About this report
Welcome to the Department of Education, Training and Employment Annual Report 2011-12.
The annual report is an integral part of the department's corporate governance framework,
describing our achievements, outlook and financial position for the year. The annual report
also plays an important role in fulfilling the department's commitment to accountability and
transparency.
The annual report is based on the department's Strategic Plan 2011-15, which outlines the
department's key objectives and key performance indicators. The strategies for achieving our
objectives, as outlined in the Strategic Plan, are highlighted throughout the document. The
Strategic Plan's key performance indicators are identified throughout the annual report with
this symbol. KPI
The annual report provides comprehensive information about the department's financial
position for the 2011-12 financial year. It also provides information about our:



performance against objectives
organisation, people management and corporate governance processes
future direction.
In order to meet our commitment to the environment, the print run of this report, which has
been tabled in Parliament, was limited to 43 copies. The tabled version contains compliance
information as stipulated in the Annual report requirements for Queensland Government
agencies – Requirements for the 2011-2012 reporting period. In accordance with these
reporting requirements, the following additional information is reported on the department’s
annual report website:










Information systems and recordkeeping
Consultancies
Overseas travel
Waste management
Recycling Policy for Buildings and Civil Infrastructure
Carbon emissions
Initiatives for women
Carers (Recognition) Act 2008
Aboriginal and Torres Strait Islander matters (The Queensland Government
Reconciliation Action Plan 2009-2012)
Queensland Multicultural Policy – Queensland Multicultural Action Plan 2011-14.
The online Department of Education, Training and Employment Annual Report
2011–12 can be downloaded and printed in full from www.dete.qld.gov.au/publications/
annual-reports/11-12/index.html.
Providing feedback - our contact details
We continually strive to meet best practice reporting standards and value the views of our
readers. We invite you to provide feedback on this report by email to
AnnualReport@dete.qld.gov.au, by contacting the Governance, Strategy and Planning
Branch, PO Box 15033, City East Qld 4002 or online at www.dete.qld.gov.au/publications/
annual-reports/11-12/index.html.
Interpreter services
The Queensland Government is committed to providing accessible services to
Queenslanders from all culturally and linguistically diverse backgrounds. If you need
assistance to understand the annual report, you can contact the Translating and Interpreting
Service on telephone 131 450 to arrange an interpreter to effectively communicate the report
Department of Education, Training and Employment | Annual Report 2011-12
1
to you. For more information, go to www.communities.qld.gov.au/multicultural/services-andresources/translating-and-interpreting-services.
Machinery-of-government changes
In March 2012, through machinery-of-government changes, the government created the
Department of Education, Training and Employment (DETE). During the year the new
department was restructured to integrate our education, training and employment services.
The department’s organisational structure as at 30 June 2012 can be found in Section 1 –
About DETE.
Strategic Plan 2011-15
Our vision
Clever, skilled and creative Queenslanders.
Our purpose
To provide Queenslanders with the knowledge, skills and confidence to maximise their
potential, contribute productively to the economy and build a better Queensland.
Our values
Respect
We respect each other and value our diversity.
Excellence
We have high expectations for all children and students and a commitment to high standards
of service and performance.
Accountability
We are accountable for our actions, ensuring efficient and effective use of our resources.
Productive relationships
We achieve our objectives through productive partnerships with families, community and
industry, and collaborative relationships in our workplaces, schools and TAFEs.
Healthy, safe and sustainable environments
Our practices focus on supporting the health and wellbeing of our students and staff, and
creating safe and environmentally sustainable work and learning environments.
Department of Education, Training and Employment | Annual Report 2011-12
2
Letter to the Minister
3 September 2012
The Honourable John-Paul Langbroek MP
Minister for Education, Training and Employment
PO Box 15033
CITY EAST QLD 4002
Dear Minister
I am pleased to present the Annual Report 2011–12 for the Department of Education,
Training and Employment.
This report reflects the structure, operations and performance of the department as at
30 June 2012.
I certify that this annual report complies with:

prescribed requirements of the Financial Accountability Act 2009 and the Financial and
Performance Management Standard 2009

detailed requirements set out in the Annual report requirements for Queensland
Government agencies – Requirements for the 2011–2012 reporting period.
A checklist outlining the annual reporting requirements can be accessed at
www.dete.qld.gov.au/publications/annual-reports/11-12/index.html.
Yours sincerely
Julie Grantham
Director-General
Office of the Director-General
Floor 22 Education House
30 Mary Street Brisbane 4000
PO Box 15033 City East
Queensland 4002 Australia
Telephone +61 3237 0900
Facsimile +61 3237 1369
Website www.dete.qld.gov.au
ABN 76 337 613 647
Department of Education, Training and Employment | Annual Report 2011-12
3
Contents
Letter to the Minister __________________________________________ 3
Director-General’s overview ____________________________________ 8
Early childhood education and care ________________________________________ 8
School education ________________________________________________________ 8
Training, tertiary education and employment _________________________________ 9
Future directions _______________________________________________________ 10
Section 1: About DETE _______________________________________ 11
Agency role and main functions ___________________________________________ 11
Supporting government objectives ________________________________________ 11
Our priorities ___________________________________________________________ 11
Early childhood education and care _______________________________________ 11
School education _______________________________________________________ 12
Training, tertiary education and employment ________________________________ 12
Our legislation _________________________________________________________ 12
Our locations __________________________________________________________ 12
Organisational structure _________________________________________________ 13
Governance ____________________________________________________________ 14
Corporate governance ___________________________________________________ 14
Governance committees _________________________________________________ 14
Statutory bodies and entities _____________________________________________ 15
Our stakeholders _______________________________________________________ 15
Our work with the Australian Government __________________________________ 15
Our critical issues ______________________________________________________ 16
Section 2: Chief Finance Officer report __________________________ 17
Our income – where the funds come from __________________________________ 18
Our expenses – how the funds are spent ___________________________________ 19
Our assets – what we own _______________________________________________ 20
Our liabilities – what we owe _____________________________________________ 20
Comparison of actual financial results with budget ___________________________ 20
Section 3: Early childhood education and care ___________________ 23
Key performance indicators ______________________________________________ 23
Service Standards ______________________________________________________ 23
Early childhood education and care _______________________________________ 23
Integration of early years services _________________________________________ 24
Children and family centres ______________________________________________ 24
Universal access to kindergarten programs _________________________________ 25
Bilateral agreement targets ______________________________________________ 25
Low SES communities __________________________________________________ 26
Pre-Prep – Aboriginal and Torres Strait Islander communities ___________________ 26
School readiness _______________________________________________________ 26
Queensland Kindergarten Learning Guideline ________________________________ 26
Early childhood workforce _______________________________________________ 27
Quality standards _______________________________________________________ 27
Compliance history log book _____________________________________________ 28
Parent and community partnership ________________________________________ 28
Section 4: School education ___________________________________ 29
Key performance indicators ______________________________________________ 29
Service standards ______________________________________________________ 29
School curriculum ______________________________________________________ 31
Australian Curriculum ___________________________________________________ 31
Year 7 to secondary ____________________________________________________ 31
Queensland Curriculum Assessment and Reporting Framework _________________ 32
Key learning areas _____________________________________________________ 32
NAPLAN _____________________________________________________________ 32
NAPLAN outcomes ____________________________________________________ 33
Upper two bands ______________________________________________________ 33
Department of Education, Training and Employment | Annual Report 2011-12
4
National Minimum Standard______________________________________________ 33
Mean scale scores _____________________________________________________ 33
Aboriginal and Torres Strait Islander student performance ______________________ 36
International assessment ________________________________________________ 39
State school education __________________________________________________ 40
Teaching practice _______________________________________________________ 41
Teaching and Learning Audits ____________________________________________ 41
Literacy and Numeracy Action Plan ________________________________________ 41
Queensland Ready Reader Program ______________________________________ 41
Science Spark ________________________________________________________ 41
Earth Smart Science schools program _____________________________________ 42
Senior schooling _______________________________________________________ 42
Youth transitions and attainment __________________________________________ 42
School education: Years 10–12 ___________________________________________ 42
Indigenous participation at school _________________________________________ 43
School-based apprenticeships and traineeships ______________________________ 44
Indigenous school-based apprenticeships and traineeships _____________________ 46
Queensland Certificate of Education _______________________________________ 47
Queensland Certificate of Individual Achievement ____________________________ 48
Year 12 outcomes _____________________________________________________ 48
Queensland Year 12 destinations _________________________________________ 49
Indigenous student destinations __________________________________________ 50
Student support ________________________________________________________ 50
Inclusive education ____________________________________________________ 50
Students with disabilities ________________________________________________ 51
Low SES communities __________________________________________________ 52
Every Child Counts ____________________________________________________ 53
Youth Support Coordinator Initiative _______________________________________ 53
Young carers _________________________________________________________ 53
Students in out-of-home care_____________________________________________ 53
Support for students from ESL backgrounds _________________________________ 53
Isolated students (distance education) _____________________________________ 54
Youth in detention centres _______________________________________________ 54
Home education _______________________________________________________ 54
Positive schools and students ____________________________________________ 54
Improving the educational environment and student wellbeing ___________________ 55
Student attendance ____________________________________________________ 56
Indigenous student school attendance _____________________________________ 56
Principal leadership and school capability __________________________________ 57
Principals’ Capability and Leadership Framework _____________________________ 57
Strong futures for Aboriginal and Torres Strait Islander students _______________ 57
Closing the Gap Education Strategy _______________________________________ 57
Aboriginal and Torres Strait Islander Education Action Plan _____________________ 58
Closing the Gap Education Grants ________________________________________ 58
Embedding Aboriginal and Torres Strait Islander Perspectives __________________ 58
Cape York Aboriginal Australian Academy __________________________________ 58
Transition Support Service _______________________________________________ 59
Deadly Ears Action Plan 2011–12 _________________________________________ 59
Indigenous Lighthouse Grants Project ______________________________________ 59
School and community partnerships _______________________________________ 60
Parent and community engagement _______________________________________ 60
Working with the non-state education sector _________________________________ 60
Non-state education students ____________________________________________ 60
Section 5: Training, tertiary education and employment ____________ 61
Key performance indicators ______________________________________________ 61
Service Standards ______________________________________________________ 61
Strategies for growing a four pillar economy ________________________________ 63
Participation and outcomes ______________________________________________ 63
VET graduate results ___________________________________________________ 65
User Choice program ___________________________________________________ 66
Department of Education, Training and Employment | Annual Report 2011-12
5
Skilling Solutions Queensland ____________________________________________ 66
Recognition of prior learning _____________________________________________ 66
VET professional development ___________________________________________ 67
Out-of-Trade Register __________________________________________________ 67
Apprentice retention and completion _______________________________________ 67
Indigenous training and skilling ___________________________________________ 67
Indigenous participation in vocational education and training ____________________ 68
Indigenous participation in apprenticeships and traineeships ____________________ 69
Indigenous training support initiatives _____________________________________ 70
Cape York Employment and Training Strategy _______________________________ 70
Indigenous Funding Pool ________________________________________________ 70
Regional and Remote Indigenous training initiatives ___________________________ 70
TAFE capacity __________________________________________________________ 70
TAFE Queensland _____________________________________________________ 71
Maintaining a quality VET system _________________________________________ 71
Satisfaction with VET services ____________________________________________ 72
Industry partnerships ___________________________________________________ 72
Skills Queensland _____________________________________________________ 72
Green Building Skills Fund _______________________________________________ 72
Skills for a Low Carbon Economy _________________________________________ 73
Higher education _______________________________________________________ 73
Quality accessible higher education _______________________________________ 73
Employment initiatives __________________________________________________ 74
Skilling Queenslanders for Work __________________________________________ 74
Community Employment and Infrastructure Program __________________________ 75
Get Set for Work Program _______________________________________________ 75
Participate in Prosperity _________________________________________________ 75
First Start ____________________________________________________________ 75
Queensland’s Green Army_______________________________________________ 75
Indigenous Employment Network _________________________________________ 75
Section 6: Corporate Services __________________________________ 76
Key performance indicators ______________________________________________ 76
Workforce _____________________________________________________________ 76
Workforce Strategic Plan 2011-2014 _______________________________________ 76
Workforce strategies ___________________________________________________ 76
Our people ___________________________________________________________ 77
Human resource management ____________________________________________ 78
Attracting new employees _______________________________________________ 79
Employee induction ____________________________________________________ 79
Developing our leaders _________________________________________________ 79
Improving teacher quality ________________________________________________ 80
Returning to teaching ___________________________________________________ 80
Mentoring ____________________________________________________________ 80
Workforce diversity ____________________________________________________ 80
Aboriginal and Torres Strait Islander employees ______________________________ 80
Raising cross-cultural awareness _________________________________________ 81
Commitment to people with a disability _____________________________________ 81
Recognising our staff and students ________________________________________ 81
Organisational health ___________________________________________________ 81
Reducing unscheduled leave _____________________________________________ 82
Code of Conduct and public sector ethics ___________________________________ 83
Better workplace relations _______________________________________________ 83
Early retirement, redundancy, retrenchment and voluntary separation _____________ 83
Information and communication technologies _______________________________ 84
Information and Knowledge Strategic Plan 2011-2015 _________________________ 84
Smart Classrooms _____________________________________________________ 84
Smart Classrooms eLearning Leaders Framework ____________________________ 84
The Learning Place ____________________________________________________ 84
Computers for Teachers ________________________________________________ 85
OneSchool ___________________________________________________________ 85
Department of Education, Training and Employment | Annual Report 2011-12
6
Websites for Schools ___________________________________________________ 85
Upgrading TAFE ICT capabilities _________________________________________ 86
Stakeholder satisfaction with ICT resources _________________________________ 86
Performance enhancement _______________________________________________ 86
Risk management and business continuity __________________________________ 86
Research and evaluation ________________________________________________ 87
Internal Audit _________________________________________________________ 87
External scrutiny ______________________________________________________ 87
Public disclosure ______________________________________________________ 87
Infrastructure __________________________________________________________ 88
Our infrastructure ______________________________________________________ 88
Building the Education Revolution _________________________________________ 89
South East Queensland Schools Public Private Partnership Project ______________ 89
Asset maintenance ____________________________________________________ 89
School facilities _______________________________________________________ 89
TAFE facilities ________________________________________________________ 90
Managing asbestos containing material in DETE facilities ______________________ 90
Staff accommodation ___________________________________________________ 90
Sustainability __________________________________________________________ 90
Our environmental footprint ______________________________________________ 90
International Partnerships ________________________________________________ 91
International engagement _______________________________________________ 91
Professional visit programs ______________________________________________ 91
Overseas travel _______________________________________________________ 91
Appendix 1: Executive Management Group members ______________ 92
Appendix 2: Governance committees ___________________________ 95
Appendix 3: Statutory bodies and other entities _________________ 100
Appendix 4: External scrutiny ________________________________ 107
Glossary __________________________________________________ 110
Acronyms and abbreviations __________________________________ 116
Financial Statements
Department of Education, Training and Employment | Annual Report 2011-12
7
Director-General’s overview
This has been a busy year for the Department of Education, Training and Employment
(DETE).
On Tuesday 3 April 2012, Education, Training and Employment Minister John-Paul
Langbroek was sworn in to the Legislative Assembly of Queensland by the Queensland
Governor, Her Excellency Penelope Wensley AC, with Saxon Rice MP appointed as the
Assistant Minister for Technical and Further Education.
The addition of Employment to the department brings about greater alignment in the three
areas of education, training and employment and strengthens the department’s commitment
to ensuring Queenslanders gain the education and skills they need – from kindergarten
through school to vocational education, university and lifelong learning – to contribute to the
community and share in the state’s economic prosperity.
This annual report outlines the progress the department has already made in addressing the
Queensland Government’s objectives for the community. It also recognises the ongoing work
across the department throughout the past year. This report covers the full 2011-12 financial
year reporting for DETE, including the Employment function.
Early childhood education and care
We believe that all children deserve a great start to learning. Regardless of where they live, or
the economic circumstances of their families, we are committed to ensuring that all
Queensland children have the opportunity to access a quality early childhood education.
During 2011-12, the department continued to work towards providing universal kindergarten
access, and improved educational opportunities, for young Queenslanders. We made solid
progress in attracting more young children to enrol in an approved kindergarten program.
Significantly, the target of 65 per cent kindergarten enrolment for the year was exceeded by
three per cent.
The department also funds more than 200 services to deliver early childhood education and
care (ECEC) services, including child and family support hubs and playgroups, and early
childhood development services such as family support and parenting programs.
Throughout 2011-12, the department continued the implementation of the Early Childhood
Teacher Scholarship Program, upgrading staff teachers' qualifications to facilitate delivery of
approved kindergarten programs.
A total of 352 scholarships have been offered to ECEC educators to support the universal
access to kindergarten program, with the first tranche of graduates expected in the second
half of 2012.
School education
In July 2011, Education Queensland launched United in our pursuit of excellence – Agenda
for improvement 2011-2015. This improvement agenda for Queensland state schools reflects
our commitment to teamwork and an unrelenting focus on improved student achievement
through alignment and consistency. It is through a personal and collective commitment to
these priorities and strategies that we continue to deliver improved outcomes for all students.
On 24 May 2012, Prep classes in areas of greatest need across the state received a
$54 million program boost in Prep teacher aide resources over four years. The program,
launched at Tullawong State School by Premier Campbell Newman and the Minister for
Education, Training and Employment John-Paul Langbroek will enable the equivalent of a fulltime teacher aide in 600 Queensland state school classes over four years. The 154 classes in
Department of Education, Training and Employment | Annual Report 2011-12
8
107 schools that will receive additional teacher aide hours from the start of the 2013 school
year have been identified.
Our Year 3 students last year were from the first full Prep intake and they secured
Queensland’s strongest Year 3 National Assessment Program Literacy and Numeracy
(NAPLAN) results since these tests commenced in 2008. These results are extremely
encouraging and clearly support the significant investment in the full-time Prep year.
During the 2011-12 financial year, the department began planning for the major restructure of
moving Year 7 to high school by 2015 and the implementation of Junior Secondary in 2013.
The reform brings Queensland into line with most other states, and will enable us to maximise
the benefits of implementing the new Australian Curriculum.
Much work has been done to smooth the way for the new Australian curriculum, which is
being progressively implemented throughout the state, with the first subjects of English,
Maths and Science being implemented this year and the remaining subjects over the next few
years. Curriculum into the classroom (C2C) materials for the Australian Curriculum learning
areas of English, mathematics and science have been released. C2C materials are being
developed to assist with the implementation of the Australian Curriculum: History in 2013.
In addition, significant work has been undertaken to embed Aboriginal and Torres Strait
Islander histories and cultures within the C2C material, which is one of three cross-curriculum
priority areas to be embedded in all learning areas of the Australian Curriculum.
In June 2012, expressions of interest opened for the first round of the Independent Public
Schools initiative. Part of the Government's election commitment to give schools more control
over their decision making, the initiative will see up to 120 schools become Independent
Public Schools over the next four years. The first 30 schools will start next year. Expressions
of interest for the first round close Friday 7 September.
Training, tertiary education and employment
The vocational education and training (VET) sector has a major role to play in enabling
Queenslanders to contribute to the State's economy and realising the Government's vision for
Queensland.
The department’s objectives and strategies, outlined in the Strategic Plan 2012-16 support
the Government’s policy objective to grow a four pillar economy based on tourism, agriculture,
resources and construction by investing in Queenslanders’ skills and employment initiatives in
these areas.
In June 2012, the Queensland Government announced the establishment of the Queensland
Skills and Training Taskforce. Chaired by Michael Roche, Chief Executive Officer of the
Queensland Resources Council, it will provide advice and recommendations on the actions
needed to improve Queensland's VET sector operations and outcomes. Taskforce members
represent the VET sector, industry, employers and unions. The taskforce is scheduled to
report to the Minister and Assistant Minister by the end of 2012.
In May 2012, the Metropolitan South Institute of TAFE (MSIT) became the first training
provider in Queensland to offer Bachelor degrees, following a partnership agreement between
MSIT and Victorian TAFE, Holmesglen.
Statutory authority Skills Queensland had significant input into providing industry leadership in
workforce development. This included hosting the highly successful Mining and Gas Jobs
Expos, which saw more than 24 000 people attend expos across the Gold, Sunshine and
Fraser Coasts, Cairns and the Whitsundays to learn how they can become skilled in the
resources sector.
The expos were held in regional locations experiencing higher than average unemployment
and where there were unemployed people who may possess the skills needed by the sector,
Department of Education, Training and Employment | Annual Report 2011-12
9
such as builders and electricians. The resources sector has identified that 38 000 workers are
needed now and in the future.
To help meet this need, in June this year the Queensland Government announced the
appointment of the selection committee for the $10 million scholarship program supporting
women. The program will fund 500 scholarships for women in traditionally male-dominated
careers and skills shortage areas such as engineering, agricultural science, geology,
architecture and building services.
Throughout the year, the department continued to work closely with industry, employers and
other agencies to meet skill demand, improve the quantity, quality and local availability of
labour supply and improve the utilisation of the existing labour force. In particular, the
department partnered with Skills Queensland in the development and delivery of projects and
collaborated to support skills and labour needs in a range of industries.
I look forward to working across our three service areas as we implement reforms to continue
to improve the education, training and employment opportunities for all Queenslanders.
Future directions
Our key priority is to deliver on the Government’s commitments to Queenslanders. I am
pleased that the department delivered all education, training and employment commitments in
the Queensland Government’s First 100 Day Action Plan.
In addition, we are already making good progress on our priorities for the future, including:








establishing more kindergarten services on state and non-state school sites
rolling out an e-Kindy pilot for isolated families
implementation of the Step Up into Education program to better prepare children in
disadvantaged areas for school, and encourage parents to become involved in their
child’s learning journey
announcing initial projects under the $115 million Building our Future Schools fund
commencing a school program to teach children to protect themselves and report abuse
providing e-tablets for special needs students
announcing the first schools to receive additional services from speech and language
pathologists
announcing high school students to attend overseas ANZAC ceremonies in 2013.
Julie Grantham
Director-General
Department of Education, Training and Employment | Annual Report 2011-12
10
Section 1:
About DETE
Agency role and main functions
The Department of Education, Training and Employment (DETE) engages Queenslanders in
lifelong learning across the entire continuum, from early childhood education and care,
through school education, and into training, tertiary education, and employment.
DETE is a diverse organisation, with the largest workforce in the state, providing services
through three broad service delivery areas:



early childhood education and care
school education
training, tertiary education and employment.
Supporting government objectives
The department’s objectives and strategies as outlined in the Strategic Plan 2012–16 support
the Government’s five policy objectives to:





grow a four pillar economy based on tourism, agriculture, resources and construction by
investing in Queenslanders’ skills and employment initiatives in these areas
lower the cost of living for families by cutting waste and reducing red tape
deliver better infrastructure and better planning for kindies, schools and TAFEs
revitalise front line services for education, training and employment
restore accountability in government.
These objectives are underpinned by the Government’s target to reduce unemployment in
Queensland to four per cent within six years.
Our priorities
This annual report is based on the Strategic Plan 2011–15, which focused on the following
priority areas:




giving children a flying start
laying strong educational foundations
developing skills for the economy
creating a capable, agile and sustainable organisation.
The department’s employment service delivery area, which transitioned to the department in
March 2012, is included in the ‘Skills for the economy’ priority area of the Strategic Plan
2012–16.
Early childhood education and care
Providing children with access to quality early childhood education and care through
establishing and funding kindergarten and integrated early years services as well as a range
of parent and family support programs, and regulating, approving and quality assessing
education and care services.
Department of Education, Training and Employment | Annual Report 2011-12
11
School education
Delivering Prep to Year 12 in Queensland state schools to prepare young people for
successful transitions into further education, training and/or work and administering funding
for Queensland non-state schools.
Training, tertiary education and employment
Supporting the skilling needs of Queensland through the funding, delivery and quality
assurance of VET and providing information, advice and support to higher education
providers, employers, apprentices and trainees to improve workforce participation.
Our legislation
DETE’s functions and powers are derived from administering the Acts of Parliament in
accordance with Administrative Arrangements Order (No. 4) 2012.
Table 1: Administrative Arrangements Order (No. 4) 2012
Principal responsibilities
Acts administered by the Department of Education,
Training and Employment
Minister for Education, Training and Employment
Early Childhood Education and Care including—

