Agency Outline

The Department of Education is responsible for the delivery of public early years and school education, adult and community education and library and archive services throughout Tasmania. The Department is responsible to the Minister for Education and Training, Hon Jeremy Rockliff MP.

The Department's services provide Tasmanians with the opportunity to learn and reach their potential, to lead fulfilling and productive lives and to contribute positively to the community. More broadly the services recognise that education is a key driver for both economic and social improvement.

In providing teaching and learning, the Department focuses on three areas of activity:

·       Early Years;

·       Schooling; and

·       LINC Tasmania.

Early Years focuses on delivering high quality early learning and family engagement strategies across a range of educational settings including Child and Family Centres and kindergartens.

It also includes the delivery of initiatives such as Launching into Learning, delivered predominantly on school sites, and Rock and Rhyme and Storytime, delivered through LINC.

The aim of the Department's activity in the early years is to provide a range of engaging, play based learning opportunities. Key priorities to support this goal include:

·       ensuring quality early learning programs and services for young children and their families through application of The Early Years Learning Framework for Australia, the Launching into Learning initiative and establishment of the B4 Early Years Coalition, so our youngest learners have the best possible start in life; and

·       development of a Birth to 8 strategy to support every child's learning from birth to age 8 with developmentally appropriate learning frameworks.

The Department's early years responsibilities also include the regulation of early childhood education and care services.

Schooling focuses on the delivery of teaching and learning in 192 schools. In 2017, these services are being provided to 60 166 full‑time equivalent students.

Educational leadership is provided through Learning Services (northern and southern regions) which focus on school improvement and the Government's key education priorities.

The aim of schooling is to deliver on the Government's policy to lead the nation in education and create a job ready generation. Key priorities supporting this goal include:

·       implementation of the new Education Act;

·       extending schools to Year 12 to improve engagement, retention and attainment rates;

·       improving opportunities for quality literacy and numeracy learning for all students from Prep to Year 12 through targeted assistance by 25 literacy and numeracy specialists, the Literacy and Numeracy Support initiative and an independent review of literacy pedagogies to identify effective practices to improve literacy outcomes;

·       strengthening the approach to career and life planning in schools through the implementation of My Education, which supports students to identify their personal interests, values, strengths, opportunities and aspirations and how to use this knowledge to make decisions about their future learning, career and life;

·       providing quality education programs and services for students and families living with disability including progressing improvements that flow from the Improved Support for Students with Disability Ministerial Taskforce report;

·       extending support to families through Learning in Families Together (LIFT) especially in communities with the greatest need;

·       enabling students to successfully develop 21^st century competencies as an integral part of Prep to Year 12 curriculum implementation through the Australian Curriculum;

·       the delivery of re‑engagement programs to provide flexible learning options for young people who need additional support to engage with an education or training pathway;

·       building a culture of respect and shared values, which supports schools to focus on quality teaching and learning, leading to creative and innovative approaches that meet the needs of all students;

·       maintaining a strategic focus on improving the quality of teaching, through the Workforce Development Strategy by providing professional learning to build capacity for both school leaders and teachers; and

·       implementing the State's Fairer Funding Model, as part of the Students First education reforms, to ensure that resources are targeted where most needed across schools.

LINC Tasmania is a statewide network that gives Tasmanians access to library services, research and information, adult literacy support, community learning, online access, and archive and heritage services.

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

 

Key Deliverables

Table 2.1 provides a summary of the Budget and Forward Estimate allocations for key deliverables within the Department.

Table 2.1:       Key Deliverables Statement

Notes:

1.   This key deliverable includes new funding of $12.6 million in 2019‑20 allocated in the 2017‑18 Budget.

2.   The allocations from 2019‑20 do not provide a split between educational sectors, Government and Non‑Government, as detailed allocations of these will not be determined until enrolments are known at that time.

3.   The allocations from 2019‑20 do not factor in the impact of enrolment changes resulting from the proposed change to the voluntary earlier starting age on Australian Government funding. The voluntary earlier starting age is contingent on a Ministerial Order being approved by both Houses of Parliament.

4.   This key deliverable includes new funding of $1.5 million in 2017-18 and 2018-19, allocated in the 2017-18 Budget.

 

5.   The total includes cumulative additional Australian Government and State Government funding for the Government school sector under the Students First education reforms that commenced from 1 January 2014. Part of the Australian Government increase offsets funding that was previously provided through National Partnership Program funding. The Australian Government component is a provisional allocation to the extent that it is subject to finalisation of enrolments and loadings in each school year. The allocation of funding to the Department of Education in the 2017-18 Budget assumes the receipt of additional funding under the Students First agreement to reflect the expected contribution from the Australian Government. The Forward Estimates do not reflect the Australian Government's new Quality Schools reforms funding model that is subject to ongoing negotiation.

6.   The 2017‑18 Budget estimate of $92.1 million is an increase of $4.7 million on the estimate for 2016‑17 of $87.4 million.

Capital Assistance ‑ Non‑Government Schools

Additional funding of $6.0 million has been provided to non-government schools, representing an additional capital contribution of $1.5 million annually. This increases the total non-government capital assistance allocation to $2.7 million annually which is more than double the previous allocation of $1.1 million.

Cross Sector Regulatory Functions

Cross sectoral regulatory functions including the new Registrar's Office and Non-Government Schools Registration Board formed under the new Education Act, the Office of Tasmanian Assessment, Standards and Certification and the Teachers Registration Board have been combined under the separate output, Output 1.4 Statutory Offices. The inclusion of these entities within this separate Output increases the level of transparency provided on the level of funding for these important activities. The Department will work with the Department of Treasury and Finance with the view to the establishment of the Output as a separate Output Group in future Budgets.

Disability Taskforce (now the Inclusion Advisory Panel)

Changes identified through the 2014 Ministerial Taskforce will continue to be progressed with a funding allocation of $3.0 million per year for four years. This will include the establishment of new Autism Support Classes at two northern primary schools following the completion of the pilot at Lindisfarne North Primary School and the introduction of a Support Class at Rose Bay High School.

Education Act

The Education Act was passed by Parliament in November 2016. The Act provides schools with a contemporary and cohesive legislative framework for education that supports the Government's Leading the Nation in Education policy. It will provide every child and young person in Tasmania with the opportunity to continue to learn and reach their full potential. Operation of most elements of the Act will take effect from 10 July 2017. The implementation of a new voluntary earlier school starting age is subject to an order and report on the social and economic impacts of the change on the Tasmanian early childhood education and care sector, as well as Tasmanian children and their families, being tabled in, and approved by, both Houses of Parliament no later than 1 September 2017. Total funding of $56.9 million has been made available to implement the provisions of the new Act. This includes the following initiatives:

Education Act Implementation

A provision totalling $24.2 million has been provided to meet the additional cost associated with the student cohort impacted by the change to starting and leaving age of students across all education sectors. This commences in the 2020 year. Funding of $538 000 per year, for four years, has also been provided to create and support the functions of the new Education Registrar's office.

