Agency Outline

Education is a major contributor to improving social and economic outcomes in Tasmania, including health, happiness, life expectancy and productivity. The importance of education and supporting our learners has only been further emphasised as we collectively work through the COVID‑19 recovery phase.

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 195 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 60 673 full‑time equivalent students.

The Department’s shared commitment 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 third year of implementation, continues to drive the Department’s culture, evidence‑based actions, 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 in every child and family centre, library, school and business unit across the 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 are 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. The 2020‑21 Priorities and Key Actions are centred on:

·       embedding quality teaching for learning in every school through the coherent and consistent implementation of the Department’s agreed approaches to what we teach (curriculum), how we teach (pedagogy) and assessment of student learning;

·       aligning and refining our practices (both within the Department and in partnership with other Departments and external organisations) to further support the wellbeing of children and young people to allow them to fully engage in learning (as articulated in the Department’s Child and Student Wellbeing Strategy 2018‑2021);

·       continuing to embed our values of aspiration, courage, growth and respect in every Departmental setting, as we work in partnership to improve learner outcomes;

 

·       further embedding our agreed Approach to School Improvement and school review to ensure that schools are well supported to identify priorities for, and implement evidence‑based actions to, improve learning outcomes in their context; and

·       continuing to add to the supports and resources, informed by the National School Improvement Tool, that are necessary for schools to improve.

Within each of the above elements there is a clear focus on key recommendations outlined in the Premier’s Economic and Social Recovery Advisory Council Interim Report relating to education; in particular, but not limited to:

·       Recommendation 41 ‑ The State Government should accelerate existing strategies to deliver improved educational opportunities that meet individual student needs as well as providing clearer pathways to jobs in identified post‑COVID‑19 industry priority areas, the training system and university; and

·       Recommendation 51 ‑ Vulnerable Students Panels across all sectors should be continued, appropriately resourced, embedded within the education system and bolstered by a comprehensive case management system.

The Government’s priority of continuing to improve education outcomes through the above is reflected by:

·       delivering a record 2020‑21 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 operational 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

·       the Tasmanian Government signing 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.

Early Learning

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 Learning 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 CFLCs;

·       continuing to co‑design the Working Together initiative with the Early Childhood Education and Care  Sector to provide free early learning and wrap around care to support families to overcome a range of complex barriers that prevent young children from engaging in quality learning;

·       continuing to support schools to deliver learning through play based inquiry from Kindergarten to Year Two;

·       working with the ECEC 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 2020‑21 will: continue to support finalisation of improvements to Kindergarten facilities to ensure that they support play‑based inquiry learning; support detailed planning  for the first four new CFLCs; support the staged roll‑out of free pre‑school for three year old children with the greatest need, delivered in partnership with ECEC Services; and commence the roll‑out of resourcing to provide further support for learners in Prep to develop the foundational skills they need to have to ensure the best start in life.

For more information on the Early Years visit the It’s a Great Start website at www.greatstart.tas.gov.au.

Primary and Secondary Education

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 implementing the Approach to School Improvement, whereby each school identifies a small number of evidence‑based priorities and related actions that are then supported by the 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 four goals, are underway, including:

·       improving participation and engagement of school age learners through: ongoing implementation of flexible learning options to support the engagement and re‑engagement of students who find it difficult to learn in mainstream environments; the new model for funding students with a disability ‘Educational Adjustments’ which commenced in 2020; and ongoing implementation of the Education Act 2016;

·       improving literacy and numeracy outcomes by embedding consistent high‑impact approaches to support the teaching of literacy from birth to adulthood as set out in the Literacy Framework and Plan for Action, released in 2019; and delivery of a Numeracy Framework for utilisation in 2021. Both will be supported by experienced practitioners in literacy and numeracy (Lead Coaches) who work across schools and Quality Teaching Coaches who work at every school; and

·       improving learning outcomes for children and young people by focussing on their wellbeing through: the implementation of the Child and Student Wellbeing Strategy and associated action plans covering Mental Wellbeing and Physical Wellbeing and the Environment; the provision of school nurses in primary, secondary, and district schools and colleges; 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 trauma and family violence and those identified as at risk by child safety services.

Continuing to underpin this work is the Government’s ongoing focus on improving the quality of teaching, through actions identified by the Education Workforce Roundtable, and the maintenance and upgrade of learning environments through its record investment in education infrastructure.

Investment in 2020‑21 in school education will: see further increases in funding for the educational adjustments to support the learning of students with a disability; build on funding for vulnerable students including targeted support to students and young people affected by trauma and behavioural challenges; support the first phase for improved case management system functionality for vulnerable students; provide more quality teachers in government schools to support the implementation of the literacy and numeracy approaches articulated in the Literacy and Numeracy Framework; and continue ongoing investment in school infrastructure that supports learning.

Senior Secondary Education

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 more senior secondary learners in Tasmania.

The Department of Education delivers senior secondary education in eight colleges and 47 Extension High Schools, with nine further extension schools to commence in 2021.

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 2020‑21 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; providing increasingly differentiated education supports including packages of learning that have a practical, industry‑focussed lens; and supporting the ‘Back on Track’ pilot which aims to reconnect with young people identified as being disengaged from learning, understanding their barriers to learning and assisting them to re‑engage in education or training. Wellbeing of our children and young people will focus on physical wellbeing and the environment as well as continuing work previously commenced on mental health. The second stage of further investment in the school nurses program to provide a nurse to each government Senior Secondary College will also commence.

Adult Learning

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 state wide 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 2020‑21 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 2020‑21 and over the Forward Estimates (2021‑22 to 2023‑24). Further information on the Department is provided at www.education.tas.gov.au.

Key Deliverables

Table 3.1 provides a summary of the Budget and Forward Estimates allocations for key deliverables being undertaken by the Department.

In addition to the important key deliverables identified in the below table, the agency is also taking action to support the implementation of the important recommendations included in the Premier’s Economic and Social Recovery Advisory Council’s Interim Report which have been endorsed by the Government. Where specific additional funding is not required, recommendations are being implemented within existing agency resources.

Table 3.1:         Key Deliverables Statement

	2020‑21   Budget	2021‑22 Forward Estimate	2022‑23 Forward Estimate	2023‑24 Forward Estimate
	$'000	$'000	$'000	$'000
COVID‑19 Response and Recovery Measures
Engaging and empowering our learners to succeed	978	1 955	2 050	1 657
Inclusive school communities: supporting all students to learn	2 500	3 500	4 000	4 000
Public Building Maintenance Program	12 536	3 250	....	....
School excursions	1 500	....	....	....
School Levies and Charges ‑ Supporting Families and Students	2 000	4 000	4 000	4 000
Student Systems Renewal including Case Management Platform	1 050	900	700	500
Other Key Deliverables
Delivering on Election Commitments
Education Infrastructure	33 836	60 100	51 125	30 400
Taking Education to the Next Level	27 388	39 175	45 963	54 104
Additional 2020‑21 Deliverables
Delivering the Education Workforce Roundtable Action Plan	680	780	1 030	1 050
Educational Adjustments - Disability Funding Meeting Learner Needs	11 000	14 000	14 000	14 000
Engaging parents as partners in student learning	240	840	120	....
Hobart City Partner Schools Masterplan	150	....	....	....
Laboratory Technicians	843	860	877	895
Libraries ‑ Preservation of the State Audio and Visual Collection	600	150	150	150
Nurses for Colleges	665	900	920	938

 

 

COVID‑19 Response and Recovery Measures

Engaging and empowering our learners to succeed

This deliverable strengthens the work to meaningfully engage our learners in senior secondary education through providing flexible learning pathways to and through Years 9 to 12 with a continued focus on improving industry liaison and school‑based apprenticeships. It directly aligns with PESRAC Recommendation 41 which states “The State Government should accelerate existing strategies to deliver improved educational opportunities that meet individual student needs as well as providing clearer pathways to jobs in identified post‑COVID‑19 industry priority areas, the training system and university”.

