Education is a major contributor to improving social and economic outcomes in Tasmania, including health, happiness, life expectancy and productivity.
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 Hon Jeremy Rockliff MP, Minister for Education and Training.
Education services are delivered across the State through 196 Government schools including early childhood intervention services, 12 child and family centres and 47 libraries. The number of students from pre‑Kindergarten to senior secondary is 60 680 full-time equivalent students.
The Department’s overarching objective is that all learners succeed as connected, resilient, creative and curious thinkers. It is these attributes that research shows will prepare learners for further education and the world of work in the 21st Century.
The 2018‑2021 Department of Education Strategic Plan, Learners First: Every Learner, Every Day, now in its second year of implementation, continues to inform the Department’s culture, priorities, approach to improvement and allocation of resources.
The Strategic Plan articulates the Department’s shared values of aspiration, courage, growth and respect, which guide behaviours, and inform decisions, across the whole Department. It also focusses the Department on the delivery of four evidence-based goals to improve outcomes for all learners: access, participation and engagement; early learning; wellbeing; and literacy and numeracy.
The Department’s efforts toward achievement of these goals is tailored to a learner’s age, ability and aspirations in the areas of: early learning; primary and secondary education; senior secondary education; and adult learning. For school education, supporting our schools to improve outcomes for their learners remains a major focus for all divisions of the Department.
The Government’s priority of continuing to improve education outcomes through the above is reflected:
· by delivering a record 2019‑20 Budget allocation and continuing to deliver on the Government’s 2018 election commitments that provided a record $324 million over six years into education covering: $145 million in operating funding which provides funding for an additional 358 new staff including 250 new teachers; and $179 million in education infrastructure (across Department of Education and TasTAFE facilities); and
· in December 2018 the Tasmanian Government signed the National School Reform Agreement, a bilateral agreement with the Australian Government, which committed the Tasmanian Government to provide an additional $340 million to Tasmania’s Government schools over the next 10 years. The Agreement will see an additional $490 million pass to Tasmanian Government schools over 10 years.
The evidence is conclusive that early life experiences shape a child’s life course. The early years are a period of rapid brain growth that lay the foundation for learning and development in later life.
As a child’s first educator, families play a vital role as partners in a child’s learning. High quality early learning improves outcomes in later life, particularly for children from disadvantaged backgrounds.
The Department of Education early learning environments including: the Early Childhood Intervention Services; Child and Family Centres; Libraries Tasmania and schools, support families with young children to play, learn and grow together. In pursuit of its goal of early learning, the Department of Education provides children from birth to eight years with a great start to learning by:
· supporting families with children from birth to five years to engage with learning through Launching into Learning (for children pre‑Kindergarten), Learning in Families Together (for children Kindergarten to Year Two), and CFCs;
· continuing to support schools to deliver learning through play based inquiry from Kindergarten to Year Two;
· working with the Early Childhood Education and Care sector to establish strong partnerships between the sector and schools, where education and care is co-located on a school site, to better support children and their families;
· connecting people across the Tasmanian community who are committed to supporting families with young children through the B4 Early Years Coalition; and
· regulating and quality assuring of ECEC services.
Investment in early learning in 2019-20 will: support finalisation of improvements to Kindergarten facilities to ensure that they are fit for purpose; see the commencement of construction of the new Child and Family Learning Centres; support the roll-out of free pre‑school for three year old children with the greatest need, delivered in partnership with ECEC Services; and continue resourcing to provide more support for learners in Prep to Year Two to engage in play-based, inquiry-led learning.
For more information on the Early Years visit the It’s a Great Start website at https://greatstart.tas.gov.au.
Children and young people become increasingly independent learners as they progress through primary and secondary school and engage with the Australian Curriculum. Students benefit from a continued focus on literacy and numeracy alongside experiences that support the development of life‑long skills for problem solving, collaboration and critical and creative thinking.
Student engagement, achievement and wellbeing are intrinsically linked and especially important during periods of transition and change. The middle years (between age nine and 14) are a key developmental stage, where being genuinely engaged in learning and developing high self-esteem has a lasting impact on learning and life outcomes.
The Department of Education continues to focus on all schools improving learning outcomes by identifying a small number of evidence-based priorities that are then supported by the whole Department through the provision of advice, support and materials.
In addition, a number of system-wide priority actions, focussed on achievement of the Department’s goals, are underway, including:
· improving participation and engagement of school age learners through: ongoing refinement of flexible learning options to support the engagement and re‑engagement of students who find it difficult to learn in mainstream environments; the development of a new model for funding students with a disability; and ongoing implementation of the Education Act 2016;
· improving literacy and numeracy outcomes through the launch of the Literacy Framework and Plan for Action in 2019, which provides a consistent, evidence‑based, system‑level focus to developing and supporting the use of quality, high‑impact and evidence-based approaches to support literacy from birth to adulthood across the Department of Education; planning for the development of a numeracy framework; and the provision of a Literacy Coach to every school, which commenced at the beginning of 2019; and
· improving learning outcomes for children and young people by focussing on their wellbeing through: the launch of the Child and Student Wellbeing Strategy; the provision of school nurses in primary, secondary and district schools; the ongoing provision of student support services (psychologists, social workers and speech pathologists) across the State; and providing targeted support to children and young people affected by family violence and those identified at risk by child safety services.
Underpinning this work is the Government’s ongoing focus on improving the quality of teaching, through the Education Workforce Roundtable, and its record investment in education infrastructure.
Investment in 2019-20 in school education will: support the educational adjustments to support the learning of students with disability through the implementation of a new needs based funding model; further deliver on recommendations for children and young people with disability identified by the Ministerial Taskforce; support the development of a Numeracy Framework; improve child and student wellbeing through the delivery of the Mental Wellbeing Action Plan, and targeted support to students and young people affected by trauma and behavioural challenges; more quality teachers in government schools; and ongoing investment in school infrastructure to support learning.
The successful transition from Year 10 to a meaningful learning pathway, leading to attainment of Year 12 (or equivalent), is vital to a young person’s ongoing engagement in further education, training or employment.
In Years 11 and 12 students move to studying a Tasmanian Assessment, Standards and Certification course, a Vocational Education and Training course, or a combination of both. Flexible and socially inclusive education is essential to engaging a significant proportion of senior secondary learners in Tasmania.
The Department of Education delivers senior secondary education in eight colleges and 43 Extension High Schools, with three further extension schools to commence in 2020.
The Department of Education is working to improve access to, and participation and engagement in, quality senior secondary pathways for young people with diverse learning needs, starting points and interests by:
· extending government high schools to Year 11 and 12, providing further opportunities for young people to successfully complete senior secondary education;
· increasing the school leaving age and requirements from 2020 under the new Education Act;
· providing quality delivery of VET qualifications through Trade Training Centres and Trade Skills Centres;
· increasing access to school based apprenticeships and traineeships to connect school and employment through learning pathways; and
· delivering the Years 9 to 12 Project, the purpose of which is to enable all students to achieve their potential through Years 9 to 12 and beyond in further study, training and employment. The Project is a joint initiative of the Department of Education, Catholic Education Tasmania, Independent Schools Tasmania, TasTAFE, the University of Tasmania, Skills Tasmania and the Office of Tasmanian Assessment, Standards and Certification.
Investment in 2019-20 will continue to support access, participation and engagement through: the extension of every Tasmanian high school to Year 12 by 2022, including continued support for innovative partnerships between urban and rural schools and colleges to provide young people with the best opportunities to be job ready; and to strengthen and grow Australian School Based Apprenticeships. Wellbeing of our young people will be supported by a focus on mental health, and further investment in the school nurses program to provide a nurse to each government Senior Secondary College.
Learning is a lifelong journey and adults pursue learning in Department of Education settings for a range of different reasons, including for careers and employment, personal interests, wellbeing or to support younger learners.
Improved adult literacy and numeracy levels are directly related to better social and economic outcomes and the literacy levels of parents directly impacts on the educational aspirations and attainment of children.
Libraries Tasmania is a statewide network that gives people in Tasmania access to library services, research and information, adult literacy support, community learning, online access, and archive and heritage services.
Libraries Tasmania also supports adult learners to re-engage in learning through adult literacy services and the 26TEN network of organisations and individuals that work together to improve adult literacy and numeracy.
Investment in 2019-20 supports the Department’s goal of access, participation and engagement through the continuation of additional resources to Libraries Tasmania which are being used strategically to focus not only on the purchase of contemporary library resources in a wider range of formats, but also the changing needs of the community.