Capital

Capital funding totalling $18 million has been allocated to ensure schools are ready for an increased number of students commencing in 2020. These funds will be available across all education sectors and schools will be required to apply for this funding. The details of the application process will be progressed further so that an agreed process can commence subject to the order and report on the voluntary earlier starting age being approved by both Houses of Parliament.

Project Implementation

Funding of $4.5 million over two years was provided in the 2016-17 Budget for the implementation of the new Education Act. This funding supports a project implementation team to oversee the transition phase of this significant project as well as specific implementation changes such as the development of a data system to track students across government and non-government sectors. Funding of $4.3 million is provided in 2017‑18 which includes $2 million of funding carried forward from 2016‑17.

Refocusing Teaching and Learning in Early Years

Funding of $3 million over four years has been provided to refocus teaching and learning in the early years of education, from Kindergarten to Year 2, to ensure that high quality and age‑appropriate pedagogies are utilised in all government primary schools. This initiative will take place over three calendar years from 2018 to 2020 (inclusive).

Support for the Education and Care Sector

An allocation of $5.3 million to be made available over two years, commencing with $2.3 million in 2017‑18, will provide a transitional support package for the education and care sector resulting from the implementation of the proposed voluntary earlier school starting age. The allocation will be reviewed once the Secretary's report on the social and economic impacts of lowering the voluntary school starting age on the education and care sector, and Tasmanian children and their families, has been finalised. The allocation is also contingent on a Ministerial Order regarding the voluntary earlier school starting age being approved by both Houses of Parliament.

Education Infrastructure Planning Framework and Feasibility Study

Funding of $300 000 will be expended in 2017‑18 for the engagement of an external consultant to work with the Department on the refinement of an Education Infrastructure Planning Framework. The initial priority is to use the Framework to assess the feasibility of a new inner city secondary school in Hobart. The Framework will then be used to assess other priority areas.

New Infrastructure Commitments for Government Schools

Additional funding of $28.8 million is provided, over four years, for school infrastructure projects that focus on capacity and safety issues. This builds on the Government's significant investment in prior budgets and maintains the total capital program at over $110 million across the Forward Estimates. Further details on these projects are included at Table 2.5.

Office of Tasmanian Assessment, Standards and Certification (TASC)

Funding of $1.3 million, over four years, will be expended to support the transitional costs of the new entity and meet the increasing cost of sessional marking staff. Funding of $560 000 will be provided in 2017‑18.

Primary Schools to Primary Industries

Funding of $300 000 over two years will be provided to develop contemporary learning resources in food and fibre production from the early years of schooling to adulthood. This initiative will help support the implementation of the Tasmanian Agricultural Education Framework (Grow, Make Project). It will build pathways and skills for students into primary industries through greater collaboration between schools, education training providers, the University of Tasmania and agri‑business. Funding of $150 000 will be expended in 2017‑18.

Research and Seed Funding for Principal Wellbeing

Funding of $70 000 per annum over four years will be allocated for research and seed funding for principal wellbeing. The research will focus on effective strategies for improving principal wellbeing and will provide for professional development activities in response to the Riley Report and local principal feedback.

Review of the School Improvement Framework and Improved Assessment and Reporting

Funding of $150 000 will be expended in 2017‑18 on a review of the School Improvement Framework in government schools. The existing School Improvement Planning Process has been in place for approximately four years. The review will ensure that the framework aligns with the Department's new strategic plan for 2018 to 2021 as well as meeting the Government's aim to provide the Tasmanian community with transparent and consistent measures of each school's performance.

Funding of $250 000 will be expended in 2017‑18 for the engagement of an external consultant to conduct a review of assessment and reporting in Tasmanian Government schools. The Review will contribute to improving student outcomes generally, at all levels, by delivering recommendations on how assessment and reporting can better support teachers and education professionals collect and apply the evidence they need to help students progress. This initiative will improve reporting and assessment of students against the curriculum and provide parents with a better understanding of how their child is performing, including against the basics of literacy and numeracy.

Students First

The Government continues to deliver on its Students First funding and education reforms, providing the full $134 million of additional funding over the scheduled six years to 2019 ($98 million for the Government Sector and $36 million for the Non‑Government Sector). From 2020, additional State and Australian Government funding for the Government sector will continue to provide funding for schools on the basis of need. Funding will also continue for program areas that continue and extend joint State and Australian Government reforms around workforce redevelopment; improved and more consistent level of information technology access and platforms across schools; quality teaching; quality learning and empowered school leadership. Additional Students First funds contribute to a number of the in‑school and student‑based initiatives in the Key Deliverables table.

Negotiations in respect of the Australian Government's new Quality Schools funding model are continuing.

Supporting Student Learning

Children's wellbeing is critical to ensuring Tasmanian children and young people are successful learners and to enable Tasmania to lead the nation in education. Evidence shows that students who have greater wellbeing are more likely to have better educational outcomes and are likely to have positive wellbeing throughout their lives and be more productive. A total funding package of $17.8 million, over four years, has been allocated to address student wellbeing within Government schools with total expenditure in 2017‑18 being $4.1 million. This package consists of the following initiatives:

Additional School Health Nurses

New funding totalling $4 million, over four years, will be provided to extend the School Health Nurses initiative to Government District Schools with a focus on school‑wide health promotion, prevention, and early detection for students aged from Kindergarten to Year 12. This funding will deliver a further 7.7 Full Time Equivalent (FTE) nurses and an additional nurse manager. The total staffing for the School Health Nurse initiative will increase to 29.7 nurses, including two managers. Additional funding of $1 million has been allocated in 2017‑18.

Child and Student Wellbeing

Funding of $1.6 million over four years has been provided to establish a Child and Student Wellbeing Unit that will be responsible for implementing a new Child and Student Wellbeing Strategy for Government schools. The role of the Unit will be to support on‑ground delivery through coordinating the development of the Department's strategy and associated professional learning and to develop targeted policies, programs, and initiatives to improve child and student wellbeing. Within this context, a review of the effectiveness of the current approach to allocating professional support resources will be undertaken. Funding of $390 000 per annum has been allocated in 2017‑18.

School Support Workers

Funding totalling $6.9 million, commencing with $1.7 million in 2017‑18, will be provided for an additional 14.8 FTE professional support staff to support the health and wellbeing needs of students in Government schools.

These staff will include speech pathologists, psychologists and social workers who will provide support across three key areas of identified need:

·       development of effective language and communication skills for vulnerable students;

·       access to assessments to enable early diagnosis and timely intervention for students with professional support needs; and

·       impact on schools and professional support services of the increasing student mental health issues, including those associated with trauma. This will include the creation of a statewide critical incident response team.

These positions are in addition to the 6.0 FTE already employed under the Government's Safe Homes, Safe Families initiative.

Stay ChatTY Grants

A grant payment of $250 000 will be made, in 2017‑18, to Stay ChatTY to work with Government schools to deliver its message to keep talking for suicide prevention and mental health awareness.

