Staff worked on a Pre Employment Training Framework for Indigenous people, an extension of the Moorditj Yacker Program.
A promotional brochure was developed which will promote our courses to Indigenous clients via letter drops, Indigenous organisations and agencies.
Indigenous Student of Year Award.
A pre-employment program was run called Moorditj Yacker. The program was delivered in conjunction with Skillhire for possible employment at Fletchers. There were nine students, five of which are still employed at Fletchers.
Overall, there was an increase in student numbers across all areas including regions.
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S SE EC CT TIIO ON N 33:: S SIIG GN NIIF FIIC CA AN NT T IIS SS SU UE ES SA AN ND DT TR RE EN ND DS S Skill Shortages Skills and labour shortfalls have occurred as a result of Western Australian economic growth driven by investments in mining and construction. These shortfalls impact on all WA regions irrespective of the level of resource based activity occurring in the local regional economy. Skills shortages in the short and medium term will continue to affect all regions in Western Australian, particularly where industry sectors are unable to pay the higher wages needed to attract and retain workers. Demographic factors are expected to drive regional demand for occupations in the service industries and in sectors such as health, community services, and education. These industries will struggle to attract a skilled workforce in the face of strong competition for labour. Skilled occupations currently make up 60% of the Western Australian workforce. Overall demand for higher skills in Western Australia is likely to remain constant so the VET sector will increasingly focus on high-level qualifications. The likely continuation of a tight labour market highlights the need to increase participation rates – Indigenous participation rates continue to lag those of the non-Indigenous labour force. Strategies need to be developed to increase participation, and training is likely to be integral to the mix of strategies adopted. Strong labour market conditions in general can mean that school leavers will delay engagement in further training & education to take up well paid unskilled and semi skilled employment. This may have repercussions for the future labour force. Flexibility and innovation will be required if the training system is to encourage people already in the workforce to continue developing their skills. In this environment young people need to be given every opportunity at school to begin developing vocational skills as the demand for labour risks them entering the workforce ill-prepared to face any future downturn in the labour market.
Raising of the School Leaving Age The legislative changes in the leaving age for young people turning 16 years old in 2006 resulted in their participating in education, training or employment to a greater extent than previously, rising from about 88 per cent in previous years to 97 per cent in 2007. From January 2008, the legislation will extend to 17 year olds. This policy change coupled with a tight labour market, high demand for skilled tradespeople, substantial increases in the cost of university education, and improved articulation arrangements between school TAFE and university is generating significant changes in the transitional pathways followed by young people from regional WA as evidenced by the increasing numbers of TEE graduates electing to take a „gap year‟ to defray the costs of a university education.
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School-based apprenticeships that allow students in Years 11 and 12 to commence an apprenticeship while still at school commenced in 2007, as did opportunities for students to combine part time schooling with part time TAFE.
Employment Trends Unemployment rates in the region follow Western Australian and continue to trend down, while there has been a gradual increase in the participation rates. At between 4% and 5% the regional unemployment rate is at its lowest level for more than 3 decades, and regional employers are increasingly experiencing difficulty in meeting their staffing requirements.
Information and Communications Technologies The rapid changes in and widespread use of information and communications technologies in the workplace require students to be technology smart, and lecturers to be skilled in the use of technology in teaching. Access to affordable broadband to ensure the level of regional access required to meet the needs of students & lecturers continues to be a problem. The issue is multifaceted, requiring investment in computers, communications networks and software; and ranges from the professional development of staff using technologies, online learning for students, and access to online curriculum resources and business applications.
Industry Developments The Great Southern Region remains the second largest producer of agricultural commodities in Western Australia, accounting for almost 13 per cent of the State‟s agriculture output. The main agriculture industries include broadacre cropping, livestock and wool. Other major industries include retail trade, manufacturing, tourism and construction. These industries have low wage rates and many of the skills needed by agricultural labour are also in demand by the resource industry. The sea/tree change trends continue to drive investments in the residential construction industry, with strong growth along the south coast, one result of which has been substantial growth in apprenticeship indentures. Mining activity to date is starting with small scale quarrying and mineral sands extraction comprising most of the activity. The development of the Ravensthorpe Nickel Operation on the regional boundary with the Goldfields is generating demand for services from the region and the proposed development of the Southdown magnetite ore body will generate further demand for services from within the region. Plantation forestry represents a significant investment in the region with 135,000 hectares of blue gums having been planted for rotational harvesting. In 2008 the annual chip production for export is estimated to reach 2.5M tonnes. Viticulture continues to grow in importance with the Great Southern producing around 25% of the State‟s wine grapes. The Region has developed a reputation as a producer of premium quality red and white wine, both for the domestic and export markets. It is now the second largest wine grape producing region in the State and the annual crush is approaching 40% of the State‟s annual crush and 40% of the value.
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Indigenous Employment & Training Although the absolute Indigenous workforce status has continued to improve, the relative gap in key indicators has either stalled or reversed. Improvements in labour force status appear to have had little impact on income relativities, and therefore structural reliance of Indigenous people on state transfers for income has remained largely unaltered. Year 12 graduation rates for Indigenous people remain significantly lower than for the rest of the population, and as the Narrogin region is the Indigenous region with the highest proportion of the population aged under 15 years, this low graduation rate will continue to act as an impediment to successful participation in the labour force.
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S SE EC CT TIIO ON N 44:: D DIIS SC CL LO OS SU UR RE ES S& &L LE EG GA AL LC CO OM MP PL LIIA AN NC CE E 4.1 Certification of Performance Indicators
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44..33 K KE EY YP PE ER RF FO OR RM MA AN NC CE E IIN ND DIIC CA AT TO OR RS S Desired Outcome The provision of effective and efficient vocational education and training services to meet community and industry training needs.
Effectiveness Indicators The effectiveness indicators measure the achievement of vocational education and training in meeting community and industry needs via profile achievement, student and graduate satisfaction and labour force status of graduates.
1.1
Annual VET College Profile Target Achievement
This performance indicator shows the percentage of student curriculum hours (SCH) achieved for activities as contracted with the Department of Education and Training for vocational education and training delivery through the Delivery and Performance Agreement. The allocation of hours to Great Southern TAFE in specific industry areas is determined by the State Training Strategy which is developed in consultation with industry and the community. The ability of the college to fulfill planned delivery reflects its effectiveness in meeting industry and community needs.
100%
98.7%
99.0%
100.4%
102.9%
2004
2005
2006
2007
80%
60%
40%
20%
0%
Planned SCH
843999
842491
846528
838713
SCH Achieved
832636
834101
849517
862830
Achievement %
98.7%
99.0%
100.4%
102.9%
Figure 1 Achievement of Profile (%)
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In 2007 the College achieved the overall target set by the Department of Education and Training, with an increase of 1.6 % of hours delivered in 2006. This increase was mostly in the area of apprentice and trainee enrolments. The table below shows historical allocations by industry group (based on the occupation or outcome qualifications are intended to serve) and highlights the college‟s most recent performance in achieving industry delivery targets. Variations in the percentage of achievement show levels of lower or higher than expected demand. All industry group variations are within acceptable range of parameters set in the Delivery and Performance Agreement. Note 1: Figure 1and Figure 2 are taken from the college’s enrolment data. Until 2006 the college was funded for student curriculum hours (SCH) based on a student's demonstrated commencement of study in a unit. From 2007 the funding rules changed such that SCH are now funded on a student's completing or 'ending' study in a unit. For the purposes of this indicator, SCH until 2006 is calculated on the basis of commencements and SCH for 2007 is calculated on an 'end of study' basis. Actual
Planned
Achievement
Industry Group
2006
2007
2007
2007
01A
Recreation, Sports and Entertainment
12663
20100
17514
114.8%
01B
Visual and Performing Arts
56545
46535
47550
97.9%
01C
Design
15600
18255
17632
103.5%
02A
Automotive
25000
16669
15650
106.5%
03A
Building and Constructions
47667
57157
53452
106.9%
03B
Surveying and Building
10020
6760
6740
100.3%
04A
Community Service Workers
68710
77225
60545
127.5%
04B
Education and Childcare
37073
33015
30720
107.5%
04C
Health
34112
32940
30650
107.5%
04D
Library Workers
05A
Finance, Insurance Property Service Workers
1226
2236
1541
145.1%
06A
Food Trades and Processing
32154
32244
34680
93.0%
07A
Clothing Footwear and Soft Furnishings
17741
12059
13010
92.7%
07B
Furniture Manufacture
7643
12341
11112
111.1%
08A
Communications
08B
Printing and Publishing
09A
Engineering and Drafting
3220
3124
3500
89.3%
09B
Metal and Mining
29087
26122
24529
106.5%
10A
Animal Care
0
1200
0.0%
10B
Forestry, Farming and Landcare
63481
103111
85833
120.1%
10C
Fishing
10D
Horticulture
50892
54391
52150
104.3%
11A
Process Manufacturing
12A
Personal Service
19327
31270
32725
95.6%
Great Southern TAFE – 2007 Annual Report
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Actual
Planned
Achievement
Industry Group Continued
2006
2007
2007
2007
12B
Retail
8844
2444
1950
125.3%
13A
Cooking
10444
8285
6730
123.1%
13B
Hospitality
10608
8771
7250
121.0%
13C
Tourism
5610
6340
5460
116.1%
13D
Travel Agents
14A
Transport Trades, Storage and Associated
2065
1190
173.5%
15A
Electrical and Electronic Engineering
15B
Electrical Trades
18581
20140
22000
91.5%
16A
Accounting and Other Business Services
50590
42090
42210
99.7%
16B
Management
14430
10560
10500
100.6%
16C
Office and Clerical
46515
57850
63111
91.7%
17A
Computing
56085
29351
36013
81.5%
18A
Science and Technical Workers
384
3698
7175
51.5%
19A
ACE
19B
Adult Literacy/ ESL
65910
64540
66446
97.1%
19C
Languages
5205
7465
7980
93.5%
19D
Miscellaneous
0
0
460
0.0%
19E
Targeted Access and Participation Courses
23290
13677
19505
70.1%
849517
862830
838713
102.9%
860
Figure 2 Student Curriculum Hours by Industry Group
1.2
Overall Student Satisfaction
The performance indicator of overall student satisfaction expresses the number of 'very satisfied' and „satisfied‟ respondents, which is expressed as a proportion of the total survey respondents. It measures students‟ perceptions of the effectiveness of the college‟s vocational education and training services. WA TAFE Student Satisfaction Survey Colmar Brunton conducted a student satisfaction survey on behalf of the Department of Education and Training and colleges in October 2007, with the summary of results being published in December 2007. The survey sought students' views on the quality of vocational education training being delivered. Students were asked about the quality of teaching and assessment, the suitability of teaching methods and the quality of the course experience. The 2007 survey was conducted using a sample of Great Southern TAFE students selected from populations of institution-based students and employment based students. Of the 2296 potential population identified, 1092 were surveyed and the response rate was 29%. The overall satisfaction rate for 2007 was 90.0% with a relative sampling error of 1.7% at a 95% confidence level. The relative sampling error is a measure of the accuracy of the sampling process in giving a correct estimate of reported items. Great Southern TAFE – 2007 Annual Report
Page - 57 -
Student Satisfaction
100.0% 80.0% 60.0% 40.0% 20.0% 0.0%
2004
2005
2006
2007
GS TAFE
88.3%
89%
93%
90.0%
West Aust
84.4%
85%
86%
86.8%
Figure 3 Student Satisfaction Rate
The 2007 overall satisfaction rate for Great Southern TAFE is nominally a slight decrease, but given relative sampling error rates in previous years the difference is not significant. The satisfaction rate remains higher than the state satisfaction average of 86.8%. TAFE Student Outcomes Survey The aim of the national TAFE Student Outcomes Survey is to measure vocational education and training (VET) studentsâ&#x20AC;&#x; employment, further study destinations and the opinions of the training undertaken. The National Centre for Vocational Education Research conduct surveys with an appropriate sample design to produce statistically reliable College level data in alternative years. College level data was not available in 2004 and 2006. The 2007 Student Outcomes Survey was conducted by I-view Pty Ltd on behalf of the National Centre for Vocational Education Research (NCVER) and was funded by the Department of Education, Science and Training (DEST). The results were published in November 2005. The survey was administered to the population of Great Southern TAFE students who undertook their studies at the College and graduated in 2006. The survey included all Great Southern TAFE students who completed a Certificate, Advanced Certificate, Associate Diploma, Diploma, Advanced Diploma or Bachelors Degree, and who had an Australian address as their usual address. Graduate Employment status was measured as at 25 May 2007 for each category (employed, unemployed and not in labour force), and the ratio of graduates in each category compared to valid respondents expressed as a percentage. Data from this survey was used to measure graduate employment status and graduate satisfaction.
