3†††† Department of Education

Agency Outline

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

Education services are delivered across the State through 194 government schools including early childhood intervention services, 12 child and family learning centres and 47 libraries. The number of students from pre‑kindergarten to senior secondary is 58 527 full‑time equivalent students.

The Departmentís Strategic Plan 2022-2024: Learners First: connected, resilient, creative and curious thinkers focusses the Department to improve outcomes for all learners: access, participation and engagement, early learning, wellbeing and literacy and numeracy.

Achievement of these goals is underpinned by an improvement agenda that is centred on:

       embedding quality teaching for learning through a focus on what we teach, how we teach and how we assess student learning to ensure a yearís growth for every learner;

       aligning and refining practices to further support the wellbeing of children and young people to allow them to fully engage in learning;

       implementing an explicit Approach to School Improvement to ensure student learning through and for growth; and

       improving education infrastructure.

In 2022‑23, guided by the Strategic Plan, the Department will continue its focus on building a high quality, equitable education system that supports the engagement of all learners and strengthens the safeguarding of the rights of all children and young people to have an education, to be heard and to be kept safe from harm. During 2022‑23, the new Department of Education, Children and Young People will begin operations, bringing together the functions from the Department of Education, and Child, Youth and Family Services from the Department of Communities Tasmania.

A critical priority for the Department will be ongoing implementation of the 20 recommendations from the Independent Inquiry into the Tasmanian Department of Educationís Responses to Child Sexual Abuse, which will provide additional safeguards to protect children and young people in Tasmanian government schools. Implementation of these recommendations will build on current child and student wellbeing initiatives.

The Department will continue to invest in contemporary, reliable and secure systems that support learners. The Student Systems Renewal initiative will integrate essential information on students, providing schools and parents with tools to improve student learning, wellbeing and engagement. Funding in 2022‑23 and across the Forward Estimates will enable replacement and/or modernisation of school administration systems.


 

Early Learning

The Departmentís early learning environments including: schools; Early Childhood Intervention Services; Child and Family Learning Centres; and Libraries Tasmania all support families with young children to play, learn and grow together.

In pursuit of its goal of early learning, the Department provides children from birth to eight years with early learning through:

       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); Baby Play (pre‑crawling babies); Rock and Rhyme (crawlers and toddlers); Storytime (pre‑schoolers); and CFLCs;

       delivering 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 access and engage in quality learning;

       providing evidence‑based phonics instruction from Prep to Year 2;

       providing differentiated professional learning that embeds effective pedagogies for the early years;

       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 assurance of ECEC services and working in partnership with the sector to support children and families.

Investment in early learning in 2022‑23 will continue to support:

       increased resourcing for CFLCs, which will increase Centre Assistant availability, by more than double on average to be able to provide even more support for local families;

       construction of six new CFLCs including East Tamar and Waratah‑Wynyard in 2022‑23;

       access to Speech Pathologists, Psychologists and Social Workers in CFLCs; and

       free pre‑school for three year old children with the greatest need, delivered in partnership with ECEC services.

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

Primary and Secondary Education

The Department continues to focus on all schools improving learning outcomes by implementing the Approach to School Improvement, whereby each school identifies evidence‑based priorities and related actions that are supported by the Department through the provision of advice, at the shoulder support, professional learning and materials.

Principals have a critical role in leading school improvement and student outcomes. The Principal Capability and Performance initiative will introduce new approaches to support the ongoing growth and continuous improvement of principals.

In addition, a number of system‑wide priority actions are underway, focused on achievement of the Strategic Planís four system goals, 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; and ongoing implementation of the needs based model for funding students with a disability ĎEducational Adjustmentsí which commenced in 2020;

       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 the Numeracy Framework and Plan for Action, released in 2021. Schools will continue to be supported by additional in‑school quality teaching coaches and by Lead Quality Teaching Coaches, and based on this model Numeracy Coaches are also being piloted; 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 the Student Wellbeing and Engagement Survey; the provision of additional school nurses in primary, secondary, and district schools and colleges; the provision of additional student support services (psychologists, social workers and speech pathologists) in CFLCs 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.

Investment in 2022‑23 in school education will: build on funding for vulnerable students including targeted support to students and young people affected by trauma and behavioural challenges; support the second phase for improved case management system functionality for vulnerable students; and continue ongoing investment in school infrastructure that supports learning.

Senior Secondary Education

The Department delivers senior secondary education in eight colleges and 57 High Schools (Years 7‑12).

The Department is focussed on improving access to, and participation and engagement in, quality senior secondary pathways for young people with diverse learning needs, starting points and interests, including through:

       establishment of the Office of the Director of the Registered Training Organisation to move to a better practice governance model. The Office of the RTO will support access participation and engagement for learners in vocational pathways to enable them to develop the skills needed to successfully participate in learning, life and work;

       providing quality delivery of VET qualifications through Trade Training Centres and Trade Skills Centres, with an increasing focus on matching qualifications to industry needs;

       increasing access to apprenticeships and traineeships for school‑aged learners to connect school and employment through learning pathways;

       delivering the Years 9 to 12 Project 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;

       developing highly‑personalised vocational learning and VET opportunities as part of the Vision for Vocational Learning and VET in Tasmanian Schools to 2030; and

       undertaking curriculum renewal to improve rates of attendance, retention, attainment and completion.

Investment in 2022‑23 will continue to support access, participation and engagement through: further development of 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‑focused lens; and supporting the ĎBack on Trackí program 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.

By reshaping upper secondary learning through on‑going investments in Years 9‑12, more students will be engaged in a contemporary, personalised program of learning unique to their aspirations.

Adult Learning

Improving literacy across all age groups, including adults is a Tasmanian Government priority action. Improving adult literacy and numeracy levels will make a difference to individual lives and deliver improved social and economic outcomes, helping people feel more connected and engaged and better able to take advantage of opportunities in the workplace. The literacy levels of parents also directly impacts on the educational aspirations and attainment of children.

Libraries Tasmania is a statewide network that gives people in Tasmania access to library services, research and information, adult literacy support, numeracy and digital literacy support, community learning, online access, and archival and heritage services.

Libraries Tasmania supports adults to re‑engage in learning throughout life through: its adult literacy service and lifelong learning information service, which helps people find learning opportunities in their communities; and the 26TEN network of organisations and individuals that work together to improve adult literacy and numeracy.

Adult learners are also supported by Trade Training Centres, where they are able to access quality VET opportunities to meet local industry needs, in partnership with the community.

Investment in 2022‑23 will continue to support Libraries Tasmania to service a growing population, expand the library and archive collections, and provide more contemporary library and learning experiences.

This chapter provides the Departmentís financial information for 2022‑23 and over the Forward Estimates (2023‑24 to 2025‑26). 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.

Table 3.1:†††††††† Key Deliverables Statement

 

2022‑23

 

Budget

2023‑24

Forward

Estimate

2024‑25

Forward

Estimate

2025‑26

Forward

Estimate

 

$'000

$'000

$'000

$'000

 

 

 

 

 

Additional Education Measures to Keep Tasmanians Safe

7 000

....

....

....

Continuation of Contemporary Library Resources

750

750

750

750

Electrical Switchboard Maintenance

2 000

2 000

2 000

2 000

Glen Dhu Pool1

250

1 700

....