Student Engagement and Flexible Learning

Funding totalling $5 million over four years, commencing with $720 000 in 2017‑18 and increasing to $1.4 million in subsequent years, will build upon and extend successful student re‑engagement programs being delivered by the Department. These programs currently include RADAR, SPACE, EdZONE and EZOL. Staff in these programs work closely with disengaged students to provide flexible learning options for these young people to engage with an education or training pathway.

This initiative aims to build on these existing re‑engagement programs as well as fund a project coordinator. The project coordinator will work with external partners such as the Youth Network of Tasmania (YNOT), Save the Children, other non‑government organisations and the University of Tasmania to review current models to determine the most effective evidence‑based models to be provided in all regions of the State.

Tasmanian Youth Orchestra (TYO)

A grant payment of $100 000 per annum for three years will be made to the TYO to support it in undertaking a range of initiatives and to ensure that the orchestra is sustainable into the future. The initiative will focus on the development of core skills and leadership capabilities; improving music education in schools; increased player numbers; access support for northern students; providing equal opportunity to participation; and building capacity to source private sector support to assist in strengthening the TYO's business model.

 

Output Information

Outputs of the Department of Education are provided under the following Output Groups:

·       Output Group 1 ‑ Education; and

·       Output Group 2 ‑ LINC Tasmania.

Table 2.2:       Output Group Expense Summary

	2016-17)   Budget)	2017-18)   Budget)	2018-19) Forward) Estimate)	2019-20) Forward) Estimate)	2020-21) Forward) Estimate)
	$'000)	$'000)	$'000)	$'000)	$'000)
Minister for Education and Training
Output Group 1 - Education
1.1  In School Education1	973 477)	995 595)	1 007 478)	1 024 219)	1 056 256)
1.2  School Support Services2	14 034)	12 794)	12 580)	12 815)	13 193)
1.3  Early Learning3	6 269)	11 596)	12 703)	9 872)	10 221)
1.4  Statutory Offices4	2 486)	4 379)	4 023)	3 907)	3 973)
	996 266)	1 024 364)	1 036 784)	1 050 813)	1 083 643)
Output Group 2 - LINC Tasmania
2.1  Information Services and Community Learning	34 722)	35 738)	36 130)	36 593)	37 455)
2.2  Tasmanian Archives and Heritage Office	2 951)	3 307)	3 349)	3 406)	3 496)
	37 673)	39 045)	39 479)	39 999)	40 951)
Grants and Subsidies5	306 139)	329 411)	343 224)	354 486)	366 194)
TOTAL	1 340 078)	1 392 820)	1 419 487)	1 445 298)	1 490 788)

Notes:

1.   The increase in In School Education reflects new funding provided for Education Act Implementation, including funding to meet the additional costs associated with the student cohort impacted by the change to a voluntary earlier starting age. This is contingent on a Ministerial Order being approved by both Houses of Parliament. Other increases include initiatives funded under Students First (such as the Supporting Student Learning initiatives) as well as continued implementation of election commitments to extend high schools to Year 11 and 12 and funding for a further 7.7 FTE School Health Nurses in District Schools. These increases are offset by the previously expected cessation of funding from the Australian Government under the National Partnership Agreement on Universal Access to Early Childhood Education ‑ 2016 and 2017. Since the finalisation of Budget estimates the Australian Government has announced that funding for this program will be extended to 2018.

2.   The decreases in School Support Services in 2017‑18 and 2018‑19 reflect one‑off expenditure in 2016‑17 associated with the expansion of Progressive Achievement Testing software across schools.

3.   The movements in Early Learning reflect Education Act funding to Support the Education and Care Sector, allocated in 2017‑18 and 2018‑19, which is contingent on a Ministerial Order regarding the voluntary earlier starting age being approved by both Houses of Parliament. Other movements include the transfer of funding for the George Town and Queenstown Child and Family Centres, which are co‑located as Hubs in the Tasmanian LINC, to this Output from Output 2.1 and additional Australian Government funding in 2017‑18 under the funding National Partnership Agreement on the National Quality Agenda for Early Childhood Education and Care.

 

4.   The increase in Statutory Offices reflects the restructure of this Output to include expenditure relating to the Teachers Registration Board, Education Registrar's Office and the Non‑Government School Registration Board previously incorporated within Output 1.1, in addition to the Office of Tasmanian Assessment, Standards and Certification (TASC). The increase also reflects additional funding provided to TASC for transitional costs and increased structural funding for sessional staff.

5.   The increase in Grants and Subsidies in 2017‑18 reflects increased Australian Government and State Government grants to non‑government schools for the Students First education reforms and increased State Government capital assistance funding.

Output Group 1:   Education

1.1 In School Education

The services provided under this Output focus on the delivery of education to students in schools enrolled in classes from Kindergarten to Year 12. The purpose of this Output is to provide a range of educational services that will help students develop intellectually, socially, morally, emotionally and physically in a stimulating, inclusive and supportive environment. The services provided under this Output are crucial to ensure that Tasmania's young people obtain the knowledge, skills, behaviour and dispositions necessary to continue their education and training, become job‑ready and lead happy and fulfilling lives. The Output has a strong focus on improving the transition of students from Year 10 and retaining them, so that they gain a meaningful Year 12 or equivalent qualification.

1.2 School Support Services

The services provided under this Output focus on services provided to schools through Learning Services and Education Performance and Review.

Learning Services works collaboratively with networks of schools to implement whole‑of‑Department and Government initiatives and directions. Learning Services has a key role in facilitating the sharing of resources, knowledge, innovation and learning between schools and across the State and responds to schools on the basis of their improvement needs.

Education Performance and Review monitors and measures student outcomes in the pre‑compulsory and compulsory years of schooling including achievement against the national benchmarks established under the National Assessment Plan ‑ Literacy and Numeracy (NAPLAN). It also provides statewide support and advice for assessment and reporting, as well as information regarding teacher assessment using the standards of the Tasmanian Curriculum and the Australian Curriculum.

1.3 Early Learning

This Output has two priority areas. The first, through the Education and Care Unit, is for approving and regulating education and care services (long day care, outside school hours care and family day care) under national legislation. It is also responsible for the licensing and monitoring of all other child care services under the Child Care Act 2001. This Output also provides assistance and advice to education and care services. Funds are provided to eligible service providers as a contribution towards operating expenses and capital upgrades through the Education and Care Grants Program. The second priority area relates to services delivered through Child and Family Centres.

 

1.4 Statutory Offices

This Output provides for the operation of independent educational Statutory Authorities administratively supported by the Department that include the Office of Tasmanian Assessment Standards and Certification (TASC), Teachers Registration Board (TRB) and the new Education Registrar's Office and Non‑Government School Registration Board. TASC is responsible for Year 11 and 12 accreditation and certification. The TRB manages the registration of all Tasmanian teachers employed in all educational sectors.