Specifically, the funding will support: accelerating the Packages of Learning Program that is designed for Year 9 and Year 10 students and is an integrated approach to teaching the Australian Curriculum core learning areas through a practical, industry‑focussed lens, with the first additional prioritised package being in ‘Health and Community Systems’; the development of a career website with pathway maps and selection guides to support student career planning, preparation and development during and after their schooling years; resources, professional development and systems that support multi‑level, modularised and micro‑credentialed courses (also known as short qualifications) aligned with the Australian Curriculum General Capabilities which will promote increased engagement in learning by giving students in Years 9 to 12 greater flexibility in what and how they learn, and regular recognition of their learning achievement; strengthening industry liaison and vocational placement through extending services from two sites to four sites in 2022; and the ‘Back on Track’ pilot at Hellyer College and Claremont College which aims to reconnect with young people identified as not engaged in education and training, understanding their barriers to learning and assisting them to re‑engage in education or training.

Funding of $978 000 will be provided in 2020‑21 and funding will total $6.6 million over four years.

Inclusive school communities: supporting all students to learn

Recognising the importance of children and young people being safe, well and positive in order to learn, the focus on the wellbeing and engagement of vulnerable children and young people, including those impacted by trauma, is part of a whole‑of‑government effort, which includes commitments such as the Tasmanian Child and Youth Framework; Strong Families ‑ Safe Kids; Safe Homes, Families and Communities; and the Youth Suicide Prevention Plan. As part of the Child and Student Wellbeing Strategy, in the 2019‑20 Budget the Government committed 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 needs. In 2020, The Model of Support for Students Impacted by Trauma was developed. Under this initiative, 33 schools have received targeted funding to build capacity in their school to support students impacted by trauma and there has also been a component to support individual students. The importance of building on this initiative has been accentuated through COVID‑19 and funding in this Budget provides an additional $1 million for the 2021 school year with a further $1 million for the 2022 school year, taking total annual funding to $4 million per year.

 

Public Building Maintenance Program: supporting schools and the building sector

Reflecting the role of high quality learning environments in supporting learning, as well as supporting local businesses and stimulating the economy during the COVID‑19 pandemic, the Government boosted the initial $10 million invested in the Department of Education’s Public Building Maintenance Program allocation with a further $6.5 million, taking the total package to $16.5 million. Part of this funding was provided in 2019‑20 with $12.5 million to be provided in 2020‑21 and the balance of $3.3 million in 2021‑22.

School excursions: supporting students and the tourism industry

Funding of $1.5 million will be provided in 2020‑21 for financial support to all schools to help facilitate students to engage in authentic, off school campus learning experiences that are supportive of the Australian Curriculum. Tasmania’s tourism operators and attractions provide a wealth of opportunities for student learning with a diverse spread and mix of excursion experiences available around the State. The scheme will not only provide enrichment for Tasmanian students, but also vital support to our world class tourism industry.

School Levies and Charges ‑ Supporting Families and Students

Recognising the importance of children and young people having greater access to material basics in order to support their wellbeing for learning, the Government is expanding the Student Assistance Scheme, which waives the cost of Tasmanian Government levies for eligible students, for the 2021 school year onwards, through funding of $2 million in 2020‑21 and $4 million annually from 2021‑22. The expansion will see upwards of 9 000 additional students become eligible for STAS, which means that around one in two students will no longer pay school levies providing greater financial flexibility to their families. The eligibility for STAS will move to using the Health Care Card or equivalent as the assessment mechanism, replacing previous income thresholds that applied. This is one of the most significant actions from the review of school levies. The review findings and subsequent impact of the COVID‑19 pandemic has emphasised the importance of making such a significant structural change to support more families on low incomes and reduce the financial stress that can occur at the beginning of the school year.

Student Systems Renewal including Case Management Platform

The wellbeing of all Tasmanian children and young people is a Government priority. Within this priority, there is a strong emphasis on supporting learners facing vulnerability, including those impacted by trauma. The Government’s commitment to supporting learners facing vulnerability is underpinned by the awareness that some students require additional support to engage in learning. The importance of improved case management has been accentuated through COVID‑19 and is reflected in PESRAC Recommendation 51. Funding of $1.1 million will be provided in 2020‑21 with additional funding of $2.1 million allocated across the Forward Estimates to implement the core infrastructure and initial phases of the CMP to deliver a cross‑agency view of learners facing vulnerability. This functionality will support improved collaboration across Government and enhance alignment and targeting of cross‑agency service delivery supports to meet individual student need.

Other Key Deliverables

Delivering on Election Commitments

As reflected in the 2018‑19 Budget, through delivering on the 2018 election commitments the Government will invest a record $324 million over six years into education, covering:

·       $145 million in operational funding which includes funding for an additional 358 new staff including 250 new teachers; and

·       $179 million in education infrastructure (across Department of Education and TasTAFE facilities).

Education Infrastructure

In 2018-19, the Government committed funding of $179 million over six years for education infrastructure, of which $163.5 million was for government school infrastructure. In the 2020‑21 Budget, additional funding of $31 million is provided for election commitment projects including $20 million for the New Brighton High School, $4 million for the new Legana Primary School and $7 million for the New Child and Family Learning Centres. Expenditure totalling $175.5 million will be expended across 2020‑21 and the Forward Estimates, which will provide investment in new schools, school re‑builds, new Child and Family Learning Centres and school farm redevelopments consistent with the election commitments. In combination with other infrastructure projects, this additional investment takes the total Capital Investment Program over four years to $204.1 million.

Taking Education to the Next Level

Funding of $127.3 million over four years will be expended to take education to the next level; providing more staff in Government schools, investment in the early years of education, supporting students with disability and to continue targeted support programs in schools. This is in addition to funding totalling $39.3 million already committed through the Education Act reforms relating to the Working Together for 3 Year Olds initiative and Prep support as well as extensions to Autism classrooms.

Child and Family Learning Centres

Staffing and additional operational funding of $7 million over four years has been provided for the Six New Child and Family Learning Centres. The East Tamar and Waratah Wynyard CFLCs are currently in early design and on track to be delivered in 2022. The new Sorell CFLC will begin construction in 2023 in line with the major redevelopment of the Sorell School. The sites for the other three new CFLCs are Glenorchy Primary School, Kingston Primary School and West Ulverstone Primary School, which are on track to be delivered and operational by 2023. Through the new CFLCs, families will be able to access quality education, health, support, and outreach services.

Extend Every Tasmanian High School to Year 12 by 2022 (also Job Ready Generation 2.0)

Recognising the geographic, psychological and social barriers for learners to continue to access, participate or engage in education and training, after Year 10, additional operational funding of $36 million will be expended, over four years to continue the Government’s commitment to extend every Tasmanian High School to Year 12 by 2022. Forty-seven schools have already been extended to Year 12, with a further nine to commence in 2021, leaving one to be extended by 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.

More staff in Government Schools ‑ Primary School Instructional Load, Quality Coaches, More Support in Prep

This is the Government’s third year of investing in 358 more staff, including 250 additional teachers and 80 additional teacher assistants within six years. Investment has already seen additional teaching resources that: support principals to focus more on leading high quality teaching and learning in their schools; improve learning of students within school farms and support a network of school farms across Tasmania; and supports the continued extension of every Tasmanian High School to Year 12 by 2022.