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1.3
Graduate Employment Status
The proportion of graduates in employment is a key performance indicator that shows the extent to which the college is meeting industry and community need for training services that equip graduates for changing employment opportunities. Graduate Employment Outcomes 100%
80%
60%
40%
20%
0%
GSTAFE WA
Aust
GSTAFE WA
2003
Aust
GSTAFE WA
2004
Not in Labour Force
15.9%
14.0%
11.6%
Unemployed
14.2%
11.9%
12.2%
Employed
69.9%
74.1%
76.3%
N/A N/A N/A
N/A N/A N/A
N/A N/A N/A
N/A N/A N/A
N/A
N/A N/A N/A
N/A N/A
Aust
GSTAFE WA
2005
Aust
GSTAFE WA
2006
15.2%
13.0%
10.8%
9.0%
8.4%
9.3%
75.8%
78.6%
80.0%
Aust
2007
N/A N/A N/A
N/A N/A N/A
N/A N/A N/A
N/A N/A N/A
N/A N/A N/A
N/A N/A N/A
13.9%
11.3%
6.8%
6.0%
10.4% 8.3%
79.2%
82.7%
81.3%
Figure 4 Graduate Employment Status
Note 2: Figure 4 is taken from Student Outcome Surveys targeting the year prior to 2004 and from the most recent survey conducted in 2007. The College is unable to provide data for 2004 and 2006 as statistically valid College level data was not available. The National Centre for Vocational Education Research intends to conduct surveys with an appropriate sample design to produce statistically reliable College level data in alternative years commencing from 2005. In 2007 the data for graduate employment outcomes did not include graduates who were enrolled in TAFE at the time of the survey. The 2007 TAFE Student Outcomes Survey report for Great Southern TAFE indicated that the graduate employment rate for Great Southern TAFE was 79.2% is a significant improvement on the last reported measure of 75.8% in 2005 and there is a corresponding decrease in students declaring themselves unemployed as at 25th May 2007.
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1.4
Graduate Satisfaction
Graduate satisfaction is a key performance indicator that measures the extent to which Great Southern TAFE graduates had wholly or partly achieved their main reason for undertaking the course and is compared to the State average. It measures studentsâ&#x20AC;&#x; perceptions of training effectiveness.
100.0%
Achieved Main Reason for Doing Course
80.0%
60.0%
40.0%
20.0%
0.0%
2003
2004
2005
2006
2007
GS TAFE
81.1%
N/A
86.0%
N/A
86.6%
West Aust
78.0%
N/A
83.8%
N/A
87.0%
Australia
78.8%
N/A
84.5%
N/A
86.1%
Figure 5 Graduate Satisfaction
Note 3: Figure 5 is taken from Student Outcome Surveys targeting the year prior to 2004 and from the most recent survey conducted in 2007. The College is unable to provide data for 2004 and 2006 as statistically valid College level data was not available. The National Centre for Vocational Education Research intends to conduct surveys with an appropriate sample design to produce statistically reliable College level data in alternative years commencing from 2005. The TAFE Student Outcomes Survey report for Great Southern TAFE, published in 2007 indicates that the overall graduate satisfaction for Great Southern TAFE has improved slightly 86.0% to 86.6%. The satisfaction measure is improving over the three years illustrated and in 2007 the college bettered the overall national result.
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Efficiency Indicators 2.1 Overall Cost per Student Curriculum Hour (SCH) for Aggregate College Delivery The overall cost per SCH is an efficiency measure that shows the aggregate unit cost of delivery output per SCH, based on the delivery costs (Total Cost of Services) as detailed in the Financial Statements.
$20.00 $16.96
$18.00 $16.00
$14.78
$17.83
$15.79
$14.00 $12.00 $10.00 $8.00 $6.00 $4.00 $2.00 $0.00 2004
2005
2006
2007
Figure 6 Cost per SCH for Aggregate College Delivery
The college‟s 2007 total cost of services (including capital user charge) per student curriculum hour is $17.83. The increase of $0.87 (including capital user charge), although the smallest annual increment over the last four years, is attributable to: Increase in employee costs due to salary award increases (superannuation, LSL & annual
leave expenses);
Slight decrease in cost of goods sold for both canteen and bookshop; Decrease in capital user charge, due to cessation of policy; Increase in expenses depreciation due to increase in assets; Increase in utilities, fuel, payroll tax and repairs and maintenance expenses.
Note 4: Figure 6 is taken from the college’s enrolment data and financial statements. Until 2006 the college was funded for student curriculum hours (SCH) based on a student's demonstrated commencement of study in a unit. From 2007 the funding rules changed such that SCH are now funded on a student's completing or 'ending' study in a unit. For the purposes of this indicator, SCH until 2006 is calculated on the basis of commencements and SCH for 2007 is calculated on an 'end of study' basis.
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44..44 C CE ER RT TIIF FIIC CA AT TIIO ON NO OF FF FIIN NA AN NC CIIA AL LS ST TA AT TE EM ME EN NT TS S
Great Southern TAFE – 2007 Annual Report
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44..55 IIN ND DE EP PE EN ND DE EN NT TA AU UD DIIT TO OP PIIN NIIO ON N
Great Southern TAFE – 2007 Annual Report
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Great Southern TAFE â&#x20AC;&#x201C; 2007 Annual Report
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44..66 F FIIN NA AN NC CIIA AL LS ST TA AT TE EM ME EN NT TS S Great Southern TAFE INCOME STATEMENT FOR THE YEAR ENDED 31 DECEMBER 2007 Notes
2007
2006
$
$
COST OF SERVICES Expenses Employee benefits expense
7
11,611,162
10,617,253
Supplies and services
8
4,134,461
4,247,932
Depreciation and amortisation expense
9
723,605
639,426
Grants and subsidies
10
93,249
82,798
Capital user charge
11
777,878
1,717,811
Cost of sales
16
325,638
341,659
Loss on disposal of non-current assets
20
172,113
224,608
Other expenses
12
753,079
763,426
18,591,185
18,634,913
Total cost of services Income Revenue Fee for service
13
1,016,163
1,408,887
Student fees and charges
14
1,389,658
1,272,993
Ancillary revenue
15
148,140
110,338
Sales
16
450,469
458,153
Commonwealth grants and contributions
17
167,650
254,970
Interest revenue
18
244,529
234,930
Other revenue
19
186,894
111,926
Total revenue
3,603,503
3,852,197
Total income other than income from State Government
3,603,503
3,852,197
(14,987,682)
(14,782,716)
14,870,423
14,060,407
9,654
517
NET COST OF SERVICES INCOME FROM STATE GOVERNMENT
21
State funds Liabilities assumed by the Treasurer Resources received free of charge Total income from State Government SURPLUS FOR THE PERIOD
711,148
831,649
15,591,225
14,892,573
603,543
109,857
The Income Statement should be read in conjunction with the accompanying notes.
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Great Southern TAFE BALANCE SHEET AS AT 31 DECEMBER 2007 Notes
2007
2006
$
$
ASSETS Current Assets Cash and cash equivalents Restricted cash and cash equivalents
37
691,202
647,070
22,37
979,482
467,000
46,009
51,416
Inventories
23
Receivables
24
276,073
409,684
Other current assets
25
2,358,848
3,213,525
4,351,614
4,788,695
Total Current Assets Non-Current Assets Restricted cash and cash equivalents
143,465
-
25,422,441
23,532,857
Total Non-Current Assets
25,565,906
23,532,857
TOTAL ASSETS
29,917,520
28,321,552
Property, plant and equipment
22,37 26
LIABILITIES Current Liabilities Payables
28
47,799
1,157,974
Provisions
29
1,215,778
1,151,261
Other current liabilities
30
284,280
281,324
1,547,857
2,590,559
523,987
448,056
523,987
448,056
2,071,844
3,038,615
27,845,676
25,282,937
Total Current Liabilities Non-Current Liabilities Provisions
29
Total Non-Current Liabilities TOTAL LIABILITIES NET ASSETS EQUITY Contributed equity
2,415,898
2,264,968
Reserves
31
10,014,626
8,206,360
Accumulated surplus
15,415,152
14,811,609
TOTAL EQUITY
27,845,676
25,282,937
The Balance Sheet should be read in conjunction with the accompanying notes.
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Great Southern TAFE STATEMENT OF CHANGES IN EQUITY FOR THE YEAR ENDED 31 DECEMBER 2007
2007 Notes
Balance of equity at start of period CONTRIBUTED EQUITY
$
$
25,282,937
22,665,950
2,264,968
2,264,968
31
Balance at start of period Capital contributions Balance at end of period
RESERVES
2006
150,930
-
2,415,898
2,264,968
8,206,360
5,699,229
31
Asset Revaluation Reserve Balance at start of period Gains/(losses) from asset revaluation
1,808,266
2,507,131
10,014,626
8,206,360
14,811,609
15,513,907
-
(812,155)
14,811,609
14,701,752
603,543
109,857
Balance at end of period
15,415,152
14,811,609
Balance of equity at end of period
27,845,676
25,282,937
2,411,809
2,616,987
Balance at end of period
ACCUMULATED SURPLUS (RETAINED EARNINGS)
31
Balance at start of period Change in accounting policy (b) Restated balance at start of period Surplus for the period
Total income and expenses for the period (a)
(a) The aggregate net amount attributable to each category of equity is: surplus $603,543 plus gains from asset revaluation of $1,808,266 (2006: surplus $109,857 plus gains from revaluation $2,507,1 31) (b) Change in Assets Capitalisation Policy 2006. The College changed its assets capitalisation threshold policy from $1,000 to $5,000 on and from 1 January, 2006. The net adjustment to accumulated surplus and equity as a result of the write-off of assets with an initial cost less than the threshold was $812,155 for 2006. There is no effect on the 2005 financial statements of this policy change. The change in accounting policy adopts the recommended capitalisation threshold as indicated in TI 1101 "Guidelines". Retrospective application of this policy is impracticable due to the unavailability of the detail required for prior period reinstatement and a larger number of assets. The Statement of Changes in Equity should be read in conjunction with the accompanying notes.
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Great Southern TAFE CASH FLOW STATEMENT FOR THE YEAR ENDED 31 DECEMBER 2007 Notes
2007
2006
$
$
CASH FLOWS FROM STATE GOVERNMENT Recurrent state funding - Department of Education and Training
13,933,717
12,237,235
Net cash provided by State Government
13,933,717
12,237,235
(10,483,480)
(9,597,379)
(3,644,240)
(3,445,307)
Utilised as follows: CASH FLOWS FROM OPERATING ACTIVITIES Payments Employee benefits Supplies and services Grants and subsidies
(93,249)
(82,798)
Capital user charge
(777,878)
(748,333)
GST payments on purchases
(471,054)
(579,976)
Cost of goods sold
(325,638)
(341,659)
Other payments
(733,733)
(759,826)
Fee for service
1,243,223
1,432,553
Student fees and charges
1,394,479
1,293,896
Ancillary trading
148,140
110,338
Commonwealth grants and contributions
167,650
254,970
Interest received
234,930
139,405
GST receipts on sales
231,931
219,388
GST receipts from taxation authority
239,123
360,588
Sale of goods
445,246
458,153
Other receipts
186,891
111,925
(12,237,659)
(11,174,062)
13,023
4,173
Purchase of non-current physical assets
(839,129)
(1,921,137)
Net cash provided by/(used in) investing activities
(826,106)
(1,916,964)
869,952
(853,791)
3,204,899
4,058,690
4,074,851
3,204,899
Receipts
Net cash provided by/(used in) operating activities
32
CASH FLOWS FROM INVESTING ACTIVITIES Proceeds from sale of non-current physical assets
Net increase/(decrease) in cash and cash equivalents Cash and cash equivalents at start of period
CASH AND CASH EQUIVALENTS AT END OF PERIOD
32
The Cash Flow Statement should be read in conjunction with the accompanying notes.
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GREAT SOUTHERN TAFE NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2007 1
Australian equivalents to International Financial Reporting Standards (a) General The College's financial statements for the year ended 31 December 2007 have been prepared in accordance with Australian equivalents to International Financial Reporting Standards (AIFRS) which comprise a Framework for the Preparation and Presentation of Financial Statements (the Framework) and Australian Accounting Standards (including the Australian Accounting Interpretations). In preparing these financial statements the College has adopted, where relevant to its operations, new and revised standards and interpretations from their operative dates as issued by the Australian Accounting Standards Board (AASB) and formerly the Urgent Issues Group (UIG). The Australian Accounting Interpretations are adopted through AASB 1048 'Interpretation and Application of Standards' and are classified into those corresponding to International Accounting Standards Board (IASB) Interpretations and those only applicable in Australia. The AASB has decided to maintain the Statements of Accounting Concepts (SAC 1 and SAC 2) and has continued to revise and maintain accounting standards and the interpretations that are of particular relevance to the Australian environment, especially those that deal more specifically with not-for-profit entity issues and/or do not have an equivalent IASB Standard or Interpretation. (b) Early adoption of standards The College cannot early adopt an Australian Accounting Standard or Australian Accounting Interpretation unless specifically permitted by Treasurer's Instruction (TI) 1101 'Application of Australian Accounting Standards and Other Pronouncements'. No standards and interpretations that have been issued or amended but are not yet effective have been early adopted by the College for the annual reporting period ended 31 December 2007.