Table 2.3:       Performance Information ‑ Output Group 1

Performance Measure	Unit of Measure	2014‑15 Actual	2015‑16 Actual	2016‑17 Target	2017‑18 Target
Reading1,2
Reading rates against national minimum standard (NMS) Year 3	% of students at or above the NMS	92.9	94.0	94.0	94.2
Reading rates against NMS Year 5	%	92.1	90.8	94.0	94.0
Reading rates against NMS Year 7	%	94.7	93.7	94.8	94.8
Reading rates against NMS Year 9	%	91.4	92.7	92.1	92.8
Numeracy1,2
Numeracy rates against NMS Year 3	% of students at or above the NMS	94.0	95.8	96.0	96.0
Numeracy rates against NMS Year 5	%	94.9	94.0	95.0	95.0
Numeracy rates against NMS Year 7	%	96.0	95.3	95.5	96.0
Numeracy rates against NMS Year 9	%	95.8	95.7	95.0	96.0
Aboriginal Students1,2,3
Year 3 reading for aboriginal students	educational outcome gap %	5.7	3.1	4.0	3.0
Year 5 reading for aboriginal students	%	10.5	8.6	6.0	6.0
Year 7 reading for aboriginal students	%	5.9	8.2	6.0	6.0
Year 9 reading for aboriginal students	%	10.6	6.9	7.5	6.8
Year 3 numeracy for aboriginal students	educational outcome gap %	4.7	1.9	4.0	3.0
Year 5 numeracy for aboriginal students	%	4.8	4.7	6.0	4.6
Year 7 numeracy for aboriginal students	%	5.2	6.5	5.5	5.5
Year 9 numeracy for aboriginal students	%	6.4	5.1	7.0	5.1
Kindergarten and Prep4
Percentage of children meeting the Kindergarten Development Check	%	74.1	72.6	77.0	75.0
Percentage of Prep students achieving: Expected literacy outcomes	%	85.9	86.8	86.0	87.0
Expected numeracy outcomes	%	87.0	87.0	86.5	87.0

Table 2.3:       Performance Information ‑ Output Group 1 (continued)

Performance Measure	Unit of Measure	2014‑15 Actual	2015‑16 Actual	2016‑17 Target	2017‑18 Target
Education and Care
Service quality assessment visits5,6	Number	100.0	84.0	60.0	50.0
Visits to approved or licensed education and child care services7	Number	152.0	202.0	210.0	200.0
Attainment Measures for 15 ‑ 19 year olds, achieving:8
120 credit points in education and training1	Number	4 993	na	5 100	na
Some vocational education and training1	Number	5 120	na	6 500	na
A Tasmanian Certificate of Education1	Number	3 385	na	3 600	na
A Tertiary Entrance Rank1	Number	2 202	na	2 450	na
NSSC Census9	Number	7 497	7 535	7 850	7 850
Apparent retention rate Years 10‑1210	%	73.8	73.4	75.0	75.0

Sources: National Assessment Program: Literacy and Numeracy: Achievement in Reading, Writing, Language Conventions and Numeracy 2015, 2016.

Department of Education Annual Report 2015‑16; and Department of Education records.

Office of Tasmanian Assessment, Standards & Certification 2015/16 Annual Report.

National Schools Statistics Collection (NSSC), Schools, Australia ABS Cat No 4221.0.

National Quality Agenda Information Technology System (NQAITS).

Education and Care Unit.

Notes:

1.   Actual performance measures are based on calendar years. The measures for the 2014‑15 Actuals are based on the 2015 calendar year, while the measures for the 2015‑16 Actuals are based on the 2016 calendar year. Measures include students from government and non-government schools.

2.   Sustained school improvement is long‑term in nature and will be subject to variations from year to year. School performance targets are set with this in mind.

3.   These measures represent the difference between the achievement for all Tasmanian non‑Aboriginal students and the achievement of Aboriginal students: a lower figure represents a better result in closing the gap. Due to the relatively lower student numbers for these performance measures, results can have greater variability from year to year compared to performance measures that include the total student cohort.

4.   Actual performance measures are based on calendar years. The measures for the 2014‑15 Actuals are based on the 2014 calendar year, while the measures for the 2015‑16 Actuals are based on the 2015 calendar year. Measures include students from government schools only. In recent years, Kindergarten Development Check outcomes have been relatively stable with a modest decline; during the same period, the Department has refined reporting to schools, including links to additional resources to guide assessments, which may have influenced the ways teachers undertake these assessments.

5.   Services are assessed against the seven Quality Areas, 18 standards and 58 elements of the National Quality Standard and ratings are published. A risk based approach to new assessments and reassessments of services and the impact of implementation of COAG Review changes informs the 2017‑18 target.

6.   Actual performance measures are responsive to the emergent demands of the education and care sector and community, in accordance with the principles of best practice regulation.

7.   The number of visits to approved or licensed education and child care services is in addition to the number of service quality assessments conducted.

8.   Completion and participation numbers are affected by state‑level cohort sizes. Further, rates of completion and participation are affected by economic circumstances and targets assume these circumstances, especially youth employment opportunities, will remain stable over this period.

9.   Actuals are the total full‑time equivalent of government senior secondary students regardless of age, at the Mid Year Census. The measures for the 2014‑15 Actuals are based on the 2015 calendar year, while the measures for the 2015‑16 Actuals are based on the 2016 calendar year.

 

10. Apparent retention rate is a measure of the number of government school students in a designated year of education expressed as a percentage of their respective cohort group in a base year. Figures relate to government full‑time school students. The measures for the 2014‑15 Actuals are based on retention to Year 12 in the 2015 calendar year, while the measures for the 2015‑16 Actuals are based on retention to Year 12 in the 2016 calendar year. For small populations, like Tasmania, the Australian Bureau of Statistics (ABS) notes that relatively small changes in student numbers can create large movements in apparent retention rates. The ABS also notes that care should be exercised in the interpretation of apparent retention rates as the method of calculation does not take into account a range of factors such as:

·      students progressing at a faster or slower than expected rate of one grade a year;

·      interstate/international migration;

·      movement between the government and non‑government sector;

·      enrolment policies; and

·      students enrolled in alternative education and training pathways, such as vocational education and training.

Output Group 2:   LINC Tasmania

2.1 Information Services and Community Learning

This Output provides for the lifelong learning of all Tasmanians through the delivery of information, education and training, literacy support and other community services through the LINC network.

2.2 Tasmanian Archives and Heritage Office

This Output focuses on the provision of Tasmanian Information Services and the management of Tasmania's Archival and Heritage Collection.

Table 2.4:       Performance Information ‑ Output Group 2

Performance Measure1	Unit of Measure	2014‑15 Actual	2015‑16 Actual	2016‑17 Target	2017‑18 Target
In‑person visits2	Number	3 141 871	2 947 437	3 300 000	3 000 000
Visits to LINC Online3	Number	2 674 746	2 595 110	2 800 000	2 700 000
Library items borrowed4	Number	4 195 308	4 132 875	4 500 000	4 100 000
Community education enrolments5
Work and Life Skills program enrolments	Number	9 913	10 716	10 000	na
Adult Education program enrolments	Number	1 536	1 171	1 600	na
People accessing education and training programs, including literacy6	Number	….	….	….	14 000
People accessing literacy support services5	Number	2 252	1 980	2 000	na
Number of new members and supporters of 26TEN7	Number	….	….	100	100
Volunteer hours8	Number	107 742	97 040	115 000	100 000
Heritage documents and artefacts publicly available in digital format9	Number	274 712	270 495	320 000	340 000

Notes:

1.   The existing set of performance measures for LINC Tasmania will be replaced by a new set of outcomes-based measures, which will be reported from 2018-19.