Funding of $9.5 million will be provided in 2020‑21 and $38.9 million over four years for 87.3 FTEs for the reduction in instructional load for primary school teachers by one hour per week. Primary school teachers in Tasmania will not only enjoy a nation leading instructional load, but every government primary school student in Tasmania will benefit through increased specialist teaching in areas such as music; art; drama; science, technology engineering and maths; health and physical education; literacy; and numeracy.

Funding of $0.5 million will be provided in 2020‑21 and $12.8 million over four years for 35 additional quality teaching coaches. Funding provides for six new Lead Numeracy Coaches for 2021 who will work across schools and support the upcoming release of the numeracy framework and a further 29 coaches in schools will commence in 2022.

As part of supporting our youngest learners the Government is committed to developing the capacity of current Teacher Assistants and providing funding for Education Support Specialist positions, to build on and improve the quality of differentiated support to our early learners to enable them to develop the necessary foundational skills. To support a play‑based inquiry‑led approach to the delivery of the Australian Curriculum in the Prep year, the Government will commence staged funding based on need in 2021. Importantly, the Education Support Specialist positions, which formed part of the last Teacher Agreement, provide Teacher Assistants with a new paraprofessional career pathway.

Working Together

Funding of $2.9 million is allocated in 2020‑21 to support the continued co‑design and implementation stage of the Working Together initiative which is being delivered in a partnership between the Department of Education and the Early Childhood Education and Care Sector. The program has been extended to 120 funded places in both 2020 and 2021 across 19 ECEC service providers in five Tasmanian locations. Through the Working Together initiative, eligible three year old children are being provided with 400 hours of free early learning. A staged approach is being taken to rolling out the initiative to ensure that the valuable co‑design process continues to provide the right wrap around care for families. Once fully implemented by 2024, this initiative will provide up to $10.5 million per annum to support free pre‑school for children who are the most disadvantaged or vulnerable. This funding was previously allocated under the Education Act reforms.

Additional 2020‑21 Key Deliverables

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.

 

That additional funding is the primary component that supports the following deliverables (excluding the funding initiative for Libraries Tasmania).

Delivering the Education Workforce Roundtable Action Plan

The collaborative efforts of the Education Workforce Roundtable continue to ensure we are building a workforce of talented people to deliver outstanding teaching and learning outcomes. This initiative, which commenced in 2019‑20, includes three priority elements of the More Teachers, Quality Teaching Action Plan, being: 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. From 2021 for TIPP, improvements to the program will focus on: increased support for interns, mentors and schools; a review of financial support for interns and increased focus on marketing the program. The HALT pilot will be delivered by the government and non‑government sectors in collaboration with the Teacher’s Registration Board and the University of Tasmania in 2021. Funding of $680 000 is provided in 2020‑21 and $3.5 million over four years.

Educational Adjustments - Disability Funding Meeting Learner Needs

The Government introduced the Educational Adjustments funding model for students with disability in 2020 with funding of $34 million over four years. This model aligns funding to the educational adjustments schools make to the teaching and learning programs for students with disability. This Budget provides increased funding with 2020‑21 funding increasing by $3 million to $11 million and subsequent years increasing from $11 million to $14 million. This initiative will continue to build on improved access, participation and engagement for students with disability in inclusive school communities.

Engaging parents as partners in student learning

This initiative is a component of the Family Engagement Review and Assessment Strategy, which aims to support and enhance how schools and families can work together to maximise student learning. Specifically, this funding supports a systemic approach to engaging parents as partners in student learning, particularly through student learning progress and assessment. This initiative will support improved educational outcomes for students by providing families with greater access to information on their child’s progress, giving parents the information they need to support their child’s learning and achievement. Funding of $240 000 will be provided in 2020‑21, with $1.2 million allocated over three years for this initiative.

Hobart City Partner Schools Masterplan

Funding of up to $150 000 will be provided in 2020‑21 for the development of an educational and infrastructure masterplan to support the future of the collaborative partnership between Elizabeth College, New Town High School and Ogilvie High School. This will support and incentivise the collaboration and cross‑utilisation of specialised buildings and infrastructure between the schools to deliver improved student outcomes for the student cohort across the three sites. It will factor in school and broader community feedback that has been obtained through the ‘Get Involved’ community engagement process that have been undertaken.

 

Laboratory Technicians

Additional funding of $3 million over four years was allocated in 2019‑20 to provide an additional 9.3 FTE laboratory technician staffing allocations in combined and secondary schools and colleges. The new formula recognised the increased emphasis in science, technology, engineering and maths related activities and individual based learning. The additional FTE commenced for the 2020 school year through funding of $413 000 in 2019‑20. Full year funding increases to $843 000 in the 2020‑21 Budget.

Libraries ‑ Preservation of the State Audio and Visual Collection

This initiative is critical to preserve the significant historical and cultural value of Libraries Tasmania’s iconic film, video and sound collection, which includes footage of the Tasman Bridge disaster, Tasmanian feature films, the 1967 bushfires and well-known footage of the last thylacine in Tasmania. Transferring this historical and culturally valuable collection to a digitised technology format will ensure long term access for future generations, and celebrate who we are as Tasmanians and as a State.  Ensuring we can continue to tell Tasmania’s story also aligns with Brand Tasmania’s strategic direction of place branding to unify cultural expression. Funding of $600 000 is provided in 2020‑21, with ongoing funding of $150 000 provided in subsequent years.

Nurses for Colleges

The Government continues to be committed to the introduction of a contemporary model of child and youth health nurses across all Tasmanian Government schools. This initiative, commenced in the 2019‑20 Budget, is the final phase of the Government’s School Nurse initiative, which provides one nurse to each Government Senior Secondary College, a total of eight FTE. Four FTE commenced in 2020 and a further four FTE will commence in 2021, taking total School Nurse positions to 42.70 FTE. Funding of $665 000 has been allocated in 2020‑21.

Output Information

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

·       Output Group 1 ‑ Education;

·       Output Group 2 ‑ Libraries Tasmania;

·       Output Group 89 ‑ Public Building Maintenance Program; and

·       Output Group 90 ‑ COVID‑19 Response and Recovery.

Table 3.2 provides an Output Group Expense Summary for the Department.

COVID‑19 Response and Recovery Measures

To enable the presentation of this important information, new Output Groups have been established. Output Group 89 ‑ Public Building Maintenance Program, reflects expenditure under the Government’s Public Building Maintenance Program and Output Group 90 ‑ COVID‑19 Response and Recovery, reflects expenditure allocated to specific Government COVID‑19 response and recovery initiatives. Further information in relation to these outputs is provided in the Key Deliverables section of this chapter.

 

Table 3.2:         Output Group Expense Summary

	2019‑20	2020‑21	2021‑22	2022‑23	2023‑24
			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	1 067 953	1 138 473	1 174 018	1 208 147	1 250 618
1.2 School Support Services2	13 124	15 929	16 415	16 570	16 837
1.3 Early Learning3	18 610	10 079	11 544	16 511	23 615
1.4 Statutory Offices	7 607	7 918	7 563	7 676	7 882
	1 107 294	1 172 399	1 209 540	1 248 904	1 298 952
Output Group 2 ‑ Libraries Tasmania
2.1 Information Services and Community Learning	36 952	37 342	39 362	39 182	39 832
2.2 Tasmanian Archives4	3 204	3 898	3 523	3 592	3 674
	40 156	41 240	42 885	42 774	43 506
Output Group 89 ‑ Public Building Maintenance Program
89.1 Public Building Maintenance Program5	....	12 536	3 250	....	....
	....	12 536	3 250	....	....
Output Group 90 ‑ COVID‑19 Response and Recovery
90.1 School Excursions	....	1 500	....	....	....
	....	1 500	....	....	....
Grants and Subsidies6	371 821	414 205	436 722	456 962	469 720
TOTAL	1 519 271	1 641 880	1 692 397	1 748 640	1 812 178

Notes:

1.    The increase in In School Education reflects the continuation of the 2018 election commitments for Taking Education to the Next Level including: More staff in Government Schools; Improving Literacy and Numeracy; Extend Every Tasmanian High School to Year 12 by 2022; Australian Government funding for Quality Schools, Quality Outcomes; and new 2020‑21 initiatives including: School Levies and Charges; Inclusive School Communities: Supporting Students to Learn; Engaging and Empowering our Learners to Succeed; and Engaging Parents as partners in student learning, which are funded through the Bilateral Agreement funding. The increases across the Forward Estimates also include the increase in State funding for government schools under the National School Reform Agreement.