This chapter provides the Department’s financial information for 2019-20 and over the Forward Estimates period (2020-21 to 2022-23). Further information on the Department is provided at www.education.tas.gov.au.
Table 3.1 provides a summary of the Budget and Forward Estimates allocations for the Department’s key deliverables.
|
|
2019-20
Budget |
2020-21 Forward Estimate |
2021-22 Forward Estimate |
2022-23 Forward Estimate |
|
|
$'000 |
$'000 |
$'000 |
$'000 |
|
Delivering on Election Commitments |
|
|
|
|
|
Education Act Infrastructure |
7 400 |
7 000 |
.... |
.... |
|
Education Infrastructure1 |
13 200 |
28 550 |
43 500 |
43 000 |
|
Taking Education to the Next Level |
24 360 |
37 060 |
46 510 |
46 380 |
|
|
|
|
|
|
|
Additional 2019‑20 Key Deliverables2 |
|
|
|
|
|
Assessment of Kindergartens against the National Quality Standards from 2020 |
410 |
770 |
742 |
746 |
|
Cross Sector Regulatory Function Review |
2 065 |
1 945 |
.... |
.... |
|
Delivering the Education Workforce Roundtable Action Plan |
545 |
680 |
780 |
1 030 |
|
Educational Adjustments, Disability Funding Meeting Learner Needs |
4 000 |
8 000 |
11 000 |
11 000 |
|
Family Engagement Review |
231 |
198 |
186 |
188 |
|
Laboratory Technicians |
413 |
843 |
860 |
877 |
|
Nurses for Colleges |
220 |
665 |
900 |
920 |
|
Principal Wellbeing Action Plan |
1 197 |
1 223 |
1 249 |
1 273 |
|
Regional Sports Coordinators in Schools |
350 |
350 |
350 |
350 |
|
Supporting Students Impacted by Trauma and with Emotional and Behaviour Challenges |
1 250 |
2 000 |
2 000 |
2 000 |
|
Years 9 to 12 Education - Australian School Based Apprenticeships |
540 |
395 |
310 |
235 |
|
|
|
|
|
|
Notes:
1. This allocation does not include $15.5 million committed for Education Infrastructure expenditure in TasTAFE.
2. Funding for these initiatives has been primarily sourced from the additional State contribution under the National School Reform Bilateral Agreement between Tasmania and the Australian Government.
The 2019‑20 Budget continues to deliver on the election commitments of the Government, which invest a record $324 million over six years into education covering:
· $145 million in operating funding which provides funding for an additional 358 new staff including 250 new teachers; and
· $179 million in education infrastructure (across Department of Education and TasTAFE facilities).
Funding previously allocated under the Education Act reforms supports additional prep support, free pre‑school for three year olds and infrastructure funding for improving Kindergarten facilities and capacity requirements for the later leaving age.
The Government has allocated $18 million in capital funding for Education Act reforms to support improvements to early learning infrastructure by significantly improving Kindergarten facilities, including major refurbishments and replacements. Funding will continue in 2019‑20, and will be used for meeting capacity requirements resulting from the later leaving age and works that facilitate flexible learning options to support the engagement and re-engagement of students. All Kindergarten works will be completed during 2019-20.
The Government committed funding in the 2018‑19 Budget of $179 million over six years for education infrastructure of which $163.5 million was for government school infrastructure. Expenditure totalling $128.3 million has been allocated in 2019‑20 and across the Forward Estimates period, which will provide investment in new schools, school re‑builds, new Early Learning Centres and school farm redevelopments. This takes the total Capital Investment Program over four years to $184.2 million.
Two new schools will be built, with $20 million allocated to build a new primary school at Legana, commencing in 2021-22, and $30 million towards a new Years 7-12 High School at Brighton, commencing in 2020-21. Significant re‑builds will be undertaken at Penguin District School ($20 million, commenced in 2018‑19), Sorell School (an additional $22 million on top of the previously allocated $3.8 million), Cosgrove High School ($20 million commencing in 2021-22) and Devonport High School ($10.5 million commencing in 2020-21).
Funding totalling $7.3 million is being used to support a revitalised network of school farms across the State. This includes allocations towards school farm infrastructure at the Jordan River Learning Federation and Sheffield District School.
Funding of $15.5 million, over four years ($21 million over five years), has been provided to commence construction of six new Child and Family Learning Centres in the communities of Sorell, Kingborough, Glenorchy, East Tamar, West Ulverstone and Waratah‑Wynyard. Centres will provide access to services for families with young children, including health support and outreach and early childhood education and care facilities through partnerships with the ECEC sector. Four of these centres will be operational by 2024, with the first to commence planning for construction in 2019-20.
Funding of $98.6 million over four years is taking education to the next level, providing more staff in government schools, investment in the early years of education, supporting students with disability and continuing targeted support programs in schools. This is in addition to funding totalling $55.7 million previously committed through the Education Act reforms relating to the Working Together for Three Year Olds initiative and Prep support as well as extensions to Autism classrooms.
This is the Government’s second year of investing in 358 more staff, including 250 additional teachers and 80 additional teacher assistants within six years. This investment has already delivered additional teaching resources that: support principals to focus more on leading high quality teaching and learning in their schools; improve learning and support a network of school farms across Tasmania; and support the continued extension of every Tasmanian high school to Year 12 by 2022.
Investment in early years, with a focus on early learning, provides the highest return on investment in terms of lifting education outcomes.
Operational funding has been provided for the six new Child and Family Learning Centres with four centres to be operational by 2024. This funding will provide, over six years, 12 new early years staff which includes a teacher in each centre. The centres will service the communities of Sorell, Kingborough, Glenorchy, East Tamar, West Ulverstone and Waratah-Wynyard. The centres will provide access to services for families with young children including health and education support, both within the centre and through outreach. Centres will also include early childhood education and care services delivered in partnership with the ECEC sector.
Funding of $8 million is allocated in 2019-20 to support the continued co‑design and implementation stage of the Working Together for Three Year Olds initiative to be delivered in partnership with the ECEC. The 2019 pilot is underway, which will open up 55 funded places in quality early learning centres across five Tasmanian locations. Children are currently being enrolled, and are starting their early learning experience, which has been designed and delivered by the Department of Education’s ECEC partners. Once implemented in 2020, this initiative will provide up to $10.5 million per annum to support free pre‑school for those children who are the most disadvantaged or vulnerable. This funding was previously allocated under the Education Act reforms.
To support a play based inquiry led approach to the delivery of the Australian Curriculum in the Prep year, the Government will continue to provide additional teacher assistant support into the Prep year. The support is equivalent to 80 full-time equivalent teacher assistants. The first stage will commence in 2020. Funding for this initiative was previously allocated under the Education Act reforms.
Recognising the geographic, psychological and social barriers for learners to continue to access, participate or engage in education and training, after Year 10, additional recurrent funding of $31.5 million will continue to fund the Government’s commitment, over four years from 2018‑19, to extend every Tasmanian High School to Year 12 by 2022. 43 schools have already been extended to Year 12, with a further three to commence in 2020, leaving 11 to be extended by the target date of 2022. The extension of schools includes innovative partnerships between urban and rural schools and colleges, providing students with the best opportunities to be job ready. This allocation is in addition to the significant investment already allocated towards supporting this initiative.
In December 2018 the Tasmanian Government signed the National School Reform Agreement, a bilateral agreement with the Australian Government, which committed the Tasmanian Government to provide an additional $340 million to Tasmania’s Government schools over the next 10 years. The following deliverables are largely supported through this additional funding.
This initiative delivers on the Government’s commitment that government Kindergartens will be assessed against the National Quality Standards from 2020. The initiative will ensure: project management of the implementation of the NQS in government Kindergartens; ongoing support and professional development for early years educators and principals; systems and tools to track and measure progress and quality improvement; and administration of the NQS Kindergarten assessment system. Additional funding of $410 000 in 2019-20, with $2.7 million over four years, is provided for the initiative.
The Office of Tasmanian Assessment, Standards and Certification, Teachers Registration Board Tasmania and Office of the Education Registrar support all education sectors in Tasmania. Taking on board cross‑sectoral feedback, the Government is committed to a review which will consider the most appropriate and efficient governance and funding structure for administering the functions of these entities to ensure fully transparent cross‑sectoral advice is provided to the Minister. Currently, each of the entities are experiencing legislative and demand pressures. Funding to meet these pressures has been provided in this initiative for two years, pending the outcomes of the review. This is a further step in the transition of educational regulatory functions across all sectors resulting from the implementation of the Education Act. Funding of $2.1 million in 2019-20 and $2 million in 2020-21 has been allocated in this Budget, which primarily represents funding that will flow directly to the three Statutory Entities.