2
Summary of significant accounting policies The following accounting policies have been adopted in the preparation of these financial statements. Unless otherwise stated, these policies are consistent with those adopted in the previous year. (a) General statement The financial statements constitute a general purpose financial report which has been prepared in accordance with the Australian Accounting Standards, the Framework, Statements of Accounting Concepts and other authoritative pronouncements of the AASB as applied by the TIs. Several of these are modified by the TIs to vary application, disclosure, format and wording. For example, AASB 116 requires land and buildings to be measured at cost or fair value; TI 954 mandates the fair value option. The Financial Management Act and the TIs are legislative provisions governing the preparation of financial statements and take precedence over the Accounting Standards, the Framework, Statements of Accounting Concepts and other authoritative pronouncements of the AASB. Where modification is required and has a material or significant financial effect upon the reported results, details of that modification and the resulting financial effect are disclosed in the notes to the financial statements. Modifications or clarifications to accounting standards through the TIs are to provide certainty and ensure consistency and appropriate reporting across the public sector. (b) Basis of preparation The financial statements have been prepared on the accrual basis of accounting using the historical cost convention, except f or certain assets and liabilities which are measured at fair value. The accounting policies adopted in the preparation of the financial statements have been consistently applied throughout all periods presented unless otherwise stated. The financial statements are presented in Australian dollars and all values are rounded to the nearest dollar ($). The judgements that have been made in the process of applying the College‟s accounting policies that have the most significant effect on the amounts recognised in the financial statements are disclosed at note 4 „Judgements made by management in applying accounting policies‟. The key assumptions made concerning the future, and other key sources of estimation uncertainty at the balance sheet date that have a significant risk of causing a material adjustment to the carrying amounts of assets and liabilities within the next financial year, are disclosed at note 5 „Key sources of estimation uncertainty‟. (c) Reporting entity The reporting entity comprises the College and entities listed at note 40 „Related bodies‟.
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GREAT SOUTHERN TAFE NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2007 (d) Contributed equity UIG Interpretation 1038 â&#x20AC;&#x17E;Contributions by Owners Made to Wholly-Owned Public Sector Entitiesâ&#x20AC;&#x; requires transfers in the nature of equity contributions to be designated by the Government (the owner) as contributions by owners (at the time of, or prior to, transfer) before such transfers can be recognised as equity contributions. Capital contributions (appropriations) are designated as contributions by owners per TI 955 'Contributions by Owners Made to Wholly Owned Public Sector Entities' and have been credited directly to Contributed Equity. Transfer of net assets to/from other agencies are designated as contributions by/distributions to owners to where the transfers are non-discretionary and non-reciprocal. See note 31 'Equity'. Repayable capital appropriations are recognised as liabilities.
(e) Income Revenue recognition Revenue is measured at the fair value of consideration received or receivable. The majority of operating revenue of the College represents revenue earned from student fees and charges, fee for service, ancillary services, trading activities and Commonwealth grants and contributions. Sale of goods Revenue is recognised from the sale of goods and disposal of other assets when the significant risks and rewards of ownership control transfer to the purchaser and can be measured reliably. Rendering of services Revenue is recognised on delivery of the service to the client or by reference to the stage of completion of the transaction. Interest Revenue is recognised as the interest accrues. The effective interest method which is the rate that exactly discounts estimated future cash receipts through the expected life of the financial asset to the net carrying amount of the financial asset is used where applicable. Grants, donations, gifts and other non-reciprocal contributions Revenue is recognised at fair value when the College obtains control over the assets comprising the contributions, usually upon their receipt. Other non-reciprocal contributions that are not contributions by owners are recognised at their fair value. Contributions of services are only recognised when a fair value can be reliably determined and the services would be purchased if not donated. Where contributions recognised as revenues during the reporting period were obtained on the condition that they be expended in a particular manner or used over a particular period, and those conditions were undischarged as at the balance sheet date, the nature of, and amounts pertaining to, those undischarged conditions are disclosed in the notes. State funds The funds received from the Department of Education and Training in respect of the delivery of services forming part of the Delivery Performance Agreements are included in State funds, disclosed under 'Income from State Government'. They are the result of training successfully tendered for under competitive tendering arrangements. This revenue is recognised at nominal value in the period in which the College meets the terms of the Agreement. See note 21 'Income from State Government'. Gains Gains may be realised or unrealised and are usually recognised on a net basis. These include gains arising on the disposal o f non-current assets and some revaluations of non-current assets.
(f) Property, plant and equipment Capitalisation/Expensing of assets Items of property, plant and equipment costing $5,000 or more are recognised as assets and the cost of utilising assets is expensed (depreciated) over their useful lives. Items of property, plant and equipment costing less than $5,000 are recognised as an expense in the Income Statement (other than where they form part of a group of similar items which are significant in total). Initial recognition and measurement All items of property, plant and equipment are initially recognised at cost. For items of property, plant and equipment acquired at no cost or for nominal cost, the cost is their fair value at the date of acquisition. Subsequent measurement After recognition as an asset, the revaluation model is used for the measurement of land and buildings and the cost model for all other property, plant and equipment. Land and buildings are carried at fair value less accumulated depreciation on buildings and accumulated impairment losses. All other items of property, plant and equipment are stated at historical cost less accumulated depreciation and accumulated impairment losses.
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GREAT SOUTHERN TAFE NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2007 Where market-based evidence is available, the fair value of land and buildings is determined on the basis of current market buying values determined by reference to recent market transactions. When buildings are revalued by reference to recent market transactions, the accumulated depreciation is eliminated against the gross carrying amount of the asset and the net amount restated to the revalued amount. Where market-based evidence is not available, the fair value of land and buildings is determined on the basis of existing use. This normally applies where buildings are specialised or where land use is restricted. Fair value for existing use assets is determined by reference to the cost of replacing the remaining future economic benefits embodied in the asset, i.e. the depreciated replace ment cost. Where the fair value of buildings is dependent on using the depreciated replacement cost, the gross carrying amount and the accumulated depreciation are restated proportionately. Independent valuations of land and buildings are provided annually by the Western Australian Land Information Authority (Landgate) and recognised on 1st December, 2007, with sufficient regularity to ensure that the carrying amount does not differ materially from the asset's fair value at the balance sheet date. The most significant assumptions in estimating fair value are made in assessing whether to apply the existing use basis to assets and in determining estimated useful life. Professional judgement by the valuer is required where the evidence does not provide a clear distinction between market type assets and existing use assets. Refer to note 26 'Property, plant and equipment' for further information on revaluations. Depreciation All non-current assets having a limited useful life are systematically depreciated over their estimated useful lives in a manner which reflects the consumption of their future economic benefits. Land is not depreciated. Depreciation on other assets is based on the straight line method over its useful life, using rates which are reviewed annually. Estimated useful lives for each class of depreciable asset are: Buildings
40 to 70 years
Motor vehicles, caravans and trailers
4 to 15 years
Plant, furniture and general equipment
5 to 15 years
Computing, communications and software (a)
4 to 10 years
(a) Software that is integral to the operation of related hardware.
(g) Impairment of assets Property, plant and equipment, and intangible assets are tested for any indication of impairment at each balance sheet date. Where there is an indication of impairment, the recoverable amount is estimated. Where the recoverable amount is less than the carrying amount, the asset is considered impaired and is written down to the recoverable amount and an impairment loss is recognised. As the College is a not-for-profit entity, unless an asset has been identified as a surplus asset, the recoverable amount is the higher of an asset‟s fair value less costs to sell and depreciated replacement cost. The recoverable amount of assets identified as surplus assets is the higher of fair value less costs to sell and the present value of future cash flows expected to be derived from the asset. Surplus assets carried at fair value have no risk of material impairment where fair value is determined by reference to market-based evidence. Where fair value is determined by reference to depreciated replacement cost, surplus assets are at risk of impairment and the recoverable amount is measured. Intangible assets not yet available for use are tested for impairment at each balance sheet date irrespective of whether there is any indication of impairment. The risk of impairment is generally limited to circumstances where an asset‟s depreciation is materially understated, where the replacement cost is falling or where there is a significant change in useful life. Each relevant class of assets is reviewed annually to verify that the accumulated depreciation/amortisation reflects the leve l of consumption or expiration of assets' future economic benefits and to evaluate any impairment risk from falling replacement costs or a significant change in useful life. See note 27 „Impairment of assets‟ for the outcome of impairment reviews and testing. See note 2(m) 'Receivables' and note 24 'Receivables' for impairment of receivables.
(h) Leases The College holds an operating lease for printing and photcopying services and seven property leases throughout Great Southern region for the delivery of training. For the photocopying and printing services lease the payments are expensed on a rate per copy and property leases are expensed on a straight line basis over the lease term as this represents the pattern of benefits derived from the leased properties.
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GREAT SOUTHERN TAFE NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2007 (i) Financial instruments The College has two categories of financial instruments: Financial assets cash and cash equivalents (including restricted cash and cash equivalents) receivables Financial liabilities payables Initial recognition and measurement of financial instruments is at fair value. Usually the transaction cost or face value is equivalent to fair value and subsequent measurement is at amortised cost using the effective interest method. The fair value of short-term receivables and payables is the transaction cost or the face value because there is no interest rate applicable and subsequent measurement is not required as the effect of discounting is not material.
(j) Cash and cash equivalents For the purpose of the Cash Flow Statement, cash and cash equivalents include restricted cash and cash equivalents. These are comprised of cash on hand and short-term deposits with original maturities of three months or less that are readily convertible to a known amount of cash and which are subject to insignificant risk of changes in value, and bank overdrafts.
(k) Accrued salaries The accrued salaries account (see note 22 'Restricted cash and cash equivalents') consists of amounts accrued annually over a period of ten financial years to largely meet the additional cash outlay in each eleventh year when 27 pay days occur instead of the normal 26. Accrued salaries (see note 30 'Other current liabilities') represent the amount due to staff but unpaid at the end of the financial year, as the end of the last pay period for that financial year does not coincide with the end of the financial year. Accrued salaries are settled within a fortnight of the financial year end. The College considers the carrying amount of accrued salaries to be equivalent to its net fair value.
(l) Inventories Inventories are measured at the lower of cost and net realisable value. Costs are assigned by the method most appropriate to each particular class of inventory, with the majority being valued on a first in first out basis. Inventories not held for resale are valued at cost unless they are no longer required, in which case they are valued at net realisable value. See note 23 'Inventories'.
(m) Receivables Receivables are recognised and carried at original invoice amount less an allowance for any uncollectible amounts (impairment). The collectability of receivables is reviewed on an ongoing basis and any receivables identified as uncollectible are written off. The provision for uncollectible amounts (doubtful debts) is raised when there is objective evidence that the College will not be able to co llect the debts. The carrying amount is equivalent to fair value as it is due for settlement within 30 days. See note 2(i) „Financial instruments‟ and note 24 „Receivables‟. A provision for impairment of receivables can only be raised if there is objective evidence of impairment.
(n) Payables Payables are recognised at the amounts payable when the College becomes obliged to make future payments as a result of a purchase of assets or services. The carrying amount is equivalent to fair value, as they are generally settled within 30 days. See note 2(i) „Financial instruments‟ and note 28 'Payables'.
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GREAT SOUTHERN TAFE NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2007 (o) Provisions Provisions are liabilities of uncertain timing and/or amount and are recognised where there is a present legal, equitable or constructive obligation as a result of a past event and when the outflow of resources embodying economic benefits is probable and a reliable estimate can be made of the amount of the obligation. Provisions are reviewed at each balance sheet date. See note 29 „Provisions‟.