....

Non-government Schools - General Education Grants

3 871

4 220

4 251

7 098

Office of the Director ‑ Department of Education Registered Training Organisation2

571

582

594

607

Outdoor Learning Areas

10 000

....

....

....

Principal Capability and Performance2

1 747

1 122

1 001

1 002

Reducing the Digital Divide for Learners2

1 965

1 965

....

....

Safeguarding Children and Young People ‑ Responding to Recommendations 7, 9 and 10 from the DoE Inquiry2

6 273

8 465

9 637

11 993

Safeguarding Children and Young People ‑ Teacher's Registration Board

375

383

....

....

Student Systems Renewal ‑ Phase Two2

1 990

3 495

4 301

2 396

 

 

 

 

 

Notes:

1.    This is additional funding for an existing project in the Departmentís Capital Investment Program.

2.    This is a new initiative funded from within the Departmentís existing resources.

Additional Education Measures to Keep Tasmanians Safe

Funding is allocated to implement a range of facilities related initiatives to support COVID‑19 safety in both government and non‑government schools. This includes measures to improve ventilation in schools, including the installation of air purifiers and air conditioning units, and minor repairs to windows.

Continuation of Contemporary Library Resources

Funding is allocated to continue the Governmentís 2018 election commitment, supporting Libraries Tasmania to service a growing population, purchase contemporary library resources, expand the library and archive collections, and provide more contemporary library and learning experiences.

Electrical Switchboard Maintenance

Funding is allocated over four years for this initiative to upgrade ageing electrical switchboard infrastructure within schools.

Glen Dhu Pool

This initiative provides for the upgrade and reopening of the Glen Dhu pool. Additional funding of $1.95 million over two years has been allocated, taking total funding to $3.5 million.

Non-government Schools - General Education Grants

Additional ongoing funding is provided to the Department to meet the estimated cost of State Government grants to the non-government school sector under Quality Schools, Quality Outcomes, as part of the National School Reform Agreement. The estimated grants are based on Australian Government projections of enrolments for Kindergarten, Primary and Secondary Catholic and Independent schools.

Office of the Director ‑ Department of Education Registered Training Organisation

Funding is allocated to establish the Office of the Director of the Registered Training Organisation to move to a best practice governance model. The Office of the RTO will support access participation and engagement for learners in vocational pathways to enable them to develop skills to successfully participate in learning, life and work.

Outdoor Learning Areas

Funding is allocated in 2022‑23 to implement a range of Outdoor Learning initiatives to assist in responding to the COVID‑19 pandemic following the re‑opening of the Stateís borders in December 2021. The program will enhance outdoor learning spaces to assist schools to provide rich outdoor learning experiences.

Principal Capability and Performance

Through the Principal Capability and Performance initiative, the Department is providing ongoing funding for new approaches to attract the right principals with the right capabilities for Tasmanian Government schools, support the individual growth of all principals, and strengthen the impact of principals in their school and on their learners. This initiative delivers on the outcomes of the Principal Classification Review undertaken in 2021.

Reducing the Digital Divide for Learners

Learning from home throughout the COVID‑19 pandemic highlighted the need to be flexible and to ensure Tasmanian students have the necessary tools and technology available to allow access to remote learning. Funding is committed to bolster the pool of devices, including laptops, tablets and internet dongles for use by students in Tasmanian Government schools.

This investment will also be used to support whole of family connectivity, inclusion and digital literacy more broadly, leveraging the power of technology to support continuous and lifelong learning. Ensuring all students have access to this technology will ensure they have the opportunity to develop the skills and confidence they need to reach their full potential.


 

Safeguarding Children and Young People ‑ Responding to Recommendations 7, 9 and 10 from the Department of Education Inquiry

A critical priority for the Department is to address risks to the safety of children and young people through implementation of key recommendations from the Independent Inquiry into the Department of Educationís Responses to Child Sexual Abuse to ensure additional critical safeguards are in place for children and young people. The implementation of all 20 recommendations from the Departmentís Inquiry Report are a critical priority in 2022 and 2023. This resourcing focuses on the response to three key recommendations to deliver additional safeguards to protect children and young people from child sexual abuse:

       Recommendation 7 ‑ that every government school principal be required to appoint a school staff person as the Student Safeguarding Officer;

       Recommendation 9 ‑ that information about understanding, preventing, identifying and responding to sexual abuse be included in inductions and in annual training, for all principals, teachers and teacher aides; and

       Recommendation 10 ‑ that the Department develop instructions, guidelines and training for teachers and student support staff for the purposes of responding to, reporting and recording concerns about staff and student behaviour that may be relevant to preventing sexual abuse, but that fall below the threshold required by the Departmentís Mandatory Reporting Procedures.

Funding is allocated to the following initiatives to create the system‑wide change to practice and culture that is critical to ensure that all children and young people are safe from the harm of sexual abuse and to successfully implement recommendations from the Inquiry:

       appoint School Safeguarding Officers in every government school as part of a Support and Wellbeing Team lead role to plan and implement school strategies to support the wellbeing of all students, including risk management strategies to protect them from the harm of sexual abuse;

       mandatory professional development for all Departmental staff in understanding, preventing and responding to child sexual abuse in schools, and professional development for School Safeguarding Officers, thereby building a culture of putting the child and their safety at the centre of all decisions;

       support a change in the Department practices and culture to provide more support for children and young people affected by harmful sexual behaviours, including four FTE additional Senior Support Staff with specialist expertise and a professional learning package delivered to all Professional Support Staff; and

       engagement of additional professional support staff for schools (eight psychologists and eight social workers), to support student wellbeing and safety.

Safeguarding Children and Young People ‑ Teacherís Registration Board

Funding is allocated to the Teacherís Registration Board to engage up to three additional full‑time‑equivalent staff to support the investigation of complaints and disciplinary processes.

Student Systems Renewal ‑ Phase Two

This initiative builds on funding allocated for a case management platform and extends the systems program of work that intends to replace, consolidate and/or modernise the Departmentís remaining ageing student and school administration systems and improve the integration of its core business systems.

The overarching initiative seeks to: drive better collaboration, better understand our learners, make smarter insight‑driven decisions, and improve the way the Department manages and interprets information.

Ongoing Key Deliverables

In addition to the key deliverables identified above, ongoing key deliverables for the Department include:

Online Senior Secondary Assessments

This initiative will deliver senior secondary assessments and exams in the same way senior secondary students undertake their studies, using technology and online platforms.

There is increasing momentum to move away from paper‑based assessments and this investment will start building and licensing a secure, reliable, fit‑for‑purpose online assessment platform that seamlessly connects to existing student management systems.

Supporting Students Impacted by Trauma and Trauma Informed Professional Development

Trauma can have a significant impact on a studentís ability to learn. In 2020, the Model of Support for Students Impacted by Trauma was developed. Under this initiative, 66 schools have received targeted funding to build their capacity to support students impacted by trauma, which includes a component to support individual students.

The importance of building on this initiative has been accentuated through the COVID‑19 pandemic and through the Governmentís 2021 election commitment for Supporting Students Impacted by Trauma, with 659 students supported from between 2020 and 2022.