2.   Due to an increase in online library services and products, physical visits are declining. This is consistent with international trends. LINC Tasmania will consider strategies to increase physical visits to LINC Tasmania sites in the coming year.

3.   Strategies are in place to encourage online visits through LINC Online. It is worth noting that clients can engage with our online collections through other means, including social media, which are not captured in this measure.

4.   The target reflects a stabilised pattern of library issues over the past two years. The overall declining trend in borrowing is consistent with overall international trends and the increasing availability of online books elsewhere.

5.   From 2016-17, this KPI has been consolidated into a new measure: People accessing education and training programs, including literacy. This measure better reflects the overall value for the community of learning provided by LINC Tasmania.

6.   This new measure includes targeted and occasional literacy and numeracy support, digital literacy and courses formerly called Work and Life Skills and Adult Education.

7.   This is a key goal of the 26TEN Strategy launched in October 2015. The launch saw a high level of interest in 26TEN, and the number of new 26TEN members and supporters is expected to now stabilise.

8.   The pattern of hours contributed by volunteers in delivering LINC services is stabilising across the LINC Tasmania network. This figure includes: general volunteers, literacy volunteers, home library service volunteers and learning mentors. It does not include volunteer hours contributed by board or coalition members, Friends of Library groups or other committees.

9.   This number provides a snapshot of the portion of the Tasmanian Archive and Heritage Office (TAHO) collection available online. It comprises items from the TAHO collection that have been digitised, plus Tasmanian websites and other digital content collected by TAHO. While it appears the 2015-16 figure has dropped from the previous year, this is due to improved and more accurate methods of calculation now being used.

 

Capital Investment Program

Table 2.5 provides financial information for the Department's Capital Investment Program (CIP). Further information on the CIP is provided in chapter 6 of The Budget Budget Paper No 1.

Table 2.5:       Capital Investment Program

	Estimated) Total) Cost)	2017-18)   Budget)	2018-19) Forward) Estimate)	2019-20) Forward) Estimate)	2020-21) Forward) Estimate)
	$'000)	$'000)	$'000)	$'000)	$'000)
Minister for Education and Training
Existing Infrastructure Commitments
Austins Ferry Primary School	5 500)	5 200)	....)	....)	....)
East Devonport Primary School	1 750)	1 675)	....)	....)	....)
East Launceston Primary School	4 500)	4 300)	....)	....)	....)
Education Act Implementation ‑ Capital1	18 000)	....)	6 000)	12 000)	....)
Hobart College	2 500)	....)	800)	1 700)	....)
Latrobe High School	10 000)	750)	....)	....)	....)
Lenah Valley Primary School	3 000)	2 600)	....)	....)	....)
Montagu Bay Primary School	1 750)	....)	750)	1 000)	....)
Parklands High School	9 145)	5 500)	....)	....)	....)
Queechy High School2	3 000)	2 875)	....)	....)	....)
Riverside High School	12 000)	2 400)	7 200)	2 400)	....)
Riverside Primary School	2 500)	2 375)	....)	....)	....)
Smithton High School	7 000)	500)	....)	....)	....)
Snug Primary School	2 500)	....)	1 250)	1 250)	....)
Somerset Primary School	1 750)	1 300)	....)	....)	....)
Sorell School	3 750)	....)	1 875)	1 875)	....)
St Marys District School	5 000)	4 625)	....)	....)	....)
Tasman District School	4 000)	3 650)	....)	....)	....)
Tasmanian Archives and Heritage Office	3 000)	....)	2 000)	1 000)	....)
Windermere Primary School	5 500)	5 200)	....)	....)	....)
Year 7-12 Implementation Plan ‑ Capital3	6 000)	1 500)	....)	....)	....)
New Infrastructure Commitments
Boat Harbour Primary School	1 800)	450)	1 350)	....)	....)
Illawarra Primary School	2 900)	500)	2 400)	....)	....)
Lansdowne Crescent Primary School	4 730)	....)	....)	1 145)	3 585)
Molesworth Primary School	1 890)	....)	....)	260)	1 630)
Queechy High School2	2 000)	2 000)	....)	....)	....)
Southern Support School	4 300)	400)	3 900)	....)	....)
Spreyton Primary School	1 655)	....)	....)	260)	1 395)
Taroona High School	5 000)	1 100)	3 900)	....)	....)

Table 2.5:       Capital Investment Program (continued)

	Estimated) Total) Cost)	2017-18)   Budget)	2018-19) Forward) Estimate)	2019-20) Forward) Estimate)	2020-21) Forward) Estimate)
	$'000)	$'000)	$'000)	$'000)	$'000)
Year 7-12 Implementation Plan ‑ Capital3	4 500)	....)	1 500)	1 500)	1 500)
Total CIP Allocations		48 900)	32 925)	24 390)	8 110)

Notes:

1.   Funding for this project was reflected in the 2016‑17 Revised Estimates Report.

2.   New funding of $2 million in 2017‑18 has been provided in this Budget.

3.   New funding of $1.5 million per annum, commencing in 2018-19, has been provided in this Budget.

Boat Harbour Primary School

Funding of $450 000 has been allocated in 2017‑18 for a two year project to provide additional flexible learning areas; and refurbishment of administration, canteen, library and office spaces, and associated facilities at Boat Harbour Primary School. The total project cost is $1.8 million over two years.

Illawarra Primary School

Funding of $500 000 has been allocated in 2017‑18 for a two year project to provide additional learning and support areas, refurbishment of existing classrooms and the administration block; and an upgrade of the library and multi-purpose building at Illawarra Primary School. The total cost of the project is $2.9 million.

Lansdowne Crescent Primary School

Funding totalling $4.7 million has been allocated for a two year project to provide additional learning and support areas; refurbishment of existing classrooms and the administration block; and an upgrade of the library and multi‑purpose building at Lansdowne Crescent Primary School. This project will commence in 2019‑20 with an allocation of $1.1 million.

Molesworth Primary School

Funding totalling $1.9 million has been allocated for a two year project to replace a demountable building with permanent contemporary learning and breakout spaces; relocation of the kindergarten playground; and an upgrade of other infrastructure. This project will commence in 2019‑20 with an allocation of $260 000 in 2019‑20.

Queechy High School

Funding of $4.9 million has been allocated in 2017‑18 for the construction of contemporary learning areas at Queechy High School. This includes additional funding of $2.0 million which has been provided in the 2017‑Budget for this project, increasing the total cost to $5.0 million. The commencement of the project was brought forward to 2016‑17 as part of the Government's Northern Economic Stimulus Package.

Southern Support School

Funding of $400 000 has been allocated in 2017‑18 for a two year project to provide additional flexible learning spaces with associated independent learning spaces; additional amenities suitable for people with disabilities; breakout spaces; and staff facilities at the Southern Support School. The total cost of the project is $4.3 million.