2.    The increase in School Support Services in 2020‑21 reflects the realignment of expenditure between Outputs to reflect delivery of services.

3.    The decrease in Early Learning in 2020‑21 reflects the transfer of budgets from this Output to In School Education to enable resources to be utilised in the short‑term while the implementation of the Working Together initiative has been modified to consolidate the operating model. It also reflects the Government’s contribution to the National Disability Insurance Scheme under the Bilateral Agreement between the Australian Government and Tasmania towards early childhood Intervention for children with a disability.

4.    The increase in Tasmanian Archives in 2020‑21 reflects funding for the Preservation of the State Audio and Visual Collection initiative.

5.    The increase in Public Building Maintenance Program reflects additional funding allocated to the Department as part of the Government’s COVID‑19 Response and Recovery Measures for school maintenance projects.

6.    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.

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 qualification, or equivalent.

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 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 state wide support and information on reporting, as well as information and data regarding teacher assessment using the standards of the Australian Curriculum.

1.3 Early Learning

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.

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, 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.

 

Table 3.3:         Performance Information ‑ Output Group 11

Performance Measure	Unit of Measure	2017‑18 Actual	2018‑19 Actual	2019‑20 Actual	2020‑21 Target
Early Learning Kindergarten and Prep2
Percentage of children meeting the Kindergarten Development Check	%	69.7	67.8	67.1	75.0
Percentage of Prep students achieving: Expected literacy outcomes	%	87.7	86.0	84.7	88.0
Expected numeracy outcomes	%	87.3	86.3	85.7	88.0
Education and Care3
Service quality assessment visits4	Number	61	74	49	76
Visits to approved or licensed education and child care services5	Number	312	421	278	400
Literacy and Numeracy6,7 Reading
Reading rates against National Minimum Standard Year 3	% of students at or above the NMS	93.9	94.6	na	95.0
Reading rates against NMS Year 5	%	92.6	92.7	na	94.0
Reading rates against NMS Year 7	%	92.5	92.0	na	95.0
Reading rates against NMS Year 9	%	91.9	89.3	na	93.0
Numeracy
Numeracy rates against NMS Year 3	% of students at or above the NMS	96.1	95.5	na	96.3
Numeracy rates against NMS Year 5	%	95.1	93.9	na	95.2
Numeracy rates against NMS Year 7	%	95.2	91.8	na	96.0
Numeracy rates against NMS Year 9	%	95.4	95.2	na	96.0
Aboriginal Students
Education outcome gap across Years 3,5,7 and 9 reading and numeracy8	%	6.0	7.8	na	5.0
Access, Participation and Engagement6
Government school student satisfaction9	%	82.8	84.9	na	na
Government school students in Years 7‑10 whose attendance is 90% or more10	%	62.7	60.2	na	65.0
Direct retention rate Years 10‑12 for government schools11	%	65.7	66.2	66.0	67.0
Apparent retention rate Years 10‑12 for government schools (full‑time)12	%	76.5	80.4	na	81.0

Table 3.3:         Performance Information ‑ Output Group 11 (continued)

Performance Measure	Unit of Measure	2017‑18 Actual	2018‑19 Actual	2019‑20 Actual	2020‑21 Target
Attainment Measures for 15 ‑ 19 year old students:13
Completed 120 credit points in education and training	Number	5 186	4 971	na	5 200
Some vocational education and training	Number	4 991	5 420	na	6 000
Tasmanian Certificate of Education	Number	3 756	3 672	na	4 000
Tasmanian Certificate of Education14	%	58.5	58.0	na	66.0
Australian Tertiary Admission Rank	Number	2 163	2 108	na	2 100
Australian Tertiary Admission Rank14	%	33.7	33.3	na	35.0

Sources: National Assessment Program: Literacy and Numeracy reported at https://reports.acara.edu.au/Home/TimeSeries

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

Attendance and apparent retention reported at https://www.acara.edu.au/reporting/national‑report‑on‑schooling‑in‑australia/national‑report‑on‑schooling‑in‑australia
‑data‑portal

Office of Tasmanian Assessment, Standards & Certification reported at https://www.tasc.tas.gov.au/about/reports‑and‑publications/strategy‑and‑reporting/.

National Quality Agenda Information Technology System.

Department of Education Annual Report 2018‑19; and Department of Education records.

Notes:

1.    The Department will continue to review the Performance measures for this Output Group during 2020‑21 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 2019‑20 Actual values are based on assessments at the end of 2019. In recent years, Kindergarten Development Check outcomes have shown 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.    The Department remains responsive to the emergent issues within the education and care sector, in accordance with the principles of best practice regulation. The number of visits is an indication of the Department’s connections with services to promote and improve quality.

4.    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 2019‑20 actual data was impacted by COVID‑19 and the related decision by the Education Council that regulatory authorities would suspend assessment and rating for a time limited period. Assessment and rating visits in Tasmania did not occur from April through June 2020, however, recommenced in September 2020.

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 these visits to approved or licensed education and care (child care) services. The 2019‑20 actual data was impacted by COVID‑19, as visits to services from April through June 2020 were prioritised for high risk matters only in order to assist services to comply with the Australian Health Protection Principal Committee requirements and COVID‑19 Safety Plans. Support for services continued through regular phone connections and other means.

6.    Actual performance measures are based on calendar years. The measures for the 2018‑19 Actuals are based on the 2019 calendar year.

7.    Literacy and Numeracy measures based on National Assessment Program - Literacy and Numeracy include students from government and non‑government schools. As NAPLAN 2020 was not administered in May 2020, actuals data for 2019‑20 is not available.

8.    The education outcome gap for Aboriginal students is measured across Years 3, 5, 7 and 9 reading and numeracy: a lower figure represents a better result in closing the gap.

9.    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. From 2019, the Student Wellbeing Survey has and will continue to provide a broader focus than previous student satisfaction surveys, and will capture student voice on a range of areas, such as belonging and engagement.

10.  Years 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.

11.  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 2019‑20 Actual value is the proportion of the Year 10 students in 2018 who were retained to Year 12 as at mid‑2020.

12.  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 2018‑19 Actual value is based on Year 12 numbers as at mid‑2019.

13.  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.

14.  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 for ATAR has been introduced because completion and participation numbers are affected by state‑level cohort sizes. Cohorts coming through in the next few years are smaller by more than 300 persons. The 2018‑19 Actual value is based on TCE assessments at the end of 2019.

Output Group 2:    Libraries 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 Libraries Tasmania network.

2.2 Tasmanian Archives

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

Table 3.4:         Performance Information ‑ Output Group 2

Performance Measure	Unit of Measure	2017‑18 Actual	2018‑19 Actual	2019‑20 Actual	2020‑21 Target
Percentage of people satisfied with Libraries Tasmania services1	%	....	93.4	92.5	95.0
Average of library loans per lending item per annum2	Number	5.48	5.90	5.22	5.80
Number of visits to archive and heritage pages on Libraries Tasmania websites3	Number	1 015 628	977 861	1 300 084	1 200 000
Attendance in Libraries Tasmania programs and events (per annum per 1 000 people)2,4	Number	191.00	205.50	128.20	125.00
Percentage of people who feel more confident using digital technology after receiving support from Libraries Tasmania staff (including volunteers), or participating in courses1	% more confident	….	86.45	84.80	90.00

Notes:

1.    The ‘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’ measures were introduced in 2018‑19 after Libraries Tasmania revised its performance measures. Data for these measures has been collected for the first time in 2018‑19. Therefore, there is no actual data for these measures for the 2017‑18 financial year.