(i) Provisions - employee benefits Annual leave and long service leave The liability for annual and long service leave expected to be settled within twelve months after the balance sheet date is recognised and measured at the undiscounted amounts expected to be paid when the liabilities are settled. Annual and long service leave expected to be settled more than twelve months after the balance sheet date is measured at the present value of amounts expected to be paid when the liabilities are settled. Leave liabilities are in respect of services provided by employees up to the balance sheet date. When assessing expected future payments consideration is given to expected future wage and salary levels including non-salary components such as employer superannuation contributions. In addition, the long service leave liability also considers the experience of employee departures and periods of service. The expected future payments are discounted using market yields at the balance sheet date on national government bonds with terms to maturity that match, as closely as possible, the estimated future cash outflows. All annual leave and unconditional long service leave provisions are classified as current liabilities as the College does not have an unconditional right to defer settlement of the liability for at least twelve months after the balance sheet date. A liability for long service leave is recognised after an employee has completed four years of service. An actuarial assessment of long service leave undertaken by Price Waterhouse Actuaries at 2007 determined that the liability measured using the short hand method was not materially different from the liability measured using the present value of expected future payments. The shorthand method is compliant with AASB 119 'Employee Benefits'. Superannuation Employees may contribute to the Pension Scheme, a defined benefit pension scheme now closed to new members or the Gold State Superannuation (GSS) Scheme, a defined benefit lump sum scheme also closed to new members. Both schemes are administered by the Government Employees Superannuation Scheme (GESB). The College has no liabilities for superannuation charges under those schemes, as the liabilities for the unfunded Pension Scheme and the unfunded GSS Scheme transfer benefits due to members, who transferred from the Pension Scheme, are assumed by the Treasurer. All other GSS Scheme obligations are funded by concurrent contributions made by the College to the GESB. The concurrently funded part of the GSS Scheme is a defined contribution scheme as these contributions extinguish all liabilities in respect of the concurrently funded GSS Scheme obligations. Employees commencing employment prior to 16 April 2007 who were not members of either the Pension or the GSS Schemes became non-contributory members of the West State Superannuation (WSS) Scheme. Employees commencing employment on or after 16 April 2007 became members of the GESB Super (GESBS) Scheme. Both of these schemes are accumulation schemes. The College makes concurrent contributions to GESB on behalf of employees in compliance with the Commonwealth Government‟s Superannuation Guarantee (Administration) Act 1992. These contributions extinguish the liability for superannuation charges in respect of the WSS and GESBS Schemes. The GESB makes all benefit payments in respect of the Pension Scheme and the GSS Scheme transfer benefits and is recouped by the Treasurer for the employer's share. See also note 2(p) 'Superannuation expense'.
(ii) Provisions - other Employment on-costs Employment on-costs, including workers‟ compensation insurance, are not employee benefits and are recognised separately as expenses and liabilities when the employment, to which they relate, has occurred. Employment on-costs are included as part of 'Other expenses' and are not included as part of the College's 'Employee benefits expense‟. The related liability is included in 'Employment on-costs provision'. (See note 12 'Other expenses' and note 29 'Provisions'.)
(p) Superannuation expense The following elements are included in calculating the superannuation expense in the Income Statement: (i) Defined benefit plans Change in the unfunded employer‟s liability (i.e. current service cost and actuarial gains and losses) assumed by the Treasurer in respect of current employees who are members of the Pension Scheme and current employees who accrued a benefit on transfer from that Scheme to the GSS Scheme.
Great Southern TAFE – 2007 Annual Report
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GREAT SOUTHERN TAFE NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2007 (ii) Defined contribution plans Employer contributions paid to the WSS Scheme, GESBS Scheme and the equivalent of employer contributions to the GSS Scheme. Defined benefit plans - in order to reflect the true cost of services, the movements (i.e. current service cost and actuarial gains and losses) in the liabilities in respect of the Pension Scheme and the GSS Scheme transfer benefits are recognised as expenses directly in the Income Statement. As these liabilities are assumed by the Treasurer (refer note 2(o)(i), a revenue titled „Liabilities assumed by the Treasurer‟ equivalent to the expense is recognised under 'Income from State Government' in the Income Statement (see note 21 'Income from State Government'). Defined contribution plans - in order to reflect the College's true cost of services, the College is funded for the equivalent of employer contributions in respect of the GSS Scheme (excluding transfer benefits). These contributions were paid to the GESB during the year and placed in a trust account administered by the GESB on behalf of the Treasurer. The GESB subsequently paid these employer contributions in respect of the GSS Scheme to the Consolidated Fund. The GSS Scheme is a defined benefit scheme for the purposes of employees and whole-of-government reporting. However, apart from the transfer benefit, it is a defined contribution plan for agency purposes because the concurrent contributions (defined contributions) made by the College to GESB extinguish all of the College's obligations to the related superannuation liability. The superannuation expense does not include payment of pensions to retirees, as this does not constitute part of the cost of services provided by the College in the current year.
(q) Resources received free of charge or for nominal cost Resources received free of charge or for nominal cost that can be reliably measured are recognised as income and as assets or expenses, as appropriate, at fair value.
(r) Comparative figures Comparative figures are, where appropriate, reclassified to be comparable with the figures presented in the current financial year.
3
Other policies not included in this Model No other polices have been included in these Statutory Accounts.
4
Judgements made by management in applying accounting policies No significant judgements have been made that would materially alter the current financial results of the College.
5
Key sources of estimation uncertainty The key estimates and assumptions made concerning the future, and other key sources of estimation uncertainty as at the balance sheet date that have a significant risk of causing a material adjustment to the carrying amounts of assets and liabilities within the next financial year include: Student receivables under 60 days due are considered collectable and a provision is made for the full value for those receivables which are doubtful. General receivables from other government agencies are considered risk free, no provision, and all others are by individual assessment with a provision to the full value if required. Inventory stocks (bookshop and canteen) are ordered on a just in time basis to match current year requirements. Obsolescence is considered less than 5% of annual trading purchases and therefore no provision is made. The college has a policy of valuing land and buildings annually. The revaluation of the college's land and buildings is undertaken by Western Australian Land Information Authority (Landgate). Every year estimates of useful life of plant and equipment are provided to give guidance on depreciation rates used in intervening years. No provision has been made for sick leave as the college's annual costs do not exceed the annual value of entitlements. Included in 'Current - other liabilities' is an Education Training Shared Services Centre (ETSSC) service charge for 2007.
6
Disclosure of changes in accounting policy and estimates Initial application of an Australian Accounting Standard The College has applied the following Australian Accounting Standards and Australian Accounting Interpretations effective for annual reporting periods beginning on or after 1 January 2007: 1.
AASB 7 'Financial Instruments: Disclosures' (including consequential amendments in AASB 2005-10 'Amendments to Australian Accounting Standards [AASB 132, AASB 101, AASB 114, AASB 117, AASB 133, AASB 139, AASB 1, AASB 4, AASB 1023 & AASB 1038]'). This Standard requires new disclosures in relation to financial instruments. The Standard resulted in increased
Great Southern TAFE – 2007 Annual Report
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GREAT SOUTHERN TAFE NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2007 disclosures of risk exposure, both quantitative and qualitative, enhanced disclosure regarding components of the financial position and performance, and changes to the way of presenting certain items in the notes to the financial statements. The application of this Standard has no financial impact. 2.
AASB 101 'Presentation of Financial Statements'. This Standard was revised and issued in October 2006 so that AASB 101 has the same requirements as IAS 1 'Presentation of Financial Statements' (as issued by the IASB) in respect of for-profit entities. The College is a not-for-profit entity and consequently, the application of this Standard has no financial impact.
3.
AASB 2005-10 'Amendments to Australian Accounting Standards [AASB 132, AASB 101, AASB 114, AASB 117, AASB 133, AASB 139, AASB 1, AASB 4, AASB 1023 & AASB 1038]'. The amendments are as a result of the issue of AASB 7 'Financial Instruments: Disclosures', which amends the financial instrument disclosure requirements in these standards. The application of this Standard has no financial impact.
The following Australian Accounting Standards and Interpretations are considered to have no impact, or are not applicable, to not-forprofit entities: AASB 2007-2
'Amendments to Australian Accounting Standards arising from AASB Interpretation 12 [AASB 1, AASB 117, AASB 118, AASB 120, AASB 121, AASB 127, AASB 131 & AASB 139]'
UIG Interpretation 7
'Applying the Restatement Approach under AASB 129 Financial Reporting in Hyperinflationary Economies'
UIG Interpretation 8
'Scope of AASB 2'
UIG Interpretation 9
'Reassessment of Embedded Derivatives'
AASB Interpretation 10
'Interim Financial Reporting and Impairment'
Future impact of Australian Accounting Standards not yet operative The College cannot early adopt an Australian Accounting Standard or Australian Accounting Interpretation unless specifically permitted by TI 1101 'Application of Australian Accounting Standards and Other Pronouncementsâ&#x20AC;&#x;'. Consequently, the College has not applied the following Australian Accounting Standards and Australian Accounting Interpretations that have been issued but are not yet effective. These will be applied from their application date: 1.
AASB 2007-4 'Amendments to Australian Accounting Standards arising from ED 151 and Other Amendments [AASB 1, 2, 3, 4, 5, 6, 7, 102, 107, 108, 110, 112, 114, 116, 117, 118, 119, 120, 121, 127, 128, 129, 130, 131, 132, 133, 134, 136, 137, 138, 139, 141, 1023 & 1038]'. The amendments arise as a result of the AASB decision to make available all options that currently exist under IFRSs and that certain additional Australian disclosures should be eliminated. It is expected that the TIs will be amended to maintain the status quo when the Standard is first applied and consequently there will be no financial impact. The Standard is required to be applied to annual reporting periods beginning on or after 1 July 2007.
2.
AASB 2007-5 'Amendments to Australian Accounting Standard - Inventories Held for Distribution by Not-for-Profit Entities [AASB 102]'. This amendment changes AASB 102 'Inventories' so that inventories held for distribution by not-for-profit entities are measured at cost, adjusted when applicable for any loss of service potential. The Standard is required to be applied to annual reporting periods beginning on or after 1 July 2007.
3.
AASB 101 'Presentation of Financial Statements'. This Standard has been revised and will change the structure of the financial statements. These changes will require that owner changes in equity are presented separately from non-owner changes in equity. The College does not expect any financial impact when the Standard is first applied. The Standard is required to be applied to annual reporting periods beginning on or after 1 January 2009.
4.
AASB 123 'Borrowing Costs'. This Standard has been revised to mandate the capitalisation of all borrowing costs attributable to the acquisition, construction or production of qualifying assets. The College does not expect any financial impact when the Standard is first applied. The Standard is required to be applied to annual reporting periods beginning on or after 1 January 2009.
5.
AASB 1049 'Financial Reporting of General Government Sectors by Governments'. This new Standard sets out requirements for the form and content of General Government Sector (GGS) financial reports. This Standard is required to be applied to annual reporting periods beginning on or after 1 July 2008.
6.
AASB Interpretation 4 'Determining whether an Arrangement contains a Lease [revised]'. This Interpretation was revised and issued in February 2007 to specify that if a public-to-private service concession arrangement meets the scope requirements of AASB Interpretation 12 'Service Concession Arrangements' as issued in February 2007, it would not be within the scope of Interpretation 4. The College does not expect any financial impact when the Interpretation is first applied. The Interpretation is required to be applied to annual reporting periods beginning on or after 1 January 2008.
Great Southern TAFE â&#x20AC;&#x201C; 2007 Annual Report
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GREAT SOUTHERN TAFE NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2007 The following Australian Accounting Standards and Interpretations are considered to have no impact, or are not applicable, to not-forprofit entities: AASB 8
'Operating Segments'
AASB 2007-1
'Amendments to Australian Accounting Standards arising from AASB Interpretation 11 [AASB 2]'
AASB 2007-2
'Amendments to Australian Accounting Standards arising from AASB Interpretation 12 [AASB 1, AASB 117, AASB 118, AASB 120, AASB 121, AASB 127, AASB 131 & AASB 139]'
AASB 2007-3
'Amendments to Australian Accounting Standards arising from AASB 8 [AASB 5, AASB 6, AASB 102, AASB 107, AASB 119, AASB 127, AASB 134, AASB 136, AASB 1023 & AASB 1038]'
AASB 2007-6
'Amendments to Australian Accounting Standards arising from AASB 123 [AASB 1, AASB 101, AASB 107, AASB 111, AASB 116 & AASB 138 and Interpretations 1 & 12]'
AASB 2007-7
'Amendments to Australian Accounting Standards [AASB 1, AASB 2, AASB 4, AASB 5, AASB 107 & AASB 128]'
AASB 2007-8
'Amendments to Australian Accounting Standards arising from AASB 101'
ERR
'Erratum: Proportionate Consolidation [AASB 101, AASB 107, AASB 121, AASB 127, Interpretation 113]'
UIG Interpretation 11
'AASB 2 - Group and Treasury Share Transactions'
AASB Interpretation 12
„Service Concession Arrangements'
AASB Interpretation 13
'Customer Loyalty Programmes'
AASB Interpretation 14
'AASB 119 - The Limit on a Defined Benefit Asset, Minimum Funding Requirements and their Interaction'
AASB Interpretation 129
Service Concession Arrangements: Disclosures [revised]'.