Output Information

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

       Output Group 1 ‑ Education;

       Output Group 2 ‑ Libraries Tasmania;

       Output Group 3 ‑ Education Regulation; and

       Output Group 89 ‑ Public Building Maintenance Program.

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


 

Table 3.2:†††††††† Output Group Expense Summary

 

2021‑22 

2022‑23 

2023‑24 

2024‑25 

2025‑26 

 

 

 

Forward 

Forward 

Forward 

 

Budget 

Budget 

Estimate 

Estimate 

Estimate 

 

$'000 

$'000 

$'000 

$'000 

$'000 

 

 

 

 

 

 

Minister for Education, Children and Youth

 

 

 

 

 

 

 

 

 

 

 

Output Group 1 ‑ Education

 

 

 

 

 

1.1 In School Education1

1 193 191 

1 255 829 

1 303 507 

1 345 223 

1 389 882 

1.2 Early Learning2

17 445 

22 714 

26 225 

27 721 

28 396 

 

1 210 636 

1 278 543 

1 329 732 

1 372 944 

1 418 278 

Output Group 2 ‑ Libraries Tasmania

 

 

 

 

 

2.1 Libraries Tasmania

42 704 

45 425 

46 339 

47 235 

48 588 

 

42 704 

45 425 

46 339 

47 235 

48 588 

Output Group 3 ‑ Education Regulation

 

 

 

 

 

3.1 Education Regulation3

7 663 

11 331 

11 170 

11 072 

11 363 

 

7 663 

11 331 

11 170 

11 072 

11 363 

Output Group 89 ‑ Public Building Maintenance Program

 

 

 

 

 

89.1 Public Building Maintenance Program4

5 794 

978 

.... 

.... 

.... 

 

5 794 

978 

.... 

.... 

.... 

 

 

 

 

 

 

Grants and Subsidies5

441 159 

478 387 

499 283 

517 621 

535 274 

 

 

 

 

 

 

Capital Investment Program6

.... 

12 000 

2 000 

2 000 

2 000 

 

 

 

 

 

 

TOTAL

1 707 956 

1 826 664 

1 888 524 

1 950 872 

2 015 503 

 

 

 

 

 

 

Notes:

1.    The increase in In School Education reflects: growth in State and Australian Government funding under the National School Reform Agreement, including supporting the Safeguarding Children and Young People, Student Systems Renewal ‑ Phase Two, and Principal Capability and Performance initiatives; funding provided for 2021‑22 Budget initiatives; and funding for Additional Education Measures to Keep Tasmanians Safe.

2.    The increase in Early Learning in 2022‑23 reflects the timing of funding for the Working Together initiative and operating resources allocated for the Six New Child and Family Learning Centres.

3.    The variation in Education Regulation reflects the profile of funding transferred from Output 1.1 - In School Education to implement reforms to education regulation, and additional funding for Safeguarding Children and Young People - Teacherís Registration Board.

4.    The variation in Public Building Maintenance Program reflects the timing and completion of funding allocated to the Department for school maintenance projects.

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 for Non‑government schools, Australian Government funded grants, State funded capital assistance and State funded general education grants.

6.    Capital Investment Program reflects expenditure for Outdoor learning Areas and Electrical Switchboard Maintenance that is not reflected as Purchases of non-financial assets.


 

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 inspire and support all learners to succeed as connected, resilient, creative and curious thinkers. The services provided under this Output are crucial to ensure that Tasmaniaís 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.

1.2 Early Learning

This Output has three 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 childcare services under the Child Care Act 2001. Grant 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 Learning Centres. The third focus area of this Output is the Working Together initiative with the Early Childhood Education and Care Sector to support free pre‑school for children who are the most disadvantaged or vulnerable.

Table 3.3:†††††††† Performance Information ‑ Output Group 11

Performance Measure

Unit of

†Measure

2019‑20 Actual

2020‑21 Actual

2021‑22 Target

2022‑23 Target1

 

 

 

 

 

 

Early Learning

Kindergarten and Prep2

 

 

 

 

 

Percentage of government school students meeting the Kindergarten Development Check

%

67.1

 

60.7

 

67.7

 

61.5

Percentage of Prep government school students achieving:
Expected literacy outcomes

%

 

84.7

85.4

 

na

 

na

Expected numeracy outcomes

%

85.7

84.1

na

na

 

 

 

 

 

 

Education and Care3

 

 

 

 

 

Service quality assessment visits4

Number

49

61

80

70

Visits to approved or licensed education and child care services5

Number

 

278

 

579

 

300

 

450

 

 

 

 

 

 

Literacy and Numeracy6,7

Reading

 

 

 

 

 

Reading rates against National Minimum Standard Year 3

% of students at or above the NMS

 

na

 

94.7

 

95.0

 

96.0

Reading rates against NMS Year 5

%

na

93.5

94.0

95.1

Reading rates against NMS Year 7

%

na

90.6

95.0

93.0

Reading rates against NMS Year 9

%

na

86.6

93.0

90.0

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

Performance Measure

Unit of

†Measure

2019‑20 Actual

2020‑21 Actual

2021‑22 Target

2022‑23 Target1

 

 

 

 

 

 

Numeracy

 

 

 

 

 

Numeracy rates against NMS Year 3

% of students at or above the NMS

 

na

 

95.7

 

96.3

 

96.8

Numeracy rates against NMS Year 5

%

na

93.7

95.2

95.3

Numeracy rates against NMS Year 7

%

na

90.0

96.0

92.5

Numeracy rates against NMS Year 9

%

na

93.1

96.0

94.8

 

 

 

 

 

 

Aboriginal Students

 

 

 

 

 

Education outcome gap across Years 3,5,7 and 9 reading and numeracy8

%

 

na

 

9.0

 

5.0

 

6.8

 

 

 

 

 

 

Access, Participation and Engagement7

 

 

 

 

 

Government school students in Years 7‑10 whose attendance is 90% or more9

%

58.2

52.3

63.2

53.3

Direct retention rate Years 10‑12 for government schools10

%

66.0

66.4

68.0

67.4

Apparent retention rate Years 10‑12 for government schools (full‑time)10

Rate

79.5

79.9

82.0

80.9

 

 

 

 

 

 

Attainment Measures for 15 ‑ 19 year old students:7,11

 

 

 

 

 

Completed 120 credit points in education and training

Number

4 896

4 863

5 200

5 300

Some vocational education and training

Number

5 416

5 865

6 000

6 100

Tasmanian Certificate of Education

%

59.6

59.0

63.0

62.0

Australian Tertiary Admission Rank

%

33.3

33.4

35.0

35.0

 

 

 

 

 

 

Sources: Department of Education Annual Report 2020‑21; and Departmental records.

††National Quality Agenda Information Technology System.

††National Assessment Program: Literacy and Numeracy reported at

††† https://reports.acara.edu.au/Home/TimeSeries

††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

Notes:

1.    Targets for 2022‑23 are informed by several considerations for future years:

-     The Department is undertaking a comprehensive review of all performance measures, with the aim to better reflect performance against the Departmentís Strategic Plan 2022‑2024: Learners First: connected, resilient, creative and curious thinkers. As such, reporting of some performance measures may change in the future.