2.    The 2019‑20 Actuals for the ‘Average of library loans per lending item per annum’ and ‘Attendance in Libraries Tasmania programs and events (per annum per 1 000 people)’ measures were impacted by the closure to the public of physical library sites from 25 March 2020 to 18 June 2020, due to COVID‑19.

3.    The 2019‑20 Actual for this measure was higher than anticipated, due to two unforeseen events: Increased promotion and visits to archive and heritage webpages when libraries were closed due to COVID‑19; and periods of intense national and international media interest in thylacines, generating a spike in visits to the Tasmanian Archives’ Thylacine videos on the Libraries Tasmania YouTube channel.

4.    The 2020‑21 target for this measure reflects the ongoing impact of social distancing and gathering restrictions due to COVID‑19, and the flow on effect to in‑person program and event attendance.

 

Capital Investment Program

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.

Table 3.5:         Capital Investment Program

	Estimated	2020‑21	2021‑22	2022‑23	2023‑24
	Total		Forward	Forward	Forward
	Cost	Budget	Estimate	Estimate	Estimate
	$'000	$'000	$'000	$'000	$'000
Election Commitments
Minister for Education and Training
Devonport High1	10 500	6 402	3 500	....	....
Legana Primary2	24 000	1 750	4 750	10 000	7 500
New Brighton High School3	50 000	5 500	8 500	12 000	14 000
New K‑12 Penguin School	20 000	7 339	11 500	....	....
New K‑12 Sorell School	22 000	375	9 000	12 625	....
Revitalising Cosgrove High School	20 000	300	4 700	7 500	7 500
School Farm Redevelopment (Brighton/JRLF)	4 300	4 220	....	....	....
School Farm Redevelopment (Sheffield)	3 000	2 600	....	....	....
School Infrastructure Upgrades	6 770	2 900	....	....	....
Six New Child and Family Learning Centres4	28 000	950	16 650	9 000	1 400
Year 7‑12 Implementation Plan ‑ Capital	6 000	1 500	1 500	....	....
New Project
Springfield Gardens Primary School5	1 450	450	1 000	....	....
Other Existing Commitments
Minister for Education and Training
East Launceston Primary School	4 500	725	....	....	....
Education Act Implementation ‑ Capital	18 000	6 055	....	....	....
Hobart College	2 500	69	....	....	....
Lansdowne Crescent Primary School	4 730	4 359	....	....	....
Molesworth Primary School	1 890	1 650	....	....	....
Montagu Bay Primary School	1 750	250	....	....	....
Riverside High School	12 000	100	....	....	....
Sorell School	3 750	2 315	1 000	....	....
Southern Support School	4 300	3 591	....	....	....
Spreyton Primary School	1 655	1 520	....	....	....

 

 

Table 3.5:         Capital Investment Program (continued)

	Estimated	2020‑21	2021‑22	2022‑23	2023‑24
	Total		Forward	Forward	Forward
	Cost	Budget	Estimate	Estimate	Estimate
	$'000	$'000	$'000	$'000	$'000
Taroona High School	5 000	3 000	....	....	....
Year 7‑12 Implementation Plan ‑ Capital	10 500	2 008	500	....	....
Total CIP Allocations		59 928	62 600	51 125	30 400

Notes:

1.    Cash flows for this project have been revised to bring funding forward as part of the Government’s COVID‑19 stimulus measures.

2.    Additional funding of $4 million has been allocated to this project in the 2020‑21 Budget.

3.    Additional funding of $20 million has been allocated to this project in the 2020‑21 Budget.

4.    Additional funding of $7 million has been allocated to this project in the 2020‑21 Budget.

5.    This reflects new funding allocated in the 2020‑21 Budget.

Overview

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 $204.1 million has been allocated to these and other important investments over 2020‑21 and the Forward Estimates.

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 has implemented 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.

Devonport High School Redevelopment

Funding of $9.9 million has been allocated over the 2020‑21 Budget and Forward Estimates to continue the $10.5 million major redevelopment of Devonport High School including the provision of contemporary learning environments, support spaces and administration, and car parking improvements.

As part of the Government’s Construction Blitz, announced in response to the COVID‑19 pandemic, $3.5 million has been brought forward from 2022‑23 to 2020-21, resulting in a total allocation of $6.4 million in 2020‑21.

East Launceston Primary School

Funding of $725 000 has been allocated in 2020‑21 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.

Education Act Implementation ‑ Capital

Funding of $6.1 million has been allocated in 2020‑21 as part 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 2020‑21.

Hobart College

Funding of $69 000 has been allocated in 2020‑21 to complete the $2.5 million project, which commenced 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.

Lansdowne Crescent Primary School

Funding totalling $4.4 million has been allocated in the second year of a two year $4.7 million project providing for the construction of additional learning areas and amenities, refurbishment of existing classrooms, staff and administration areas and amenities.

Legana Primary

Funding of $24 million is allocated over the 2020‑21 Budget and Forward Estimates to build a new primary school in Legana with the first allocation of $1.8 million commencing in 2020‑21. Funding of $20 million was allocated as a Government 2018 election commitment. Based on the average per student space allocation from all primary schools across the portfolio, current and forecast market conditions, and the costs to secure suitable land and associated infrastructure provision, an additional $4 million is allocated in this Budget.

Molesworth Primary School

Funding totalling $1.7 million has been allocated in the second year of a two year $1.9 million project to replace a demountable building with permanent contemporary learning and breakout spaces; relocation of the Kindergarten playground; and an upgrade of other infrastructure.

Montagu Bay Primary School

Funding of $250 000 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.

New Brighton High School

Funding of $40 million is allocated over the 2020‑21 Budget and Forward Estimates as part of a $50 million project to build a new Years 7‑12 High School at Brighton. The remaining $10 million is allocated beyond the Forward Estimates. Originally funding of $30 million was allocated as a Government 2018 election commitment. Based on the average per student space allocation from all high schools across the portfolio, current and forecast market conditions, and the costs to secure suitable land and associated infrastructure provision, an additional $20 million is allocated in this Budget.

New K‑12 Penguin District School

Funding of $7.3 million has been allocated in 2020‑21 to continue 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.

New K‑12 Sorell School

Funding of $2.3 million has been allocated in 2020‑21 to continue the first stage of the $3.8 million project, to provide contemporary learning areas at Sorell School. In addition, $375 000 is allocated in 2020‑21 to commence the $22 million project 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.

Revitalising Cosgrove High School

Funding of $20 million is allocated over the 2020‑21 Budget and Forward Estimates to revitalise Cosgrove High School commencing in 2020‑21 with an allocation of $300 000. This project will rebuild the existing school, creating a state of the art school in providing education to Year 12. This will provide a government school option for Years 11 and 12 in Glenorchy reducing the barriers for students to access a Years 11 and 12 education.

Riverside High School

Funding of $100 000 is allocated in 2020‑21 to finalise the $12 million project to modernise facilities at Riverside High School.

School Farm Redevelopment Brighton

Funding of $4.2 million is allocated in 2020‑21 in the second year of a two year $4.3 million redevelopment of the Jordan River Learning Federation Farm.

School Farm Redevelopment Sheffield

Funding of $2.6 million has been allocated in 2020‑21 in the second year of a two year $3 million redevelopment of the Sheffield School Farm.