This initiative includes three priority elements of the More Teachers, Quality Teaching Action Plan that have been developed in collaboration with the Minister’s Education Workforce Roundtable. Funding of $545 000 in 2019-20, with $3 million over four years will be allocated to: a review of the Teacher Intern Placement program and provision for additional placements; Teacher Success Profile assessments that provide for the establishment of quality assessment protocols that will be applied at critical teaching career touchpoints; and a trial to introduce Highly Accomplished and Lead Teacher certification for Tasmanian teachers.
Changes to education identified through the 2014 Ministerial Taskforce to support children and young people with disability will continue to be progressed with funding of $4 million in 2019-20 and $8 million in 2020‑21, increasing to $11 million in 2021‑22 and 2022-23. This funding will support a new needs based funding model for students with disability. This model will see special education funds aligned to the educational adjustments schools make to the teaching and learning programs for students with disability commencing in 2020. This initiative will continue to build on improved access, participation and engagement for students with disability in inclusive school communities.
A total of $803 000 is to be allocated over four years for the implementation of the recommendations from the Government’s review of Department of Education engagement with parents, carers and families. The review involved consultation with the Tasmanian Association of State School Organisations, individual school associations, the Australian Council of State School Organisations, the Commissioner for Children and Young People, the Tasmanian Principals’ Association, Peter Underwood Centre, and Department of Education staff in schools and CFCs.
The implementation of the review recommendations is expected to build on the activity delivered through Community Empowered Schools (e.g. training for parent and community members in participating in school governance).
Additional funding of $3 million over four years will be allocated to provide an additional 9.3 full-time equivalent laboratory technician staffing allocations in combined and secondary schools and colleges. The new formula recognises the increased emphasis in science, technology, engineering and maths related activities and individual based learning. Funding of $413 000 has been allocated in 2019-20.
The Government continues to be committed to the introduction of a contemporary model of child and youth health nurses across all Tasmanian Government schools. Previous initiatives have provided 32.7 full‑time equivalent nurses to primary and high schools. This is the final phase of the Government’s School Nurse initiative, which will provide one nurse, a total of eight full-time equivalents, to each government senior secondary college. Additional funding of $2.7 million over four years will provide four full-time equivalents in 2020, and a further four full-time equivalents in 2021. Funding of $220 000 has been allocated in 2019‑20 to commence the initiative.
The Principal Wellbeing Action Plan released in March 2019 recognises that achieving the outcomes we seek for learners depends on supporting principals to flourish, so that they can engage in leading learning and improvement in their schools. The Action Plan sets out a series of practical actions the Department of Education will take to support principal wellbeing over 2019 to 2021. Funding of $1.2 million in 2019-20, with $4.9 million over four years provides for actions that:
· strengthen supports available to principals, including support for managing and improving underperformance, and a holistic approach to managing critical incidents, including specific debriefing and support for principals;
· increase opportunities for interested principals to build their personal wellbeing tools, resources and mentoring connections; and
· clarify the role structure within school leadership teams in the long-term, to better enable principals to focus on teaching and learning.
Earlier this year, the Government and representatives from across the Tasmanian football community announced the establishment of the Football Tasmania Board. One of Football Tasmania Board’s goals is to grow the base, increasing participation in the AFL game at all levels. The Board has been working on how to increase sports participation in schools for young Tasmanians, with the aim that they may one day choose to play AFL.
As a result, the Government will provide three Regional Sports Coordinators, one for each region, to be based in the Department of Education.
The Regional Sports Coordinators’ primary aim will be to drive participation in sport, although they will have a number of roles. Importantly, they will represent all sports. As a first step, the coordinators will encourage participation in sport, be a key point of contact for families and children who want to play sport and will be the primary point of contact for sport leagues and clubs looking to organise access to schools. They will also investigate and coordinate talent pathways, sporting equipment, uniforms, after-school transport options and infrastructure, and after-school training, where possible. In doing so, they may also assist schools to apply for grant funding.
This policy goes hand-in-hand with the Government’s Levelling the Playing Field and Ticket to Play programs which are aimed at increasing participation in sport.
These roles will commence early in the 2019-20 financial year and will be funded from within existing resources.
The Government is committed to better protecting our most vulnerable and at risk children and young people through commitments such as Strong Families - Safe Kids, and Safe Homes, Safe Families (Family Violence Action Plan). This initiative provides additional funding of $7.3 million over four years for government schools to increase support for children and young people impacted by trauma, and with emotional and behavioural challenges. This initiative will build capacity within schools including Trauma Informed Practice training and Professional Learning for school staff and student engagement programs. In 2019-20, funding of $250 000 will be allocated towards consultancy, and $1 million, increasing to $2 million permanently, for the provision of additional supports to schools, and to build the capacity of schools. The consultancy will be a critical input to inform a long-term, evidence-based approach to embed inclusive student support systems and practices.
For government schools, an initial action from the Years 9 -12 Project is to develop high level strategies to strengthen and grow Australian School Based Apprenticeships for Years 10 to 12, supporting students in government schools to enhance learning pathways to better align with the outcomes of schooling and to develop a local work ready workforce. The initiative aims to increase the utilisation of ASbAs for Years 10 to 12 students, providing benefits to students, industry and the economy. Funding of $540 000 in 2019‑20, with $1.5 million over four years is allocated for this initiative.
Outputs of the Department of Education are provided under the following Output Groups:
· Output Group 1 - Education; and
· Output Group 2 - Libraries Tasmania
Table 3.2 provides an Output Group Expense Summary for the Department.
Notes:
1. The increase in In School Education reflects the continuation of the 2018 election commitments for Taking Education to the Next Level including: Extend Every Tasmanian High School to Year 12 by 2022; More staff in Government Schools; School Farm Resourcing; Ministerial Taskforce for the Education of Students with Disability; continued funding for the Education Act Implementation; and Australian Government funding for Quality Schools, Quality Outcomes. The increases across the Forward Estimates also include the increase in State funding for government schools under the National School Reform Agreement. Funding for the Working Together for Three Year Olds initiative has been transferred from Output 1.1 In School Education to Output 1.3 Early Learning.
2. The increases in Early Learning in 2019-20 and 2020‑21 reflects the transfer of funding for the Working Together for Three Year Olds initiative from Output 1.1 In School Education. The decrease in 2021‑22 reflects the cessation of the Pre‑Implementation component of the Working Together for Three Year Olds initiative.
3. The increase in Statutory Offices in 2019‑20 reflects the allocation of funding to this Output for legislative and demand pressures pending the outcomes of the Cross Sector Regulatory Function Review to be undertaken.
4. The decrease in Information Services and Community Learning and Tasmanian Archives in 2019‑20 reflects updated trust revenue and expenditure estimates to better reflect the ongoing level of activity required for Libraries Tasmania from within its own source revenue.
5. The increase in Grants and Subsidies reflects additional Australian Government funding for Quality Schools, Quality Outcomes and increases in State funding under the National School Reform Agreement.
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 qualification, or equivalent.
The services provided under this Output focus on services provided to schools through Learning Services and Education Performance and Review.
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 school improvement needs. Learning Services works collaboratively with networks of schools to implement whole-of-Department and Government initiatives.
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. It also provides statewide support and information on reporting, as well as information and data regarding teacher assessment using the standards of the Australian Curriculum.
This Output has two focus 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 focus of this Output relates to services delivered through Child and Family Centres.