Spreyton Primary School

Funding totalling $1.7 million has been allocated for a two year project to provide new kindergarten learning facilities and for the relocation of the playground at Spreyton Primary School. The project will commence in 2019‑20 with an allocation of $260 000.

Taroona High School

Funding of $1.1 million has been allocated in 2017‑18 for a two year project, to provide contemporary learning areas, support spaces and music and drama facilities at Taroona High School. The total project cost is $5 million.

Year 7‑12 Implementation Plan

Funding of $4.5 million has been allocated for continued construction of new classrooms required to facilitate the Government's election commitment to extend rural and regional High Schools to Year 11 and 12. This is additional funding to the $6 million capital allocation that has previously been allocated for this purpose.

 

Detailed Budget Statements

Table 2.6:       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
Appropriation revenue - recurrent1	901 983)	932 452)	953 050)	966 822)	1 004 064)
Appropriation revenue - works & services2	56 223)	47 825)	32 925)	24 390)	8 110)
Other revenue from government3	....)	3 075)	....)	....)	....)
Grants4	17 791)	16 048)	7 313)	648)	148)
Sales of goods and services	36 401)	36 945)	37 245)	37 883)	38 345)
Fees and fines	240)	215)	220)	224)	228)
Interest	1 080)	935)	915)	900)	880)
Other revenue5	29 967)	31 303)	31 554)	31 933)	31 134)
Total revenue and other income from transactions	1 043 685)	1 068 798)	1 063 222)	1 062 800)	1 082 909)
Expenses from transactions
Employee benefits6	752 760)	793 043)	810 424)	829 219)	863 397)
Depreciation and amortisation	51 113)	51 360)	51 284)	51 558)	51 678)
Supplies and consumables7	209 928)	191 705)	189 417)	187 701)	187 242)
Grants and subsidies8	7 958)	15 457)	13 252)	10 407)	10 308)
Other expenses	12 180)	11 844)	11 886)	11 927)	11 969)
Total expenses from transactions	1 033 939)	1 063 409)	1 076 263)	1 090 812)	1 124 594)
Net result from transactions (net operating balance)	9 746)	5 389)	(13 041)	(28 012)	(41 685)
Other economic flows included in net result
Net gain/(loss) on non-financial assets	243)	243)	243)	243)	243)
Total other economic flows included in net result	243)	243)	243)	243)	243)
Net result	9 989)	5 632)	(12 798)	(27 769)	(41 442)
Other economic flows - other non-owner changes in equity
Changes in physical asset revaluation reserve9	(4 872)	17 095)	33 538)	38 768)	43 723)
Total other economic flows - other non-owner changes in equity	(4 872)	17 095)	33 538)	38 768)	43 723)
Comprehensive result	5 117)	22 727)	20 740)	10 999)	2 281)

 

 

Notes:

1.   The increase in Appropriation revenue ‑ recurrent reflects new funding provided for Education Act Implementation, including funding to meet the additional cost associated with the student cohort impacted by the change to a voluntary earlier starting age. This is contingent on a Ministerial Order being approved by both Houses of Parliament. In addition, funding for Refocusing Teacher and Learning in Early Years and a provision to Support the Education and Care Sector of which the latter is also contingent on the Ministerial Order being approved. Other increases include initiatives funded under Students First (such as the Supporting Student Learning initiatives) as well as continued implementation of 2014 election commitments to extend high schools to Year 11 and 12 and funding for a further 7.7 FTE School Health Nurses in District Schools.

2.   The movement in Appropriation revenue ‑ works & services reflects the timing of capital projects being undertaken by the Department.

3.   The Other revenue from government in 2017‑18 reflects the utilisation of funding carried forward under Section 8A(2) of the Public Account Act 1986.

4.   The decrease in Grants across the Forward Estimates reflects the finalisation of Australian Government National Partnership funding to the State which includes the cessation of funding from the Australian Government under the National Partnership Agreement on Universal Access to Early Childhood Education ‑ 2016 and 2017. These estimates were prepared before the Australian Government's announcement that funding for this program will be extended to 2018.

5.   The increase in Other revenue in 2017‑18 primarily reflects a revision to estimated school revenue based on actual revenue trends.

6.   The increase in Employee benefits in 2017‑18 reflects a realignment of expenditure according to actual trends, with some expenditure being reclassified from Supplies and consumables and Grants and subsidies. Other increases are due to the implementation of new Supporting Student Learning initiatives which includes an extension of the School Health Nurse election commitment through the provision of additional funding for 7.7 FTE School Health Nurses in District Schools as well as increased funding associated with the 2014 election commitment to extend high schools to Year 11 and 12. The increase in 2019‑20 reflects the impact of the proposed voluntary earlier school starting age resulting from the new Education Act. This is contingent on a Ministerial Order being approved by Parliament by no later than 1 September 2017.

7.   The decrease in Supplies and consumables in 2017‑18 reflects a realignment of expenditure according to actual trends, with some expenditure being reclassified as Employee entitlements and Grants and subsidies.

8.   The movements in Grants and subsidies reflects Education Act funding to support the Education and Care Sector which is contingent on a Ministerial Order being approved by the both Houses of Parliament. Other movements reflect changes in cash flows for the expenditure of Australian Government National Partnership Payments and a realignment of expenditure from Supplies and consumables according to actual trends.

9.   Changes in physical asset revaluation reserve reflect the revaluation of Land and Buildings.

 

Table 2.7:       Statement of Comprehensive Income ‑ Administered

	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
Appropriation revenue - recurrent1	306 139)	329 411)	343 224)	354 486)	366 194)
Sales of goods and services	373)	382)	391)	400)	410)
Total revenue and other income from transactions	306 512)	329 793)	343 615)	354 886)	366 604)
Expenses from transactions
Grants and subsidies1	306 139)	329 411)	343 224)	354 486)	366 194)
Transfers to the Consolidated Fund	373)	382)	391)	400)	410)
Total expenses from transactions	306 512)	329 793)	343 615)	354 886)	366 604)
Net result from transactions (net operating balance)	....)	....)	....)	....)	....)
Comprehensive result	....)	....)	....)	....)	....)

Note:

1.   The increases in Appropriation revenue ‑ recurrent and Grants and subsidies reflects increased Australian Government and State Government grants to non‑government schools for the Students First education reforms and increased State Government capital assistance funding.