-     Assessment sources for some measures have been adjusted in recent years (such as the Early Years, where measures were previously based on the BASE assessment).

-     Some targets for 2022‑23 have been set taking into account the impact of the COVID‑19 pandemic (e.g. based off 2020‑21 Actuals), and with uncertainty about the ongoing impact of the COVID-19 pandemic on medium to long‑term outcomes.

2.    Early Learning performance measures are based on calendar years. The 2020‑21 Actual values are based on assessments at the end of 2020.

-     Kindergarten Development Check during 2020 was affected by the COVID‑19 pandemic, with no preliminary mid‑year assessment undertaken. From 2021, changes to the assessment, requiring further information about selected developmental markers, may affect reporting comparability in future years.

-     Prep literacy and numeracy assessments were based on a revised instrument in 2020, compared to previous years, which required definition of an expected standard score for that instrument. From 2021, a new assessment instrument has been used, which will provide a revised measure and targets in the coming years.

3.    The Department is responsive to the emergent issues within the education and care sector, in accordance with the principles of best practice regulation. The number of visits represents some of the Department's interactions with services to promote and improve the quality of education and care. However, as mitigating the impact of the COVID‑19 pandemic was a primary issue between April to September 2020 and November 2021 to March 2022, visits to services were minimised and resources diverted and where appropriate, conducted virtually. The target for 2022‑23 differs from 2021‑22 because of the introduction of a revised approach to regulating. A more proactive approach in monitoring the quality and compliance will increase visit numbers. As a result, specific assessment and rating visits that focus on quality only will reduce.

4.    Visits to services for quality assessment are prioritised using a risk‑based approach. Services with higher risk require reassessment more frequently. Services are assessed using the seven Quality Areas, 15 standards and 40 elements of the National Quality Standard. The impact of the COVID‑19 pandemic will be evident in the differences between target and actual visits for 2021‑22. Virtual visits are still incorporated as a component of the assessment and rating process (the face‑to‑face visits remaining, but shorter in duration). Multiple visits to a service for the purpose of quality assessment are counted as one visit to ensure data continues to be comparable over time.

5.    The number of visits to approved or licensed services has a compliance focus and is separate to service quality assessment visits. Due to the COVID‑19 pandemic, visits to services were lowest between April to September 2020 and November 2021 to March 2022. Education and Care Unit resources were reallocated to actively respond to emerging issues in the sector, particularly to assist with COVID‑19 pandemic related enquiries and management. Virtual visits enabled the strong connections with services to be maintained ‑ these visits are included in the data. The target for 2022‑23 reflects an intention to rebalance workload.

6.    Literacy and Numeracy performance measures are based on national minimum standards; national proficient standards are being developed for consideration by the Education Council and are expected to be available in coming years. The 2020‑21 Actual values are based on assessments in May 2021.

-       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 nationally in May 2020, actual values for 2019‑20 are not available.

-       From 2023, NAPLAN will be administered earlier within the school year. This is expected to result in marginally lower performance, relative to previous years.

7.    The 2020‑21 Actual for these measures were not available and therefore not published in the 2021‑22 Budget.

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

9.    The Year 7‑10 government school attendance level is based on a nationally reported measure of the proportion of government school students attending 90 per cent or more of the Semester 1 period. The 2020‑21 value is actual for Semester 1 2021.

-       Attendance during 2020 was affected by the COVID‑19 pandemic and learning from home practices during parts of 2020. Consequently, attendance data for 2019‑20 excludes Term 1 Week 7 to Term 2 Week 6 inclusive.

10.  Retention 2020‑21 Actual values are based on Year 12 numbers as at mid‑2021.

-       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.

-       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.

11.  Attainment measures are based on calendar years: 2020‑21 Actual values are based on attainment at the end of 2021.

-       Attainment measures include students across education sectors who have attained one or more units of credit in Tasmanian Assessment, Standards and Certification accredited courses, and TASC recognised or nationally recognised Vocational Education and Training.

-       Credit points and VET measures are based on numbers of Year 12/13 students in the given year, for studies undertaken in that year or prior. These measures may count students in multiple calendar years, based on participation across the 15‑19 year old age range. Completion of 120 credit points or more, by the end of that calendar year, represents two years of full‑time study.

-       Attainment percentages are an important way to monitor the level of qualifications that young people are achieving. There are many qualifications and certificates that young people can pursue and achieve depending on their interests and planned future pathway. Observations on attainment should also consider achievement of the Qualifications Certificate (issued at the end of senior secondary studies) and VET attainment (particularly Certificate III and above).

-       The proportions of students who attained a Tasmanian Certificate of Education and/or Australian Tertiary Admission Rank are based on the ABS estimates for the number of persons aged 15‑19 years in Tasmania. This age cohort would include young people undertaking other education and training pathways and/or not in their final year of school. As the eligible age cohort fluctuates each year, attainment percentages (rather than numbers) are preferable for comparison, and student numbers for TCE and ATAR are no longer reported.


 

Output Group 2:††† Libraries Tasmania

2.1 Libraries Tasmania

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, and focuses on the provision of Tasmanian Information Services.

This Output also includes the management of Tasmaniaís Archival and Heritage Collection.

Table 3.4:†††††††† Performance Information ‑ Output Group 2

Performance Measure

Unit of

†Measure

2019‑20 Actual

2020‑21 Actual

2021‑22 Target

2022‑23 Target

 

 

 

 

 

 

Percentage of people satisfied with Libraries Tasmania services

%

92.5

95.2

 

95.0

 

95.0

Average of library loans per lending item per annum1

Number

5.22

5.74

5.80

† 5.80

Number of visits to archive and heritage pages on Libraries Tasmania websites2

Number

1 300 084

1 276 340

 

1 200 000

 

1 200 000

Attendance in Libraries Tasmania programs and events (per annum per 1 000 people)3

Number

128.20

95.00

 

125.00

 

125.00

Percentage of people who feel more confident using digital technology after receiving support from Libraries Tasmania staff (including volunteers), or participating in courses4

%

more confident

84.80

80.60

†85.00

†85.00

 

 

 

 

 

 

Notes:

1.    The 2020‑21 Actual was impacted by an increase in physical items loans as library users returned to physical sites gradually following closure to the public from 25 March 2020 to 18 June 2020 due to the COVID‑19 pandemic. The 2021‑22 and 2022‑23 targets reflect an anticipated further increase in physical item loans due to decreasing physical library restrictions.

2.    The 2019‑20 and 2020‑21 Actuals were impacted by the closure to the public of physical library sites and ongoing physical restrictions due to the COVID‑19 pandemic, which led to an increase in online visits. The 2021‑22 and 2022‑23 targets reflect an anticipated return to more usual online visit levels as physical restrictions are reduced and more people access in‑person services.

3.    The 2020‑21 Actual was impacted by ongoing physical restrictions in libraries which led to reduced program attendance. The 2021‑21 and 2022‑23 targets reflect the anticipated impact of reduced physical restrictions in libraries, leading to increased program attendance.

4.    The 2020‑21 Actual includes feedback from individuals using library services beyond targeted learning activity aimed at building digital skills. The 2021‑22 and 2022‑23 targets reflect an anticipated increase in this result due to better targeting of the survey to people who participated in genuine digital skills learning activities.