School Infrastructure Upgrades

Funding of $2.9 million has been allocated in 2020‑21 to complete the three year $6.8 million program to provide infrastructure upgrades at Launceston College, Molesworth Environment Centre, Hellyer College and Ulverstone Primary School.

Six New Child and Family Learning Centres

The Government’s 2018 election commitment allocated capital funding of $21 million for the construction of six new Child and Family Learning Centres. Additional funding of $7 million has been allocated in this Budget bringing the total funding for the project to $28 million to ensure sufficient funding to complete six new centres.

 

This funding is allocated over the 2020‑21 Budget and Forward Estimates. 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. Additional recurrent resources are also provided to ensure that the new centres are appropriately resourced. Funding of $950 000 will be expended in 2020‑21.

Southern Support School

Funding of $3.6 million has been allocated in 2020‑21 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 of $1.5 million has been allocated in 2020‑21 in the second year of a two year $1.7 million project to provide new Kindergarten learning facilities and for the relocation of the playground at Spreyton Primary School.

Springfield Gardens Primary School

Additional funding of $1.5 million, resulting from the transfer of land to assist with housing supply and to accommodate St Francis’s Learning under the Government’s election commitment, will be applied to undertake work on school facilities.

Taroona High School

Funding of $3 million has been allocated in 2020‑21 to finalise a $5 million project to provide contemporary learning areas, support spaces and music and drama facilities at Taroona High School.

Year 7‑12 Implementation Plan ‑ Capital

Funding of $3.5 million is allocated in 2020‑21 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 47, with a further nine to commence in 2021, leaving one to be extended by 2022.

 

Detailed Budget Statements

Table 3.6:         Statement of Comprehensive Income

	2019‑20	2020‑21	2021‑22	2022‑23	2023‑24
			Forward	Forward	Forward
	Budget	Budget	Estimate	Estimate	Estimate
	$'000	$'000	$'000	$'000	$'000
Revenue and other income
Appropriation revenue - operating1	1 008 997	1 062 594	1 116 071	1 159 725	1 211 585
Appropriation revenue - capital2	50 975	46 027	62 600	51 125	30 400
Other revenue from government3	....	13 901	....	....	....
Grants4	19 552	35 376	14 987	2 632	148
Sales of goods and services	39 634	41 836	42 864	45 842	46 449
Fees and fines	171	175	178	182	182
Interest5	665	400	360	330	300
Other revenue6	24 804	20 750	21 809	22 169	23 852
Total revenue	1 144 798	1 221 059	1 258 869	1 282 005	1 312 916
Net gain/(loss) on non‑financial assets	243	243	243	243	243
Total income	1 145 041	1 221 302	1 259 112	1 282 248	1 313 159
Expenses
Employee benefits7	861 678	918 898	959 757	992 842	1 035 787
Depreciation and amortisation	52 979	55 222	56 900	58 575	60 307
Supplies and consumables8	201 474	224 199	212 705	211 815	214 025
Grants and subsidies9	18 406	15 728	12 674	14 555	18 226
Borrowing costs10	529	115	91	68	60
Other expenses	12 384	13 513	13 548	13 823	14 053
Total expenses	1 147 450	1 227 675	1 255 675	1 291 678	1 342 458
Net result	(2 409)	(6 373)	3 437	(9 430)	(29 299)
Other comprehensive income
Changes in physical asset revaluation reserve	38 768	43 723	43 517	43 517	43 517
Total other comprehensive income	38 768	43 723	43 517	43 517	43 517
Comprehensive result	36 359	37 350	46 954	34 087	14 218

Notes:

1.    The increase in Appropriation revenue ‑ operating reflects the continuation of the 2018 election commitments for Taking Education to the Next Level including: More staff in Government Schools; Improving Literacy and Numeracy; Extend Every Tasmanian High School to Year 12 by 2022; Australian Government funding for Quality Schools, Quality Outcomes; and new 2020‑21 initiatives including: School Levies and Charges; Inclusive School Communities: Supporting Students to Learn; Engaging and Empowering our Learners to Succeed; and Engaging Parents as partners in student learning, which are funded through the bilateral agreement funding. The increases across the Forward Estimates also include the increase in State funding for government schools under the National School Reform Agreement. The increase in 2023‑24 also reflects 2018 election commitment funding for Legana Primary and New Brighton High School operating costs.

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.    Other revenue from government reflects rollovers of unexpended appropriation from 2019-20 authorised in accordance with the Financial Management Act 2016.

4.    The increase in Grants in 2020‑21 reflects the additional Public Building Maintenance Program funding allocated to the Department as part of the Government’s COVID‑19 Response and Recovery Measures for school maintenance projects. The variation 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 ‑ 2021. In the Australian Government’s 2020‑21 Budget, it was announced that funding for this program will be extended for the full 2021 calendar year.

5.    The decrease in Interest revenue across 2020‑21 and the Forward Estimates reflects revised estimates based on actual revenue trends.

6.    The decrease in Other revenue in 2020‑21 primarily reflects a revision to estimated school revenue based on actual revenue trends and realignment with Sales of goods and services.

7.    The increase in Employee benefits reflects the continuation of the 2018 election commitments for Taking Education to the Next Level including: More staff in Government Schools; Improving Literacy and Numeracy; Extend Every Tasmanian High School to Year 12 by 2022; Australian Government funding for Quality Schools, Quality Outcomes; and new 2020‑21 initiatives including: Engaging and Empowering our Learners to Succeed funded through the application of bilateral agreement funding. The increases across the Forward Estimates also include the increase in State funding for government schools under the National School Reform Agreement. The increase in 2023‑24 also reflects 2018 election commitment funding for Legana Primary and New Brighton High School operating costs.

8.    The variation in Supplies and consumables across the Forward Estimates includes the additional funding allocated for the Public Building Maintenance Program and School excursions; the increase in State funding for government schools under the National School Reform Agreement; new 2020‑21 initiatives including: Inclusive School Communities: Supporting Students to Learn; Engaging and Empowering our Learners to Succeed; and Engaging Parents as partners in student learning, which are funded through the bilateral agreement funding. The increase in 2023‑24 also reflects 2018 election commitment funding for Legana Primary and New Brighton High School operating costs.

9.    The variation in Grants and subsidies reflects the impact of the reprioritisation of funding for the Working Together initiative to other expenditure types due to the slowing of the implementation of Working Together to consolidate the operating model, and the finalisation of Australian Government National Partnership funding to the State.

10.  The decrease in Borrowing costs reflects a change in the accounting treatment for the recognition of leases. Further information on this change is provided in chapter 1 of this Budget Paper.

 

Table 3.7:         Statement of Comprehensive Income ‑ Administered

2019‑20  2020‑21  2021‑22  2022‑23  2023‑24        Forward  Forward  Forward    Budget  Budget  Estimate  Estimate  Estimate    $'000  $'000  $'000  $'000  $'000

Administered revenue and other income           Appropriation revenue - operating1 371 821  413 976  436 722  456 962  469 720  Other revenue from government2 ....  229  ....  ....  ....  Sales of goods and services 401  411  422  433  444  Total administered revenue 372 222  414 616  437 144  457 395  470 164

Total administered income 372 222  414 616  437 144  457 395  470 164

Administered expenses           Grants and subsidies1 371 821  414 205  436 722  456 962  469 720  Transfers to the Public Account 401  411  422  433  444  Total administered expenses 372 222  414 616  437 144  457 395  470 164

Administered net result ....  ....  ....  ....  ....

Administered comprehensive result ....  ....  ....  ....  ....

Notes:

1.    The increase in Appropriation revenue - operating and Grants and subsidies 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 funding under the 2018 election commitments for additional Non‑Government Capital Assistance and Non‑Government School Support.

