26 TasTAFE

Authority Outline

TasTAFE is a Statutory Authority established by the Training and Workforce Development Act 2013. Governed by a Board of Directors, TasTAFE is the single entity responsible for public sector post‑compulsory Vocational Education and Training (VET) in Tasmania. Through its status as a registered training organisation (RTO) its role is to enable Tasmanians to gain skills and qualifications needed for the State's workforce and to support the community to succeed and prosper.

TasTAFE operates predominantly in a contestable training market in Tasmania as well as in a commercial international student market. It services the training needs of individual learners as well as providing training and workforce skills development services to Tasmanian employers and their employees.

The scope of training provided by TasTAFE aims to support the economic and policy priorities of the Tasmanian Government, business and industry, and covers the major trade, technical and vocational occupations represented in the Tasmanian economy.

Training is conducted statewide at training centres in Hobart, Clarence, Claremont, Launceston, Devonport and Burnie; in Trade Training Centres; regional locations; and workplaces across the State. TasTAFE is also offering increasing opportunities for students to access online training services.

The TasTAFE Board of Directors is accountable to the Minister for Education and Training, Hon Jeremy Rockliff MP.

This chapter provides financial information for TasTAFE for 2017‑18 and over the Forward Estimates period (2018‑19 to 2020‑21). Further information on TasTAFE is provided at www.tastafe.tas.gov.au.

Key Deliverables

TasTAFE's key deliverables are driven by the Government's priorities and the TasTAFE Board's corporate plan.

TasTAFE continues to develop a new organisational education strategy aimed at creating a more holistic system of VET delivery across Tasmania, with a strong emphasis on industry partnerships and focus on growth areas. This strategy will include a focus on the advanced manufacturing, agricultural, construction, human services and the tourism and hospitality sectors. It seeks to re-position TasTAFE to be more responsive to the needs of communities that do not have ready access to existing TasTAFE infrastructure. The 2016-17 Budget included a commitment of $3 million over two years commencing in 2017-18 to support this agenda, particularly through capital investments that aim to build responsive capabilities.


In addition, the 2017-18 Budget commits $3.2 million across two years to support TasTAFE to establish Drysdale as a Centre of Excellence in the Tasmanian tourism and hospitality sector. This initiative seeks to bring the Drysdale brand to prominence in the sector through enabling greater collaboration and connection with industry organisations and businesses, to maximise use of government resources for a more skilled and profitable tourism and hospitality sector. The funding will also support improvements to Drysdale's training infrastructure.

Further, the 2017-18 Budget includes a commitment of $200 000 in 2017-18 to support TasTAFE's involvement in the development of a new international hospitality training college at Kangaroo Bay. The hospitality training college will contribute to meeting the skills needed by the Tasmanian tourism and hospitality sector by providing Tasmania with a high-end, contemporary training facility. This will help to open the door to Tasmanians looking for a future in the sector and also enhance Tasmania's growing reputation as a destination of choice for international students.

Other initiatives include:

       the implementation of Phase 3 of TasTAFE's Education Architecture project. This will establish more flexible and contemporary models and methods of training across the State and will be undertaken in partnership with key TasTAFE partners, with a strong focus on industry and community needs;

       the implementation of TasTAFE's new learning management system, CANVAS, an innovative platform that will support and increase student engagement, retention and completion and that will also support TasTAFE's changing educational strategy;

       the development of formal, structured TasTAFE teacher skills capability programs and initiatives to ensure contemporary, capable and collaborative approaches to design, assessment and facilitation;

       designing new program models for training delivery with a focus on key growth industry markets in Tasmania and a particular emphasis on industry input and student demand in existing and emerging labour markets; and

       developing a new mapping profile of vocational curriculum that seeks to increase flexibility and access to education and training for prospective and existing students.


Detailed Budget Statements

Table 26.1: Statement of Comprehensive Income

 

2016-17)

 

Budget)

2017-18)

 

Budget)

2018-19)

Forward)

Estimate)

2019-20)

Forward)

Estimate)

2020-21)

Forward)

Estimate)

 

$'000)

$'000)

$'000)

$'000)

$'000)

 

 

 

 

 

 

Revenue and other income from transactions

 

 

 

 

 

Grants1

75 350)

79 171)

80 960)

78 407)

79 433)

Sales of goods and services

24 500)

25 651)

26 420)

27 213)

28 030)

Total revenue and other income from transactions

99 850)

104 822)

107 380)

105 620)

107 463)

 

 

 

 

 

 

Expenses from transactions

 

 

 

 

 

Employee benefits

69 860)

69 484)

70 782)

72 043)

73 729)

Depreciation and amortisation

7 445)

7 365)

7 365)

7 365)

7 365)

Supplies and consumables2

29 750)

31 440)

32 368)

33 006)

33 656)

Total expenses from transactions

107 055)

108 289)

110 515)

112 414)

114 750)

 

 

 

 

 

 

Net result from transactions (net operating balance)

(7 205)

(3 467)

(3 135)

(6 794)

(7 287)

 

 

 

 

 

 

Net result

(7 205)

(3 467)

(3 135)

(6 794)

(7 287)

 

 

 

 

 

 

Comprehensive result

(7 205)

(3 467)

(3 135)

(6 794)

(7 287)

 

 

 

 

 

 

Notes:

1.   The increase in Grants in 2017-18 and 2018-19 reflects additional funding for the Drysdale Centre of Excellence.

2.   The increase in Supplies and consumables in 2017‑18 reflects the implementation of Education Architecture initiatives and a more accurate estimate of anticipated expenditure.