AASB Interpretation 1003
'Australian Petroleum Resource Rent Tax'
Great Southern TAFE – 2007 Annual Report
Page - 76 -
GREAT SOUTHERN TAFE NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2007
7
2007 $
2006 $
Employee benefits expense Wages and salaries (a)
10,380,930
9,512,270
Superannuation - defined contribution plans (b)
819,750
761,116
Superannuation - defined benefit plans (c)(d)
126,610
93,095
Long service leave (e)
183,744
51,180
Annual leave (e)
-
94,751
100,128
104,841
11,611,162
10,617,253
Consumables and minor equipment
649,686
617,062
Communication expenses
118,308
126,578
Other (a)
Includes the value of the fringe benefit to the employee plus the fringe benefit tax component.
(b)
Defined contribution plans include the GESB Super, West State and Gold State Schemes (contribution paid).
(c)
Defined benefit plans include the Pension and the Gold State Scheme (pre-transfer benefit).
(d)
An equivalent notional income is also recognised (see note 21 'Income from State Government').
(e)
Includes a superannuation contribution component.
Employment on-costs such as workers' compensation insurance are included at note 12 'Other expenses'. The employment on-costs liability is included at note 29 'Provisions'.
8
Supplies and services
Utilities expenses
245,048
226,238
1,894,746
1,974,310
465,331
617,683
47,487
51,955
Operating lease and hire charges
105,452
96,209
Travel and passenger transport
355,554
267,419
Advertising and public relations
174,741
148,737
Consultancies and contracted services Minor works Repairs and maintenance
Supplies and services - other
9
78,108
121,741
4,134,461
4,247,932
468,288
413,383
Motor vehicles, caravans and trailers
78,183
71,324
Plant, furniture and general equipment
72,247
74,322
Computers and communication network
104,887
80,397
Total depreciation
723,605
639,426
Payments to non-TAFE providers for VET service delivery
62,196
36,529
Other
31,053
46,269
93,249
82,798
Depreciation and amortisation expense Depreciation Buildings
10
Grants and subsidies Adult and community education organisations
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GREAT SOUTHERN TAFE NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2007 11
2007 $
2006 $
777,878
1,717,811
142,984
167,661
Capital user charge Capital user charge expense The charge was a levy applied by Government for the use of its capital. In 2007, the final year in which the charge was levied, a single payment was made equal to the appropriation for 2007 less any adjustment relating to 2006.
12
Other expenses Asset revaluation decrement Building maintenance Doubtful debts expense
(2,100)
3,600
Employment on-costs (a)
572,247
564,806
Donations Student prizes and awards Losses and write-offs
21,446
10,054 763,426
Fee for service - general
633,316
639,448
Fee for service - Department of Education and Training
292,516
731,328
70,385
38,111
Includes workers' compensation insurance and other employment on-costs. The oncosts liability associated with the recognition of annual and long service leave liability is included at note 29 'Provisions'. Superannuation contributions accrued as part of the provision for leave are employee benefits and are not included in employment on-costs.
Fee for service
Fee for service - Government (other than Department of Education and Training) International division fees
5,590
-
14,356
-
1,016,163
1,408,887
Tuition fees
715,532
706,959
Enrolment fees
115,749
108,260
Resource fees
364,946
292,113
Fee for service - other
14
Student fees and charges
Other college fees
15
2,726 14,579
753,079 (a)
13
300 18,202
193,431
165,661
1,389,658
1,272,993
Live works (not a trading activity)
74,961
88,436
Contracting and consulting
48,630
-
Other ancillary revenue
24,549
21,902
148,140
110,338
Ancillary revenue
Great Southern TAFE â&#x20AC;&#x201C; 2007 Annual Report
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GREAT SOUTHERN TAFE NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2007 16
2007 $
2006 $
Trading profit/(loss) (a) Bookshop: Sales
126,589
136,108
Cost of sales: Opening inventory Purchases Closing inventory Cost of goods sold
Trading profit/(loss) - Bookshop
(46,382)
(39,916)
(149,278)
(188,926)
(195,660)
(228,842)
40,088
46,382
(155,572)
(182,460)
(28,983)
(46,352)
310,397
307,052
(b) Cafeteria (non-training related) Sales Cost of sales: Opening inventory Purchases Closing inventory Cost of goods sold Trading profit/(loss) - Cafeteria
(5,034)
(4,612)
(170,953)
(159,620)
(175,987)
(164,232)
5,921
5,034
(170,066)
(159,199)
140,331
147,853
13,483
14,993
(c) Other trading Sales Trading profit/(loss) - Other trading
13,483
14,993
124,831
116,494
167,650
254,970
167,650
254,970
244,529
234,930
See note 2(l) 'Inventories' and note 23 'Inventories'. 17
Commonwealth grants and contributions Commonwealth specific purpose grants and contributions (a)
(a) Commonwealth recurrent grants Commonwealth specific purpose grant (ANTA) Commonwealth specific purpose grant ( non ANTA) 18
Interest revenue Interest revenue (a)
(a) Sources Cash at Bank Term Deposits
Great Southern TAFE â&#x20AC;&#x201C; 2007 Annual Report
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GREAT SOUTHERN TAFE NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2007 19
2006 $
Other revenue Rental and facilities fees
24,999
27,165
Other direct grants and subsidy revenue
79,578
2,000
Sponsorship and donations revenue
16,170
11,820
Miscellaneous revenue
20
2007 $
66,147
70,941
186,894
111,926
(158,245)
(213,244)
(99,132)
(124,579)
Net gain/(loss) on disposal of non-current assets Costs of disposal of non-current assets Land Buildings Motor vehicles, caravans and trailers Plant, furniture and general equipment Computers and communication network Total cost of disposal of non-current assets
-
(1,821)
(941)
-
(258,318)
(339,644)
Proceeds from disposal of non-current assets Land Buildings Motor vehicles, caravans and trailers Plant, furniture and general equipment Computers and communication network Total proceeds from disposal of non-current assets Net gain/(loss)
21
-
-
5,450
3,873
80,455 300
110,863 300
-
-
86,205
115,036
(172,113)
(224,608)
11,707,866
10,944,291
936,706
854,728
Income from State Government State funds (received from Department of Education and Training): Delivery and Performance Agreement (DPA) Superannuation Other recurrent funds Capital user charge funding Capital works transferred
1,447,973
535,842
777,878
1,717,811
-
7,735
14,870,423
14,060,407
Superannuation (a)
9,654
517
Total liabilities assumed by the Treasurer
9,654
517
Total State funds
The following liabilities have been assumed by the Treasurer during the financial year:
Great Southern TAFE â&#x20AC;&#x201C; 2007 Annual Report
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GREAT SOUTHERN TAFE NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2007
2007 $
2006 $
604,462
736,192
8,255
92,111
Resources received free of charge determined on the basis of the following estimates provided by agencies(c): Department of Education and Training - Corporate systems support - Marketing and publications - Human resources, and industrial relations support
95,094
82
3,337
3,264
711,148
831,649
15,591,225
14,892,573
979,482
467,000
979,482
467,000
143,465
-
143,465
-
1,122,947
467,000
Bookshop (at cost)
40,088
46,382
Cafeteria (at cost)
5,921
5,034
46,009
51,416
- Other Total resources received free of charge (b)
Total income from State Government
22
(a)
The assumption of the superannuation liability by the Treasurer is notional income to match the notional superannuation expense reported in respect of current employees who are members of the Pension Scheme and current employees who have a transfer benefit entitlement under the GSS Scheme. (The notional superannuation expense is disclosed at note 7 'Employee benefits expense'.)
(b)
Where assets or services have been received free of charge or for nominal cost, the College recognises revenues (except where the contribution of assets or services is in the nature of contributions by owners, in which case the College shall make a direct adjustment to equity) equivalent to the fair value of the assets and/or the fair value of those services that can be reliably determined and which would have been purchased if not donated, and those fair values shall be recognised as assets or expenses, as applicable.
Restricted cash and cash equivalents Current Specific capital equipment and minor works (a), (b), (c), (d)
Non-current 27th Pay (e)
Total restricted cash and cash equivalents
23
(a)
DET Disability Assess Funding - $3,325
(b)
DET Minor Works funding - $54,000
(c)
DET Transforming Trades Equipment grant - $550,000
(d)
DET Competitive Allocation Tendering (CAT) rollovers - $372,157
(e)
Amount held for the purpose of meeting the 27th pay that occurs every 11 years in 2016 - $143,465
Inventories Current Inventories held for resale:
Total current
See also not 2(l) 'Inventories' and note 16 'Trading profit / (loss)'.
Great Southern TAFE â&#x20AC;&#x201C; 2007 Annual Report
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GREAT SOUTHERN TAFE NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2007 24
2007 $
2006 $
169,258
173,624
Receivables Current Receivables - trade Receivables - students
26,027
7,027
Allowance for impairment of receivables
(8,600)
(10,700)
GST receivable
61,820
224,208
248,505
394,159
Prepayments
27,568
15,525
Total current
276,073
409,684
(10,700)
(7,100)
Reconciliation of changes in the allowance for impairment of receivables: Balance at start of year Doubtful debts expense recognised in the Income Statement Balance at end of year
2,100
(3,600)
(8,600)
(10,700)
100,643
116,586
32,410
14,521
9,281
-
142,334
131,107
195,285
180,651
Credit Risk (a) The College trades only with recognised, creditworthy third parties. The College has policies in place to ensure that sales of products and services are made to customers with an appropriate credit history. In addition, receivable balances are monitored on an ongoing basis with the result that the College's exposure to debt is minimal. There are no significant concentrations of credit risk. (b)
In respect of amounts receivable, the College holds no collateral as security or other credit enhancements.
Ageing of receivables past due but not impaired based on the information provided to senior management, as at the balance sheet date: Not more than 3 months More than 3 months but less than 6 months More than 6 months but less than 1 year
Receivables individually determined as impaired as at the balance sheet date: Carrying amount, before deducting any impairment loss Impairment loss
(8,600)
(10,700)
186,685
169,951
98,146
1,122,696
Cash investments (a)
2,260,702
2,090,829
Total current
2,358,848
3,213,525
See also note 2(m) 'Receivables' and note 37 'Financial instruments'. 25
Other assets Current Accrued income
(a) Short term deposits 30 to 90 days.
Great Southern TAFE â&#x20AC;&#x201C; 2007 Annual Report
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GREAT SOUTHERN TAFE NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2007 26
2007 $
2006 $
3,531,111
3,321,111
3,531,111
3,321,111
20,846,940
17,560,530
(71,877)
(40,484)
20,775,063
17,520,046
-
1,620,181
-
1,620,181
Property, plant and equipment Land At fair value (a) Accumulated impairment losses
Buildings At fair value (a) Accumulated depreciation
Buildings under construction Construction costs
Motor vehicles, caravans and trailers At cost Accumulated depreciation
819,515
826,620
(334,258)
(294,250)
485,257
532,370
832,597
827,181
(495,830)
(432,172)
336,767
395,009
Plant, furniture and general equipment At cost Accumulated depreciation
Computer equipment, communication network At cost Accumulated depreciation
841,450
606,979
(547,207)
(462,839)
294,243
144,140
25,422,441
23,532,857
(a) Freehold land and buildings were revalued as at 30th November, 2007 by the Western Australian Land Information Authority (Landgate). The valuations were performed during the year ended 31st December, 2007 and recognised at fair value. The fair value of all land and buildings was determined by reference to market values. See note 2 (g) 'Property, plant and equipment'.
Reconciliations of the carrying amounts of property, plant and equipment at the beginning and end of the reporting period are set out below.