 

Output Group 3:††† Education Regulation

3.1 Education Regulation

This Output provides for the operation of the independent regulatory authorities for education including: the Teacherís Registration Board; Office of Tasmanian Assessment Standards and Certification; the Office of the Education Registrar; and the Non‑Government Schools Registration Board. These authorities regulate and drive quality in the Tasmanian education system across all sectors including: government; Catholic; independent school sectors; some parts of the Vocational Education and Training sector; and Home Education.

The regulators impact: the quality of teaching that learners experience; how student learning is assessed and recognised; the quality and safety of learning environments; and the extent to which students are participating and engaged in learning pathways.

Performance measures will be developed for this new Output and reported in future publications.


 

Capital Investment Program

Table 3.5 provides financial information for the Departmentís 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 

2022‑23 

2023‑24 

2024‑25 

2025‑26 

 

Total 

 

Forward 

Forward 

Forward 

 

Cost 

Budget 

Estimate 

Estimate 

Estimate 

 

$'000 

$'000 

$'000 

$'000 

$'000 

 

 

 

 

 

 

New Projects

 

 

 

 

 

Minister for Education, Children and Youth

 

 

 

 

 

Electrical Switchboard Maintenance1

8 000 

2 000 

2 000 

2 000 

2 000 

Outdoor Learning Areas1

10 000 

10 000 

.... 

.... 

.... 

 

 

 

 

 

 

Existing Projects

 

 

 

 

 

Minister for Education, Children and Youth

 

 

 

 

 

Bothwell District School ‑ Agriculture in Schools

2 000 

600 

1 000 

.... 

.... 

Cambridge Primary School ‑ Major School Redevelopment

15 100 

550 

3 500 

4 000 

7 000 

Campbell Town District School ‑ Agriculture in Schools

2 000 

400 

1 550 

.... 

.... 

Contemporary Classrooms2

10 000 

800 

2 150 

2 000 

2 000 

Eastern Shore Multi-Sports Facility2

8 000 

.... 

.... 

.... 

.... 

Education Act Implementation ‑ Capital

18 000 

800 

.... 

.... 

.... 

Exeter High School ‑ Major School Redevelopment

11 000 

550 

3 750 

6 600 

.... 

Glen Dhu Pool1

3 450 

1 720 

1 700 

.... 

.... 

Hobart City High School (Ogilvie and New Town Campuses)2

21 600 

1 750 

750 

4 350 

7 000 

Lauderdale Primary School ‑ Major School Redevelopment

6 500 

1 120 

5 300 

.... 

.... 

Legana Primary School

24 000 

4 000 

13 150 

4 770 

.... 

Montello Primary School ‑ Major School Redevelopment

7 100 

1 270 

5 750 

.... 

.... 

Mt Nelson School Oval

50 

50 

.... 

.... 

.... 

New Brighton High School

50 000 

8 000 

19 410 

18 700 

.... 

New K‑12 Penguin School

20 000 

5 000 

.... 

.... 

.... 

New K‑12 Sorell School

22 000 

10 000 

8 500 

.... 

.... 

Renewable Energy Schools Program2

5 000 

1 000 

1 000 

1 000 

1 000 

Revitalising Cosgrove High School

20 000 

3 500 

10 000 

5 500 

.... 

Six New Child and Family Learning Centres

28 000 

11 790 

11 990 

.... 

.... 

Springfield Gardens Primary School

1 450 

1 345 

.... 

.... 

.... 

Support School Package including North West School

20 000 

500 

2 500 

10 350 

3 800 

Supporting Safer Schools2

6 300 

1 400 

1 200 

1 300 

1 300 

Woodbridge School Oval

40 

40 

.... 

.... 

.... 

 


 

Table 3.5:†††††††† Capital Investment Program (continued)

 

Estimated 

2022‑23 

2023‑24 

2024‑25 

2025‑26 

 

Total 

 

Forward 

Forward 

Forward 

 

Cost 

Budget 

Estimate 

Estimate 

Estimate 

 

$'000 

$'000 

$'000 

$'000 

$'000 

 

 

 

 

 

 

Year 7‑12 Implementation Plan ‑ Capital

16 500 

1 500 

.... 

.... 

.... 

 

 

 

 

 

 

Total CIP Allocations

69 685 

95 200 

60 570 

24 100 

 

 

 

 

 

 

Notes:

1.    Further information on this project is included in the Key Deliverables section of this chapter.

2.    This project includes funding beyond the Forward Estimates.

Bothwell District School and Campbell Town District School ‑ Agriculture in Schools

Agricultural facilities at Bothwell and Campbell Town District Schools will be upgraded and consolidated to enable these schools to increase and expand their agricultural VET programs.

Cambridge Primary School ‑ Major School Redevelopment

This project will provide Cambridge Primary School with additional contemporary learning environments, associated support spaces and amenities for a gymnasium, and traffic and car parking improvements.

Contemporary Classrooms

This initiative provides for a co‑ordinated statewide program to renew and upgrade outdated classrooms, with a focus on schools in low socio‑economic areas. Contemporary learning spaces are larger and have much greater functionality and flexibility.

Schools included in the upgrade of contemporary learning spaces include: South George Town Primary School; East Derwent Primary School; Dodges Ferry Primary School; Mowbray Heights Primary School; Lilydale District School; Glen Dhu Primary School; Ringarooma Primary School; Port Dalrymple School; Risdon Vale Primary School; Campbell Town District School; Havenview Primary School; and Rosetta Primary School. Funding of $10 million is allocated over five years.

Eastern Shore Multi-Sports Facility

Funding of $8 million has been allocated to a new multi‑sports facility to be built at Bayview Secondary College, Rokeby on the Eastern Shore of Hobart. The investment is dependent upon obtaining agreement for matched funding from Local Government and the Australian Government.

Education Act Implementation - Capital

Remaining funding is allocated to 2022‑23 to finalise the Education Act reforms, to support improvements to early learning infrastructure.

Exeter High School ‑ Major School Redevelopment

This project will provide Exeter High School with contemporary learning spaces, associated support spaces and amenities, and specialist facilities such as kitchens, library and arts facilities.

Hobart City High School (Ogilvie and New Town Campuses)

This commitment allocates funding for facilities at the Hobart City High Schoolís Ogilvie and New Town campuses, which commenced co‑educational delivery for the 2022 school year.

Funding of $1.6 million was allocated for immediate requirements such as new bathroom amenities and learning area upgrades, with $20 million allocated towards further priority infrastructure requirements identified through the Hobart City High School masterplan, which was released for public comment in March 2022. This investment will provide for future growth and ensure that students can enjoy new state of the art facilities.

Lauderdale Primary School ‑ Major School Redevelopment

Significant capital works will be undertaken at Lauderdale Primary School, including the provision of additional contemporary learning spaces, associated support spaces and amenities, and the redevelopment of outdoor play areas.

Legana Primary School

This project continues a $24 million investment to build a new primary school in Legana.

Montello Primary School ‑ Major School Redevelopment

Montello Primary School will be redeveloped to provide students with contemporary learning environments, associated support spaces and amenities.

Mt Nelson School Oval

This project provides for the upgrade of the Mt Nelson school oval.