Table 2.8:       Revenue from Appropriation by Output

	2016-17)   Budget)	2017-18)   Budget)	2018-19) Forward) Estimate)	2019-20) Forward) Estimate)	2020-21) Forward) Estimate)
	$'000)	$'000)	$'000)	$'000)	$'000)
Minister for Education and Training
Output Group 1 - Education
1.1  In School Education1	847 974)	871 445)	891 016)	906 955)	942 540)
1.2  School Support Services2	12 699)	11 459)	11 245)	11 480)	11 858)
1.3  Early Learning3	5 639)	10 965)	12 070)	9 239)	9 504)
1.4  Statutory Offices4	2 398)	3 839)	3 483)	3 367)	3 433)
	868 710)	897 708)	917 814)	931 041)	967 335)
Output Group 2 - LINC Tasmania
2.1  Information Services and Community Learning	30 660)	31 777)	32 216)	32 706)	33 564)
2.2  Tasmanian Archives and Heritage Office	2 613)	2 967)	3 020)	3 075)	3 165)
	33 273)	34 744)	35 236)	35 781)	36 729)
Grants and Subsidies5	306 139)	329 411)	343 224)	354 486)	366 194)
Capital Investment Program6	56 223)	47 825)	32 925)	24 390)	8 110)
Department of Education
Total Recurrent Services	1 208 122)	1 261 863)	1 296 274)	1 321 308)	1 370 258)
Total Works and Services	56 223)	47 825)	32 925)	24 390)	8 110)
	1 264 345)	1 309 688)	1 329 199)	1 345 698)	1 378 368)
Appropriation Carried Forward	....)	3 075)	....)	....)	....)
Total Revenue from Appropriation	1 264 345)	1 312 763)	1 329 199)	1 345 698)	1 378 368)
Controlled Revenue from Appropriation	958 206)	983 352)	985 975)	991 212)	1 012 174)
Administered Revenue from Appropriation	306 139)	329 411)	343 224)	354 486)	366 194)
	1 264 345)	1 312 763)	1 329 199)	1 345 698)	1 378 368)

Notes:

1.   The increase in In School Education reflects new funding provided for Education Act Implementation, including funding over the 2017‑18 Budget and Forward Estimates period to meet the additional cost associated with the student cohort impacted by the change to a voluntary earlier starting age. This is contingent on a Ministerial Order being approved by both Houses of Parliament. Other increases include initiatives funded under Students First (such as the Supporting Student Learning initiatives) as well as continued implementation of election commitments to extend high schools to Year 11 and 12 and funding for a further 7.7 FTE School Health Nurses in District Schools.

2.   The decrease in School Support Services in 2017‑18 reflects a level of one‑off expenditure in 2016‑17 associated with the expansion of Progressive Achievement Testing software across schools.

 

3.     The movements in Early Learning reflect Education Act funding to Support the Education and Care Sector, allocated in 2017‑18 and 2018‑19, which is contingent on a Ministerial Order relating to the voluntary earlier starting age. Other movements include the transfer of funding for the George Town and Queenstown Child and Family Centres, which are co‑located as Hubs in the Tasmanian LINC, to this Output from Output 2.1.

4.     The increase in Statutory Offices in 2017‑18 reflects the restructure of this Output to include expenditure relating to the Education Registrar's Office and the Non‑Government School Registration Board previously incorporated within Output 1.1, in addition to the Office of Tasmanian Assessment, Standards and Certification (TASC). The increase also reflects additional funding provided to TASC for transitional costs, and increased structural funding for sessional staff.

5.     The increase in Grants and Subsidies in 2017‑18 reflects increased Australian Government and State Government grants to non‑government schools for the Students First education reforms and increased State Government capital assistance funding.

6.     The movements in Capital Investment Program reflects the cash flow and timing of projects within the Capital Investment Program.

 

 

Table 2.9:       Administered Revenue

	2016-17)   Budget)	2017-18)   Budget)	2018-19) Forward) Estimate)	2019-20) Forward) Estimate)	2020-21) Forward) Estimate)
	$'000)	$'000)	$'000)	$'000)	$'000)
Revenue Collected on Behalf of the Consolidated Fund
Other Sales of Services	373)	382)	391)	400)	410)
Revenue from Appropriation
Annual Appropriation1	306 139)	329 411)	343 224)	354 486)	366 194)
Total Administered Revenue	306 512)	329 793)	343 615)	354 886)	366 604)

Note:

1.   The increases in Annual Appropriation reflect increased Australian Government and State Government grants to non‑government schools under the Students First education reforms and increased State Government capital assistance funding.

Table 2.10:     Administered Expenses

	2016-17] ) Budget)	2017-18] ) Budget)	2018-19]  Forward) Estimate)	2019-20] Forward) Estimate)	2020-21] Forward) Estimate)
	$'000)	$'000)	$'000)	$'000)	$'000)
Grants and Subsidies
Commonwealth grants to non-government schools1	240 748)	255 912)	265 537)	274 926)	284 714)
Non-government schools: capital assistance2	1 137)	2 673)	2 673)	2 673)	2 673)
Non-government schools: grants3	64 254)	70 826)	75 014)	76 887)	78 807)
	306 139)	329 411)	343 224)	354 486)	366 194)
Transfer to the Consolidated Fund	373)	382)	391)	400)	410)
Total Administered Expenses	306 512)	329 793)	343 615)	354 886)	366 604)

Notes:

1.   The increase in Commonwealth grants to non‑government schools reflects increased Australian Government grants to non‑government schools under the Students First education reforms.

2.   The increase in Non‑government schools: capital assistance reflects an increase in State Government capital assistance funding to non‑government schools.

3.   The increase in Non‑government schools: grants reflects increased State Government grants to non‑government schools under the Students First education reforms.

Commonwealth Grants to Non‑Government Schools

This Grant Program represents Australian Government funding relating to non‑government schools. These funds are administered on behalf of the Australian Department of Education and, upon receipt, are forwarded to non‑government schools.

Non‑Government Schools: Capital Assistance

These grants provide funding to non‑government schools and non‑government school authorities for assistance with eligible capital projects in accordance with sections 64‑70 of the Education Act 1994.

Non‑Government Schools: Grants

The Program covers the cost of grants which are distributed to registered non‑government schools in accordance with Part 5, Division 3 of the Education Act and Part 6 of the Education Regulations 1995. Since the implementation of the Students First education reforms, funding allocations that had previously been provided to non‑government schools under the Student Assistance Scheme are now included within this payment.

 

Table 2.11:     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	68 372)	93 501)	89 821)	86 135)	82 429)
Receivables2	17 013)	13 351)	14 083)	14 815)	15 547)
	85 385)	106 852)	103 904)	100 950)	97 976)
Non-financial assets
Assets held for sale3	3 720)	4 778)	4 085)	3 921)	2 957)
Property, plant and equipment4	1 346 695)	1 367 060)	1 393 610)	1 415 956)	1 428 103)
Heritage and cultural assets5	69 928)	44 554)	46 326)	48 150)	50 010)
Intangibles	4 408)	4 012)	3 235)	2 652)	2 069)
Other assets6	10 922)	9 788)	9 693)	9 448)	8 721)
	1 435 673)	1 430 192)	1 456 949)	1 480 127)	1 491 860)
Total assets	1 521 058)	1 537 044)	1 560 853)	1 581 077)	1 589 836)
Liabilities
Payables7	4 710)	6 585)	6 706)	6 827)	6 948)
Employee benefits	139 565)	142 256)	145 084)	154 027)	160 181)
Other liabilities8	4 021)	5 178)	5 298)	5 459)	5 662)
Total liabilities	148 296)	154 019)	157 088)	166 313)	172 791)
Net assets (liabilities)	1 372 762)	1 383 025)	1 403 765)	1 414 764)	1 417 045)
Equity
Reserves	305 126)	291 897)	325 435)	364 203)	407 926)
Accumulated funds	1 067 636)	1 091 128)	1 078 330)	1 050 561)	1 009 119)
Total equity	1 372 762)	1 383 025)	1 403 765)	1 414 764)	1 417 045)

Notes:

1.   The increase in Cash and deposits in 2018 reflects opening cash balances for 2016‑17 being higher than originally estimated.