Great Southern TAFE â&#x20AC;&#x201C; 2007 Annual Report
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GREAT SOUTHERN TAFE NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2007
2007 $
2006 $
Motor vehicles, caravans and trailers
Plant, furniture and general equipment
Computer equipment, communication network
Total
23,532,857
Land
Buildings
Buildings under construction
3,321,111
17,520,046
1,620,181
532,370
395,009
144,140
Additions
-
2,283,284
-
130,203
14,005
255,931
2,683,423
Transfers
-
-
(1,620,181)
-
-
-
(1,620,181)
2007
Carrying amount at start of year
Disposals Revaluation increments Depreciation expense Carrying amount at end of year
2006
Carrying amount at start of year Additions Disposals
-
(158,245)
-
(99,133)
-
(941)
(258,319)
210,000
1,598,266
-
-
-
-
1,808,266
-
(468,288)
-
(78,183)
(72,247)
(104,887)
(723,605)
3,531,111
20,775,063
-
485,257
336,767
294,243
25,422,441
Land
Buildings
Buildings under construction
Motor vehicles, caravans and trailers
Plant, furniture and general equipment
Computer equipment, communication network
Total
2,383,411
16,571,287
-
422,331
718,827
689,093
20,784,949
-
9,000
1,620,181
308,272
94,549
-
2,032,002
-
(213,245)
-
(124,579)
(1,821)
-
(339,645)
937,700
1,569,430
-
-
-
-
2,507,130
Depreciation expense
-
(413,383)
-
(71,324)
(74,322)
(80,395)
(639,424)
Adjustment upon change in accounting policy
-
(3,043)
-
(2,330)
(342,224)
(464,558)
(812,155)
3,321,111
17,520,046
1,620,181
532,370
395,009
144,140
23,532,857
Revaluation increments
Carrying amount at end of year
27
Impairment of assets There were no indications of impairment of property plant, equipment and intangibles as at 31st December, 2007.
28
Payables Current Trade payables GST payable Capital user charge payable Total current
3,732
11,792
44,067
176,704
-
969,478
47,799
1,157,974
See also note 2(n) 'Payables' and note 37 'Financial Instruments'.
Great Southern TAFE â&#x20AC;&#x201C; 2007 Annual Report
Page - 84 -
GREAT SOUTHERN TAFE NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2007 29
2007 $
2006 $
Provisions Current Employee benefits provision Annual leave (a)
455,406
468,743
Long service leave (b)
655,363
543,720
1,110,769
1,012,463
105,009
138,798
105,009
138,798
1,215,778
1,151,261
494,713
422,612
494,713
422,612
29,274
25,444
29,274
25,444
523,987
448,056
455,406
468,743
455,406
468,743
655,363
543,720
Other provisions Employment on-costs (c)
Total current Non-current Employee benefits provision Long service leave (b) Other provisions Employment on-costs (c)
Total non-current (a) Annual leave liabilities have been classified as current as there is no unconditional right to defer settlement for at least 12 months after balance sheet date. Assessments indicate that actual settlement of the liabilities will occur as follow: Within 12 months of balance sheet date (b) Long service leave liabilities have been classified as current where there is no unconditional right to defer settlement for at least 12 months after balance sheet date. Assessments indicate that actual settlement of the liabilities will occur as follows: Within 12 months of balance sheet date More than 12 months of balance sheet date
494,713
422,612
1,150,076
966,332
Carrying amount at start of year
164,242
146,015
Additional provisions recognised
(29,959)
18,227
Carrying amount at end of year
134,283
164,242
(c) The settlement of annual and long service leave liabilities gives rise to the payment of employment on-costs including workers' compensation insurance. The provision is the present value of expected future payments. The associated expense, apart from the unwinding of the discount (finance cost), is disclosed in note 12 'Other expenses'. Movements in other provisions Movements in each class of provisions during the financial year, other than employee benefits, are set out below. Employment on-cost provision
Great Southern TAFE â&#x20AC;&#x201C; 2007 Annual Report
Page - 85 -
GREAT SOUTHERN TAFE NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2007 30
2007 $
2006 $
Other current liabilities Current Income received in advance (a) Accrued expenses Accrued salaries and related costs Total current liabilities
32,134
1,862
180,413
248,604
71,733
30,858
284,280
281,324
15,000
-
(a) Income received in advance comprises: Department of Education and Training - curriculum grants Department of Indigenous Affairs Other Government (Commonwealth/Local) Fee for service Student fees and charges Other 31
268 1,309
-
14,568
-
-
1,862
989
-
32,134
1,862
2,264,968
2,264,968
Equity Equity represents the residual interest in the net assets of the College. The Government holds the equity interest in the net assets of the College. The Government holds the equity interest in the College on behalf of the community. The asset revaluation reserve represents that portion of equity resulting from the revaluation of non-current assets. Contributed equity Balance at start of year Contributions by owners Capital contribution (a)
150,930
-
Total contributions by owners
2,415,898
2,264,968
Balance at end of year
2,415,898
2,264,968
8,206,360
5,699,229
(a) Capital Contributions (appropriations) and non-discretionary (non-reciprocal) transfers of net assets from other State Government agencies have been designated as contributions by owners in Treasurer's Instruction TI 955 Contribution by Owners Made to Wholly Owned Public Sector Entities' and are credited directly to equity. Reserves Asset revaluation reserve Balance at start of year Net revaluation increments Land Buildings Balance at end of year
210,000
937,701
1,598,266
1,569,430
10,014,626
8,206,360
14,811,609
14,701,752
603,543
109,857
15,415,152
14,811,609
Accumulated surplus Balance at start of year Result for the period Balance at end of year
Great Southern TAFE â&#x20AC;&#x201C; 2007 Annual Report
Page - 86 -
GREAT SOUTHERN TAFE NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2007
32
2007 $
2006 $
Notes to the Cash Flow Statement Reconciliation of cash Cash at the end of the financial year, as shown in the Cash Flow Statement is reconciled to the related items in the Balance Sheet as follows: Cash on hand Cash at bank Short term deposits (Provide details of terms and conditions) Restricted cash and cash equivalents (refer to note 22 'Restricted cash and cash equivalents')
7,190
6,410
684,012
640,660
2,260,702
2,090,829
2,951,904
2,737,899
1,122,947
467,000
4,074,851
3,204,899
(14,987,684)
(14,792,771)
723,605
639,426
Reconciliation of net cost of services to net cash flows provided by/(used in) operating activities Net Cost of Services Non-cash items: Depreciation and amortisation expense (note 9) Doubtful debts expense (note 12)
2,100
(3,600)
Superannuation expense (note 7)
946,360
854,211
Resources received free of charge (note 21)
711,148
831,649
Cost of disposals for non -current assets (note 20)
258,318
339,644
Non - current assets - trade ins
(73,182)
(110,745)
Losses and write-offs (excludes cash shortages / thefts of money)
(21,373)
(10,054)
-
969,478
(14,635)
40,595
Capital User Charge (note 11) (Increase)/decrease in assets: Current receivables (a) Current inventories
5,407
(6,888)
(12,041)
19,673
55,072
(1,065,003)
Non-current receivables
-
-
Non-current inventories
-
-
Current payables (a)
(8,060)
(33,203)
Capital User Charge
-
969,478
Prepayments Other current assets
Increase/(decrease) in liabilities
Income received in advance /grants and advances
30,272
(9,639)
Current provisions
64,517
254,884
Other current liabilities
(27,316)
(26,736)
Non-current Provisions
75,931
(90,726)
-
-
17,753
47,504
Other non-current liabilities Net GST receipts/(payments) (b) Change in GST in receivables/payables (c) Net cash provided by/(used in) operating activities
Great Southern TAFE â&#x20AC;&#x201C; 2007 Annual Report
16,149
8,761
(12,237,659)
(11,174,062)
Page - 87 -
GREAT SOUTHERN TAFE NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2007
33
(a)
Note that the Australian Taxation Office (ATO) receivable/payable in respect of GST and the receivable/payable
(b)
This is the net GST paid/received, i.e. cash transactions
(c)
This reverses out the GST in receivables and payables
2007 $
2006 $
Commitments Capital expenditure commitments Capital expenditure commitments, being contracted capital expenditure additional to the amounts reported in the financial statements, are payable as follows: Within 1 year
-
752,000
-
515,000
Within 1 year
119,753
116,196
Later than 1 year and not later than 5 years
294,468
457,800
414,221
573,996
99,347
97,944
314,874
359,856
414,221
457,800
89,964
89,964
The capital commitments include amounts for: Buildings Lease commitments Commitments in relation to leases contracted for at the balance sheet date but not recognised in the financial statements, are payable as follows:
Representing: Cancellable operating leases Non-cancellable operating leases Non-cancellable operating lease commitments (a) Commitments for minimum lease payments are payable as follows: Within 1 year Later than 1 year and not later than 5 years
224,910
269,892
314,874
359,856
(a) The College has a significant non-cancellable leasing arrangement with Best Office Systems for the provision of multifunctional devices and a bulk printing and copying service for a term of three years from 2006. The College has one two-year extension option exercisable at the absolute discretion of Great Southern TAFE. 34
Contingent liabilities and contingent assets Contingent liabilities In addition to the liabilities incorporated in the financial statements, there is the following Contingent liabilities: Contaminated sites Under the Contaminated Sites Act 2003, the College is required to report known and suspected contaminated sites to the Department of Environment and Conservation (DEC). In accordance with the Act, DEC classifies these sites on the basis of the risk to human health, the environment and environmental values. Where sites are classified as contaminated - remediation required or possibly contaminated - investigation required, the College may have a liability in respect of investigation or remediation expenses. During the year the College reported the Katanning TAFE campus site to the Department of Environment and Conservation (DEC) as a potentially contaminated site due to its previous land use. The site was formerly used as a works depot and a service station. To date there has been no indication of soil or groundwater contamination observed at the site. DEC are yet to inspect and report on the site, as such, the site is currently classified as 'report not substantiated'. Whilst the site has not been inspected by DEC, it remains not practicable to estimate the potential financial effect or to identify the uncertainties in relation to the amount or timing of any outflows.
Great Southern TAFE â&#x20AC;&#x201C; 2007 Annual Report
Page - 88 -
GREAT SOUTHERN TAFE NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2007
Contingent assets The College has no contingent assets. 35
Events occurring after the balance sheet date No events occurred after balance sheet date.
36
Explanatory Statement Significant variations between estimates and actual results for income and expense are shown below. Significant variations are considered to be those greater than 10% or $20,000
Significant variations between estimated and actual results for 07
Expenditure
2007
2007
Estimate
Actual
$
$
Variation
Variation %
$
%
Employee expenses
11,022,640
11,611,162
Supplies and services
4,250,000
4,134,461
115,539
2.72%
690,000
723,605
(33,605)
-4.87%
60,000
93,249
(33,249)
-55.42%
1,028,613
777,878
250,735
24.38%
Depreciation and amortisation expense Grants and subsidies Capital user charge Cost of sales
(588,522)
-5.34%
360,000
325,638
34,362
9.55%
30,000
172,113
(142,113)
-473.71%
720,000
753,079
(33,079)
-4.59%
Fee for service
1,342,000
1,016,163
325,837
24.28%
Student fees and charges
1,300,000
1,389,658
(89,658)
-6.90%
Loss on disposal of non current assets Other expenses Income
Ancillary trading
115,000
148,140
(33,140)
-28.82%
Sales
470,000
450,469
19,531
4.16%
Commonwealth grants and contributions
265,000
167,650
97,350
36.74%
Interest revenue
115,000
244,529
(129,529)
-112.63%
Other revenue
115,000
186,893
(71,893)
-62.52%
14,018,605
14,870,423
(851,818)
-6.08%
2,000
9,654
(7,654)
-382.70%
700,000
711,148
(11,148)
-1.59%
Income from State Government State funds Liabilities assumed by Treasurer Resources received free of charge
Great Southern TAFE â&#x20AC;&#x201C; 2007 Annual Report
Page - 89 -
GREAT SOUTHERN TAFE NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2007 Expenditure Employee expenses Increase in employee expenses due to salary increases for all staff, college achieving full profile delivery, increase in superannuation expense increase in staff professional development over estimates. Supplies and services Small decrease in telephone charges, decrease in computer parts and accessories, and reduction in minor works expenditure over estimates but increase in water, fuel, cleaning and gardening and staff travel over estimates. Depreciation Increase in building and communications expense as result of new farm facility and telephone system. Grants and subsidies Reduction in apprentice travel subsidies and payment to other providers over estimates. Capital User Charge Variation due to cessation of capital user charge from July 1 2007. Cost of Sales Cost of sales overestimated based on previous year‟s results although sales in bookshop and café were less than expected. Loss on disposal of non current assets Under estimation on loss of asset disposal due to sale of assets from old college farm site. Other expenses Increase in workers compensation premium and payroll tax over estimates. Income Fee for service Increase in lifestyle and short course fees but substantial reduction in competitive tenders from Department of Education and Training. Student fees and charges Slight increase in student fees due to college over achieving profile. Ancillary trading Increase in sale of college resources, and consultancy revenue over estimates. Sales Slight reduction in both bookshop and café sales over estimates. Interest revenue Increase in revenue over estimates due to increase in grants from Department of Education and Training and increase in term deposit rates. Other revenue Increase in salaries and travel recoups from other agencies and increase in grants and other contributions over estimates. Income from State Government State funds Increase in special purpose grants for equipment and facilities from Department of Education and Training over estimates. Liabilities assumed from Treasurer Increase in superannuation liability assumed by treasury over estimates.