New Brighton High School

This project continues a $50 million investment to build a new Years 7‑12 High School at Brighton.

New K‑12 Penguin District School

This project continues 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.

New K‑12 Sorell School

This project continues a $25.8 million investment in the Sorell School to consolidate the school and create state of the art Kindergarten to Year 12 learning facilities. This includes $22 million for the redevelopment of the school and $3.8 million funded in previous Budgets to provide contemporary learning areas at the school.

Renewable Energy Schools Program

Funding is allocated to deliver a new Renewable Energy Schools program that will roll out solar panels in over 100 government schools. The first works are to commence in the first half of 2022, with the scheme to roll‑out over a four year period. Savings in energy bills will be used to make the program self‑sustaining, through re‑investment back into the Renewable Energy Schools Fund.

Revitalising Cosgrove High School

This project continues a $20 million investment to revitalise Cosgrove High School, creating a contemporary school providing education to Year 12.

Six New Child and Family Learning Centres

Funding of $28 million was committed for the construction of six new Child and Family Learning Centres.

The new centres will be located in the Sorell, Kingborough, Glenorchy, East Tamar, West Ulverstone and Waratah‑Wynyard communities, and will provide a one‑stop shop for services to families with young children. Services at the Child and Family Learning Centres will include health, support and outreach. Additional recurrent resources are also provided to ensure that the new centres are appropriately resourced.

Springfield Gardens Primary School

This project continues a $1.5 million extension to the multi‑purpose hall and support services at Springfield Gardens Primary School.

Support School Package including North West School

Funding of $15.5 million is allocated to construct a brand‑new purpose‑built North West Support School on a new site to support students across the region. The new support school will meet current needs at an improved location to ensure mobility access for students, including a hydrotherapy pool.

An additional $2.9 million is allocated to fund remaining works required at the Southern Support School, and $1.6 million is provided for upgrades at the North West support school, Burnie campus.

Supporting Safer Schools

This program of works provides for anti‑bullying measures, with the upgrade of toilets at 42 High Schools and District School sites improving the safety of student bathrooms.

Woodbridge School Oval

This project will upgrade drainage at the Woodbridge District School oval.†

Year 7‑12 Implementation Plan ‑ Capital

This initiative supports the Governmentís Extension Schools rollout with all Tasmanian High Schools now offering Years 11 and 12 education options. Funding of $1.5 million is provided in the 2022‑23 Budget to complete the project.

Detailed Budget Statements

Table 3.6:†††††††† Statement of Comprehensive Income

 

2021‑22 

2022‑23 

2023‑24 

2024‑25 

2025‑26 

 

 

 

Forward 

Forward 

Forward 

 

Budget 

Budget 

Estimate 

Estimate 

Estimate 

 

$'000 

$'000 

$'000 

$'000 

$'000 

 

 

 

 

 

 

Revenue and other income

 

 

 

 

 

Appropriation revenue ‑ operating1

1 124 611 

1 185 663 

1 241 405 

1 286 433 

1 330 261 

Appropriation revenue ‑ capital

35 017 

61 415 

95 200 

60 570 

24 100 

Other revenue from government

12 011 

8 270 

.... 

.... 

.... 

Grants2

17 390 

16 782 

14 303 

13 903 

13 903 

Sales of goods and services

45 966 

49 006 

49 676 

50 435 

51 191 

Interest

219 

158 

150 

144 

138 

Other revenue

18 707 

19 005 

20 625 

21 450 

21 879 

Total revenue

1 253 921 

1 340 299 

1 421 359 

1 432 935 

1 441 472 

Net gain/(loss) on non‑financial assets

243 

243 

243 

243 

243 

Total income

1 254 164 

1 340 542 

1 421 602 

1 433 178 

1 441 715 

 

 

 

 

 

 

Expenses

 

 

 

 

 

Employee benefits3

964 392 

1 018 305 

1 070 787 

1 111 685 

1 155 805 

Depreciation and amortisation

56 900 

62 879 

63 178 

58 541 

61 815 

Supplies and consumables4

218 442 

237 529 

221 819 

229 589 

229 674 

Grants and subsidies5

13 424 

15 673 

19 344 

19 344 

18 844 

Borrowing costs6

91 

68 

60 

39 

39 

Other expenses

13 548 

13 823 

14 053 

14 053 

14 052 

Total expenses

1 266 797 

1 348 277 

1 389 241 

1 433 251 

1 480 229 

 

 

 

 

 

 

Net result

(12 633)

(7 735)

32 361 

(73)

(38 514)

 

 

 

 

 

 

Other comprehensive income

 

 

 

 

 

Changes in physical asset revaluation reserve

43 517 

43 517 

43 517 

43 517 

43 517 

Total other comprehensive income

43 517 

43 517 

43 517 

43 517 

43 517 

 

 

 

 

 

 

Comprehensive result

30 884 

35 782 

75 878 

43 444 

5 003 

 

 

 

 

 

 

Notes:

1.    The increase in Appropriation revenue ‑ operating reflects: growth in State and Australian Government funding under the National School Reform Agreement, including supporting the Safeguarding Children and Young People, Student Systems Renewal ‑ Phase Two, and Principal Capability and Performance initiatives; and funding provided for 2021‑22 and 2022‑23 Budget initiatives including for Additional Education Measures to Keep Tasmanians Safe.

2.    The decrease in Grants in 2022‑23 reflects the profile of Public Building Maintenance Program funding for school maintenance projects. The variation in 2022-23 and 2023‑24 reflects the profile of Australian Government National Partnership Payments.

3.    The increase in Employee benefits reflects: growth in State and Australian Government funding under the National School Reform Agreement, including supporting the Safeguarding Children and Young People, and Principal Capability and Performance initiatives; Safeguarding Children and Young People - Teacherís Registration Board and expenditure associated with 2021‑22 Budget initiatives.

4.    The increase in Supplies and consumables in 2022‑23 primarily reflects expenditure for Additional Education Measures to Keep Tasmanians Safe and Outdoor Learning Areas.

5.    The variation in Grants and subsidies includes the impact of expenditure for the Working Together initiative and continuation of 2021-22 Budget initiatives, including Beacon Foundation and 24 Carrot Gardens Project.

6.    The decrease in Borrowing costs reflects the accounting treatment for leases in accordance with AASB 16 Leases.

Table 3.7:†††††††† Statement of Comprehensive Income ‑ Administered

 

2021‑22 

2022‑23 

2023‑24 

2024‑25 

2025‑26 

 

 

 

Forward 

Forward 

Forward 

 

Budget 

Budget 

Estimate 

Estimate 

Estimate 

 

$'000 

$'000 

$'000 

$'000 

$'000 

 

 

 

 

 

 

Administered revenue and other income

 

 

 

 

 

Appropriation revenue - operating1

441 038 

478 387 

499 283 

517 621 

535 274 

Other revenue from government

121 

.... 

.... 

.... 

.... 

Sales of goods and services

423 

434 

445 

456 

467 

Total administered revenue

441 582 

478 821 

499 728 

518 077 

535 741 

Total administered income

441 582 

478 821 

499 728 

518 077 

535 741 

 

 

 

 

 

 

Administered expenses

 

 

 

 

 

Grants and subsidies1

441 159 

478 387 

499 283 

517 621 

535 274 

Transfers to the Public Account

423 

434 

445 

456 

467 

Total administered expenses

441 582 

478 821 

499 728 

518 077 

535 741 

 

 

 

 

 

 

Administered net result

.... 