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, Teachers Registration Board, and Office of the Education Registrar. TASC is responsible for Years 11 and 12 accreditation and certification. The TRB manages the registration of all Tasmanian teachers employed in all educational sectors. The OER is responsible for managing the compulsory conciliation process for non‑attendance at school, the registration and monitoring of home education in Tasmania, and for administering the non-government schools registration process.
|
Performance Measure |
Unit of |
2016‑17 Actual |
2017‑18 Actual |
2018‑19 Target |
2019‑20 Target |
|
|
|
|
|
|
|
|
Early Learning Kindergarten and Prep2 |
|
|
|
|
|
|
Percentage of children meeting the Kindergarten Development Check |
% |
71.4 |
69.7 |
75.0 |
75.0 |
|
Percentage of Prep students achieving: Expected literacy outcomes |
% |
86.8 |
87.7 |
87.5 |
88.0 |
|
Expected numeracy outcomes |
% |
86.5 |
87.3 |
87.5 |
88.0 |
|
|
|
|
|
|
|
|
Education and Care |
|
|
|
|
|
|
Service quality assessment visits3,4 |
Number |
67 |
61 |
75 |
80 |
|
Visits to approved or licensed education and child care services5 |
Number |
141 |
312 |
375 |
400 |
|
|
|
|
|
|
|
|
Literacy and Numeracy 6,7 Reading |
|
|
|
|
|
|
Reading rates against National Minimum Standard Year 3 |
% of students at or above the NMS |
94.4 |
93.9 |
94.5 |
94.5 |
|
Reading rates against NMS Year 5 |
% |
92.3 |
92.6 |
94.0 |
94.0 |
|
Reading rates against NMS Year 7 |
% |
93.1 |
92.5 |
95.0 |
95.0 |
|
Reading rates against NMS Year 9 |
% |
88.7 |
91.9 |
93.0 |
93.0 |
|
|
|
|
|
|
|
|
Numeracy |
|
|
|
|
|
|
Numeracy rates against NMS Year 3 |
% of students at or above the NMS |
96.2 |
96.1 |
96.3 |
96.3 |
|
Numeracy rates against NMS Year 5 |
% |
95.0 |
95.1 |
95.0 |
95.2 |
|
Numeracy rates against NMS Year 7 |
% |
94.9 |
95.2 |
96.0 |
96.0 |
|
Numeracy rates against NMS Year 9 |
% |
95.4 |
95.4 |
96.0 |
96.0 |
|
|
|
|
|
|
|
|
Aboriginal Students |
|
|
|
|
|
|
Education outcome gap across Years 3,5,7 and 9 reading and numeracy8 |
% |
6.3 |
6.0 |
5.0 |
5.0 |
|
|
|
|
|
|
|
|
Access, Participation and Engagement6,9 |
|
|
|
|
|
|
Government school student satisfaction10 |
% |
83.5 |
82.8 |
86.5 |
86.5 |
|
Government Schools whose attendance in Years 7-10 is 90% or more11 |
% |
63.4 |
62.7 |
65.0 |
65.0 |
|
Direct retention rate Years 10‑12 for Government schools12 |
% |
62.6 |
65.7 |
65.0 |
67.0 |
|
Apparent retention rate Years 10‑12 for Government schools (full-time)13 |
% |
74.1 |
76.5 |
75.0 |
77.0 |
|
Performance Measure |
Unit of |
2016‑17 Actual |
2017‑18 Actual |
2018‑19 Target |
2019‑20 Target |
|
|
|
|
|
|
|
|
Attainment Measures for 15 ‑ 19 year old students:14 |
|
|
|
|
|
|
Completed 120 credit points in education and training |
Number |
5 284 |
5 186 |
5 350 |
5 350 |
|
Some vocational education and training |
Number |
5 012 |
4 991 |
6 500 |
6 500 |
|
Tasmanian Certificate of Education |
Number |
3 871 |
3 756 |
4 100 |
4 150 |
|
A Tasmanian Certificate of Education15 |
% |
58.9 |
58.5 |
65.0 |
66.0 |
|
A Tertiary Entrance Rank |
Number |
2 171 |
2 163 |
2 450 |
2 450 |
|
A Tertiary Entrance Rank15 |
% |
33.0 |
33.7 |
35.0 |
35.0 |
|
|
|
|
|
|
|
Sources: National Assessment Program: Literacy and Numeracy: Achievement in Reading, Writing, Language Conventions and Numeracy 2017, 2018; published at http://reports.acara.edu.au/.
Department of Education Annual Report 2017‑18; and Department of Education records.
Office of Tasmanian Assessment, Standards & Certification records and 2017-18 Annual Report.
Australian Bureau of Statistics, 4221.0 Schools, Australia 2018
National Quality Agenda Information Technology System.
Notes:
1. The Department will continue to review the performance measures for this Output Group during 2019‑20 with the aim to better reflect performance against the 2018‑2021 Department of Education Strategic Plan, Learners First: Every Learner, Every Day.
2. Actual performance measures are based on calendar years and include students from government schools only. The 2016‑17 and 2017-18 Actual values are based on assessments at the end of 2016 and 2017 respectively. 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.
3. Services are assessed against the seven Quality Areas, 15 standards and 40 elements of the National Quality Standard and ratings are published. A risk based approach to new assessments and reassessments of services informs the targets. The 2017‑18 Actual data was impacted by the implementation of Council of Australian Governments Review changes, in particular those to the NQS. Quality assessment visits were paused prior to the legislative changes to provide time for services to become familiar with the new requirements, which has impacted on the number of visits undertaken in 2017-18.
4. Actual performance measures are responsive to the emergent demands of the education and care sector, in accordance with the principles of best practice regulation.
5. The number of visits to approved or licensed education and child care services is in addition to the number of service quality assessments conducted. The Department takes a risk based approach to undertaking visits to approved or licensed education and care (child care) services. Since the expiration of the previous National Partnership Agreement on the National Quality Agenda for Early Childhood Education and Care (and its quality assessment accountability requirements) in December 2018, the Department has reprioritised its activity and increased the number of visits to approved or licensed services as part of its commitment to continuous improvement and best practice regulation. The Department has also increased its staffing allocation to the regulatory authority, which has resulted in an increase in actual visit numbers from 2017-18 onwards. This regular contact with services ensure that the regulatory authority is more accessible and better placed to support improved outcomes for Tasmanian children. In line with this, in the 2019‑20 Budget, the visits to approved or licensed education and child care services 2018-19 target figure has been revised from the 2018-19 Budget Papers figure of 200 to 375.
6. Actual performance measures are based on calendar years. The measures for the 2016‑17 Actuals are based on the 2017 calendar year, while the measures for 2017‑18 are based on the 2018 calendar year.
7. Measures include students from government and non‑government schools.
8. Aboriginal students gap is measured across Years 3, 5, 7 and 9 reading and numeracy: a lower figure represents a better result in closing the gap.
9. The Performance measure government school senior secondary students (NSSC Census) has been removed as it did not take into account the changing cohort size of senior secondary students. Measures of direct and apparent retention are better indicators.
10. Student satisfaction is evident in survey data from all government schools and is based on average agreement across 12 nationally agreed items of student satisfaction. Some variations from year to year may be affected by variable sampling across schools. Student satisfaction in 2018 is based on 15 434 students.
11. Year 7-10 government school attendance level is based on a nationally reported measure of the proportion of government school students attending 90 per cent or more of the Semester 1 period.
12. Direct retention is based on tracking individual students from the mid-year census of Year 10 in government schools, to the mid‑year census of Year 12 in government schools. The 2016-17 and 2017-18 Actual values are the proportion of the Year 10 students who were retained to Year 12 as at mid-2017 and 2018 respectively.
13. Apparent retention rates for Years 10‑12 measure the number of Year 12 students in government schools divided by the number of Year 10 students in government schools two years prior, without tracking individual students. Figures relate to full‑time government school students at both year levels. The Australian Bureau of Statistics 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 movement between the government and non‑government sector and interstate/international migration. The 2016-17 and 2017‑18 Actual values are based on Year 12 numbers as at mid-2017 and 2018 respectively.
14. Attainment measures include students across education sectors who have attained one or more units of credit in Tasmanian Assessment, Standards and Certification accredited courses or TASC recognised or nationally recognised Vocational Education and Training by the given year. 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.
15. The proportion of students who attained a Tasmanian Certificate of Education, and Australian Tertiary Admission Rank, is based on the ABS estimated residential population in Tasmania, proportionally age-weighted to students obtaining TCE, commonly 17 or 18 years old as at 30 June. This proportional measure has been introduced because completion and participation numbers are affected by state‑level cohort sizes. The 2016‑17 and 2017‑18 Actual values are based on TCE assessments at the end of 2017 and 2018 respectively.
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 Libraries Tasmania network.