Great Southern TAFE – 2007 Annual Report
Page - 90 -
GREAT SOUTHERN TAFE NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2007
Significant variations between actual results for 07 and 06 2007
2006
Variance
Variation
$
$
$
%
Expenditure Employee expenses
11,611,162
10,617,253
993,909
8.56%
Supplies and services
4,134,461
4,247,932
(113,471)
-2.74%
Depreciation and amortisation expense
723,605
639,426
84,179
11.63%
Grants and subsidies
93,249
82,798
10,451
11.21%
Capital user charge
777,878
1,717,811
(939,933)
-120.83%
Cost of sales
325,638
341,659
(16,021)
-4.92%
Loss on disposal of non current assets
172,113
224,608
(52,495)
-30.50%
Other expenses
753,079
763,426
(10,347)
-1.37%
Fee for service
1,016,163
1,408,887
(392,724)
-38.65%
Student fees and charges
Income 1,389,658
1,272,993
116,665
8.40%
Ancillary trading
148,140
110,338
37,802
25.52%
Sales
450,469
458,153
(7,684)
-1.71%
Commonwealth grants and contributions
167,650
254,970
(87,320)
-52.08%
Interest revenue
244,529
234,930
9,599
3.93%
Other revenue
186,893
111,926
74,967
40.11%
14,870,423
14,060,407
810,016
5.45%
Income from State Government State funds Liabilities assumed by Treasurer Resources received free of charge
Great Southern TAFE â&#x20AC;&#x201C; 2007 Annual Report
9,654
517
9,137
94.64%
711,148
831,649
(120,501)
-16.94%
Page - 91 -
GREAT SOUTHERN TAFE NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2007 Expenditure Employee expenses Increase in employee expenses due to salary increases for all staff, college achieving full profile delivery, increase in superannuation expense, increase in staff professional development over estimates. Supplies and services Increases in course consumables, water costs due to new farm facility, operating leases and hire facilities and staff travel, accommodation, cleaning and gardening contracts and staff advertising with decreases in telephone costs due to new phone system, training delivery contracted services and resources free of charge. Depreciation and amortisation expense Increase in building depreciation due to new farm facility, and communication depreciation due to new telephone system. Grants and subsidies Increase in grants to non TAFE providers for delivery of training, but slight decrease in apprentice travel subsidies. Capital user charge Variation due to cessation of capital user charge from July 1 2007. Cost of sales Sales in bookshop down on previous year resulting in less purchases, but café sales up on 2006. Loss on disposal of non current assets Variation due to reduction in asset sales with major loss coming from sale of old farm assets.
Income Fee for service Increase in life style and short course fees but substantial reduction in competitive tenders from Department of Education and Training. Student fees and charges Slight increase in course fees but substantial increase in higher university education fee revenue. Ancillary trading Increase in sale of college course resources, and consultancy revenue. Sales Slight increase in café sales but bookshop sales down on previous year. Commonwealth grants and contributions Reduction in commonwealth specific purpose grants. Interest revenue Slight increase in interest revenue due to improving interest rates. Other revenue Increase in non government grants and subsidies, increase in staff salaries and travel recoups and a small reduction in miscellaneous revenue. Income from state government State funds Increase in special purpose grants for farm relocation project and equipment for trades skills shortage courses. Liabilities assumed by Treasurer Increase in superannuation liability revenue assumed by treasury. Resources received free of charge Reduction in revenue for corporate systems support and human resources support provided by the Department of Education and Training.
Great Southern TAFE – 2007 Annual Report
Page - 92 -
GREAT SOUTHERN TAFE NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2007 37
2007 $
2006 $
Financial instruments (a) Financial risk management objectives and policies Financial instruments held by the College are cash and cash equivalents, restricted cash and cash equivalents, receivables and payables. The College has limited exposure to financial risks. The College overall risk management program focuses on managing the risk identified below: Credit risk The College trades only with recognised, creditworthy third parties. The College has policies in place to ensure that sales of products and services are made to customers with an appropriate credit history. In addition, receivable balances are monitored on an ongoing basis with the result that the College's exposure to debt is minimal. There are no significant concentrations of credit risk. Liquidity risk The College has appropriate procedures to manage cash flows including drawdowns of appropriations by monitoring forecast cash flows to ensure that sufficient funds are available to meet its commitments. Interest rate risk The College's exposure to market risk for changes in interest rates relates primarily to the long-term debt obligations. The College's borrowings are all obtained through the Western Australian Treasury Corporation (WATC) and are at fixed rates with varying maturities. The risk is managed by WATC through portfolio diversification and variation in maturity dates. Otherwise, the College is not exposed to interest rate risk because cash and cash equivalents and a portion of restricted cash are non-interest bearing and it has no borrowings other than finance leases (fixed interest rate). (b) Categories of Financial Instruments In addition to cash and bank overdraft, the carrying amounts of each of the following categories of financial assets at balance sheet date are as follows: Financial Assets cash and cash equivalents restricted cash and cash equivalent receivables
2,951,904 1,122,947 276,073
2,737,899 467,000 409,685
47,799
1,157,974
Financial Liabilities payables
(c) Financial instrument disclosures Liquidity and interest rate risk exposures The following table details the College's maximum exposure to liquidity risk and interest rate risk as at the reporting date, based on information provided to senior management of the College. The contractual maturity amounts in the table are representative of the undiscounted amounts as at the balance sheet date. An adjustment for discounting has been made where material. The College does not hold any collateral as security or other credit enhancements relating to the financial assets it holds. The College does not hold any financial assets that had to have their terms renegotiated that would have otherwise resulted in them being past due or impaired.
Great Southern TAFE â&#x20AC;&#x201C; 2007 Annual Report
Page - 93 -
GREAT SOUTHERN TAFE NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2007
2007 $
2006 $
Contractual maturity dates
2007
Weighted Average Effective Interest Rate
Variable Interest Rate
Within 1 year
1-2 Years
2-3 Years
3-4 Years
4-5 Years
More than 5 years
NonInterest Bearing
Total
%
$
$
$
$
$
$
$
$
$
Financial Assets Cash and cash equivalent
5.73%
691,202
-
-
-
-
-
-
-
691,202
Cash and cash equivalent
6.59%
-
2,260,702
-
-
-
-
-
-
2,260,702
Restricted cash and cash equivalent
6.59%
-
1,122,947
-
-
-
-
-
-
1,122,947
Receivables
-
-
-
-
-
-
-
276,073
276,073
691,202
3,383,649
-
-
-
-
-
276,073
4,350,924
-
-
-
-
-
-
-
47,799
47,799
-
-
-
-
-
-
-
47,799
47,799
Financial Liabilities Payables
Contractual maturity dates
2006
Weighted Average Effective Interest Rate
Variable Interest Rate
Within 1 year
1-2 Years
2-3 Years
3-4 Years
4-5 Years
More than 5 years
NonInterest Bearing
Total
%
$
$
$
$
$
$
$
$
$
Financial Assets Cash and cash equivalent
5.05%
647,070
-
-
-
-
-
-
-
647,070
Cash and cash equivalent
5.88%
-
2,090,829
-
-
-
-
-
-
2,090,829
Restricted cash and cash equivalent
5.88%
-
467,000
-
-
-
-
-
-
467,000
Receivables
-
-
-
-
-
-
-
409,685
409,685
647,070
2,557,829
-
-
-
-
-
409,685
3,614,584
-
-
-
-
-
-
-
1,157,974
1,157,974
-
-
-
-
-
-
-
1,157,974
1,157,974
Financial Liabilities Payables
Interest rate sensitivity analysis The following table represents a summary of the interest rate sensitivity of the College's financial assets and liabilities at the balance sheet date on the surplus for the period and equity for a 1% change in interest rates. It is assumed that the change in interest rates is held constant throughout the reporting period.
2007 Financial Assets Restricted cash and cash equivalent
2006 Financial Assets Restricted cash and cash equivalent
Great Southern TAFE â&#x20AC;&#x201C; 2007 Annual Report
Carrying amount $
4,074,851
Carrying amount $
3,204,899
- 1% change Profit Equity $ $
+1% change Profit Equity $ $
(40,749)
40,748.51
(40,749)
40,748.51
- 1% change Profit Equity $ $
+1% change Profit Equity $ $
(32,049)
32,048.99
(32,049)
32,048.99
Page - 94 -
GREAT SOUTHERN TAFE NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2007
2007 $
2006 $
Fair values All financial assets and liabilities recognised in the balance sheet, whether they are carried at cost or fair value, are recognised at amounts that represent a reasonable approximation of fair value unless otherwise stated in the applicable notes. 38
Remuneration of members of the College and Senior Officers Remuneration of members of the College ( Remuneration of members of the Accountable Authority ) The number of members of the College whose total of fees, salaries, superannuation, nonmonetary benefits and other benefits for the financial year, fall within the following bands are: $ $1 - $10,000
4
2
1
1
165,028
160,236
$60,001 - $70,000
2
-
$160,001 - $170,000 The total remuneration of the members of the College is: Total remuneration includes the superannuation expense incurred by the College in respect of members of the College. Remuneration of Senior Officers The number of senior officers other than senior officers reported as members of the College, whose total of fees, salaries, superannuation, non-monetary benefits and other benefits for the financial year, fall within the following bands are: $ $90,001 - $100,000
4
6
$100,001 - $110,000
1
-
$110,001 -$120,000
3
3
965,675
900,694
49,800
48,000
The total remuneration of senior officers is: The total remuneration includes the superannuation expense incurred by the College in respect of senior officers other than senior officers reported as members of the College. No senior officers are members of the Pension Scheme.
39
Remuneration of auditor Remuneration payable to the Auditor General for the financial year is as follows: Auditing the accounts, financial statements and performance indicators The expense is included in note 8 'Supplies and services'.
40
Related Bodies The College has no related bodies.
41
Affiliated Bodies The College has no affiliated bodies.
Great Southern TAFE â&#x20AC;&#x201C; 2007 Annual Report
Page - 95 -
GREAT SOUTHERN TAFE NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2007 42
2007 $
2006 $
Supplementary Financial Information Write-Offs
43
Bad debts
10,594
9,509
Inventory
10,630
545
21,224
10,054
Schedule of Income and Expenditure by Service The college provides only one service and that is Vocational Education and Training Delivery.
Great Southern TAFE â&#x20AC;&#x201C; 2007 Annual Report
Page - 96 -
GREAT SOUTHERN TAFE NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2007
Appendix 1 Great Southern TAFE S40 SUBMISSION FOR THE YEAR ENDED 31 December, 2007 INCOME STATEMENT
2008 $ Estimate
COST OF SERVICES Expenses Employee benefits expense Supplies and services Depreciation and amortisation expense Grants and subsidies Loss on disposal of non-current assets Other expenses Cost of sales
11,405,769 4,470,000 700,000 60,000 30,000 750,000 380,000
Total Cost of Services
17,795,769
Income Revenue Fee for service Student charges and fees Sales Ancillary trading Commonwealth grants and contributions Interest revenue Other revenue Total Revenue
1,300,000 1,300,000 500,000 120,000 265,000 175,000 115,000 3,775,000
Gains Gain on disposal of non-current assets Gain on disposal of other assets Other gains Total Gains
0 0 0 0
Total income other than income from State Government NET COST OF SERVICES
3,775,000 -14,020,769
INCOME FROM STATE GOVERNMENT State funds Liabilities assumed by the Treasurer Assets assumed/(transferred) Resources received free of charge Total income from State Government SURPLUS (DEFICIT) FOR THE PERIOD
Great Southern TAFE â&#x20AC;&#x201C; 2007 Annual Report
13,600,000 2,000 0 625,000 14,227,000 206,231
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GREAT SOUTHERN TAFE NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2007 Great Southern TAFE S40 SUBMISSION AS AT 31 DECEMBER 2007 BALANCE SHEET $ ASSETS Current Assets Cash and cash equivalents Restricted cash and cash equivalents Inventories Receivables Amounts receivable for services Other current assets Non-current assets classified as held for sale Total Current Assets Non-Current Assets Restricted cash and cash equivalents Inventories Receivables Amounts receivable for services Property, plant and equipment Intangible assets Other non-current assets Total Non-Current Assets TOTAL ASSETS LIABILITIES Current Liabilities Payables Borrowings Amounts due to the Treasurer Provisions Other current liabilities Liabilities directly associated with non-current assets classified as held for sale Total Current Liabilities Non-Current Liabilities Payables Borrowings Provisions Other non-current liabilities Total Non-Current Liabilities TOTAL LIABILITIES NET ASSETS EQUITY Contributed Equity Reserves Accumulated surplus/(deficiency) TOTAL EQUITY
Great Southern TAFE â&#x20AC;&#x201C; 2007 Annual Report
2008 Estimate
318,828 300,000 70,000 350,000 2,850,000
3,888,828
25,313,557
25,313,557 29,202,385
210,000
1,400,000 200,000 1,810,000
550,000 550,000 2,360,000 26,842,385
2,415,968 9,206,360 15,220,057 26,842,385
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44..77 O OT TH HE ER RF FIIN NA AN NC CIIA AL LD DIIS SC CL LO OS SU UR RE ES S Fees & Charges The College‟s fees and charges are set by the Department of Education and Training and indexed by CPI each year.