.... 

.... 

.... 

.... 

 

 

 

 

 

 

Administered comprehensive result

.... 

.... 

.... 

.... 

.... 

 

 

 

 

 

 

Note:

1.    The increase in Appropriation revenue ‑ operating and Grants and subsidies reflects additional funding for, and payment of, grants to non‑government schools, including Australian Government funded grants, State funded capital assistance, and State funded general education grants under the National School Reform Agreement.


 

Table 3.8:†††††††† Revenue from Appropriation by Output

 

2021‑22 

2022‑23 

2023‑24 

2024‑25 

2025‑26 

 

 

 

Forward 

Forward 

Forward 

 

Budget 

Budget 

Estimate 

Estimate 

Estimate 

 

$'000 

$'000 

$'000 

$'000 

$'000 

 

 

 

 

 

 

Minister for Education, Children and Youth

 

 

 

 

 

 

 

 

 

 

 

Output Group 1 ‑ Education

 

 

 

 

 

1.1 In School Education1

1 062 258 

1 113 575 

1 164 122 

1 207 382 

1 249 188 

1.2 Early Learning2

16 563 

21 652 

26 034 

26 784 

27 455 

 

1 078 821 

1 135 227 

1 190 156 

1 234 166 

1 276 643 

Output Group 2 ‑ Libraries Tasmania

 

 

 

 

 

2.1 Libraries Tasmania3

39 232 

40 271 

41 258 

42 374 

43 434 

 

39 232 

40 271 

41 258 

42 374 

43 434 

Output Group 3 ‑ Education Regulation

 

 

 

 

 

3.1 Education Regulation4

6 558 

10 165 

9 991 

9 893 

10 184 

 

6 558 

10 165 

9 991 

9 893 

10 184 

 

 

 

 

 

 

Grants and Subsidies5

441 038 

478 387 

499 283 

517 621 

535 274 

 

 

 

 

 

 

Capital Investment Program

35 017 

61 415 

95 200 

60 570 

24 100 

 

 

 

 

 

 

Department of Education

 

 

 

 

 

Total Operating Services

1 565 649 

1 664 050 

1 740 688 

1 804 054 

1 865 535 

Total Capital Services

35 017 

61 415 

95 200 

60 570 

24 100 

 

1 600 666 

1 725 465 

1 835 888 

1 864 624 

1 889 635 

 

 

 

 

 

 

Appropriation Rollover

12 132 

8 270 

.... 

.... 

.... 

 

 

 

 

 

 

Total Revenue from Appropriation

1 612 798 

1 733 735 

1 835 888 

1 864 624 

1 889 635 

 

 

 

 

 

 

Controlled Revenue from Appropriation

1 171 639 

1 255 348 

1 336 605 

1 347 003 

1 354 361 

Administered Revenue from Appropriation

441 159 

478 387 

499 283 

517 621 

535 274 

 

1 612 798 

1 733 735 

1 835 888 

1 864 624 

1 889 635 

 

 

 

 

 

 

Notes:

1.    The increase in In School Education reflects: growth in State and Australian Government funding under the National School Reform Agreement, including supporting the Safeguarding Children and Young People, Student Systems Renewal ‑ Phase Two, and Principal Capability and Performance initiatives; and funding provided for 2021‑22 and 2022‑23 Budget initiatives including for Additional Education Measures to Keep Tasmanians Safe.

2.    The increase in Early Learning reflects the timing of funding for the Working Together initiative and operating resources allocated for the Six New Child and Family Learning Centres.

3.    The increase in Libraries Tasmania reflects additional funding for the Continuation of Contemporary Library Resources.

4.    The variation in Education Regulation reflects the profile of funding transferred from Output 1.1 In School Education to implement reforms to education regulation, and additional funding for Safeguarding Children and Young People - Teacherís Registration Board.

5.    The increase in Grants and Subsidies reflects additional funding for grants to non‑government schools, including Australian Government funded grants, State funded capital assistance, and State funded general education grants under the National School Reform Agreement.

Table 3.9:†††††††† Administered Revenue

 

2021‑22 

2022‑23 

2023‑24 

2024‑25 

2025‑26 

 

 

 

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

423 

434 

445 

456 

467 

 

423 

434 

445 

456 

467 

 

 

 

 

 

 

Revenue from Appropriation

 

 

 

 

 

Annual Appropriation1

441 038 

478 387 

499 283 

517 621 

535 274 

Appropriation Rollover

121 

.... 

.... 

.... 

.... 

 

441 159 

478 387 

499 283 

517 621 

535 274 

 

 

 

 

 

 

Total Administered Revenue

441 582 

478 821 

499 728 

518 077 

535 741 

 

 

 

 

 

 

Note:

1.    The increase in Annual Appropriation reflects additional funding for grants to non‑government schools, including Australian Government funded grants, State funded capital assistance, and State funded general education grants under the National School Reform Agreement.

Table 3.10:†††††† Administered Expenses

 

2021‑22 

2022‑23 

2023‑24 

2024‑25 

2025‑26 

 

 

 

Forward 

Forward 

Forward 

 

Budget 

Budget 

Estimate 

Estimate 

Estimate 

 

$'000 

$'000 

$'000 

$'000 

$'000 

 

 

 

 

 

 

Grants and Subsidies

 

 

 

 

 

Non‑government schools: Australian Government funded grants1

353 760 

387 825 

406 062 

420 848 

435 654 

Non‑government schools: State funded capital assistance2

2 794 

1 173 

1 173 

1 173 

1 173 

Non‑government schools: State funded general education grants3

84 605 

89 389 

92 048 

95 600 

98 447 

 

441 159 

478 387 

499 283 

517 621 

535 274 

 

 

 

 

 

 

Transfers to the Public Account

423 

434 

445 

456 

467 

 

 

 

 

 

 

Total Administered Expenses

441 582 

478 821 

499 728 

518 077 

535 741 

 

 

 

 

 

 

Notes:

1.    The increase reflects Australian Government funded grants to non‑government schools under the National School Reform Agreement.

2.    The decrease in 2022‑23 primarily reflects the completion of fixed-term State funded capital assistance provided in the 2018‑19 Budget.

3.    The increase reflects State Government funded grants to non‑government schools under the National School Reform Agreement.

Table 3.11:†††††† Statement of Financial Position as at 30 June

 

2022 

2023 

2024 

2025 

2026 

 

 

 

Forward 

Forward 

Forward 

 

Budget 

Budget 

Estimate 

Estimate 

Estimate 

 

$'000 

$'000 

$'000 

$'000 

$'000 

 

 

 

 

 

 

Assets

 

 

 

 

 

Financial assets

 

 

 

 

 

Cash and deposits1

64 119 

77 353 

76 179 

73 346 

71 626 

Receivables

8 882 

9 288 

9 426 

9 292 

9 348 

Other financial assets2

.... 