2.    Other revenue from government reflects rollovers of unexpended appropriation from 2019‑20 approved in accordance with the Financial Management Act 2016.

 

Table 3.8:         Revenue from Appropriation by Output

	2019‑20	2020‑21	2021‑22	2022‑23	2023‑24
			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	935 554	991 147	1 043 731	1 082 263	1 125 816
1.2 School Support Services2	11 789	14 594	14 846	15 001	15 268
1.3 Early Learning3	17 338	9 204	11 353	16 320	23 424
1.4 Statutory Offices	7 067	7 298	6 933	7 044	7 248
	971 748	1 022 243	1 076 863	1 120 628	1 171 756
Output Group 2 ‑ Libraries Tasmania
2.1 Information Services and Community Learning	34 138	35 046	35 778	35 598	36 248
2.2 Tasmanian Archives4	3 111	3 805	3 430	3 499	3 581
	37 249	38 851	39 208	39 097	39 829
Output Group 90 ‑ COVID‑19 Response and Recovery
90.1 School Excursions	....	1 500	....	....	....
	....	1 500	....	....	....
Grants and Subsidies5	371 821	413 976	436 722	456 962	469 720
Capital Investment Program6	50 975	46 027	62 600	51 125	30 400
Department of Education
Total Operating Services Expenditure	1 380 818	1 476 570	1 552 793	1 616 687	1 681 305
Total Capital Services Expenditure	50 975	46 027	62 600	51 125	30 400
	1 431 793	1 522 597	1 615 393	1 667 812	1 711 705
Appropriation Rollover	....	14 130	....	....	....
Total Revenue from Appropriation	1 431 793	1 536 727	1 615 393	1 667 812	1 711 705
Controlled Revenue from Appropriation	1 059 972	1 122 522	1 178 671	1 210 850	1 241 985
Administered Revenue from Appropriation	371 821	414 205	436 722	456 962	469 720
	1 431 793	1 536 727	1 615 393	1 667 812	1 711 705

Notes:

1.    The increase in In School Education reflects the continuation of the 2018 election commitments for Taking Education to the Next Level including: More staff in Government Schools; Improving Literacy and Numeracy; Extend Every Tasmanian High School to Year 12 by 2022; Australian Government funding for Quality Schools, Quality Outcomes; and new 2020‑21 initiatives including: School Levies and Charges; Inclusive School Communities: Supporting Students to Learn; Engaging and Empowering our Learners to Succeed; and Engaging Parents as partners in student learning, which are funded through the bilateral agreement funding. The increases across the Forward Estimates also include the increase in State funding for government schools under the National School Reform Agreement.

2.    The increase in School Support Services in 2020‑21 reflects the realignment of expenditure between Outputs to reflect delivery of services.

3.    The decrease in Early Learning in 2020‑21 reflects the transfer of budgets from this Output to In School Education to enable resources to be utilised in the short‑term while the implementation of the Working Together initiative has been slowed to consolidate the operating model, and reflects the Governments contribution to the National Disability Insurance Scheme under the Bilateral Agreement between the Australian Government and Tasmania towards early childhood intervention for children with a disability.

4.    The increase in Tasmanian Archives in 2020‑21 reflects funding for the Preservation of the State Audio and Visual Collection initiative.

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.

6.    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.

Table 3.9:         Administered Revenue

	2019‑20	2020‑21	2021‑22	2022‑23	2023‑24
			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	401	411	422	433	444
	401	411	422	433	444
Revenue from Appropriation
Annual Appropriation1	371 821	413 976	436 722	456 962	469 720
	371 821	413 976	436 722	456 962	469 720
Agency Revenue
Appropriation receipts - other2	….	229	….	….	….
	….	229	….	….	….
Total Administered Revenue	372 222	414 616	437 144	457 395	470 164

Notes:

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 to 2021‑22 and Non‑Government School Support to 2021‑22.

2.    Appropriation receipts - other reflects rollovers of unexpended appropriation from 2019‑20 approved in accordance with the Financial Management Act 2016.

 

Table 3.10:       Administered Expenses

	2019‑20	2020‑21	2021‑22	2022‑23	2023‑24
			Forward	Forward	Forward
	Budget	Budget	Estimate	Estimate	Estimate
	$'000	$'000	$'000	$'000	$'000
Grants and Subsidies
Non‑government schools: Australian Government funded grants1	291 500	329 010	350 117	370 804	381 182
Non‑government schools: State funded capital assistance2	2 673	2 902	2 673	1 173	1 173
Non‑government schools: State funded general education grants3	77 648	82 293	83 932	84 985	87 365
	371 821	414 205	436 722	456 962	469 720
Transfer to the Public Account	401	411	422	433	444
Total Administered Expenses	372 222	414 616	437 144	457 395	470 164

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 increase in Non‑government schools: State funded capital assistance in 2020‑21 reflects rollovers of unexpended appropriation from 2019‑20 approved in accordance with the Financial Management Act 2016. The decrease in 2022‑23 reflects the completion of additional Non‑government Capital Assistance funding provided in 2018‑19.

3.    The increase 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.

 

Table 3.11:       Statement of Financial Position as at 30 June1

	2020	2021	2022	2023	2024
			Forward	Forward	Forward
	Budget	Budget	Estimate	Estimate	Estimate
	$'000	$'000	$'000	$'000	$'000
Assets
Financial assets
Cash and deposits2	91 386	64 412	63 806	57 962	55 057
Investments3	....	5 000	....	....	....
Receivables	12 412	10 761	11 175	11 235	11 373
Other financial assets	....	7 658	7 658	7 658	7 658
	103 798	87 831	82 639	76 855	74 088
Non‑financial assets
Assets held for sale4	1 035	2 164	405	1 089	....
Property, plant and equipment5	1 494 875	1 556 312	1 618 553	1 663 339	1 686 646
Heritage and cultural assets	46 703	47 116	48 976	50 836	52 696
Intangibles6	4 274	6 646	3 750	2 439	1 194
Other assets7	33 005	13 880	14 658	15 159	15 889
	1 579 892	1 626 118	1 686 342	1 732 862	1 756 425
Total assets	1 683 690	1 713 949	1 768 981	1 809 717	1 830 513
Liabilities
Payables	6 350	10 507	11 630	11 697	11 994
Interest bearing liabilities7	21 540	6 056	5 919	5 195	3 952
Employee benefits	165 901	189 386	196 478	203 784	211 308
Other liabilities	6 540	6 492	6 492	6 492	6 492
Total liabilities	200 331	212 441	220 519	227 168	233 746
Net assets (liabilities)	1 483 359	1 501 508	1 548 462	1 582 549	1 596 767
Equity
Reserves	423 547	467 818	511 335	554 852	598 369
Accumulated funds	1 059 812	1 033 690	1 037 127	1 027 697	998 398
Total equity	1 483 359	1 501 508	1 548 462	1 582 549	1 596 767

Notes:

1.    Some balance estimates for 2021 and later years will be impacted by final closing balances presented in the Department's 2019‑20 Annual Report. Further information on the impact of the timing of the 2020‑21 Budget on opening balances is provided in chapter 1 of this Budget Paper.

2.    The decrease in Cash and deposits reflects the impacts of the Department’s School Finance Project, which has been focussed on schools reducing their bank balances to ensure that the funds are spent on the current cohort of students.

3.    Investments in 2021 reflects a loan to TasTAFE for the Alanvale Campus.

4.    The variation in Assets held for sale reflects an updated estimate based on an analysis of the timing of property sales.

5.    The increases in Property, plant and equipment reflect further capital investment in schools and the estimated indexation of the asset value base less depreciation.

6.    The increase in Intangibles in 2021 primarily reflects revised estimates based on 30 June 2020 actuals, which reflects the purchase of intangibles relating to systems development.