This Output focuses on the provision of Tasmanian Information Services and the management of Tasmania’s Archival and Heritage Collection.
|
Performance Measure1 |
Unit of |
2016‑17 Actual |
2017‑18 Actual |
2018-19 Target |
2019-20 Target |
|
|
|
|
|
|
|
|
Percentage of people satisfied with Libraries Tasmania services1 |
% |
.... |
.... |
90 |
95 |
|
Average of library loans per lending item per annum |
Number |
5.96 |
5.48 |
6.00 |
5.80 |
|
Number of visits to archive and heritage pages on Libraries Tasmania websites2 |
Number |
924 585 |
1 015 628 |
1 000 000 |
925 000 |
|
Attendance in Libraries Tasmania programs and events (per annum per 1 000 people) |
Number |
178 |
191 |
200 |
200 |
|
Percentage of people who feel more confident using digital technology after receiving support from Libraries Tasmania staff (including volunteers), or participating in courses1,3 |
% more confident |
.... |
.... |
90 |
90 |
|
|
|
|
|
|
|
Notes:
1. As was highlighted in the 2018-19 Budget papers, Libraries Tasmania has revised its performance measures to better reflect its strategic focus on client-centred services and programs. Two of the five measures introduced in 2018‑19 are for client outcomes using evidence of client experiences as the basis for continuous performance improvement. Data for the measures ‘Percentage of people satisfied with Libraries Tasmania services’ and ‘Percentage of people who feel more confident using digital technology after receiving support from Libraries Tasmania staff (including volunteers), or participating in courses’ have been collected for the first time in 2018-19. Therefore, there is no actual data for these measures for the 2016-17 and 2017-18 financial years.
2. Despite an increase in visits between 2016-17 and 2017-18, the target for this measure has been adjusted from one million visits in 2018-19 to 925 000 visits for 2019-20. This is due to online search system improvements made in the 2018-19 financial year. While these system changes enable clients to more easily search for items in the collection, the changes have required a different method for collecting some of the visit data that count towards the measure, which is expected to lead to a decrease in visits in the 2019-20 financial year.
3. In the 2018-19 Budget, Libraries Tasmania proposed that this measure have the unit of measure: ‘% confident or very confident’. This unit of measure was chosen because, at the time, as it was seen as being best able to be captured through a five‑option Likert scale survey tool, where ‘confident’ and ‘very confident’ responses comprised a ‘more confident’ outcome. In 2019, the survey methodology for this measure was improved by using a simpler and more direct, closed-ended question ‘Do you feel more confident using digital technology after receiving support or attending this course?’. In line with this more effective methodology, this measure’s unit of measure has been changed to ‘% more confident’.
Table 3.5 provides financial information for the Department’s Capital Investment Program. More information on the Capital Investment Program is provided in chapter 6 of The Budget Budget Paper No 1.
|
|
Estimated |
2019-20 |
2020-21 |
2021-22 |
2022-23 |
|
|
Total |
|
Forward |
Forward |
Forward |
|
|
Cost |
Budget |
Estimate |
Estimate |
Estimate |
|
|
$'000 |
$'000 |
$'000 |
$'000 |
$'000 |
|
|
|
|
|
|
|
|
Election Commitments |
|
|
|
|
|
|
|
|
|
|
|
|
|
Minister for Education and Training |
|
|
|
|
|
|
Devonport High |
10 500 |
.... |
500 |
6 500 |
3 500 |
|
Legana Primary |
20 000 |
.... |
.... |
5 000 |
10 000 |
|
New Brighton High School |
30 000 |
.... |
1 000 |
2 000 |
12 000 |
|
New K-12 Penguin School |
20 000 |
4 750 |
7 500 |
7 500 |
.... |
|
New K-12 Sorell School1 |
22 000 |
.... |
6 000 |
11 000 |
5 000 |
|
Revitalising Cosgrove High School |
20 000 |
.... |
.... |
5 000 |
7 500 |
|
School Farm Redevelopment (Brighton/JRLF) |
4 300 |
300 |
4 000 |
.... |
.... |
|
School Farm Redevelopment (Sheffield) |
3 000 |
3 000 |
.... |
.... |
.... |
|
School Infrastructure Upgrades |
6 770 |
3 150 |
3 050 |
.... |
.... |
|
Six New Child and Family Learning Centres |
21 000 |
500 |
5 000 |
5 000 |
5 000 |
|
Year 7-12 Implementation Plan - Capital2 |
6 000 |
1 500 |
1 500 |
1 500 |
.... |
|
|
|
|
|
|
|
|
Other Existing Commitments |
|
|
|
|
|
|
|
|
|
|
|
|
|
Minister for Education and Training |
|
|
|
|
|
|
East Launceston Primary School |
4 500 |
2 300 |
.... |
.... |
.... |
|
Education Act Implementation - Capital |
18 000 |
7 400 |
7 000 |
.... |
.... |
|
Hobart College |
2 500 |
2 050 |
.... |
.... |
.... |
|
Illawarra Primary School |
2 900 |
450 |
.... |
.... |
.... |
|
Lansdowne Crescent Primary School |
4 730 |
1 145 |
3 585 |
.... |
.... |
|
Molesworth Primary School |
1 890 |
260 |
1 630 |
.... |
.... |
|
Montagu Bay Primary School |
1 750 |
1 550 |
.... |
.... |
.... |
|
Riverside High School |
12 000 |
7 100 |
.... |
.... |
.... |
|
Snug Primary School |
2 500 |
2 110 |
.... |
.... |
.... |
|
Sorell School1 |
3 750 |
1 000 |
2 525 |
.... |
.... |
|
|
Estimated |
2019-20 |
2020-21 |
2021-22 |
2022-23 |
|
|
Total |
|
Forward |
Forward |
Forward |
|
|
Cost |
Budget |
Estimate |
Estimate |
Estimate |
|
|
$'000 |
$'000 |
$'000 |
$'000 |
$'000 |
|
|
|
|
|
|
|
|
Southern Support School |
4 300 |
4 000 |
.... |
.... |
.... |
|
Spreyton Primary School |
1 655 |
260 |
1 395 |
.... |
.... |
|
Taroona High School |
5 000 |
4 450 |
.... |
.... |
.... |
|
Tasmanian Archives |
3 000 |
2 200 |
.... |
.... |
.... |
|
Year 7-12 Implementation Plan - Capital2 |
10 500 |
1 500 |
1 500 |
500 |
.... |
|
|
|
|
|
|
|
|
Total CIP Allocations |
|
50 975 |
46 185 |
44 000 |
43 000 |
|
|
|
|
|
|
|
Notes:
1. The 2018 election commitment funding of $22 million for the New K-12 Sorell School is in addition to the funding of $3.8 million previously allocated to the project in 2016-17.
2. The 2018 election commitment funding of $6 million over four years is in addition to the funding of $4.5 million allocated in the 2017-18 Budget to extend this project.
As part of the Building Your Future election commitments, the Tasmanian Government is delivering more than $179 million in new capital works projects over six years for public education around the State, including two new schools, four major school redevelopments and six new early learning centres. Expenditure totalling $184.2 million has been allocated to these and other important investments over 2019‑20 and the Forward Estimates period.
Through the Get Involved campaign, the Department is undertaking extensive community consultation to help inform planning for these important projects. Education plays a critical role in our children’s future and Get Involved provides an important opportunity for Tasmanians to be part of shaping their local schools and communities. To get involved, visit the Department’s website at www.education.tas.gov.au/get-involved.
To also improve strategic planning, the Department of Education is implementing a new asset management system which, along with the progressive collection of more detailed infrastructure condition assessment data, will enhance decision making in respect of long-term capital investment prioritisation.
Funding of $10.5 million has been allocated over three years, starting in 2020-21 for a major redevelopment of Devonport High School including the provision of contemporary learning environments, support spaces and administration, and car parking improvements.
Funding of $2.3 million has been allocated in 2019-20 to finalise a $4.5 million project for the provision of new Kindergarten facilities, general learning areas and a multi‑purpose facility to cater for increased enrolments at East Launceston Primary School.
Funding of $7.4 million has been allocated in 2019-20 in the second year of the $18 million allocation to the Education Act reforms. This investment is supporting improvements to early learning infrastructure, by significantly improving Kindergarten facilities, including major refurbishments and replacements. Funding is also being used to meet capacity requirements resulting from the later leaving age and works that facilitate flexible learning options to support the engagement and re-engagement of students. All Kindergarten works will be completed during 2019-20.
Funding of $2.1 million has been allocated in the final year of a two year project commencing in 2018-19 to refurbish the Hobart College Theatrette. The works will update the facility providing a contemporary and safe environment for the school and the wider community.
Funding of $450 000 has been allocated in 2019-20 to finalise a project that will deliver additional learning support areas, and refurbishment of existing classrooms and the administration block at Illawarra Primary School. The total cost of the project is $2.9 million.
Funding totalling $4.7 million has been allocated for a two year project providing for the construction of additional learning areas and amenities, refurbishment of existing classrooms, staff and administration areas and amenities. The project will commence in 2019-20 with an allocation of $1.1 million.
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.
Funding of $1.6 million has been allocated in the second year of a two year $1.8 million project for the construction of general learning and support areas and additional car parking at Montagu Bay Primary School to cater for enrolment demand.