6 007 

6 007 

6 007 

6 007 

 

73 001 

92 648 

91 612 

88 645 

86 981 

 

 

 

 

 

 

Non-financial assets

 

 

 

 

 

Inventories2

.... 

2 048 

2 048 

2 048 

2 048 

Assets held for sale3

2 819 

307 

584 

1 660 

.... 

Property, plant and equipment4

1 611 180 

1 764 918 

1 849 659 

1 898 971 

1 914 549 

Infrastructure5

.... 

147 659 

147 659 

147 659 

147 659 

Heritage and cultural assets

47 192 

47 539 

49 399 

51 259 

53 119 

Intangibles6

2 377 

4 654 

3 801 

4 193 

5 830 

Other assets2

26 774 

12 729 

10 196 

10 555 

6 395 

 

1 690 342 

1 979 854 

2 063 346 

2 116 345 

2 129 600 

 

 

 

 

 

 

Total assets

1 763 343 

2 072 502 

2 154 958 

2 204 990 

2 216 581 

 

 

 

 

 

 

Liabilities

 

 

 

 

 

Payables

11 531 

10 462 

10 759 

11 056 

11 353 

Interest bearing liabilities1

7 455 

7 958 

6 715 

5 482 

4 249 

Employee benefits

209 868 

213 073 

220 597 

228 121 

235 645 

Other liabilities

5 855 

5 505 

5 505 

5 505 

5 505 

Total liabilities

234 709 

236 998 

243 576 

250 164 

256 752 

 

 

 

 

 

 

Net assets (liabilities)

1 528 634 

1 835 504 

1 911 382 

1 954 826 

1 959 829 

 

 

 

 

 

 

Equity

 

 

 

 

 

Reserves

527 709 

766 092 

809 609 

853 126 

896 643 

Accumulated funds

1 000 925 

1 069 412 

1 101 773 

1 101 700 

1 063 186 

Total equity

1 528 634 

1 835 504 

1 911 382 

1 954 826 

1 959 829 

 

 

 

 

 

 

Notes:

1.    The increase in Cash and deposits, and Interest bearing liabilities in 2023 reflects revised estimates based on 30 June 2021 actuals.

2.    The variation in Other financial assets, Inventories and Other assets in 2023 reflects a reallocation between asset types to better reflect 30 June 2021 actuals.

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

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

5.    The increase in Infrastructure reflects the combination of new Infrastructure assets identified during the asset revaluation process and reclassification of existing Property, plant and equipment assets to Infrastructure.

6.    The variation in Intangibles across the Forward Estimates reflects the estimated timing of the amortisation of intangibles relating to systems development.

 


7.     

Table 3.12:†††††† Statement of Cash Flows

 

2021‑22 

2022‑23 

2023‑24 

2024‑25 

2025‑26 

 

 

 

Forward 

Forward 

Forward 

 

Budget 

Budget 

Estimate 

Estimate 

Estimate 

 

$'000 

$'000 

$'000 

$'000 

$'000 

 

 

 

 

 

 

Cash flows from operating activities

 

 

 

 

 

Cash inflows

 

 

 

 

 

Appropriation receipts ‑ operating

1 124 611 

1 185 663 

1 241 405 

1 286 433 

1 330 261 

Appropriation receipts ‑ capital

35 017 

61 415 

95 200 

60 570 

24 100 

Appropriation receipts ‑ other

12 011 

8 270 

.... 

.... 

.... 

Grants

17 390 

16 782 

14 303 

13 903 

13 903 

Sales of goods and services

44 700 

47 740 

48 410 

49 169 

49 925 

GST receipts

28 503 

28 503 

28 503 

28 503 

28 503 

Interest received

219 

158 

150 

144 

138 

Other cash receipts

17 707 

18 005 

19 625 

20 450 

20 879 

Total cash inflows

1 280 158 

1 366 536 

1 447 596 

1 459 172 

1 467 709 

 

 

 

 

 

 

Cash outflows

 

 

 

 

 

Employee benefits

(845 710)

(890 206)

(934 250)

(967 051)

(1 002 671)

Superannuation

(108 679)

(117 882)

(126 102)

(134 199)

(142 699)

Borrowing costs

(91)

(68)

(60)

(39)

(39)

GST payments

(29 207)

(29 207)

(29 207)

(29 207)

(29 207)

Grants and subsidies

(13 424)

(15 673)

(19 344)

(19 344)

(18 844)

Supplies and consumables

(226 118)

(245 907)

(230 045)

(237 543)

(237 818)

Other cash payments

(13 548)

(13 823)

(14 053)

(14 053)

(14 052)

Total cash outflows

(1 236 777)

(1 312 766)

(1 353 061)

(1 401 436)

(1 445 330)

 

 

 

 

 

 

Net cash from (used by) operating activities

43 381 

53 770 

94 535 

57 736 

22 379 

 

 

 

 

 

 

Cash flows from investing activities

 

 

 

 

 

Payments for acquisition of non‑financial assets1

(48 342)

(58 999)

(94 514)

(59 884)

(23 414)

Net receipts/(payments) for investments2

5 000 

.... 

.... 

.... 

.... 

Net cash from (used by) investing activities

(43 342)

(58 999)

(94 514)

(59 884)

(23 414)

 

 

 

 

 

 

Cash flows from financing activities

 

 

 

 

 

Net borrowings

(1 143)

(1 176)

(1 195)

(685)

(685)

Net cash from (used by) financing activities

(1 143)

(1 176)

(1 195)

(685)

(685)

 

 

 

 

 

 

Net increase (decrease) in cash and cash equivalents held

(1 104)

(6 405)

(1 174)

(2 833)

(1 720)

 

 

 

 

 

 

Cash and deposits at the beginning of the reporting period

65 223 

83 758 

77 353 

76 179 

73 346 

Cash and deposits at the end of the reporting period

64 119 

77 353 

76 179 

73 346 

71 626 

 

 

 

 

 

 

 

Notes:

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

2.    The decrease in Net receipts/(payments) for investments reflects the timing of the loan repayment by TasTAFE for the Alanvale Campus.

Table 3.13:†††††† Statement of Cash Flows ‑ Administered

 

2021‑22 

2022‑23 

2023‑24 

2024‑25 

2025‑26 

 

 

 

Forward 

Forward 

Forward 

 

Budget 

Budget 

Estimate 

Estimate 

Estimate 

 

$'000 

$'000 

$'000 

$'000 

$'000 

 

 

 

 

 

 

Cash flows from operating activities

 

 

 

 

 

Cash inflows

 

 

 

 

 

Appropriation receipts ‑ operating

441 038 

478 387 

499 283 

517 621 

535 274 

Appropriation receipts ‑ other

121 

.... 

.... 

.... 

.... 

Sales of goods and services

423 

434 

445 

456 

467 

Total cash inflows

441 582 

478 821 

499 728 

518 077 

535 741 

 

 

 

 

 

 

Cash outflows

 

 

 

 

 

Grants and subsidies

(441 159)

(478 387)

(499 283)

(517 621)

(535 274)

Transfers to the Public Account

(423)

(434)

(445)

(456)

(467)

Total cash outflows

(441 582)

(478 821)

(499 728)

(518 077)

(535 741)

 

 

 

 

 

 

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

.... 

.... 

.... 

.... 

....