 


Table 26.2: Statement of Financial Position as at 30 June

 

2017)

 

Budget)

2018)

 

Budget)

2019)

Forward)

Estimate)

2020)

Forward)

Estimate)

2021)

Forward)

Estimate)

 

$'000)

$'000)

$'000)

$'000)

$'000)

 

 

 

 

 

 

Assets

 

 

 

 

 

Financial assets

 

 

 

 

 

Cash and deposits1

1 466)

6 896)

5 850)

5 548)

4 038)

Receivables

3 059)

3 359)

3 137)

2 896)

3 279)

Other financial assets

1 289)

1 289)

1 289)

1 289)

1 289)

 

5 814)

11 544)

10 276)

9 733)

8 606)

Non-financial assets

 

 

 

 

 

Inventories

226)

226)

226)

226)

226)

Property, plant and equipment2

169 835)

172 963)

169 933)

163 468)

157 003)

Heritage and cultural assets

21)

21)

21)

21)

21)

Intangibles2

7 020)

....)

....)

....)

....)

Other assets1

2 383)

1 075)

1 025)

975)

925)

 

179 485)

174 285)

171 205)

164 690)

158 175)

 

 

 

 

 

 

Total assets

185 299)

185 829)

181 481)

174 423)

166 781)

 

 

 

 

 

 

Liabilities

 

 

 

 

 

Payables1

6 997)

8 247)

7 197)

7 097)

6 497)

Employee benefits

16 482)

16 318)

16 155)

15 991)

16 236)

Total liabilities

23 479)

24 565)

23 352)

23 088)

22 733)

 

 

 

 

 

 

Net assets (liabilities)

161 820)

161 264)

158 129)

151 335)

144 048)

 

 

 

 

 

 

Equity

 

 

 

 

 

Contributed capital

228 037)

228 037)

228 037)

228 037)

228 037)

Reserves

5 653)

5 653)

5 653)

5 653)

5 653)

Accumulated funds

(71 870)

(72 426)

(75 561)

(82 355)

(89 642)

Total equity

161 820)

161 264)

158 129)

151 335)

144 048)

 

 

 

 

 

 

Notes:

1. The movements in Cash and deposits, Other assets and Payables in 2018 reflects revised estimates based on 30 June 2016 actuals.

2. The increase in Property, plant and equipment and decrease in Intangibles in 2018 reflects a reclassification of the new student management system.

 

 


Table 26.3: Statement of Cash Flows

 

2016-17)

 

Budget)

2017-18)

 

Budget)

2018-19)

Forward)

Estimate)

2019-20)

Forward)

Estimate)

2020-21)

Forward)

Estimate)

 

$'000)

$'000)

$'000)

$'000)

$'000)

 

 

 

 

 

 

Cash flows from operating activities

 

 

 

 

 

Cash inflows

 

 

 

 

 

Grants1

75 350)

79 171)

80 960)

78 407)

79 433)

Sales of goods and services

24 775)

25 451)

26 570)

27 363)

27 555)

GST receipts2

7 147)

3 360)

3 640)

3 712)

3 766)

Total cash inflows

107 272)

107 982)

111 170)

109 482)

110 754)

 

 

 

 

 

 

Cash outflows

 

 

 

 

 

Employee benefits

(62 000)

(61 764)

(62 839)

(63 939)

(65 051)

Superannuation

(7 860)

(7 884)

(8 106)

(8 268)

(8 433)

GST payments2

(7 368)

(3 464)

(3 568)

(3 621)

(3 674)

Supplies and consumables3

(29 850)

(30 190)

(33 418)

(33 106)

(34 256)

Total cash outflows

(107 078)

(103 302)

(107 931)

(108 934)

(111 414)

 

 

 

 

 

 

Net cash from (used by) operating activities

194)

4 680)

3 239)

548)

(660)

 

 

 

 

 

 

Cash flows from investing activities

 

 

 

 

 

Payments for acquisition of non-financial assets

(3 450)

(3 065)

(4 285)

(850)

(850)

Net cash from (used by) investing activities

(3 450)

(3 065)

(4 285)

(850)

(850)

 

 

 

 

 

 

Net increase (decrease) in cash and cash equivalents held

(3 256)

1 615)

(1 046)

(302)

(1 510)

 

 

 

 

 

 

Cash and deposits at the beginning of the reporting period

4 722)

5 281)

6 896)

5 850)

5 548)

Cash and deposits at the end of the reporting period

1 466)

6 896)

5 850)

5 548)

4 038)

 

 

 

 

 

 

Notes:

1. The increase in Grants in 2017-18 and 2018-19 reflects additional funding for the Drysdale Centre of Excellence.

2. The decrease in GST receipts and GST payments in 2017‑18 reflects revised estimates for these items based on 30 June 2016 actuals.

3.   The increase in Supplies and consumables in 2018‑19 reflects the implementation of Education Architecture initiatives and a more accurate estimate of anticipated expenditure.