7.    The variation in Other assets and Interest bearing liabilities reflects a change in the accounting treatment for the recognition of leases. Further information on this change is provided in chapter 1 of this Budget Paper.

 

Table 3.12:       Statement of Cash Flows

	2019‑20	2020‑21	2021‑22	2022‑23	2023‑24
			Forward	Forward	Forward
	Budget	Budget	Estimate	Estimate	Estimate
	$'000	$'000	$'000	$'000	$'000
Cash flows from operating activities
Cash inflows
Appropriation receipts - operating1	1 008 997	1 062 594	1 116 071	1 159 725	1 211 585
Appropriation receipts - capital2	50 975	46 027	62 600	51 125	30 400
Appropriation receipts - other3	....	13 901	....	....	....
Grants4	19 552	35 376	14 987	2 632	148
Sales of goods and services	38 368	40 570	41 598	44 576	45 183
Fees and fines	171	175	178	182	182
GST receipts	28 503	28 503	28 503	28 503	28 503
Interest received5	665	400	360	330	300
Other cash receipts6	23 804	19 750	20 809	21 169	22 852
Total cash inflows	1 171 035	1 247 296	1 285 106	1 308 242	1 339 153
Cash outflows
Employee benefits7	(754 983)	(796 577)	(843 983)	(873 222)	(911 995)
Superannuation	(93 395)	(99 316)	(105 771)	(109 403)	(113 357)
Borrowing costs	(529)	(115)	(91)	(68)	(60)
GST payments	(29 207)	(29 207)	(29 207)	(29 207)	(29 207)
Grants and subsidies8	(18 406)	(15 728)	(12 674)	(14 555)	(18 226)
Supplies and consumables9	(210 616)	(232 321)	(220 381)	(220 193)	(222 251)
Other cash payments	(12 223)	(13 310)	(13 548)	(13 823)	(14 053)
Total cash outflows	(1 119 359)	(1 186 574)	(1 225 655)	(1 260 471)	(1 309 149)
Net cash from (used by) operating activities	51 676	60 722	59 451	47 771	30 004
Cash flows from investing activities
Payments for acquisition of non‑financial assets10	(54 358)	(64 619)	(63 914)	(52 439)	(31 714)
Proceeds from the disposal of non‑financial assets11	4 693	1 035	....	....	....
Net advances paid12	....	(5 000)	5 000	....	....
Net cash from (used by) investing activities	(49 665)	(68 584)	(58 914)	(52 439)	(31 714)
Cash flows from financing activities
Net borrowings13	(1 445)	(1 109)	(1 143)	(1 176)	(1 195)
Net cash from (used by) financing activities	(1 445)	(1 109)	(1 143)	(1 176)	(1 195)

 

 

Table 3.12:       Statement of Cash Flows (continued)

	2019‑20	2020‑21	2021‑22	2022‑23	2023‑24
			Forward	Forward	Forward
	Budget	Budget	Estimate	Estimate	Estimate
	$'000	$'000	$'000	$'000	$'000
Net increase (decrease) in cash and cash equivalents held	566	(8 971)	(606)	(5 844)	(2 905)
Cash and deposits at the beginning of the reporting period	90 820	73 383	64 412	63 806	57 962
Cash and deposits at the end of the reporting period	91 386	64 412	63 806	57 962	55 057

Notes:

1.    The increase in Appropriation receipts ‑ operating reflects the continuation of the 2018 election commitments for Taking Education to the Next Level including: More staff in Government Schools; Improving Literacy and Numeracy; Extend Every Tasmanian High School to Year 12 by 2022; Australian Government funding for Quality Schools, Quality Outcomes; and new 2020‑21 initiatives including: School Levies and Charges; Inclusive School Communities: Supporting Students to Learn; Engaging and Empowering our Learners to Succeed; and Engaging Parents as partners in student learning, which are funded through the bilateral agreement funding. The increases across the Forward Estimates also include the increase in State funding for government schools under the National School Reform Agreement. The increase in 2023‑24 also includes 2018 election commitment funding for Legana Primary and New Brighton High School operating costs.

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.    Appropriation receipts ‑ other reflects rollovers of unexpended appropriation from 2019‑20 approved in accordance with the Financial Management Act 2016.

4.    The increase in Grants in 2020‑21 reflects the additional Public Building Maintenance Program funding allocated to the Department as part of the Government’s COVID‑19 Response and Recovery Measures for school maintenance projects. The variation 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 ‑ 2021. In the Australian Government’s 2020‑21 Budget it was announced that funding for this program will be extended for the full 2021 calendar year.

5.    The decrease in Interest received across the Forward Estimates reflects revised estimates based on actual revenue trends.

6.    The decrease in Other cash receipts in 2020‑21 primarily reflects a revision to estimated school revenue based on actual revenue trends and realignment with Sales of goods and services.

7.    The increase in Employee benefits reflects the continuation of the 2018 election commitments for Taking Education to the Next Level including: More staff in Government Schools; Improving Literacy and Numeracy; Extend Every Tasmanian High School to Year 12 by 2022; Australian Government funding for Quality Schools, Quality Outcomes; and new 2020‑21 initiatives including: Engaging and Empowering our Learners to Succeed funded through the bilateral agreement funding. The increases across the Forward Estimates also include the increase in State funding for government schools under the National School Reform Agreement. The increase in 2023‑24 also reflects 2018 election commitment funding for Legana Primary and New Brighton High School operating costs.

8.    The variation in Grants and subsidies reflects the impact of the reprioritisation of funding for the Working Together initiative to other expenditure types due to the slowing of the implementation of Working Together to consolidate the operating model and the finalisation of Australian Government National Partnership funding to the State.

9.    The variation in Supplies and consumables across the Forward Estimates includes the additional funding allocated for the Public Building Maintenance Program and School Excursions; the increase in State funding for government schools under the National School Reform Agreement; new 2020‑21 initiatives including: Inclusive School Communities: Supporting Students to Learn; Engaging and Empowering our Learners to Succeed; and Engaging Parents as partners in student learning, which are funded through the bilateral agreement funding. The increase in 2023‑24 also reflects 2018 election commitment funding for Legana Primary and New Brighton High School recurrent costs.

10.  The variation in Payments for acquisition of non‑financial assets reflects the capital purchases associated with the Capital Investment Program.

11.  The variation in Proceeds from the disposal of non‑financial assets reflects the estimated timing of property sales.

12.  Net advances paid reflects the timing of a loan to TasTAFE for the Alanvale Campus.

13.  The variation in Net borrowings reflects a change in the accounting treatment for the recognition of leases. Further information on this change is provided in chapter 1 of this Budget Paper.

Table 3.13:       Statement of Cash Flows - Administered

2019‑20  2020‑21  2021‑22  2022‑23  2023‑24        Forward  Forward  Forward    Budget  Budget  Estimate  Estimate  Estimate    $'000  $'000  $'000  $'000  $'000

Cash flows from operating activities           Cash inflows           Appropriation receipts - operating1 371 821  413 976  436 722  456 962  469 720  Appropriation receipts - other2 ....  229  ....  ....  ....  Sales of goods and services 401  411  422  433  444  Total cash inflows 372 222  414 616  437 144  457 395  470 164

Cash outflows           Grants and subsidies1 (371 821) (414 205) (436 722) (456 962) (469 720) Transfer to the Public Account (401) (411) (422) (433) (444) Total cash outflows (372 222) (414 616) (437 144) (457 395) (470 164)

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 ....  ....  ....  ....  ....

Notes:

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.

2.    Appropriation receipts ‑ other reflects rollovers of unexpended appropriation from 2019‑20 approved in accordance with the Financial Management Act 2016.