2.   The decrease in Receivables from 2018 reflects a revised estimate based on 30 June 2016 actuals.

3.   The increase in Assets held for sale in 2018 reflects an updated estimate based on an analysis of the timing of property sales.

4.   The increase in Property, plant and equipment in 2018 reflects further capital investment in schools and the estimated indexation of the asset value base, less depreciation.

5.   The decrease in Heritage and cultural assets in 2018 reflects a revaluation of the Department's heritage collection in 2015‑16.

6.   The decrease in Other assets in 2018 reflects a revised estimate based on 30 June 2016 actuals

7.   The increase in Payables in 2018 reflects revised estimates based on 30 June 2016 actuals.

8.   The increase in Other liabilities in 2018 reflects revised estimates based on 30 June 2016 actuals.

 

Table 2.12:     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
Appropriation receipts - recurrent1	901 983)	932 452)	953 050)	966 822)	1 004 064)
Appropriation receipts - capital2	56 223)	47 825)	32 925)	24 390)	8 110)
Grants3	17 791)	16 048)	7 313)	648)	148)
Sales of goods and services	35 302)	35 429)	35 979)	36 617)	37 079)
Fees and fines	240)	215)	220)	224)	228)
GST receipts	28 503)	28 503)	28 503)	28 503)	28 503)
Interest received	1 080)	935)	915)	900)	880)
Other cash receipts4	28 967)	30 303)	30 554)	30 933)	30 134)
Total cash inflows	1 070 089)	1 091 710)	1 089 459)	1 089 037)	1 109 146)
Cash outflows
Employee benefits5	(662 124)	(701 828)	(717 850)	(728 540)	(761 298)
Superannuation	(81 538)	(84 894)	(86 197)	(88 187)	(92 396)
GST payments	(29 207)	(29 207)	(29 207)	(29 207)	(29 207)
Grants and subsidies6	(7 958)	(15 457)	(13 252)	(10 407)	(10 308)
Supplies and consumables7	(219 070)	(200 847)	(198 559)	(196 843)	(196 384)
Other cash payments	(12 180)	(11 766)	(11 766)	(11 766)	(11 766)
Total cash outflows	(1 012 077)	(1 043 999)	(1 056 831)	(1 064 950)	(1 101 359)
Net cash from (used by) operating activities	58 012)	47 711)	32 628)	24 087)	7 787)
Cash flows from investing activities
Payments for acquisition of non-financial assets8	(61 506)	(53 283)	(36 308)	(27 773)	(11 493)
Net cash from (used by) investing activities	(61 506)	(53 283)	(36 308)	(27 773)	(11 493)
Net increase (decrease) in cash and cash equivalents held	(3 494)	(5 572)	(3 680)	(3 686)	(3 706)
Cash and deposits at the beginning of the reporting period	71 866)	99 073)	93 501)	89 821)	86 135)
Cash and deposits at the end of the reporting period	68 372)	93 501)	89 821)	86 135)	82 429)

 

 

 

 

Notes:

1.   The increase in Appropriation receipts ‑ recurrent in 2017‑18 reflects new funding provided for Education Act Implementation, including funding to meet the additional cost associated with the student cohort impacted by the change to a voluntary earlier starting age. This is contingent on a Ministerial Order being approved by both Houses of Parliament. In addition, funding for Refocusing Teaching and Learning in Early Years and a provision to Support the Education and Care Sector of which the latter is also contingent on the Ministerial Order being approved. Other increases include initiatives funded under Students First (such as the Supporting Student Learning initiatives) as well as continued implementation of election commitments to extend high schools to Year 11 and 12 and funding for a further 7.7 FTE School Health Nurses in District Schools.

2.   The movement in Appropriation receipts ‑ capital reflects the timing of capital projects being undertaken by the Department.

3.   The decrease in Grants across the Forward Estimates reflects the finalisation of Australian Government National Partnership funding to the State which includes the cessation of funding from the Australian Government under the National Partnership Agreement on Universal Access to Early Childhood Education ‑ 2016 and 2017. These estimates were prepared before the Australian Government's announcement that funding for this program will be extended to 2018.

4.   The increase in Other cash receipts in 2017‑18 primarily reflects a revision to estimated school revenue in line with actual revenue trends.

5.   The increase in Employee benefits in 2017‑18 reflects a realignment of expenditure according to actual trends, with some expenditure being reclassified from Supplies and consumables and Grants and subsidies. Other increases are due to the implementation of new Supporting Student Learning initiatives which includes an extension of the School Health Nurse election commitment through the provision of additional funding for 7.7 FTE School Health Nurses in District Schools as well as increased funding associated with the 2014 election commitment to extend high schools to Year 11 and 12. The increase in 2019‑20 reflects the impact of the proposed voluntary earlier school starting age resulting from the new Education Act. This is contingent on a Ministerial Order being approved by Parliament by no later than 1 September 2017.

6.   The movements in Grants and subsidies reflect Education Act funding to support the Education and Care Sector which is contingent on a Ministerial Order being approved by the both Houses of Parliament. Other movements reflect changes to cash flows for the expenditure of Australian Government National Partnership and a realignment of expenditure from Supplies and consumables according to actual trends.

7.   The decrease in Supplies and consumables in 2017‑18 reflects a realignment of expenditure according to actual trends, with some expenditure being reclassified as employee entitlements and Grants and Subsidies.

8.   Changes in physical asset revaluation reserve reflect the revaluation of Land and Buildings.

 

 

 

Table 2.13:     Statement of Cash Flows ‑ Administered

	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
Appropriation receipts ‑ recurrent1	306 139)	329 411)	343 224)	354 486)	366 194)
Sales of goods and services	373)	382)	391)	400)	410)
Total cash inflows	306 512)	329 793)	343 615)	354 886)	366 604)
Cash outflows
Grants and subsidies1	(306 139)	(329 411)	(343 224)	(354 486)	(366 194)
Transfers to the Consolidated Fund	(373)	(382)	(391)	(400)	(410)
Total cash outflows	(306 512)	(329 793)	(343 615)	(354 886)	(366 604)
Net increase (decrease) in cash and cash equivalents held	....)	....)	....)	....)	....)
Cash and deposits at the beginning of the reporting period	....)	....)	....)	....)	....)
Cash and deposits at the end of the reporting period	....)	....)	....)	....)	....)

Note:

1.   The increases in Appropriation receipts ‑ recurrent and Grants and subsidies reflect increased Australian Government and State Government grants to non‑government schools for the Students First education reforms and increased State Government capital assistance funding.