Funding of $4.8 million has been allocated in 2019-20 to commence the $20 million redevelopment of Penguin District School to a Kindergarten to Year 12 school. This project will consolidate the current two campuses on a single site and include an Early Childhood Education and Care service, delivered in partnership with an ECEC provider. This project will be completed in 2021-22.
Funding of $7.1 million has been allocated in 2019-20 to finalise a three year $12 million project to modernise facilities at Riverside High School.
Funding of $300 000 has been allocated in 2019-20 for the redevelopment of the Jordan River Learning Federation Farm, with $4 million in 2020-21 to complete the project.
Funding of $3 million has been allocated in 2019-20 for the redevelopment of the Sheffield School Farm.
Funding of $3.2 million has been allocated in 2019-20 in the second year of a three year $6.8 million program to provide infrastructure upgrades at Launceston College, Molesworth Environment Centre, Hellyer College and Ulverstone Primary School.
Total funding of $21 million, with $15.5 million allocated over the 2019‑20 Budget and Forward Estimates period, has been allocated toward the construction of six new Child and Family Learning Centres. The new centres will be located in the Sorell, Kingborough, Glenorchy, East Tamar, West Ulverstone and Waratah‑Wynyard communities and will provide a one-stop shop for services to families with young children. Services at the Child and Family Learning Centres will include health, support and outreach and will include ECEC services designed in partnership with the ECEC sector. Four centres will be operational by 2024.
Funding of $2.1 million has been allocated in the final year of a two year project, to construct a new gymnasium and presentation hall at Snug Primary School. Work on this project commenced in 2018-19.
Funding of $1 million has been allocated in 2019-20 to continue the first stage of this $3.8 million project, to provide contemporary learning areas at Sorell School. This is in addition to the $22 million project commencing in 2020-21 for the redevelopment of Sorell School to consolidate the school and create state of the art Kindergarten to Year 12 learning facilities, including a new science, technology, engineering and maths facility. The project also allows for an Early Childhood Education and Care Centre.
Funding of $4 million has been allocated in 2019-20 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.
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.
Funding of $4.5 million has been allocated in 2019-20 to finalise a $5 million project to provide contemporary learning areas, support spaces and music and drama facilities at Taroona High School.
Funding of $2.2 million has been allocated in 2019-20 in the second year of a $3 million allocation for the relocation of the Tasmanian Archive Office storage facility to Geilston Bay. Work on this project commenced in 2018-19.
Funding of $8 million over three years will be expended to continue the Government’s commitment to Extend Every Tasmanian High School to Year 12 by 2022. The number of schools already extended to Year 12 is 43, with a further three to commence in 2020, leaving 11 to be extended by 2022.
|
|
2018-19 |
2019-20 |
2020-21 |
2021-22 |
2022-23 |
|
|
|
|
Forward |
Forward |
Forward |
|
|
Budget |
Budget |
Estimate |
Estimate |
Estimate |
|
|
$'000 |
$'000 |
$'000 |
$'000 |
$'000 |
|
|
|
|
|
|
|
|
Revenue and other income from transactions |
|
|
|
|
|
|
Appropriation revenue - operating1 |
967 460 |
1 008 997 |
1 059 339 |
1 113 238 |
1 155 689 |
|
Appropriation revenue - capital2 |
59 030 |
50 975 |
46 185 |
44 000 |
43 000 |
|
Grants3 |
8 121 |
19 552 |
16 326 |
4 829 |
2 433 |
|
Sales of goods and services |
37 248 |
39 634 |
39 741 |
39 767 |
39 744 |
|
Fees and fines |
200 |
171 |
175 |
178 |
182 |
|
Interest |
680 |
665 |
660 |
650 |
635 |
|
Other revenue4 |
30 688 |
24 804 |
24 809 |
24 809 |
24 605 |
|
Total revenue and other income from transactions |
1 103 427 |
1 144 798 |
1 187 235 |
1 227 471 |
1 266 288 |
|
|
|
|
|
|
|
|
Expenses from transactions |
|
|
|
|
|
|
Employee benefits5 |
810 925 |
861 678 |
884 441 |
893 471 |
930 047 |
|
Depreciation and amortisation |
51 284 |
52 979 |
53 099 |
53 349 |
53 349 |
|
Supplies and consumables6 |
203 218 |
201 474 |
220 763 |
256 554 |
262 360 |
|
Grants and subsidies7 |
12 618 |
18 406 |
21 771 |
22 209 |
23 652 |
|
Borrowing costs8 |
.... |
529 |
465 |
397 |
460 |
|
Other expenses |
11 887 |
12 384 |
12 680 |
12 818 |
13 137 |
|
Total expenses from transactions |
1 089 932 |
1 147 450 |
1 193 219 |
1 238 798 |
1 283 005 |
|
|
|
|
|
|
|
|
Net result from transactions (net operating balance) |
13 495 |
(2 652) |
(5 984) |
(11 327) |
(16 717) |
|
|
|
|
|
|
|
|
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 |
13 738 |
(2 409) |
(5 741) |
(11 084) |
(16 474) |
|
|
|
|
|
|
|
|
Other economic flows - other non-owner changes in equity |
|
|
|
|
|
|
Changes in physical asset revaluation reserve |
33 538 |
38 768 |
43 723 |
43 517 |
43 517 |
|
Total other economic flows - other non-owner changes in equity |
33 538 |
38 768 |
43 723 |
43 517 |
43 517 |
|
|
|
|
|
|
|
|
Comprehensive result |
47 276 |
36 359 |
37 982 |
32 433 |
27 043 |
|
|
|
|
|
|
|
Notes:
1. The increase in Appropriation revenue ‑ operating reflects the continuation of the 2018 election commitments for Taking Education to the Next Level including: Extend Every Tasmanian High School to Year 12 by 2022; More staff in Government Schools; School Farm Resourcing; Ministerial Taskforce for the Education of Students with Disability; continued funding for the Education Act Implementation; and Australian Government funding for Quality Schools, Quality Outcomes. The increases across the Forward Estimates also include the increase in State funding for government schools under the National School Reform Agreement.
2. The variation in Appropriation revenue - capital reflects the timing of capital projects being undertaken by the Department including 2018 election commitments (refer to Table 3.5 for full details of projects).
3. The variation in Grants across the Forward Estimates period 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 - 2020. In the Australian Government’s 2019-20 Budget it was announced that funding for this program will be extended for the full 2020 calendar year.
4. The decrease in Other revenue primarily reflects a revision to estimated school revenue based on actual revenue trends.
5. The increase in Employee benefits includes the impact of the 2018 election commitments for Taking Education to the Next Level including: Extend Every Tasmanian High School to Year 12 by 2022; More staff in Government Schools; Improving Literacy and Numeracy; continued funding for the Education Act Implementation; and Australian Government funding for Quality Schools, Quality Outcomes. The increases across the Forward Estimates period also include the increase in State funding for government schools under the National School Reform Agreement.
6. The increase in Supplies and consumables in 2020‑21 includes the increase in State funding for government schools under the National School Reform Agreement, the 2018 election commitment Taking Education to the Next Level: Ministerial Taskforce for the Education of Students with Disability and continued funding for the Education Act Implementation.
7. The increase in Grants and subsidies in 2019-20 reflects the half-year effect of the implementation of the $10.5 million allocation for the Working Together for Three Year Olds initiative.