Future Capital Projects An Automotive Workshop re-development and a refurbishment of the Denmark Campus are planned for 2008.
44..88 G GO OV VE ER RN NA AN NC CE ED DIIS SC CL LO OS SU UR RE ES S Treasurers Instruction 903 Part 5 (vii) Staff Employed by Great Southern TAFE (Includes Permanent, Contract and Casual Staff) 17/11/05
30/11/06
15/11/07
Fixed Pay
148
167
170
Casuals
116
104
130
(a) During 2007, all HR policies and procedures were reviewed and updated and work began on formulation of our replacement Workforce Development Plan. There were 67 recruitment transactions conducted during the year with no Public Sector Standards breach claims being lodged. A staff training calendar is compiled each year, reflecting the generic staff development needs identified within the College. Individual Sections also have a staff development allocation within their budgets to cater for more specific needs. During the year, engaging learning opportunities were provided to benefit individual staff and assist in the achievement of the College‟s strategic and operational plans. Innovative professional development opportunities extended to staff during the year included our annual whole of College Professional Development Day, lecturing staff internship program and Certificate and Diploma level qualifications offered to administrative staff which is directly related to the work they are involved with. Over the year, a total of $229,949.08 was spent on staff development. (b) There were no significant Industrial Relations issues during the year and no disputes which required arbitration proceedings before Industrial Tribunals. (c) There were eight Workers Compensation claims made during the year. The administration of claims and return to work programs is now the responsibility of our Shared Services Centre, who have specific expertise in the field. A Sector wide OSH Reference Group was established during 2007 with a view to improving and standardising OSH practices in the Education and Training Sector.
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TI 903 Part 4 (x) There were no disclosable interests that any senior officers within the Agency were required to report during the year.
44..99 O OT TH HE ER RL LE EG GA AL LR RE EQ QU UIIR RE EM ME EN NT TS S Advertising Great Southern TAFE Marketing Expenditure 2007 a) Advertising Agencies Marketforce Media Decisions
$532.96 $65,793.72
b) Market Research
nil
c) Polling Organisation
nil
e) Media Advertising Organisations Albany Advertiser The Weekender
Total
Great Southern TAFE â&#x20AC;&#x201C; 2007 Annual Report
$234.00 $1,656.44
Denmark Bulletin
$132.30
Rural Press Agriculture
$500.00
6VA/Hot FM
$822.10
Orana Cinemas
$581.82
Walpole Community Newspaper
$31.82
Plantagenet News
$74.54 $70,359.70
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Disability Access and Inclusion Plan Outcomes In 2007 Great Southern TAFE conducted a review of its Disability Access and Inclusion Plan and consulted extensively within the college and the community, on access for people with disabilities, their families and carers to the college‟s services and facilities. In July, a new Disability Access and Inclusion Plan 2007 – 2011 was endorsed to guide further improvements to access and inclusion. The college has continued to improve access and actively promoted strategies to ensure the inclusion of people with disabilities in all aspects of training delivered by the college. Individualised learning support has been provided to students undertaking a wide range of training courses at the college. Specific classes to meet the training needs of people with disabilities have been provided, including Certificate II in Clothing Production and Certificate I Trades Assistant. The college continues to work collaboratively with community agencies to support the inclusion of people with disabilities. Second Click Computer Literacy classes, the Lifestyle + program and Community Participation classes conducted in 2007, built on the skills of people with disabilities, giving them the confidence to apply these skills at home and work, and in the community. Women Unmasked, a collaborative program with Albany Outreach Support, funded by the Department for Community Development, engaged women with mental illness in training and education, providing pathways to further training, and community inclusion and participation. Literacy for Life, a program funded by the Department of Education & Training, provided training to support workers and volunteers who work with people with disabilities. This training provided support workers with the confidence and skills to assist people with disabilities to build on and develop the literacy and numeracy skills they use in their daily life, at work, home and in the community. Accessibility improvements in 2007 have included installation of automatic doors at Albany campus. A key feature in future planning for college buildings and grounds includes ensuring accessibility for all. The college provided information and training to staff to ensure quality service to all clients, including people with disabilities. This included information on the Disability Discrimination Act and Disability Standards in Education. Training was also provided to staff on working effectively with learners living with mental illness. Information on meeting the needs of students with disabilities is provided to new staff at induction sessions and online. Great Southern TAFE has continued to undertake a range of strategies to improve access to information about training and services. Information was provided through newsletters, community networks and liaison with agencies assisting people with disabilities into employment and training. The College also promoted training opportunities and support services at community forums and to schools throughout the Great Southern region. Information regarding the college‟s courses, services, events and facilities, including services for people with disabilities, is available on the college website, which meets W3C Web Content Accessibility guidelines. Extensive consultation was conducted in 2007 with students, staff, the community, and agencies assisting people with disabilities, their families and carers to gain feedback on access to training, services, facilities and events at the college. This included discussion sessions, online surveys, through advertisements and face to face interviews. People with disabilities were encouraged to use the college‟s grievance procedures and to provide feedback on College accessibility and the services and training it offers, through customer feedback forms, and liaison with community agencies that assist people with disabilities into training and employment.
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Equal Employment Opportunities Outcomes During 2007, the College submitted its EEO Management Plan which met the requirements of Section 145 (2) of the Act. The College continues to exceed Public Sector targets in relation to women and Indigenous Australians and will focus on the employment of other diversity groups (people with disabilities, youth and diverse backgrounds) during the life of this Plan.
Compliance with Public Sector Standards and Ethical Codes During 2007, there were no compliance issues in relation to Public Sector Standards and one issue in relation to adherence to our Code of Conduct. That matter was resolved by way of a formal clarification to the officer of his role and responsibilities. During 2007, regular reviews were conducted of the Code, and a comprehensive review will take place during 2008 in line with recent changes to the Code of Ethics. Staff awareness is continually raised by way of standing items in Sectional meetings dealing with an item from our Code of Conduct. In the latter part of 2007, the Department of Education and Training created a Standards and Integrity Directorate to provide comprehensive complaint investigation and reporting assistance and guidance to Colleges where misconduct or a breach of ethical code is suspected.
Recordkeeping Plan Sections 12 & 61 of the State Records Act 2000 require all government agencies to have a Recordkeeping Plan (RKP) approved by the State Records Commission that describes how records are created, maintained, managed and disposed of in accordance with the Commission‟s Standards and Principles. The Education and Training sector submitted a single RKP to the State Records Commission on 4 March 2004. The purpose of the sector‟s RKP is to set out the manner in which records are to be created by the agencies and how those records are to be kept. In addition, a number of documents were jointly devised by TAFEWA College Records Management Officers in 2006 and all have been implemented by Great Southern TAFE throughout 2007. These documents include: Records Management Policy TAFEWA Retention and Disposal Schedule Records Management Standard Operating Procedures Manual TAFEWA Thesaurus Key Performance Indicators
In accordance with Standard 2, Principle 6 of the RKP, all agencies are to ensure that their employees comply with the RKP. Great Southern TAFE has developed strategies to ensure its employees are aware of their responsibilities.
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State Records Commission Standard 2 Recordkeeping Plans: Principle 6 - Compliance
Whether the efficiency and effectiveness of the agency’s recordkeeping systems has been evaluated or alternatively when such an evaluation is proposed.
Great Southern TAFE‟s recordkeeping systems are evaluated annually, with an extensive review having occurred in 2007. Major achievements for 2007 include implementing the TAFEWA Thesaurus, amending file titles to correspond to keywords from the Thesaurus, applying a retention and disposal timeframe to every file and improving the storage facility for archives. In addition, preparatory work has been carried out with the aim of moving from TRIM Captura to Context in the near future.
The nature and extent of the recordkeeping training program conducted by or for the agency.
Regular records management awareness training is delivered to all staff who have responsibility of recordkeeping in their area. Group and individual training sessions are provided on demand. External and specialised training is provided to records management staff as required, generally by attending relevant training in Perth provided by one of the records management training companies. Updates and information on recordkeeping and records management are relayed to staff as necessary. In 2007, a priority was to visit all regional campuses to deliver recordkeeping awareness training to regional staff.
Whether the efficiency and effectiveness of the recordkeeping training program has been reviewed or alternatively when this is planned to be done.
Occasional reviews are conducted on recordkeeping awareness training, with a thorough review being planned for 2008. The training program will be revised to include training on electronic document management. It is also planned to roll out the Department of Education and Training‟s online Records Awareness Training Course to all staff in 2008.
Assurance that the agency’s induction program addresses employees’ roles and responsibilities in regard to their compliance with the agency’s recordkeeping plan.
Induction sessions for new staff are conducted biannually, early in semesters one and two. Additional sessions are held as required. All new staff receive in their induction kit a copy of the State Records Office 2006 publication “Recordkeeping in Western Australia: Who is Responsible”. A tour of the College (including the Records section) is given to all new staff. The Records Manager gives a brief presentation on records management, with topics covered including an overview of individual recordkeeping responsibilities, the legislative framework and procedural documentation.
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44..1100 G GO OV VE ER RN NM ME EN NT TP PO OL LIIC CY YR RE EQ QU UIIR RE EM ME EN NT TS S Corruption Prevention Senior Officers of the College attended conflict of interest workshops during 2007 and the TAFE Sector have prepared a comprehensive conflict of interest toolkit and education initiative to be rolled out to staff during 2008. The College added another PID officer to the existing complement and that officer attended the training associated with that responsibility.
Sustainability Great Southern TAFE is committed to ensuring a better quality of life for everyone through the integration of environmental protection, social advancement and economic prosperity. The College also accepts that it has a responsibility to conduct all aspects of its business in an ethical and sustainable manner. The three year Sustainability Action Plan encourages and empowers our staff to support the sustainability of our organisation which in turn contributes to the State‟s goals and Code of Practice for government agencies. The plan underpins College planning, decision making and reporting, and is managed by a Sustainability Action Group to ensure that the College community embraces the principles of sustainability. Firstly, Great Southern TAFE will continue to deliver the training that underpins community capacity building that is inherent in sustainability. Secondly, Great Southern TAFE accepts that it has a responsibility to conduct all aspects of its business in an ethical and sustainable manner. A Sustainability Action Group met regularly throughout the year and outcomes included:
The formation of Water Efficiency Team (WET) was responsible for a Water Audit of the College with a number of initiatives underway including the proposed installation of waterless urinals at the Albany Campus and the phasing out of single flush toilets.
Incorporation of sustainability statements in section business planning proformas.
Establishment of a computer recycling program and the recycling of College printer cartridges continue. In 2006 College printer cartridges were recycled into a bench seat which will be installed on College grounds in 2007.
A visit to a waste recycling facility to deepen understanding of sustainable action that may be taken to further reduce waste on campus.
Attendance at a sustainable living conference from which a report was presented detailing the range of environmentally friendly products appropriate to the workplace to be considered when purchasing items.
Endorsement of policy that the College moves towards a fuel efficient vehicle fleet.
Paperless meetings for the Sustainability Action Group to test the viability of minimising paper wastage through the use of electronic tools.
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Making the Sustainability Action Plan and linked documents available on College Intranet, and circulating minutes and actions from each meeting to all staff.
5.3 Energy Smart Government Program In accordance with the Energy Smart Government policy the Great Southern TAFE has committed to achieve a 12% reduction in non-transport related energy use by 2006/07 with a 13% reduction targeted on 2004/05 on the baseline data. Energy Smart Government Program
Baseline Data
2005/2006 Actuals
Energy Consumption (GJ)
5,497
4,992
Energy Cost ($)
165,792
175,282
Greenhouse Gas Emissions 1,101 (tonnes of CO2) Performance indicators MJ/sqm MJ/FTE Etc.
465 2,610
2006/07 Actuals 4,859
Variation % 13%
172,983
926
900
307 1,836
319 1,821
During the year the following energy saving initiatives were undertaken:
Sustainability Action Plan Committee continued to meet and discuss strategies.
Staff awareness and education ongoing.
Continuing the energy efficient policy on equipment purchases, placed energy saving stickers throughout College.
Regular whole of agency emails reiterating energy management initiatives.
The College initiated a policy that any personal electrical items are not to be connected to the college network.
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