8. The increase in Borrowing costs reflects the application of the new Australian Accounting Standard AASB16 Leases which recognises interest on leases as borrowing costs.
|
||||||||||||||||||||||||||||||
|
||||||||||||||||||||||||||||||
|
||||||||||||||||||||||||||||||
|
||||||||||||||||||||||||||||||
|
||||||||||||||||||||||||||||||
|
Note:
1. The increase in these items reflect Australian Government and State Government grants to non‑government schools under Quality Schools, Quality Outcomes as part of the National School Reform Agreement, and funding under the 2018 election commitments for additional Non‑Government Capital Assistance and Non‑Government School Support.
|
|
2018-19 |
2019-20 |
2020-21 |
2021-22 |
2022-23 |
|
|
|
|
Forward |
Forward |
Forward |
|
|
Budget |
Budget |
Estimate |
Estimate |
Estimate |
|
|
$'000 |
$'000 |
$'000 |
$'000 |
$'000 |
|
|
|
|
|
|
|
|
Minister for Education and Training |
|
|
|
|
|
|
|
|
|
|
|
|
|
Output Group 1 - Education |
|
|
|
|
|
|
1.1 In School Education1 |
903 617 |
935 554 |
981 127 |
1 035 976 |
1 077 534 |
|
1.2 School Support Services |
11 853 |
11 789 |
11 962 |
12 181 |
12 396 |
|
1.3 Early Learning2 |
10 959 |
17 338 |
21 037 |
20 901 |
21 535 |
|
1.4 Statutory Offices3 |
4 288 |
7 067 |
7 196 |
5 389 |
5 489 |
|
|
930 717 |
971 748 |
1 021 322 |
1 074 447 |
1 116 954 |
|
Output Group 2 - Libraries Tasmania |
|
|
|
|
|
|
2.1 Information Services and Community Learning |
33 695 |
34 138 |
34 841 |
35 541 |
35 418 |
|
2.2 Tasmanian Archives |
3 048 |
3 111 |
3 176 |
3 250 |
3 317 |
|
|
36 743 |
37 249 |
38 017 |
38 791 |
38 735 |
|
|
|
|
|
|
|
|
Grants and Subsidies4 |
354 172 |
371 821 |
391 172 |
405 203 |
417 096 |
|
|
|
|
|
|
|
|
Capital Investment Program5 |
59 030 |
50 975 |
46 185 |
44 000 |
43 000 |
|
|
|
|
|
|
|
|
Department of Education |
|
|
|
|
|
|
Total Operating Services Expenditure |
1 321 632 |
1 380 818 |
1 450 511 |
1 518 441 |
1 572 785 |
|
Total Capital Services Expenditure |
59 030 |
50 975 |
46 185 |
44 000 |
43 000 |
|
|
1 380 662 |
1 431 793 |
1 496 696 |
1 562 441 |
1 615 785 |
|
|
|
|
|
|
|
|
Total Revenue from Appropriation |
1 380 662 |
1 431 793 |
1 496 696 |
1 562 441 |
1 615 785 |
|
|
|
|
|
|
|
|
Controlled Revenue from Appropriation |
1 026 490 |
1 059 972 |
1 105 524 |
1 157 238 |
1 198 689 |
|
Administered Revenue from Appropriation |
354 172 |
371 821 |
391 172 |
405 203 |
417 096 |
|
|
1 380 662 |
1 431 793 |
1 496 696 |
1 562 441 |
1 615 785 |
|
|
|
|
|
|
|
Notes:
1. The increase in In School Education reflects the continuation of the 2018 election commitments for Taking Education to the Next Level including: Extend Every Tasmanian High School to Year 12 by 2022; More staff in Government Schools; School Farm Resourcing; Ministerial Taskforce for the Education of Students with Disability; continued funding for the Education Act Implementation; and Australian Government funding for Quality Schools, Quality Outcomes. The increases across the Forward Estimates also include the increase in State funding for government schools under the National School Reform Agreement. Funding for the Working Together for Three Year Olds initiative has been transferred from Output 1.1 In School Education to Output 1.3 Early Learning.
2. The increases in Early Learning in 2019-20 and 2020-21 reflects the transfer of funding for the Working Together for Three Year Olds initiative from Output 1.1 In School Education. The decrease in 2021-22 reflects the cessation of the Pre‑Implementation component of the Working Together for Three Year Olds initiative.
3. The increase in Statutory Offices in 2019-20 reflects the allocation of funding to this Output for legislative and demand pressures pending the outcomes of the Cross Sector Regulatory Function Review to be undertaken.
4. The increase in Grants and subsidies includes additional Australian Government funding for Quality Schools, Quality Outcomes and increases in State funding under the National School Reform Agreement.
5. The variation in Capital Investment Program reflects the timing of capital projects being undertaken by the Department including 2018 election commitments (Refer to Table 3.5 for full details).
|
|
2018-19 |
2019-20 |
2020-21 |
2021-22 |
2022-23 |
|
|
|
|
Forward |
Forward |
Forward |
|
|
Budget |
Budget |
Estimate |
Estimate |
Estimate |
|
|
$'000 |
$'000 |
$'000 |
$'000 |
$'000 |
|
Revenue Collected on Behalf of the Public Account |
|
|
|
|
|
|
Other Sales of Services |
391 |
401 |
411 |
421 |
432 |
|
|
391 |
401 |
411 |
421 |
432 |
|
|
|
|
|
|
|
|
Revenue from Appropriation |
|
|
|
|
|
|
Annual Appropriation1 |
354 172 |
371 821 |
391 172 |
405 203 |
417 096 |
|
|
354 172 |
371 821 |
391 172 |
405 203 |
417 096 |
|
|
|
|
|
|
|
|
Total Administered Revenue |
354 563 |
372 222 |
391 583 |
405 624 |
417 528 |
|
|
|
|
|
|
|
Note:
1. The increase in Annual Appropriation reflects Australian Government and State Government grants to non‑government schools under Quality Schools, Quality Outcomes as part of the National School Reform Agreement, and the continuation of the 2018 election commitments for additional Non‑Government Capital Assistance and Non‑Government School Support.
|
|
2018-19 |
2019-20 |
2020-21 |
2021-22 |
2022-23 |
|
|
|
|
Forward |
Forward |
Forward |
|
|
Budget |
Budget |
Estimate |
Estimate |
Estimate |
|
|
$'000 |
$'000 |
$'000 |
$'000 |
$'000 |
|
Grants and Subsidies |
|
|
|
|
|
|
Non-government schools: Australian Government funded grants1 |
275 660 |
291 500 |
310 310 |
323 950 |
337 260 |
|
Non-government schools: State funded capital assistance2 |
2 673 |
2 673 |
2 673 |
2 673 |
1 173 |
|
Non-government schools: State funded general education grants3 |
75 839 |
77 648 |
78 189 |
78 580 |
78 663 |
|
|
354 172 |
371 821 |
391 172 |
405 203 |
417 096 |
|
|
|
|
|
|
|
|
Transfer to the Public Account |
391 |
401 |
411 |
421 |
432 |
|
|
|
|
|
|
|
|
Total Administered Expenses |
354 563 |
372 222 |
391 583 |
405 624 |
417 528 |
|
|
|
|
|
|
|
Notes:
1. The increase in Non‑government schools: Australian Government funded grants reflects Australian Government grants to non‑government schools under Quality Schools, Quality Outcomes as part of the National School Reform Agreement.
2. The decrease in Non‑government schools: State funded capital assistance in 2022-23 reflects the completion of additional Non‑government Capital Assistance funding provided in 2018-19.
3. The variation in Non‑government schools: State funded general education grants reflects State Government grants to non‑government schools under Quality Schools, Quality Outcomes as part of the National School Reform Agreement. The State Government is currently contributing above the Quality Schools, Quality Outcomes funding level requirements and the Forward Estimates factor in the transition to the prescribed funding level over five years.
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.
These grants provide funding to non-government schools and non-government school authorities for assistance with eligible capital projects in accordance with the Education Act.
This Program covers the cost of grants which are distributed to registered non-government schools in accordance with the Education Act. 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.
|
|
2019 |
2020 |
2021 |
2022 |
2023 |
|
|
|
|
Forward |
Forward |
Forward |
|
|
Budget |
Budget |
Estimate |
Estimate |
Estimate |
|
|
$'000 |
$'000 |
$'000 |
$'000 |
$'000 |
|
|
|
|
|
|
|
|
Assets |
|
|
|
|
|
|
Financial assets |
|
|
|
|
|
|
Cash and deposits |
91 794 |
91 386 |
87 415 |
81 809 |
75 965 |
|
Receivables1 |
14 235 |
12 412 |
13 144 |
13 876 |
14 608 |
|
|
106 029 |
103 798 |
100 559 |
95 685 |
90 573 |
|
|
|
|
|
|
|
|
Non-financial assets |
|
|
|
|
|
|
Assets held for sale2 |
4 313 |
1 035 |
.... |
.... |
.... |
|
Property, plant and equipment3 |
1 452 051 |
1 494 875 |
1 544 133 |
1 588 367 |
1 631 601 |
|
Heritage and cultural assets |
46 431 |
46 703 |
48 563 |
50 423 |
52 283 |
|
Intangibles4 |
3 732 |
4 274 |
3 691 |
3 691 |
3 691 |
|
Other assets5 |
11 736 |
33 005 |
31 115 |
28 878 |
28 230 |
|
|
1 518 263 |
1 579 892 |
1 627 502 |
1 671 359 |
1 715 805 |
|
|
|
|
|
|
|
|
Total assets |
1 624 292 |
1 683 690 |
1 728 061 |
1 767 044 |
1 806 378 |
|
|
|
|
|
|
|
|
Liabilities |
|
|
|
|
|
|
Payables |
7 138 |
6 350 |
6 471 |
6 592 |
6 713 |
|
Interest bearing liabilities5 |
.... |
21 540 |
20 289 |
18 892 |
19 147 |
|
Employee benefits6 |
147 385 |
165 901 |
173 217 |
181 043 |
192 958 |
|
Other liabilities |
6 945 |
6 540 |
6 743 |
6 743 |
6 743 |
|
Total liabilities |
161 468 |
200 331 |
206 720 |
213 270 |
225 561 |
|
|
|
|
|
|
|
|
Net assets (liabilities) |
1 462 824 |
1 483 359 |
1 521 341 |
1 553 774 |
1 580 817 |
|
|
|
|
|
|
|
|
Equity |
|
|
|
|
|
|
Reserves |
365 482 |
423 547 |
467 270 |
510 787 |
554 304 |
|
Accumulated funds |
1 097 342 |
1 059 812 |
1 054 071 |
1 042 987 |
1 026 513 |
|
Total equity |
1 462 824 |
1 483 359 |
1 521 341 |
1 553 774 |
1 580 817 |
|
|
|
|
|
|
|
Notes:
1. The decrease in Receivables in 2020 reflects revised estimates based on 30 June 2018 actuals.
2. The decrease in Assets held for sale in 2021 reflects an updated estimate based on an analysis of the timing of property sales.
3. The increase in Property, plant and equipment in 2020 reflects further capital investment in schools and the estimated indexation of the asset value base less depreciation.
4. The increase in Intangibles in 2020 primarily reflects revised estimates based on 30 June 2018 actuals, which reflects the one‑off purchase of intangibles relating to systems development in 2018-19.
5. The variation in Other assets and Interest bearing liabilities reflects the application of the new Australian Accounting Standard AASB 16 Leases which requires property and vehicle leases to be recognised as assets and corresponding liabilities over the life of the lease.
6. The increase in Employee benefits in 2020 reflects revised estimates based on 30 June 2018 actuals.
|
|
2018-19 |
2019-20 |
2020-21 |
2021-22 |
2022-23 |
|
|
|
|
Forward |
Forward |
Forward |
|
|
Budget |
Budget |
Estimate |
Estimate |
Estimate |
|
|
$'000 |
$'000 |
$'000 |
$'000 |
$'000 |
|
|
|
|
|
|
|
|
Cash flows from operating activities |
|
|
|
|
|
|
Cash inflows |
|
|
|
|
|
|
Appropriation receipts - operating1 |
967 460 |
1 008 997 |
1 059 339 |
1 113 238 |
1 155 689 |
|
Appropriation receipts - capital2 |
59 030 |
50 975 |
46 185 |
44 000 |
43 000 |
|
Grants3 |
8 121 |
19 552 |
16 326 |
4 829 |
2 433 |
|
Sales of goods and services |
35 982 |
38 368 |
38 475 |
38 501 |
38 478 |
|
Fees and fines |
200 |
171 |
175 |
178 |
182 |
|
GST receipts |
28 503 |
28 503 |
28 503 |
28 503 |
28 503 |
|
Interest received |
680 |
665 |
660 |
650 |
635 |
|
Other cash receipts4 |
29 688 |
23 804 |
23 809 |
23 809 |
23 605 |
|
Total cash inflows |
1 129 664 |
1 171 035 |
1 213 472 |
1 253 708 |
1 292 525 |
|
|
|
|
|
|
|
|
Cash outflows |
|
|
|
|
|
|
Employee benefits5 |
(713 225) |
(754 983) |
(778 695) |
(787 743) |
(817 672) |
|
Superannuation |
(91 237) |
(93 395) |
(94 881) |
(94 353) |
(96 911) |
|
Borrowing costs |
.... |
(529) |
(465) |
(397) |
(460) |
|
GST payments |
(29 207) |
(29 207) |
(29 207) |
(29 207) |
(29 207) |
|
Grants and subsidies6 |
(12 618) |
(18 406) |
(21 771) |
(22 209) |
(23 652) |
|
Supplies and consumables7 |
(212 360) |
(210 616) |
(229 905) |
(265 696) |
(271 502) |
|
Other cash payments |
(11 767) |
(12 223) |
(12 477) |
(12 818) |
(13 137) |
|
Total cash outflows |
(1 070 414) |
(1 119 359) |
(1 167 401) |
(1 212 423) |
(1 252 541) |
|
|
|
|
|
|
|
|
Net cash from (used by) operating activities |
59 250 |
51 676 |
46 071 |
41 285 |
39 984 |
|
|
|
|
|
|
|
|
Cash flows from investing activities |
|
|
|
|
|
|
Payments for acquisition of non-financial assets8 |
(62 413) |
(54 358) |
(49 568) |
(45 314) |
(44 314) |
|
Proceeds from the disposal of non-financial assets9 |
.... |
4 693 |
1 035 |
.... |
.... |
|
Net cash from (used by) investing activities |
(62 413) |
(49 665) |
(48 533) |
(45 314) |
(44 314) |
|
|
|
|
|
|
|
|
Cash flows from financing activities |
|
|
|
|
|
|
Net borrowings10 |
…. |
(1 445) |
(1 509) |
(1 577) |
(1 514) |
|
Net cash from (used by) financing activities |
.... |
(1 445) |
(1 509) |
(1 577) |
(1 514) |
|
|
|
|
|
|
|
|
Net increase (decrease) in cash and cash equivalents held |
(3 163) |
566 |
(3 971) |
(5 606) |
(5 844) |
|
|
|
|
|
|
|
|
Cash and deposits at the beginning of the reporting period |
94 957 |
90 820 |
91 386 |
87 415 |
81 809 |
|
Cash and deposits at the end of the reporting period |
91 794 |
91 386 |
87 415 |
81 809 |
75 965 |
|
|
|
|
|
|
|
Notes:
1. The increase in Appropriation receipts - operating reflects the continuation of the 2018 election commitments for Taking Education to the Next Level including: Extend Every Tasmanian High School to Year 12 by 2022; More staff in Government Schools; School Farm Resourcing; Ministerial Taskforce for the Education of Students with Disability; continued funding for the Education Act Implementation; and Australian Government funding for Quality Schools, Quality Outcomes. The increases across the Forward Estimates also include the increase in State funding for government schools under the National School Reform Agreement.
2. The variation in Appropriation receipts - capital reflects the timing of capital projects being undertaken by the Department including 2018 election commitments. Refer to Table 3.5 for full details of projects.
3. The variation in Grants across the Forward Estimates period 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 - 2020. In the Australian Government’s 2019‑20 Budget it was announced that funding for this program will be extended for the full 2020 calendar year.
4. The decrease in Other cash receipts primarily reflects a revision to estimated school revenue based on actual revenue trends.
5. The increase in Employee benefits includes the impact of the 2018 election commitments for Taking Education to the Next Level including: Extend Every Tasmanian High School to Year 12 by 2022; More staff in Government Schools; Improving Literacy and Numeracy; continued funding for the Education Act Implementation; and Australian Government funding for Quality Schools, Quality Outcomes. The increases across the Forward Estimates also include the increase in State funding for government schools under the National School Reform Agreement.
6. The increase in Grants and subsidies in 2019-20 includes funding provided for the transitional support package allocated to Support the Education and Care Sector to support the co-design of the Working Together for Three Year Olds initiative.
7. The increase in Supplies and consumables includes the increase in State funding for government schools under the National School Reform Agreement, the 2018 election commitment Taking Education to the Next Level: Ministerial Taskforce for the Education of Students with Disability and continued funding for the Education Act Implementation.
8. The variation in Payments for acquisition of non‑financial assets reflects the capital purchases associated with the Capital Investment Program.
9. The variation in Proceeds from the disposal of non‑financial assets reflects the timing of property sales.
10. The variation in Net borrowings reflects the application of the new Australian Accounting Standard AASB 16 Leases which requires property and vehicle leases to be recognised as assets, and corresponding liabilities over the life of the lease.
|
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|
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|
||||||||||||||||||||||||||||||||||||
|
||||||||||||||||||||||||||||||||||||
|
||||||||||||||||||||||||||||||||||||
|
Note:
1. The increase in these items reflect Australian Government and State Government grants to non-government schools under Quality Schools, Quality Outcomes as part of the National School Reform Agreement, and funding under the 2018 election commitments for additional Non‑Government Capital Assistance and Non‑Government School Support.