Kindergarten Programs
Education including—

Aboriginal and Torres Strait Islander Education

Distance Education

Education of Students in Youth Detention Centres

International Education

Primary Education

Secondary Education

Special Education
Employment Policies and Programs
Higher Education including—

State Government Policy and Planning
International Vocational Education and Training
Non-State School Funding
Registration of Teachers
Skilled and Business Migration
Smart State Education Initiatives
Vocational Education and Training including Technical and
Further Education
Skills and Workforce Development
Source: Department of the Premier and Cabinet
Australian Catholic University (Queensland) Act 2007
Bond University Act 1987
Central Queensland University Act 1998
Community Services Act 2007 (jointly administered with
the Minister for Communities, Child Safety and Disability
Services and the Minister for Aboriginal and Torres Strait
Islander and Multicultural Affairs and Minister Assisting
the Premier)
Child Care Act 2002
Education (Accreditation of Non-State Schools) Act 2001
Education and Care Services National Law (Queensland)
Act 2011
Education (Capital Assistance) Act 1993
Education (General Provisions) Act 2006
Education (Overseas Students) Act 1996
Education (Queensland College of Teachers) Act 2005
Education (Queensland Studies Authority) Act 2002
Education (Work Experience) Act 1996
Grammar Schools Act 1975
Griffith University Act 1998
Higher Education (General Provisions) Act 2008
James Cook University Act 1997
Queensland University of Technology Act 1998
University of Queensland Act 1998
University of Southern Queensland Act 1998
University of the Sunshine Coast Act 1998
Vocational Education, Training and Employment Act 2000
(Administrative Unit - Skills Queensland)
Our locations
Our education, training and early childhood education services are integrated at a regional
level. This integration enables cohesive service delivery, strengthens links between sectors
and ensures decisions are made closer to our clients. Information regarding the location of
Queensland state schools, regional offices and TAFE campuses in the seven regional
boundaries can be found online at www.education.qld.gov.au/schools/maps/.
Department of Education, Training and Employment | Annual Report 2011-12
12
Organisational
structure
Department
of Education, Training and Employment
as at 30structure
June (as
2012
Figure 1: Department Organisational
of Education, Training andStructure
Employment organisational
at 30 June 2012)
Statutory Bodies
Ministerial Advisory Councils
John-Paul Langbroek MP
Minister for Education, Training and Employment
Saxon Rice MP
Assistant Minister for Technical and
Further Education
Training Ombudsman
Office of the Director-General
Nick Seeley
Executive Director
Julie Grantham
Director-General
Internal Audit
Craig Setter
A/Director
Flying Start Implementation
Patrea Walton
Assistant Director-General
Training and Tertiary
Education Queensland
Deb Daly
Deputy Director-General
Strategic Policy and Research
Gabrielle Sinclair
Assistant Director-General
Office for Early Childhood
Education and Care
Policy, Legislation and
Early Childhood
Annette Whitehead
Deputy Director-General
Legislation & Directorate
Operations
Amanda Dulvarie
Executive Director
Employment Initiatives
Peter McKay
Assistant Director-General
Operations & Governance
Marg Pethiyagoda
A/Assistant Director-General
State Schooling
Implementation
Mark Campling
A/Assistant Director-General
Education Queensland
Lyn McKenzie
Deputy Director-General
Assistant
Regional
Directors
Regional Directors
Wayne Butler (CQ)
Greg Dickman (DDSW)
Clive Dixon (FNQ)
Glen Hoppner (SE)
Richard English (NQ)
Greg Peach (NC)
Chris Rider (M)
Indigenous Education
Steve Armitage
Executive Director
Skills, Training
Investment, Tertiary and
Non-State Education
Geoff Favell
Assistant Director-General
TAFE
Institute Directors
Mary Campbell (STA)
Lynne Foley (BNIT)
Kaylene Harth (MSIT)
Ross Hepworth (SCIT)
Nigel Hill (WBIT)
Gary Kinnon (CQIT)
Bob McAulay (BRIT)
Greg Mitchell (MIIT)
Joann Pyne (TNQIT)
Trevor Schwenke
(SQIT)
Paul Sutcliffe (TBIT)
Employment and Indigenous
Initiatives Service Delivery
Sue McNulty
Executive Director
Strategic Programs
& Initiatives
Steven Koch
Executive Director
Human Resources
Craig Allen
Assistant Director-General
State Schooling Policy
Suzanne Innes
A/Assistant Director-General
School
Principals
Training and Tertiary
Education Operations
Jodi Schmidt
Assistant Director-General
Corporate Services
Adam Black
A/Deputy Director-General
Functional reporting responsibility
to other EMG Members
Indigenous Education and
Training Futures
Ian Mackie
Assistant Director-General
Finance
Nick Shaw
A/Assistant Director-General
Chief Finance Officer
Information and Technologies
Dave O’Hagan
Chief Information Officer
Assistant Director-General
Corporate Procurement
Mike Heard
Executive Director
Infrastructure Services
Paul Hobbs
Assistant Director-General
Corporate Strategy and
Performance
Jeff Hunt
Assistant Director-General
Source: Department of Education, Training and Employment
Department of Education, Training and Employment | Annual Report 2011-12
13
Governance
Strategy: Ensure accountability through improved governance processes
Corporate governance
The DETE Governance Framework outlines the principles, elements and mechanisms used in
the department to support effective governance through strong leadership, responsible and
ethical decision-making, sound management and performance improvement. The
Governance Framework is available online at www.dete.qld.gov.au/corporate/governance.
The department's Strategic Plan 2011-15 outlines our vision, purpose, objectives, corporate
strategies and performance indicators. It summarises the key issues faced by the department
in meeting its objectives, and clearly articulates the contribution of the department to wholeof-government objectives. All other plans cascade from the strategic plan, through to
divisional, regional, school and TAFE institute plans. The goals and objectives in
departmental plans are reflected in the performance and development plans of individual
employees. The strategic plan is available online at www.dete.qld.gov.au/publications/
strategic.
Governance committees
The department's governance committees are reviewed annually to ensure their structure,
membership and purpose continue to support the governance needs of the department. Each
committee has a specific role in overseeing key strategies and policies to ensure they align
with the department's goals and objectives. The roles and responsibilities of each committee
are outlined in their terms of reference (see Appendix 2 for information about DETE
governance committees).
The Executive Management Group (EMG) sets and reviews the strategic direction, priorities
and performance objectives of the department to enable the efficient and effective
achievement of outcomes for Queensland. Profiles of the EMG as at 30 June 2012 is
provided in Appendix 1.
The EMG considers and provides advice in relation to:








setting programs and strategies that support government priorities
developing, reviewing and evaluating policies, programs and strategies
gauging performance against priorities
identifying and managing strategic risk
maintaining governance arrangements
making budget and investment decisions
creating workforce strategies, including organisational change
complying with legislative responsibilities.
The EMG is supported by the following governance committees:






Audit and Risk Management Committee
Budget Committee
Community Jobs Priorities Committees
Integrated Service Delivery Board
Investment Committee
Policy and Performance Committee.
These committees meet annually at a minimum. Further information about the committees
that were operational during the 2011-12 financial year is provided in Appendix 2.
Department of Education, Training and Employment | Annual Report 2011-12
14
Statutory bodies and entities
The following statutory bodies and entities produce their own annual reports to be tabled in
Parliament, or have reporting requirements independent from the department:












Gold Coast Institute of TAFE
Boards of Trustees of Grammar Schools
Non-State Schools Accreditation Board (including Non-State Schools Eligibility for
Government Funding Committee)
Queensland College of Teachers
Queensland Education Leadership Institute
Queensland Studies Authority
Skills Queensland
Southbank Institute of Technology
Building and Construction Industry Training Fund (Qld), trading as Construction Skills
Queensland
Training and Employment Recognition Council
Training Ombudsman
Queensland universities.
Further information about these statutory bodies is provided in Appendix 3.
Our stakeholders
To assist in our planning and policy making, the department engages with a wide range of
stakeholders including:


















parents and carers
members of school councils
parents and citizens associations
parents and friends associations
non-government schooling sectors
students
volunteers
unions
employees
business and industry
universities and the broader higher education sector
private training providers
statutory bodies
peak bodies and interest groups
related government organisations
interested groups
the Queensland community
not-for-profit community based organisations.
Our work with the Australian Government
Strategy: Seek opportunities for maximising the learning and training opportunities for
all Queenslanders through the development and maintenance of effective
partnerships
The department’s key strategies support the Council of Australian Governments’ (COAG)
agenda through National Agreements, National Partnerships and other initiatives, including:


early childhood education
student with disabilities
Department of Education, Training and Employment | Annual Report 2011-12
15











closing the gap for Indigenous children and Indigenous economic participation
literacy and numeracy
students from low socio-economic backgrounds
improving teacher quality
empowering local schools
the Australian Curriculum
the digital education revolution
youth attainment and transitions
skills and workforce development
the Australian Sustainable Schools Initiative
collaboration in the delivery of employment services.
Information regarding the outcomes, objectives, targets and performance indicators in
National Agreements and National Partnership Agreements under the Intergovernmental
Agreement for Federal Financial Relations can be found online at
www.federalfinancialrelations.gov.au/content/intergovernmental_agreements.aspx.
Our critical issues
Key challenges that face the department as we plan for the future include:















delivery of services to a diverse and growing population that includes increasing numbers
of vulnerable and disadvantaged Queenslanders
the gap between Indigenous and non-Indigenous attendance and outcomes
seamless transitions for students and workers through early years, education, training
and into employment
regulation of ECEC services to enable high quality services for Queensland families
accessibility to quality kindergarten programs across Queensland
readiness of all Queensland children to start school
academic outcomes including literacy, numeracy and science for every child in every
classroom
senior schooling retention and attainment rates
responsiveness and efficiency of the post-secondary education and training sector
Queenslanders with trade, training and tertiary qualifications that meet the needs of
Queensland industries
contribution to the Government’s target to reduce unemployment in Queensland to four
per cent within six years
workforce participation across Queensland’s regions and industries
systems and infrastructure that support effective and contemporary service delivery now
and into the future
attraction, retention and development of high-quality teachers, staff and leaders within a
geographically diverse state
operational efficiency and the reduction of red tape in our operations.
Department of Education, Training and Employment | Annual Report 2011-12
16
Section 2:
Chief Finance Officer report
Strategy: Deliver cost-efficient services and ensure effective forward planning for
resource allocation and future investment
The Commission of Audit’s Interim Report into the state of the Government’s financial position
identified significant fiscal challenges for the new government in coming years. In recent
months the department has undertaken a review of its operations in developing the 2012-13
budget to identify strategies that will deliver sustainable savings to Government, whilst
ensuring resources are directed to frontline services.
The department recently released its Long Term Financial Plan 2012-16. The plan identifies
strategic actions that will ensure the department delivers financially sustainable education,
training and employment services. This plan will ensure the department is in a strong
financial position to achieve the new Government’s priorities and the department’s strategic
objectives.
As part of the Long Term Financial Plan, and in recognition of the important role that strong
financial management plays in achieving the objectives of the department, the position of
Assistant Director-General, Finance and Chief Finance Officer became a member of the
Executive Management Group in April 2012.
In 2011-12 the department achieved a small operating surplus of $1.436 million, highlighting
the sound financial management practices in the department.
One of the notable changes to this year’s financial statements was the implementation of
OneSchool Finance in all Queensland state schools which enabled the detailed integration of
school finances into the department’s financial position for the first time. In previous years
school finances were consolidated into the department’s financials at the highest level due to
limitations with the previous school finance system. OneSchool Finance has resulted in
efficiencies achieved through automated and centralised functions and will provide
opportunities in generating savings to schools and communities through strategies including
bulk procurement.
2011-12 also saw the completion of the Australian Government’s Building the Education
Revolution which represented a $2 billion investment in Queensland schools.
In accordance with the requirements of section 77(2)(b) of the Financial Accountability Act, I
have provided the Director-General with a statement that the financial internal controls of the
department are operating efficiently, effectively and economically in conformance with section
57 of the Financial and Performance Management Standard 2009. As Chief Finance Officer, I
have therefore fulfilled the minimum responsibilities as required by section 77(1)(b) of the Act.
Adam Black FCPA CA
Assistant Director-General, Finance
Chief Finance Officer
Department of Education, Training and Employment | Annual Report 2011-12
17
Table 2: Financial snapshot
2011-12
$(000)
2010-11
$(000)
2009-10
$(000)
2008-09
$(000)
2007-08
$(000)
7 425 300
788 180
8 212 044
1 436
675 895
532 842
6 827 758
726 701
7 553 279
1 180
664 728
1 437 739
6 361 623
688 447
7 048 818
1 252
614 699
2 063 375
5 434 806
1 154 354
6 588 438
722
751 606
680 344
4 845 846
1 275 176
6 120 394
628
668 111
674 710
Total assets
18 719 423
18 662 635
17 835 198
17 470 605
16 871 239
Total liabilities
Net assets/(liabilities)
993 342
17 726 081
2011-12
5 685 185
1 017 233
17 645 402
2010-11
5 325 565
1 241 759
16 593 439
2009-10
4 981 683
957 913
16 512 692
2008-09
4 718 681
937 659
15 933 580
2007-08
4 429 245
65 829
63 732
63 445
Financial snapshot
Controlled Revenue
Departmental services revenue
Other revenues
Controlled Expenses
Operating surplus/(deficit)
Administered grants (state)
Capital outlays
Employee expenses ($000)
Number of employees
67 435
66 716
at 30 June (FTE)
Source: Department of Education, Training and Employment
Note:

Due to Machinery of Government changes, Employment Initiatives functions transferred from the Department of
Employment, Economic Development and Innovation effective 1 May 2012.
For a comprehensive set of financial statements covering all aspects of the department’s
activities, see the Financial Statements of this Annual Report. No totals have been adjusted
for commercial-in-confidence requirements.
Our income – where the funds come from
We received $8.213 billion for our operations, an increase of $659 million from the previous
year. Departmental services revenue increased by $597 million. This was largely due to
increased Commonwealth National Partnership funding for Literacy and Numeracy and Early
Childhood, enterprise bargaining outcomes and enrolment growth. The department also
received $2.410 billion in administered funding, a decrease of $177 million largely attributable
to a decrease in Commonwealth funding compared to 2010-11. Administered funding
includes Commonwealth funding transfers to non-government schools, as well as state grants
to statutory authorities, peak bodies for non-state schools and other entities, enabling them to
deliver agreed services to Queenslanders.
Figure 2: Income 2011-12
User charges,
5%
Grants and other
contributions,
2%
Other revenues,
2%
Departmental
services
revenue, 90%
Source: Department of Education, Training and Employment
Department of Education, Training and Employment | Annual Report 2011-12
18
Our expenses – how the funds are spent
The department’s total expenses of $8.212 billion this year is an increase of $659 million from
last year. Salaries and wages are the agency’s major expense component at 70 per cent of
total expenses. This is in line with the agency’s use of funds to retain service delivery staff,
including teachers and trainers supporting the learning needs of students and clients.
Figure 3: Expenses 2011-12
Supplies and
Services, 18%
Grants and
Subsidies, 4%
Depreciation and
Amortisation, 6%
Other Expenses,
2%
Employee
Expenses, 70%
Source: Department of Education, Training and Employment
Figure 4: Average cost per student in state schools
30
25
$000
20
15
10
5
0
Prep and Primary (Prep-Yr 7)
Secondary (Yr 8-Yr 12)
2010-11
Students with disabilities
2011-12
Source: Department of Education, Training and Employment
Department of Education, Training and Employment | Annual Report 2011-12
19
Our assets – what we own
The department held assets totalling $18.719 billion at 30 June 2012, an increase of $57
million on 2010-11. The majority of our assets are in land and buildings associated with
schools, TAFE institutes and early childhood facilities.
Figure 5: Value of property, plant and equipment and intangible assets
20,000
18,000
16,000
$ million
14,000
12,000
10,000
8,000
6,000
4,000
2,000
0
2007-08
2008-09
2009-10
2010-11
2011-12
Source: Department of Education, Training and Employment
Our liabilities – what we owe
The department held liabilities totalling $993 million at 30 June 2011, a decrease of $24
million from 2010-11. Lease assets and corresponding finance lease liabilities for the
Southbank Education and Training Precinct and the Aspire South East Queensland Schools
Public Private Partnerships are held by the department and form the majority of our financial
liabilities.
Comparison of actual financial results with budget
Provision of these statements allows comparison of the actual financial results of the
controlled operations of the department with the adjusted budget for 2011-12 shown in the
department estimates published in the State Budget papers 2012–13 Service Delivery
Statements – Book 3. This is consistent with the government’s commitment to more
transparent financial reporting.
Department of Education, Training and Employment | Annual Report 2011-12
20
Table 3: Operating statement for the year ended 30 June 2012
Notes
2011-12 Actual
$'000
2011-12 Adjusted
Budget
$'000
Variation
Income from Continuing Operations
Departmental services revenue
7 425 300
7 508 581
-1%
User charges
1
433 983
185 968
133%
Grants and other contributions
2
188 890
316 850
-40%
Other revenues
3
165 307
135 472
22%
8 213 480
8 146 871
1%
Employee expenses
5 685 185
5 550 270
2%
Supplies and services
1 504 426
1 557 754
-3%
Grants and subsidies
331 790
398 510
-17%
Depreciation and amortisation
486 872
519 511
-6%
163 839
79 614
106%
Total Income from Continuing Operations
Expenses from Continuing Operations
Impairment losses and other expenses
Finance/borrowing costs
Total Expenses from Continuing Operations
4
39 932
41 212
-3%
8 212 044
8 146 871
1%
1 436
-
Operating Result from Continuing Operations
Operating Result from Continuing Operations
Source: Department of Education, Training and Employment
Notes:
1. The increase is mainly due to re-categorisation of school revenues such as excursions and resource hire
schemes, previously reported under Grants and Contributions.
2. The decrease is mainly due to re-categorisation of school revenues such as excursions and resource hire
schemes, now reported under User Charges.
3. The increase is mainly due to higher levels of school revenues and re-categorisations, previously reported under
Grants and Contributions.
4. The increase is mainly due to the raising of a provision for doubtful debts for school debtors which has been
included in the department’s ledger for the first time, and higher than expected losses on disposal of buildings as
a result of refurbishments under Building Education Revolution and State Schools of Tomorrow programs.
Department of Education, Training and Employment | Annual Report 2011-12
21
Table 4: Balance sheet as at 30 June 2012
Notes
2011-12 Actual
$'000
2011-12
Adjusted
Budget
$'000
Variation
Current Assets
Cash and cash equivalents
1
228 746
379 376
-40%
Receivables
2
216 193
144 384
50%
4 025
2 777
45%
98 210
35 053
180%
547 174
561 590
-3%
Inventories
Other current assets
Non-current assets classified as held for sale
3
4
Total Current Assets
48 768
81 930
-40%
595 942
643 520
-7%
Non-Current Assets
Property, plant and equipment
5
18 033 059
19 353 784
-7%
Intangible assets
6
90 422
22 763
297%
Total Non-Current Assets
18 123 481
19 376 547
TOTAL ASSETS
18 719 423
20 020 067
332 792
430 319
-23%
8 654
12 660
-32%
Accrued employee benefits
93 121
86 589
8%
Other current liabilities
77 218
72 738
6%
511 785
602 306
Other financial liabilities
481 557
491 006
Total Non-Current Liabilities
481 557
491 006
TOTAL LIABILITIES
993 342
1 093 312
17 726 081
18 926 755
5 039 534
5 020 019
0%
44 341
19 609
126%
12 642 206
13 887 127
-9%
17 726 081
18 926 755
Current Liabilities
Payables
7
Other financial liabilities
Total Current Liabilities
Non-Current Liabilities
NET ASSETS
-2%
Equity
Contributed equity
Accumulated surplus
Asset revaluation surplus
TOTAL EQUITY
Source: Department of Education, Training and Employment
5
Notes:
The variances for these controlled items can be explained as follows:
1. The variance is mainly due to: a) reduction in capital payables associated with the winding down of the
Australian Government Building the Education Revolution (BER) program; b) various prepayments, and c)
funding deferrals.
2. The variance is mainly due to equity injection receivable from Queensland Treasury, and school receivables
recognised for the first time.
3. The increase is due to higher than forecast prepayments.
4. The decrease is due to reduction in number of properties categorised as held for sale.
5. The decrease is mainly due to land and building asset revaluations in 2010-11.
6. The variance is mainly due to completion and recognition of new software assets in 2010-11.
7. The decrease is due to a reduction in capital payables associated with the winding down of the Australian
Government Building the Education Revolution (BER) program.
Department of Education, Training and Employment | Annual Report 2011-12
22
Section 3:
Early childhood education and care
Objective: Queensland children will have access to quality early childhood education
and care
Key performance indicators KPI



Proportion of Queensland children enrolled in an early childhood education program
Proportion of Indigenous children enrolled in an early childhood education program
Proportion of disadvantaged children enrolled in an early childhood education program
Service Standards
Table 5: Service standards – Early Childhood Education and Care
Service Standards
2011–12
Notes
Proportion of Queensland children enrolled in a quality
kindergarten program KPI
Target/estimate
1, 2
Actual
65%
68%
Access
Proportion of enrolments in a quality kindergarten
program:
2, 3

Indigenous children KPI
4
47%
56%

Children in disadvantaged communities KPI
5
65%
69%
6
100%
100%
Regulation
Proportion of complaints relating to serious safety
breaches in licensed child care services that are
responded to within two working days
Source: Queensland State Budget 2011–12 Service Delivery Statements and the Performance, Monitoring and
Reporting Branch, Department of Education, Training and Employment
Notes:
1. Under the National Partnership Agreement on Early Childhood Education, Queensland is committed to ensuring
that by 2013 every child will have access to Early Childhood Education Programs.
2. Early Childhood Education Program (quality kindergarten program): A play-based early childhood education
program provided by a qualified early childhood teacher to children in the year before school.
3. The proportions of Indigenous children and children in disadvantaged communities are measured by the number
of enrolments from each population group as percentage of the total population of four year olds in that group in
Queensland.
4. Indigenous: a person of Aboriginal and/or Torres Strait Islander origin who identifies at enrolment to be of
Aboriginal and/or Torres Strait Islander origin.
5. Disadvantaged Children: The cohort population that reside in statistical local areas classified by the Australian
Bureau of Statistics (ABS) in the bottom two deciles using the Index of Relative Socio Economic Disadvantage.
6. The introduction of the National Quality Framework (NQF) means that from 1 January 2012 the majority of
licensed child care services became approved education and care services. However, a small number of
services remain licensed child care services that are out-of-scope of the NQF. This data includes both licensed
child care centres and education and care services.
Early childhood education and care
The department is committed to providing Queensland children with the start to life they
deserve. The department recognises the essential link that exists between early education
and child care and aims to provide high-quality, ECEC services for all Queensland children
from birth to 12 years.
As one of its key priorities, the department aims to ensure that by 2014, all Queensland
children are able to access a quality kindergarten program in the year before they commence
Prep, as measured by 95 per cent participation by mid-2013.
Department of Education, Training and Employment | Annual Report 2011-12
23
Integration of early years services
Strategy: Work in partnership with stakeholders to establish integrated early years
services that support children and their families
Integrated early years services provide early childhood education and care, family support
and health services to families with children aged from birth to eight years. Throughout 201112, the department continued to invest in the provision of integrated early years services to
Queensland families.
In 2011, services commenced in Cairns in addition to existing early years centres operating in
Browns Plains, Caboolture and North Gold Coast. Early years centres are delivered from a
main facility, satellite locations, and outreach, mobile and home visiting services. During
2011-12, the department:


opened the Cairns Early Years Centre, providing Cairns children from birth to eight years
and their families with access to a range of services and programs including a
kindergarten, parenting, health and family support services
opened early years satellite centres at Beaudesert and Acacia Ridge.
Children and family centres
The National Partnership Agreement for Indigenous Early Childhood Development provides
for the establishment of 10 children and family centres in Queensland. These centres provide
integrated early childhood education and care, parenting and family support, and maternal
and child health services. The locations include: Cairns, Doomadgee, Ipswich, Logan,
Mackay, Mareeba, Mornington Island, Mount Isa, Palm Island and Rockhampton.
The children and family centres focus on the provision of services to Aboriginal and Torres
Strait Islander families with children from pre-birth to eight years. However, services are able
to be accessed by all families.
In 2011-12, children and family centre services have progressively commenced from
temporary premises in Cairns, Doomadgee, Ipswich, Logan, Mareeba, Mornington Island,
Mount Isa, Palm Island and Rockhampton. All 10 children and family centres are scheduled to
deliver services from permanent premises from early 2013.
Significant achievements during 2011-12 include:



Lead agency service providers have been selected for all locations.
Effective governance structures have been established and service delivery models have
been finalised in consultation with key Aboriginal and Torres Strait Islander organisations
and communities. Community ownership is growing across all 10 locations.
Construction of permanent facilities was completed in Mareeba and Mornington Island.
Construction is close to completion in Doomadgee. Infrastructure planning is well
progressed in all other locations.
Families across Queensland also receive parenting and family support services through 25
child and family hubs.
Department of Education, Training and Employment | Annual Report 2011-12
24
Universal access to kindergarten programs
Strategies:
 Increase access to a quality kindergarten program for all Queensland children by
building up to 240 extra kindergarten services and supporting the long day care
sector to provide approved kindergarten programs
 Increase community awareness of the benefits of kindergarten participation, to
increase enrolments
 Increase kindergarten participation of children from at-risk groups and children
living in small or remote communities
 Increase kindergarten participation of Aboriginal and Torres Strait Islander
children
 Implement strategies to support a quality kindergarten program, including a range
of workforce initiatives
The introduction of the kindergarten reforms led to a significant increase in the proportion of
Queensland children enrolled in early childhood education (kindergarten programs). In 2008,
29 per cent of children in Queensland were enrolled in an early childhood education program.
This increased to 68 per cent by the end of 2011. KPI
During 2011-12, the department worked towards delivering extra kindergarten services by
2014. In 2011-12, a total of 84 extra kindergarten services were established (73 on state
schools and 11 on non-state schools).
The department commissioned the Brisbane School of Distance Education (SDE) to develop
a distance education kindergarten program called e-kindy. The program will provide access
for children in isolated and remote areas to a quality kindergarten program from 2013.
In late 2011, the department established an agreement with Childcare Queensland to assist
long day care services to deliver quality kindergarten programs.
All new and existing kindergarten services are required to be a member of a central governing
body (CGB) in order to access kindergarten funding. The department has five organisations
approved as CGBs:





The Crèche and Kindergarten Association Limited
Independent Schools Queensland
Queensland Catholic Education Commission
Queensland Lutheran Early Childhood Services
The Gowrie (QLD) Inc.
CGBs support the provision of quality and inclusive kindergarten services and programs. In
2011, CGBs became the primary contact for kindergarten services for all matters relating to
the delivery of their kindergarten program. Administrative support is provided by CGBs to
ensure kindergarten services fulfil their financial and performance reporting requirements and
obligations.
Bilateral agreement targets
Queensland continues to perform strongly against key performance benchmarks. In 2011-12,
Queensland exceeded all but one of the key performance benchmark targets set in the
Bilateral Agreement on Achieving Universal Access to Early Childhood Education relating to a
quality kindergarten program in the year before Prep.
In 2011-12, 56 per cent of Indigenous children and 69 per cent of disadvantaged children
were enrolled in a quality kindergarten program. KPI
Department of Education, Training and Employment | Annual Report 2011-12
25
The average number of hours per week of attendance at a quality kindergarten program
continued to increase, rising from 17 hours in 2010-11 to 20.4 hours in 2011-12. Similarly, the
number of four-year university trained (or equivalent) and early childhood qualified teachers
delivering a kindergarten program continued to grow from 809 in 2010 to 1082 in 2011.
While strong progress is being made, continuing to meet the targets set for providing
universal access to kindergarten will be a major challenge for Queensland.
Low SES communities
During 2011-12, the department strived to ensure that children in disadvantaged communities
were provided with the opportunities to participate in a kindergarten program. Notably, the low
socioeconomic subsidy under the Queensland Kindergarten Funding Scheme was increased
and extended in January 2012, to kindergarten services operating in additional low SES
communities.
The Commonwealth, state and territory governments will establish at least 38 children and
family centres around the country, including 10 in Queensland to ensure all Aboriginal and
Torres Strait Islander children have access to a quality early childhood education program
within five years.
In addition, the Queensland and Commonwealth governments increased access to long day
care for children from birth to school age through the establishment of early learning and care
centres (ELCCs) in areas of unmet need for child care.
During 2011-12, the department:


finalised the expansion of child care services in the Bowen Basin mining communities of
Moura, Moranbah, Dysart, Blackwater and Middlemount
constructed and opened three ELCCs at Townsville, Cairns and Gladstone.
Pre-Prep – Aboriginal and Torres Strait Islander communities
During 2011-12, the department continued delivering pre-Prep early learning programs across
35 Aboriginal and Torres Strait Islander communities. Under the department's Foundations for
Success: Guidelines for an early learning program in Aboriginal and Torres Strait
communities, pre-Prep is a part-time, targeted education program for children who turn four
years of age by 30 June in the year they participate. Pre-Prep builds children's early language
skills, improves family participation in early learning, and enables smoother transitions into the
school setting.
School readiness
Strategies:
 Support service providers to implement a quality early years curriculum
 Assist parents and carers to gain skills that support early literacy and numeracy
development
Queensland Kindergarten Learning Guideline
The Queensland Kindergarten Learning Guideline, developed by the Queensland Studies
Authority (QSA), represents Queensland's first state-wide kindergarten specific learning
program, and provides advice and guidance to teachers in delivering approved kindergarten
programs and monitoring children’s progress.
A suite of online professional development materials and free state-wide, face-to-face
workshops developed and delivered by the QSA support kindergarten teachers with the
implementation of the Queensland Kindergarten Learning Guideline.
Department of Education, Training and Employment | Annual Report 2011-12
26
Early childhood workforce
The department has developed and released its Early Childhood Education and Care
Workforce Action Plan 2011-2014. The plan includes programs which aim to attract and retain
qualified early childhood teachers, up-skill the existing early childhood workforce, and further
develop Aboriginal and Torres Strait Islander early childhood educational leaders. The range
of initiatives under the ECEC Workforce Action Plan 2011-2014 include:






tuition-free TAFE Bridging Program for primary qualified teachers to obtain early
childhood qualifications to be recognised as an early childhood teacher or approved
Diploma holder
scholarships for existing ECEC staff with three year degree or Advanced Diploma
qualifications to become qualified early childhood teachers
incentive grants of $12 000 for early childhood teachers to relocate to rural and remote
locations to deliver an approved kindergarten program
ongoing consultation with higher education institutions to support take up of rural and
remote placement grants for pre-service kindergarten teachers
supported delivery of training to existing and prospective educators in the Cape, Gulf and
Torres Strait Islands
provision of leadership and professional development programs for educators across the
sector.
To date, 279 individuals have enrolled in the Early Childhood Bridging Program and eight
early childhood teachers have been awarded incentive grants to deliver approved
kindergarten programs in rural and remote communities.
Throughout 2011-12, the department continued the implementation of the Early Childhood
Teacher Scholarship Program, upgrading staff teachers' qualifications to facilitate delivery of
approved kindergarten programs.
A total of 352 scholarships have been offered to ECEC educators to support the universal
access to kindergarten program. The first tranche of graduates is expected in the second half
of 2012.
To support the achievement of our target of universal access to kindergarten, the department
provides funding to approved kindergarten providers. One criterion of the funding approval
process is that the kindergarten program be delivered by a qualified teacher. A kindergarten
teacher recognition application process is available to ascertain teacher eligibility. This
recognition process makes it easier for qualified teachers to find work, and makes it easier for
kindergarten and long day care services to find qualified teachers.
Quality standards
Strategies:
 Implement a national quality framework, including national standards, quality
ratings and streamlined regulatory requirements for early childhood education
and care services
 Provide parents and the community with information on quality and standards of
care at early childhood education and care facilities
 Develop and implement new Queensland legislation to apply to early childhood
education and care services
The department is responsible for regulating and licensing child care services in Queensland
and is leading Queensland's implementation of the new National Quality Framework (NQF).
The NQF commenced on 1 January 2012. It provides for a new quality assessment and rating
system and National Quality Standard for long day care, kindergarten, pre-Prep, family day
care and outside school-hours care. Since June 2012, NQF services began being assessed
against seven quality areas and assigned a quality rating. They will also be given an overall
Department of Education, Training and Employment | Annual Report 2011-12
27
rating. Under the NQF, service providers will be required to display their specific service
ratings. Queensland legislation for services not covered by the NQF is currently being
reviewed.
The department continues to lead Queensland's input into the national early childhood reform
agenda being progressed. More information is available online at www.dete.qld.gov.au/
publications/annual-reports/11-12/index.html.
Compliance history log book
From 1 July 2010, licensees of ECEC services covered by the Child Care Act 2002 have
been required to keep and maintain a compliance history log book. The log book provides
parents with access to compliance history information at the service.
In addition, from 1 January 2012, approved providers of education and care services are
required under the Education and Care Services National Law to keep a record of services
compliance.
The department provides information, including fact sheets and a letter to parents about the
log book on the ECEC website at www.dete.qld.gov.au/earlychildhood.
Parent and community partnership
Strategies:
 Implement communication and engagement strategies to increase parent and
community understanding of the benefits of quality early years programs.
 Work with funded non-government early years services to provide parenting
support and promote kindergarten participation.
The department continues to fund more than 200 services to deliver ECEC services, including
child and family support hubs and playgroups, and early childhood development services
such as family support and parenting programs.
Throughout 2011-12, the department continued to encourage parents to enrol their children in
an approved kindergarten program. Strategies to achieve this included a state-wide
awareness campaign and support to parents and services through the Kindy Hotline.
The department also convened a number of forums to engage stakeholders in the direction of
early years programs. As a consequence of National and State reforms being well progressed,
changes occurred to the department’s engagement strategy including, ceasing the Early
Childhood Development Forum and the Queensland Early Years Parent Roundtable.
In addition, the Kindergarten Implementation Reference Group’s function was transferred to
the Legislative and National Implementation Reform Committee (LNIRC) in August 2011.
LNIRC continues to provide a mechanism for the ECEC sector to inform implementation of
key state and national ECEC reform agendas.
The Children and Family Centre Implementation Reference Group, formed in 2010, continues
to provide advice to inform implementation of the National Partnership Agreement for
Indigenous Early Childhood Development, and strategies for increasing participation of
Aboriginal and Torres Strait Islander children in kindergarten programs.
Department of Education, Training and Employment | Annual Report 2011-12
28
Section 4:
School education
Objective: Every young Queenslander will be prepared with the educational
foundations to support successful transitions to further education, training and work
Key performance indicators KPI






Proportion of students at or above the national minimum standard (NMS) and in the upper
two bands in reading, writing and numeracy
Queensland’s relative performance against other Australian jurisdictions in literacy,
numeracy and science
The gap between Indigenous and non-Indigenous attendance and reading, writing and
numeracy achievements
Proportion of parents satisfied with their child’s school
Proportion of 20–24 year olds having attained Year 12 or equivalent or Certificate II
Proportion of students who, six months after completing Year 12, are participating in
some form of education, training or employment
Service standards
Table 6: Service standards – School Education
Service Standards
2011–12
Notes
Target/est.
Actual
Literacy and numeracy outcomes
Year 3 Test – Proportion of students at or above the
National Minimum Standard:


All students:

Reading
92%
91%

Writing
93%
93%

Numeracy
94%
93%
Reading
81%
82%

Writing
78%
84%

Numeracy
83%
84%
Indigenous students:

Year 5 Test – Proportion of students at or above the
National Minimum Standard:


4
1, 2, 3
All students:

Reading
88%
84%

Writing
90%
86%

Numeracy
93%
90%
Indigenous students:
4

Reading
66%
65%

Writing
72%
69%

Numeracy
78%
75%
Reading
94%
93%
Writing
92%
90%
Year 7 Test – Proportion of students at or above the
National Minimum Standard:

1, 2, 3
1, 2, 3
All students:


Department of Education, Training and Employment | Annual Report 2011-12
29
Service Standards


Actual
93%
Reading
80%
83%

Writing
78%
75%

Numeracy
85%
82%
Numeracy
Indigenous students:
Year 9 Test – Proportion of students at or above the
National Minimum Standard:

Target/est.
95%


2011–12
Notes
4
1, 2, 3
All students:

Reading
90%
88%

Writing
86%
78%

Numeracy
94%
91%
Indigenous students:
4

Reading
72%
73%

Writing
69%
56%

Numeracy
82%
76%
Attainment outcomes
Proportion of Year 12 students awarded a QCE
1, 5
76%
79%
Proportion of Year 12 students who are completing or
have completed a SAT or were awarded one or more of:
QCE, IBD or VET qualification
1, 5
92%
93%
Proportion of OP/IBD students who received an OP 1 to
15 or an IBD
1, 6
70%
70%
Number of students awarded a Queensland Certificate of
Individual Achievement (QCIA)
1
500
589
Number of students with disabilities who have completed
12 years of schooling
1
1180
1252
1, 6
88%
89%
Post schooling destinations
Proportion of students who, six months after completing
Year 12, are participating in education, training or
employment KPI
Cost and satisfaction
Average cost of service per student
1

Primary (Prep -Year 7)
$10 957
$10 997

Secondary (Year 8- Year 12)
$13 399
$13 620

Students with Disabilities
$27 631
$27 720
84%
84.5%
Proportion of parents satisfied with their child’s school
1, 7
KPI
Source: Queensland State Budget 2011–12 Service Delivery Statements
Notes:
1. These service standards relate to the State Schooling sector only.
2. From 2008-10, in other nationally reported NAPLAN results, Queensland Year 5, 7 and 9 Mean Scale Scores
have improved in five out of five test areas and Year 3 Mean Scale Scores have improved in four out of five test
areas.
3. NAPLAN National Minimum Standard (NMS) targets represent the aspirational goals for achievement against
these measures. They include an element of ambition and should be read in conjunction with other NAPLAN
data which show broad improvements.
4. Indigenous: a person of Aboriginal and/or Torres Strait Islander origin who identifies at enrolment to be of
Aboriginal and/or Torres Strait Islander origin.
5. Attainment Outcomes acronyms: IBD – International Baccalaureate Diploma, OP – Overall Position and QCE Queensland Certificate of Education.
6. ‘Student’ refers to Year 12 completers. This standard is sourced from the Next Step Survey conducted by the
Department of Education, Training and Employment each year.
7. Data is sourced from the School Opinion Survey, conducted by the Department of Education, Training and
Employment in all State Schools in August each year. Satisfaction is calculated as those responding either
satisfied or very satisfied.
Department of Education, Training and Employment | Annual Report 2011-12
30
School curriculum
Strategies:
 Implement the Australian Curriculum for English, mathematics and science
through the provision of curriculum plans and resources
 Plan for the transition of Year 7 to secondary
 Continue implementation of the Queensland Curriculum, Assessment and
Reporting Framework
Australian Curriculum
The Australian Curriculum, developed by the Australian Curriculum, Assessment and
Reporting Authority (ACARA), sets out the core knowledge, understanding, skills and general
capabilities important for all Australian students. Throughout 2011-12, the department worked
closely with the QSA and all schooling sectors to plan, prepare for and support the
implementation of the Australian Curriculum in all Queensland schools. The QSA, in
collaboration with Queensland’s school sectors, has developed a comprehensive
implementation framework organised under the key areas of:




guidelines and advice
resource development
professional development
communication.
Each schooling sector provides additional support to meet the particular needs and contexts
of schools within that sector. Implementation of the Australian Curriculum for English,
mathematics and science in Prep to Year 10 commenced in Queensland state schools in
Term 1, January 2012. Support to schools to implement the Australian Curriculum includes
C2C curriculum planning and support package consisting of:




examples of planning documents that detail what students need to learn
examples of how to support student learning
example multi-level materials
example planning materials for differentiation for students with diverse learning needs.
Year 7 to secondary
The move of Year 7 to high school is a significant step in the ongoing transformation of
Queensland’s education system. From 2015, Year 7 will become the first year of high school
across Queensland. This move is the culmination of changes in education over the past
decade, including the introduction of full-time Prep in 2007, which added an extra year of
schooling to our education system. The school entry age was also raised by six months,
which means that from 2015 more than half of Queensland students will turn 13 years of age
and be in their eighth year of schooling, which is the right time to be entering high school.
In preparation for the implementation of this major reform, the department has worked with
both the Catholic and Independent sector to plan for the statewide move in 2015. During
2011-12, the department undertook a number of specific activities to prepare for this reform,
including:




a statewide advertising and awareness campaign for parents
selection of 20 state schools to pilot Year 7 in high school ahead of 2015
opening of the first pilot school, Murrumba State Secondary College, in January 2012
increasing the Living Away from Home Allowance for Year 7 students to the secondary
rate.
Department of Education, Training and Employment | Annual Report 2011-12
31
To support Year 7 in state schools, the department will introduce a phase of education known
as Junior Secondary. Through the six principles of Junior Secondary, state schools will have
the tools to ensure that all students in Years 7, 8 and 9 have a smooth transition from primary
to senior schooling. Murrumba State Secondary College is the first state high school to pilot
Year 7. From 2013, a further 19 schools from across the state will join Murrumba in piloting
the Year 7 in high school before the statewide move in 2015. Information about the state
schools announced to take part in the Year 7 pilot program is available online at
www.dete.qld.gov.au/initiatives/flyingstart/year7pilot/pilotschools.html.
Queensland Curriculum Assessment and Reporting Framework
During 2011-12, the Queensland Curriculum Assessment and Reporting (QCAR) Framework
provided school communities with the direction and resources to improve learning. The
department supported student learning through implementation of the Queensland
Comparable Assessment Tasks (QCATs) in English and science for students in Years 4, 6
and 9. Schools had the option to also implement mathematics QCATs. QCATs were offered
to schools in 2012 on a voluntary basis. QCATs will cease from 2013.
Key learning areas
During 2011, Queensland students in Years 1 to 9 studied the curriculum described in the
QCAR Framework Essential Learnings in eight key learning areas - English, mathematics,
science, study of society and the environment, languages, technology, health and physical
education, and the arts.
During 2012, Queensland students in Years 1 to 9 continued to study the curriculum
described in the QCAR Framework Essential Learnings in those key learning areas not
included in the Phase 1 Australian Curriculum implementation.
During the transition to the Australian Curriculum, Queensland teachers will continue to teach
using the QCAR Framework Essential Learnings in the key learning areas until they are
replaced by the Australian Curriculum. This transition began in Term 1 2012, with Phase 1
implementation of the Australian Curriculum for English, mathematics and science in Prep to
Year 10.
At the start of the 2012 school year, all schools were compliant with the department’s
mandatory Languages other than English (LOTE) policy for Years 6, 7 and 8. Learning
languages as part of mainstream education provides our students with a range of intellectual,
social, cultural and economic benefits in the future. Learning languages provides students
with analytical and communication skills that will enhance their learning in other areas.
From 2011, schools, in consultation with their local Aboriginal or Torres Strait Islander
community, are able to implement the community's Indigenous language based on the QSA's
Aboriginal and Torres Strait Islander Languages P-10 Queensland Syllabus 2010 or the
Aboriginal and Torres Strait Islander Languages Trial Senior Syllabus 2011. Principals, in
consultation with the community, the cluster and the region, can determine the language to be
taught to ensure continuity of language instruction. The department is providing support to
schools wishing to implement these languages.
NAPLAN
The May 2011 National Assessment Program - Literacy and Numeracy (NAPLAN) tests were
conducted for students from all state and non-state schools across Australia. The national
tests assess the skills of all students in Years 3, 5, 7 and 9 in reading, writing, language
conventions (spelling, grammar and punctuation) and numeracy.
These tests measure how all students are performing against national standards and provide
students, parents, teachers, schools and school systems with information about the literacy
and numeracy achievements of students.
Department of Education, Training and Employment | Annual Report 2011-12
32
NAPLAN was developed collaboratively by the Australian Government, state and territory
governments and non-state school sectors. The national reports on NAPLAN test results are
produced by the Standing Council of School Education and Early Childhood (SCSEEC). The
administration, marking and reporting of the NAPLAN tests in Queensland is coordinated by
the QSA.
NAPLAN outcomes
NAPLAN assesses and reports on a student's ability in four result areas of literacy (reading,
writing, spelling, and grammar and punctuation) and numeracy. NAPLAN test results are
reported across a 10-band national scale for Years 3, 5, 7 and 9, with results for any one year
level reported across six bands as follows:




Year 3 - bands 1 to 6
Year 5 - bands 3 to 8
Year 7 - bands 4 to 9
Year 9 - bands 5 to 10.
The NMS is located at the second lowest band for each year level. Students whose results
are in the NMS band are considered to have demonstrated the basic elements of literacy and
numeracy for the year level. The 2011 NAPLAN outcomes report, providing results for all
Queensland schools by test area, is available online at
www.nap.edu.au/Test_Results/National_reports/index.html.
Upper two bands KPI
In terms of the proportion of students who achieved in the upper two bands of each year level,
Queensland improved in 12 of the 16 result areas between 2008 and 2011. Also, in 2011, the
best ranking achieved by Queensland, relative to other states and territories, was in Year 7
Writing, where Queensland ranked 2nd.
National Minimum Standard KPI
Between 2008 and 2011, Queensland improved its NMS performance in 15 of the 16 result
areas. Between 2008 and 2011, Queensland's overall ranking against other states and
territories improved from 7th to 5th. The highest ranked result areas in 2011 was Year 7 Writing
and Year 9 Writing, where Queensland ranked 3rd relative to other states and territories.
Mean scale scores
Between 2008 and 2011, Queensland improved its mean scale score performance in 15 of
the 16 result areas. In 2011, the best ranking achieved by Queensland, relative to other states
and territories, was in Year 7 writing and Year 9 writing, where Queensland ranked 3 rd.
Department of Education, Training and Employment | Annual Report 2011-12
33
Figures 6–8 show the percentage of all Queensland students at or above the NMS in reading,
writing and numeracy compared to the nation.
Figure 6: NAPLAN 2008–2011 Reading comparative data: Queensland & Australia KPI
Figure 7: NAPLAN 2008–2011 Writing comparative data: Queensland & Australia KPI
Figure 8: NAPLAN 2008–2011 Numeracy comparative data: Queensland & Australia KPI
Source: Data is drawn from NAPLAN – National Assessment Program – Literacy and Numeracy Stage II Data
Department of Education, Training and Employment | Annual Report 2011-12
34
Figures 9–11 show the percentage of Queensland state school students at or above the NMS
in reading, writing and numeracy compared to the nation.
Figure 9: NAPLAN 2008–2011 Reading comparative data: Queensland state schools & Australia
Figure 10: NAPLAN 2008–2011 Writing comparative data: Queensland state schools & Australia
Figure 11: NAPLAN 2008–2011 Numeracy comparative data: Queensland state schools & Australia
Source: Data is drawn from NAPLAN – National Assessment Program – Literacy and Numeracy Stage II Data
Department of Education, Training and Employment | Annual Report 2011-12
35
Aboriginal and Torres Strait Islander student performance
In the 2011 NAPLAN results, Queensland Indigenous students ranked fifth on average in all
jurisdictions across all result areas of literacy and numeracy. In absolute terms, a higher
proportion of Queensland Indigenous students achieved the NMS than Indigenous students
nationally in 20 of the 20 test results in 2011, and 19 of the 20 test results in 2010.
Across all year levels and result areas, 60.8 to 86.9 per cent of Indigenous students in
Queensland achieved the NMS in 2011, compared with 64.9 to 82.5 per cent in 2010.
Comparing 2010 and 2011, Queensland Indigenous students scored higher in 12 of the 20
test results in 2011. The largest gains for Indigenous students occurred in Year 3, with
improvements in five domains.
For Queensland Indigenous state school students, there was an improvement between 2010
and 2011 in the percentage of students achieving NMS in 13 of the 20 tested result areas.
The largest gains for Indigenous students occurred in Year 3, with improvements in five
domains.
Since 2010, the gap between Indigenous state school students and non-Indigenous state
school students in Queensland narrowed in 15 of the 20 tested result areas in the percentage
of students achieving NMS.
For mean scale scores the strongest improvement for Queensland Indigenous state school
students between 2008 and 2011 was Year 3 grammar and punctuation KPI. In absolute
terms, Queensland Indigenous students have achieved higher mean scale scores in 20 of the
20 test results in 2011 when compared with Indigenous students across the nation. For each
of the years 2008, 2009, 2010 and 2011 Queensland Indigenous students achieved a
statistically higher result in Year 7 spelling than Australian Indigenous students.
In 2011, across all year levels and result areas, Indigenous students in Queensland achieved
mean scale scores ranging from 335.5 to 533.9, compared with 318.5 to 528.2 in 2010.
Comparing 2010 and 2011, the mean scale score for Queensland Indigenous students was
higher in 11 of the 20 test results in 2011.
Figures 12–14 show the percentage of Queensland Indigenous students in all schools,
compared with all Queensland students at or above the NMS in reading, writing and
numeracy.
Figure 12: NAPLAN 2008–2011 Reading comparative data: Queensland students & Queensland Indigenous students
Department of Education, Training and Employment | Annual Report 2011-12
36
Figure 13: NAPLAN 2008–2011 Writing comparative data: Queensland students & Queensland Indigenous students
Figure 14: NAPLAN 2008–2011 Numeracy comparative data: Queensland students & Queensland Indigenous
students
Source: Data is drawn from NAPLAN – National Assessment Program – Literacy and Numeracy Stage II Data
Figures 15–17 show the percentage of Queensland Indigenous students from state schools
compared with all Queensland students at or above the NMS in reading, writing and
numeracy.
Figure 15: NAPLAN 2008–2011 Reading comparative data: Queensland students & Queensland state school
Indigenous students
Department of Education, Training and Employment | Annual Report 2011-12
37
Figure 16: NAPLAN 2008–2011 Writing comparative data: Queensland students & Queensland state school
Indigenous students
Figure 17: NAPLAN 2008–2011 Numeracy comparative data: Queensland students & Queensland state school
Indigenous students
Source: Data is drawn from NAPLAN – National Assessment Program – Literacy and Numeracy Stage II Data
Figures 18–20 show the percentage of Queensland Indigenous students from all schools
compared with all Australian Indigenous students at or above the NMS in reading, writing and
numeracy.
Figure 18: NAPLAN 2008–2011 Reading comparative data: Queensland Indigenous students & Australian
Indigenous students
Department of Education, Training and Employment | Annual Report 2011-12
38
Figure 19: NAPLAN 2008–2011 Writing comparative data: Queensland Indigenous students & Australian Indigenous
students
Figure 20: NAPLAN 2008–2011 Numeracy comparative data: Queensland Indigenous students & Australian
Indigenous students
Source: Data is drawn from NAPLAN – National Assessment Program – Literacy and Numeracy Stage II Data
International assessment
The Programme for International Student Assessment (PISA) test and the Trends in
International Mathematics and Science Study (TIMSS) test provide information about
Queensland's relative performance against other Australian jurisdictions in science.
Every three years, PISA collects information on the achievement of a sample of students
aged 15 years and contextual information about the students, teachers and schools, and
derives educational indicators that can monitor differences (and similarities) over time.
In 2012, the PISA cycle will focus the majority of the assessment on Mathematical literacy.
Testing for PISA 2012 Main Study will occur between 30 July and 7 September 2012.
TIMSS was designed to inform educational policy and practice by providing an international
perspective on teaching and learning in mathematics and science. TIMSS reports every four
years on the achievement of a sample of fourth and eighth grade students.
The third triennial sample National Assessment Program – Information Communication
Technology Literacy was conducted in October 2011 where 5710 Year 6 students and 5313
Year 10 students from 649 schools participated from all states and territories, and all sectors
of schooling.
Department of Education, Training and Employment | Annual Report 2011-12
39
Queensland mean scores for Year 6 students improved significantly between the 2008 and
2011 assessments and between 2005 and 2011 assessments. There was a similar level in
Queensland’s (or any other jurisdiction) mean scores for Year 10 students between these
years.
The third triennial sample National Assessment Program – Civics and Citizenship was
conducted in September/October 2010 where 7246 Year 6 students from 335 schools and
6409 Year 10 students from 312 schools participated from all states and territories, and all
sectors of schooling.
There was a similar level in Queensland’s mean scores between 2007 and 2010, at Year 6
and at Year 10. KPI
State school education
In 2011, the department provided services to 313 413 full-time students in state primary
schools, 172 576 full-time students in state secondary schools and 3529 full-time students in
state special schools as indicated in Table 7. Prep was recognised as the first year of
schooling in all Queensland state schools in 2012 with the commencement of the Australian
Curriculum.
Table 7: Number of full-time students in Queensland state schools
School Education
2007
2008
Primary (Prep–Year 7)
307 079
307 143
Secondary (Year 8–Year 12)
168 761
169 577
Special
3 043
3 130
Total
478 883
479 850
Source: Department of Education, Training and Employment
2009
308 597
172 726
3 292
2010
309 661
172 749
3 388
2011
313 413
172 576
3 529
484 615
485 798
489 518
Note:

2007–2009 primary and secondary enrolments include ungraded students. Full-time enrolments as at August of
each year.
Figure 21 shows that parents of students in state schools report high levels of satisfaction,
with 84.5 per cent of parents satisfied with their child's school. KPI
Figure 21: Satisfaction of parents with their child’s school, 2007–11 KPI
Source: School Opinion Survey – Department of Education, Training and Employment
Note:

Satisfaction is calculated as those respondents either satisfied or very satisfied.
Department of Education, Training and Employment | Annual Report 2011-12
40
Teaching practice
Strategies:
 Improve all students’ educational outcomes and achievements across all schools
 Enhance the use of data to inform curriculum planning and teaching practice
which supports differentiated learning
 Close the gap in educational outcomes for Aboriginal and Torres Strait Islander
students through a particular focus on attendance, achievement and attainment
 Implement targeted initiatives to improve the performance of all students in
literacy, numeracy and science
 Implement key reforms to improve student learning outcomes in disadvantaged
communities
 Use evidence-based focused strategies to support positive behaviour and student
wellbeing within a healthy learning environment
Teaching and Learning Audits
The Teaching and Learning Audit was developed in conjunction with the Australian Council
for Educational Research (ACER). It focused on key curriculum, teaching, learning and
assessment practices of each school. In 2011-12, the department conducted Teaching and
Learning Audits in 278 Queensland state educational institutions. Following audits, each
school was provided with a detailed report relating to its progress against system
expectations and accountabilities. The reports were designed to inform future developmental
needs of each school, as well as developmental needs of the system.
Literacy and Numeracy Action Plan
As part of the Literacy and Numeracy Action Plan, the department provided funding of $72.3
million over three years, which concluded in June 2012. In 2011-12, implementation of the
action plan included:







induction of coaches through Level 1 and 2 Coach Training and Explicit Reading
Strategies Regional Forums
development of Numeracy Strategies and Using Data Forums
development of online Professional Learning Materials
induction of new principals
between 10 and 20 hours of intensive teaching for students in Years 3 and 5 not reaching
NMS in literacy and numeracy
the operation of Summer Schools for 11 360 students who required additional literacy and
numeracy support
Vacation Professional Development for 4275 teachers to improve their knowledge in
assisting students underperforming in literacy and numeracy.
Queensland Ready Reader Program
The Queensland Ready Reader Program provides training to both parents and volunteers so
they can assist young children's development of early literacy. The department is training and
deploying up to 3000 volunteer Queensland Ready Readers to be placed in schools to build
young readers confidence in, and enjoyment of, reading. The Queensland Ready Readers
program, Parent Ready Reader training, provides training to parents of Prep to Year 3
students to help support their children’s literacy development.
Science Spark
The Science Spark initiative focuses on enhancing the teaching of science in state primary
schools through the provision of science professional development to all Years 4 to 7
teachers as well as in-class support modelling effective teaching strategies within an inquiry
Department of Education, Training and Employment | Annual Report 2011-12
41
approach. This initiative has required the employment of 15 Regional Managers (Science)
and 100 Full Time Equivalent (FTE) Primary Science Facilitators. By June 2012, all Years 4 to
7 teachers had received one day of science professional development.
Earth Smart Science schools program
The Earth Smart Science program provides support for schools to encourage a whole-ofschool approach to reducing their environmental footprint focusing on waste minimisation,
water conservation, energy efficiency and biodiversity improvements. During 2010 and 2011,
Earth Smart Science facilitators worked with 654 state primary schools, of which 97 per cent
have developed School Environmental Management Plans on the Queensland Sustainable
Schools website. In 2012, the Earth Smart Science program aims to reach an additional 350
schools to meet the target of 1000 schools.
Senior schooling
Youth transitions and attainment
Strategies:
 Provide multiple pathways and diverse learning experiences, including school
based apprenticeships and traineeships to engage senior students and increase
Year 12 attainment
 Develop and support more effective pathways for all students from school into
tertiary education and training institutions, and into work
School education: Years 10–12
All young Queenslanders must remain in school until they finish Year 10 or turn 16 years of
age, whichever comes first. Queensland’s compulsory participation requirement means that
young people must be engaged in education or training for a further two years, or until they
have attained one of the following:



the age of 17 years
a Queensland Certificate of Education (QCE) (or equivalent)
a Certificate III vocational qualification (or higher).
Young people who are working at least 25 hours a week can leave education or training to
enter the workforce during this period. Queensland's compulsory participation requirement
meets the strengthened participation requirements mandated at a national level through the
National Partnership Agreement on Youth Attainment and Transitions. To support the
compulsory participation phase, the department provides young people with opportunities to
set education and career goals, and to work towards those goals in a broad range of
education settings, including school, TAFE and other training.
In Queensland, as part of the commitment to improving young people's attainment and
transitions, 15 to 19 year olds not at school are entitled to a government-subsidised training
place (subject to admission requirements and course availability). The department remains
committed to improving young people's attainment and transitions to ensure that education
and training entitlements, such as subsidised training places, are accessed by young people.
The number of students enrolled in Years 10 to 12 in state schools remained steady between
2010 and 2011 with 99 894 full-time students. However, there have been steady increases in
recent years, with students enrolled in Years 10 to 12 increasing 6.2 per cent since 2007.
The apparent retention rate of students from Years 10 to 12 is demonstrated in Figure 22.
The apparent retention rates are a broad but limited indicator of young people's participation
in secondary school education or its equivalent. It is only one measure of positive
Department of Education, Training and Employment | Annual Report 2011-12
42
engagement for young people, who may choose to participate in a range of school, training or
work options.
The 2011, Year 10 to 12 retention rate for all Queensland schools (81.8 per cent) was higher
than for Australia overall (79.5 per cent). In 2011, the retention rate for female students in
Years 10 to 12 in all Queensland schools was higher, at 83.9 per cent, than male students, at
79.8 per cent. In Queensland, 61.1 per cent of Year 10 to 12 students attended a state school.
Figure 22: Apparent retention rates of Queensland and Australian students in Years 10–12, 2007–11
Source: ABS, Schools, Australia
Note:

Queensland state and non-state students compared with Australian state and non-state students.
Indigenous participation at school
The department is committed to closing the gap in Year 12 or equivalent attainment, and has
a range of strategies to retain Indigenous senior students at school. Figure 23 demonstrates
that the Queensland Indigenous student Year 10 to 12 retention rate of 61.8 per cent in 2011
was still above the national figure of 53.5 per cent. The number of Queensland Indigenous
young people in Years 10 to 12 in 2011 remains relatively steady when compared to the
previous year.
Figure 23: Apparent retention rates for Indigenous students in Years 10–12, 2007–11, Queensland and Australia
Source: ABS, Schools, Australia
Note:

Queensland state and non-state school Indigenous students compared with Australian state and non-state
school Indigenous students.
Department of Education, Training and Employment | Annual Report 2011-12
43
School-based apprenticeships and traineeships
School-based apprenticeships and traineeships (SATs) are designed to support student
career choices and are available in fields ranging from rural to retail, business to building,
hospitality to hairdressing, and automotive to arts. SATs provide high school students,
typically in Years 11 and 12, with:



a pathway to transition from school to employment after school
the opportunity to incorporate employment with training towards a recognised qualification
credit towards their QCE.
Many students can complete a school-based traineeship while at school, depending on the
vocational qualification and when they commence. A school-based apprenticeship allows
students to achieve up to one-third of an apprenticeship while at school, providing a head
start into a full-time or part-time apprenticeship and trade career.
National Centre for Vocational Education Research (NCVER) figures reflects that Queensland
continues to be a national leader in the uptake of SATs. Queensland accounts for half of all
SAT commencements in Australia. The number of SAT commencements in Queensland is
projected to remain at the peak of 10 000 for the second year, a growth of almost 10 per cent
in five years.
At the end of Year 12, 14.1 per cent of students had completed or were completing a SAT in
2011. This represented a slight decrease on the 2010 figure of 14.8 per cent of Year 12
students. SAT completions have also increased by 53 per cent over the last five years from
3800 completions in 2007-08 to 5800 in 2011-12. SAT apprenticeship completions have
shown a much larger proportional increase, from 469 to 940 (or 100 per cent) in those five
years.
Figure 24: Number of school-based apprenticeship and traineeship (SAT) commencements
Source: Department of Education, Training and Employment – Contract of Training Database (DELTA)
Notes:

The 2011-12 data are not yet finalised – projected results are shown.

Includes new commencements and re-commencements.
Department of Education, Training and Employment | Annual Report 2011-12
44
Figure 25: Number of school-based apprenticeship and traineeship (SAT) completions
Source: Department of Education, Training and Employment – Contract of Training Database (DELTA)
Notes:

The 2011-12 data are not yet finalised – projected results are shown.

Completions are for those who commenced training as a SAT.
Figure 26: Uptake of school-based apprentices and trainees – top 7 industries of employment
Source: Department of Education, Training and Employment – Training System Information
Notes:

Number of SAT commencements between 1 January 2011 and 31 December 2011.

Includes the seven industries with the highest number of commencements.
Department of Education, Training and Employment | Annual Report 2011-12
45
Figure 27 shows the percentage of Queensland students completing Year 12 with a VET
qualification has increased markedly over the past five years, from 40.3 per cent in 2007 to
64.2 per cent in 2011.
Figure 27: Proportion of Year 12 Queensland students with a VET qualification
Source: Queensland Studies Authority
The proportion of Queensland 20 to 24 year olds who completed Year 12 (or equivalent) or
attained a Certificate II or above decreased from 87.9±2.5 per cent in 2010 to 83.0±3.4 per
cent in 2011 (see Figure 28). However, these results are statistically similar to the Australian
figures over the same period (85.6±1.3 per cent to 84.1±1.3 per cent).
Figure 28: Proportion of 20 to 24 year olds having attained Year 12 or equivalent or Certificate II (both state and nonstate schools) KPI
Source: ABS Education and Work Australia May 2011 (Catalogue No. 6227.0) (Additional Datacube)
Indigenous school-based apprenticeships and traineeships
SATs continue to provide valuable learning opportunities for Indigenous students, supporting
pathways to employment or further education and training. Figure 29 shows that 1023
Indigenous students commenced a SAT in 2011, which is 75 per cent more than the 585
commencements in 2007. The number of SATs completed by Indigenous students in 2011,
displayed in Figure 30, was over 350, more than double those completed in 2007.
Department of Education, Training and Employment | Annual Report 2011-12
46
Figure 29: Number of Indigenous school-based apprentice and trainee commencements
Source: Department of Education, Training and Employment – Contract of Training Database (DELTA)
Note:

Includes new commencements and re-commencements.
Figure 30: Number of Indigenous school-based apprentice and trainee completions
Source: Department of Education, Training and Employment – Contract of Training Database (DELTA)
Note:

Completions are for those who commenced training as SAT.
Queensland Certificate of Education
The QCE is Queensland’s senior schooling qualification. Administered by the QSA, the QCE
offers flexibility in student's learning options, including:





senior school subjects
VET
SATs
recognised workplace and community learning
university subjects undertaken while at school.
The QCE provides young people with a valuable passport to further education, training and
employment. The QCE indicates to employers that an individual has achieved a significant
amount of learning at a set standard and a pattern which meets literacy and numeracy
requirements. In December 2011, 84.0 per cent of all Year 12 students graduated with a QCE
(see Table 8). Students who did not meet the QCE requirements at the end of Year 12 can
continue to work towards their certificate for up to nine years after leaving school.
Department of Education, Training and Employment | Annual Report 2011-12
47
Table 8: Proportion of all Queensland students awarded a Queensland Certificate of Education (QCE) by the end of
Year 12
Measure
2008
2009
2010
2011
Students awarded a QCE by the end of Year 12
75.5%
78.2%
81.0%
84.0%
Source: Queensland Studies Authority
Queensland Certificate of Individual Achievement
The Queensland Certificate of Individual Achievement (QCIA) recognises and reports the
learning achievements of students who have completed at least 12 years of education. To be
eligible for a certificate, students need to have impairments or difficulties in learning. The
certificate provides these students with a summary of their skills and knowledge, which they
can present to employers and training providers. Table 9 shows the numbers of students who
received the QCIA in 2011.
Table 9: Number of Year 12 Queensland state school students who received a QCIA, or students with disabilities
who completed 12 years of schooling in 2011
Number of state school students
2011–12
who received a QCIA
589
with disabilities who completed 12 years of schooling
1 252
Source: 2012–13 Queensland State Budget – Service Delivery Statements (Department of Education, Training and
Employment and Queensland Studies Authority)
Year 12 outcomes
Queensland students have shown a broad pattern of improved outcomes, leaving schools
with a qualification of some kind and ready to continue learning or enter the workforce. The
2011 Year 12 outcomes report, released by the QSA, shows that Queensland’s Year 12
students are graduating from high school with the skills and qualifications to follow a range of
rewarding work, further education and training pathways.
Table 10: Proportion of Year 12 students who are completing or completed a SAT or were awarded one or more of:
QCE, IBD or VET qualification
Measure
SAT, QCE, IBD or VET qualification
State schools
All schools
93.0%
93.8%
Source: Queensland Studies Authority
Overall achievement of Year 12 completion has improved as students have the opportunity to
move between learning outcomes, with study pathways suited to learning styles. Overall
Positions (OPs) provide a statewide rank order of students from 1 (highest) to 25 (lowest).
OPs show how well students have performed in their senior studies when compared with the
performances of all other OP-eligible students in Queensland.
The International Baccalaureate Diploma (IBD) is an internationally recognised pre-university
level qualification that allows subjects to be accelerated and graduating students to study at
Australian tertiary institutes, as well as overseas universities.
OPs and IBDs are used in the selection of students for tertiary education courses. An OP 1 to
15 is the range generally used to indicate those students most likely to succeed at tertiary
level. In 2011, 19 954 students achieved an OP of 1 to 15 or an IBD, an increase on previous
years as shown in Figure 31. This indicates that more students had the option of gaining
entrance into a tertiary education course.
Department of Education, Training and Employment | Annual Report 2011-12
48
Figure 31: Proportion of Year 12 Queensland OP-eligible or International Baccalaureate students with an OP 1-15 or
an International Baccalaureate Diploma
Source: Queensland Studies Authority
Note:

IBD award has only been included in this data since 2008.
Queensland Year 12 destinations
The department undertakes the Next Step survey of students who completed Year 12 during
the previous year from state, Catholic and independent schools. Results identify the future
employment, study and life choices that these students are making. The results of the survey
also give an insight into how well schools are preparing students for adult life, and help to
formulate policy and develop services. The survey showed that 89.2 per cent of young
Queenslanders who completed Year 12 in 2011 were engaged in education, training or
employment six months after completing school (see Figure 32).
Figure 32: Main destinations of Year 12 completers, Queensland, 2008–12
Source: 2008–12 Next Step Surveys
Department of Education, Training and Employment | Annual Report 2011-12
49
Figure 33: Proportion of students who, six months after completing Year 12, are participating in education, training or
employment KPI
Source: 2008–12 Next Step Surveys
Indigenous student destinations
The results of the 2012 Next Step survey provide information about post-school destinations
of Indigenous students who completed Year 12 in 2011. Figure 34 shows that an increasing
number of Indigenous students who completed Year 12 and participated in the Next Step
survey are undertaking university study six months after completing school.
Figure 34: Main destinations of Indigenous Year 12 completers, Queensland, 2008–12
Source: 2008–12 Next Step Surveys
Student support
Inclusive education
The department is committed to an inclusive education system for all students. Inclusive
education requires schools to provide quality support and services that engage all students,
teachers and members of the school community. Schools are committed to ensure that all
students feel a sense of belonging, interact respectfully with others, appreciate diversity and
involve members of the community. The department's policies and programs aim to:




assist schools to improve the achievement, participation and retention of marginalised
students
ensure all students acquire the knowledge and skills required for working and living with
people from all backgrounds
support students to develop healthy personal relationships
actively shape social, economic and political life.
Department of Education, Training and Employment | Annual Report 2011-12
50
Students with disabilities
The department is committed to providing high quality education across primary, secondary
and special schools for students with disabilities and educational support needs. A broad
range of educational programs and support services, including specialist teachers and
teacher aides, therapy, nursing and guidance services are available in primary, secondary
and special schools.
Throughout 2011-12, the department commenced a project with Austism Queensland and the
Autism Early Intervention Outcomes Unit (AEIOU) Foundation to develop an online resource
package to assist children with Autism Spectrum Disorder to successfully transition to
Queensland state schools. As Table 11 demonstrates, the department supports a growing
number of students with disabilities each year.
Table 11: Summary data – students with disabilities
Students with disabilities
2007
Number of students with disabilities identified as
16 450
needing specialist support enrolled in state
primary and secondary schools1
Number of students in special schools2
3164
Source: Department of Education, Training and Employment
2008
17 497
2009
18 944
2010
19 316
2011
20 127
3198
3379
3506
3665
2010
558
2011
567
20122
600
43
43
43
Notes:
1. Full-time enrolments as at August of each year.
2. Includes Prep students attending a special school.
Table 12: Summary data – schools supporting students with disabilities
Students with disabilities
2008
2009
Number of state schools providing special
494
545
education programs (SEP)1
Number of state special schools3
47
47
Source: Department of Education, Training and Employment
Notes:
1. Schools with multiple SEPs will be counted only once. Prior to 2008, programs were identified by centre types —
SEU, SEU(SEC), SEDU and SEDC, and also included schools with an associated service of SEC. Schools with
multiple programs (of any type above) will be counted only once. Special schools that also provide an SEP are
not included in the “Number of state schools providing SEP” figure (in 2012 there are 11 such Special Schools).
2. Official school counts are reported in August of each year. The 2012 count is a preliminary figure as at 20 June
2012.
3. During 2010, the Mater Hospital School, the Royal Brisbane Hospital School, the Barrett Adolescent Centre and
the Tennyson Special School, previously classified as special schools, were reclassified as special purpose
schools. This reduced the special school count by four. The 43 special schools include Innisfail State College –
Diverse Learning Centre, a special campus of Innisfail State College.
Figures 35 and 36 show that parents of children with disabilities value Queensland's approach
to educating these students. In 2011, parents of students with disabilities in special schools
continued to report very high levels of satisfaction, with over 93 per cent of parents satisfied
with their child's school. This satisfaction level might have been influenced by the specialised
nature of the programs that special schools offer.
Department of Education, Training and Employment | Annual Report 2011-12
51
Figure 35: Proportion of parents of students with a disability attending a special school satisfied with their child’s
school, 2007–11
Source: School Opinion Survey – Department of Education, Training and Employment
Note:

Satisfaction is calculated as those respondents either satisfied or very satisfied.
Figure 36: Proportion of parents of students with a disability attending a state school satisfied with their child’s school,
2007–11
Source: School Opinion Survey – Department of Education, Training and Employment
Note:

Satisfaction is calculated as those respondents either satisfied or very satisfied.
Low SES communities
The department continued to implement strategies to improve student learning outcomes in
disadvantaged communities. During 2011-12, through the Low Socioeconomic Status (SES)
School Communities National Partnership Agreement these strategies included:







incentives to attract high-quality teachers and principals to participating schools
greater flexibility for principals in staffing, management arrangements and school budgets
more flexible school operational arrangements
innovative and tailored learning opportunities
strengthened school accountability
improved external partnerships with parents, other schools, businesses and communities
access to a range of extended services.
Department of Education, Training and Employment | Annual Report 2011-12
52
Every Child Counts
The Every Child Counts initiative is a three-year pilot program to improve the educational
outcomes in 12 low SES schools in the Logan area by providing a whole child, whole-school,
whole-family approach to service delivery. During 2011-12, the department continued the
program, providing these disadvantaged schools with additional resources and services to
improve learning outcomes, student attendance, family support services, parenting skills,
community confidence and whole-school approaches to positive behaviour support.
Youth Support Coordinator Initiative
The Youth Support Coordinator Initiative supports at-risk 14 to 17 year olds to stay at school
or make a successful transition to further education, training or employment. In 2011, the
department supported 6774 young people under the initiative.
Young carers
The department appreciates the challenges faced by young carers as they seek to continue
their education while assuming significant family responsibilities. The department is
committed to recognising and supporting young carers to help them maintain a balance
between their family responsibilities and their education. Information about how the
department has met requirements outlined in the Queensland Carers Charter is available
online at www.dete.qld.gov.au/publications/annual-reports/11-12/index.html.
Students in out-of-home care
The department makes a significant contribution to the wellbeing of students in out-of-home
care, who can face additional challenges in their schooling. The Department of Communities
(Child Safety Services) provides some additional funding under the Education Support
Funding Program to address individual educational needs, participation and performance of
students in out-of-home care. Departmental staff work cooperatively with child safety officers,
foster carers, specialist support staff and others with an interest in the wellbeing of individual
students to develop education support plans for each student in out-of-home care.
Support for students from ESL backgrounds
English as a second language (ESL) students are those whose first language is a language or
dialect other than English and who require additional support to assist them to develop
proficiency in Standard Australian English (SAE). In 2011-12, the department provided 205
FTE teachers and 2781.7 teacher aide hours per week to support ESL students.
In 2011, Education Queensland published the English as a Second Language/Dialect (ESL/D)
procedure to provide a clear definition of ESL learners and outline the responsibilities of
schools and regions. The procedure recognises that Aboriginal and Torres Strait Islander
students are often learners of SAE as a second language.
The Aboriginal and Torres Strait Islander Languages Statement, published in 2011,
supports schools in understanding and valuing the language backgrounds of Indigenous
students in our schools. The statement recognises that an increased awareness of
Aboriginal and Torres Strait Islander students' languages will contribute towards greater
learning outcomes for students.
The After Hours Ethnic Schooling (AHES) program is managed by the department and
consists of community based, not-for-profit organisations which provide classes in a number
of community languages and cultures that make up Queensland’s multicultural diversity. The
AHES program is recognised as a complementary provider of languages education in
Australian schools. In 2011, there were 25 funded AHES establishments teaching 11
languages to 3405 students.
Department of Education, Training and Employment | Annual Report 2011-12
53
Isolated students (distance education)
More than half of Queensland's state schools are located in rural and remote areas. These
schools cater for approximately one-quarter of all students in the public education system.
The department supports students from regional and remote Queensland areas through
innovative delivery models and options, such as:
 seven state schools of distance education
 digitised workbooks for email delivery, and online student courses delivered through 24/7
access to The Learning Place
 eLearning Regional Advisors
 School Information Communication and Technology (ICT) eLearning Index.
Australian Curriculum resources are being adapted by SDE for use by distance education
teachers and parents to use with their students. The SDE materials are specifically designed
to be self-contained to support offline usage by SDE students, parents and tutors.
Youth in detention centres
A range of education and training programs are provided by the department to students in
youth detention centres. As well as general education programs, the department provides a
range of VET courses and access to higher level vocational qualifications as required.
Home education
At the 2011 August census, there were 891 children registered for home education.
Further information about home education in Queensland is available at www.education.
qld.gov.au/parents/home-education.
Positive schools and students
The department recognises that a safe and supportive environment for all students and staff
is vital for effective learning. State schools promote positive behaviours in all students. Many
schools do this by implementing Schoolwide Positive Behaviour Support (SWPBS). SWPBS
helps schools create positive learning environments by developing proactive, whole-school
systems to define, teach and support appropriate student behaviours.
All students have the right to learn in classroom environments free from disruption and poor
behaviour. Principals' powers to take action against inappropriate student behaviour were
strengthened in November 2010, when legislation came into effect allowing state school
principals to exclude students from their school.
A key component of creating a safe, supportive and disciplined school environment policy is
the implementation of a Responsible Behaviour Plan for Students by each state school.
These plans are developed in consultation with the school community, and outline the
expected standards of behaviour for students at the school, and the possible consequences
for students who do not meet the expected standards. These consequences may include
suspension or exclusion from the school. Suspensions and exclusions are last resort options
for addressing unacceptable student behaviour, after all other appropriate support strategies
have been considered.
Due to the legislative requirement to table agency annual reports in September 2012, data for
a summary table of state school disciplinary measures was not available at the time of
printing. When the data becomes available, it will be uploaded to the DETE online annual
report at www.dete.qld.gov.au/publications/annual-reports/11-12/index.html.
During 2011-12, the department implemented a range of strategies and programs to promote
positive student behaviour, address bullying and explicitly teach positive relationships and
resilience skills, including:
Department of Education, Training and Employment | Annual Report 2011-12
54


expansion of the evidence based SWPBS Program
the final seven Working Together Against Bullying seminars for school leaders, teachers
and parents conducted by Dr Michael Carr-Gregg.
Improving the educational environment and student wellbeing
In 2011-12, the department improved the educational environment by:

developing a Learning and Wellbeing Framework, which supports student wellbeing
within the school context and highlights that schools can influence both learning and
wellbeing through four domains:
- the learning environment
- curriculum and pedagogy
- policies and procedures
- partnerships.
reinforcing the principles of the Framework through a statewide seminar series presented
by leading child and adolescent psychologist Dr Michael Carr-Gregg.

Table 13: Summary of directions and orders – Queensland schools
Type of direction or order
Directions or orders
given to personnel
other than children
2011–12
Directions or orders
given to children
2011–12
0
0
130
1
4
0
10
0
3
0
State and non-state schools
Prohibition from entering premises of all state educational
institutions and non-state schools for up to one year — section
352
State schools
Direction about conduct or movement — section 337
Direction to leave and not re-enter — section 339
Prohibition from entering premises for up to 60 days — section
340
Prohibition from entering premises for more than 60 days but
not more than one year — section 341
Review of direction — section 338:

the number of review applications made
8
0

the number of directions confirmed
6
0

the number of directions cancelled
2
0
0
0
Direction about conduct or movement — section 346
28
13
Direction to leave and not re-enter — section 348
15
12
Prohibition from entering premises for up to 60 days — section
349
7
0
Prohibition from entering premises for more than 60 days but
not more than one year — section 350
0
0
Prohibition from entering premises of all state education
institutions for up to one year — section 353
Non-state schools
Review of direction — section 346–347:

the number of review applications made
0
0

the number of directions confirmed
0
0

the number of directions cancelled
0
0
Source: Department of Education, Training and Employment
Note:

Sections refer to the Education (General Provisions) Act 2006, Chapter 12, Parts 6–8.
Department of Education, Training and Employment | Annual Report 2011-12
55
Student attendance
Student attendance can significantly affect a student's education, and can be associated with
a student leaving school early or having limited employment and life opportunities. Schools
have guidelines to address chronic absenteeism, school refusal and truancy. In many cases,
schools may involve other agencies, including the Queensland Police Service, Child Safety
Services (Department of Communities) and other local, non-government organisations to
assist students and their families.
In 2011-12, the Every Day Counts campaign continued to raise awareness of the importance
of regular school attendance. The Every Day Counts website provides brochures, posters,
postcards and fact sheets for use by parents, students and the community. Case studies and
resources such as an Attendance Improvement Plan and Student Attendance Profile are also
available to assist schools plan and document their approach to improving school attendance.
Departmental policies and procedures on attendance, absences and roll-marking provide
guidance to all schools on improving attendance. These policies are supported by
mechanisms for data collection within the OneSchool system. The department continues to
build on the range of reporting available to schools to assist them in monitoring and managing
student attendance. Many schools use automated text messaging parent alert services when
students are absent from school and schools routinely follow up with parents when a
persistent pattern of non-attendance is evident.
Table 14: Queensland state school attendance rates - By Region
Region
2008
2009
Central Queensland
90.5%
90.4%
Darling Downs South West
91.1%
90.5%
Far North Queensland
88.7%
88.6%
Metropolitan
92.6%
92.2%
North Coast
91.3%
90.6%
North Queensland
89.5%
89.0%
South East
90.8%
90.5%
Queensland
91.1%
90.7%
Source: Department of Education, Training and Employment
2010
90.5%
90.4%
89.3%
92.3%
90.9%
89.6%
91.0%
2011
90.4%
90.3%
88.1%
92.3%
90.9%
88.3%
91.1%
91.0%
90.9%
Notes:

The attendance calculations include all full-time students, providing students were enrolled for at least some
period during Semester 1 and were still enrolled as at August Census.

The student attendance rate is based on Semester 1 each year and is generated by dividing the total of full-days
and part-days that students attended, and comparing this to the total of all possible days for students to attend,
expressed as a percentage.

It should be noted that during 2009, the Human Swine Influenza Pandemic (H1N1) occurred and in 2011
extreme weather events impacted much of the state.
Indigenous student school attendance
There is evidence to suggest that the more regularly students attend school, the greater their
success in learning. This is why school attendance for all students, particularly Indigenous
students, is a major priority for all Queensland state schools. In 2011, Queensland had 29.2
per cent of the full-time Indigenous students in Australia. The 2011 gap between Queensland
Indigenous state school student attendance rates and Queensland non-Indigenous state
school student attendance rates is 7.0 percentage points. KPI
Department of Education, Training and Employment | Annual Report 2011-12
56
Principal leadership and school capability
Strategies:
 Develop and build upon existing school leadership to foster a culture of high
expectations, develop inclusive environments, transform teaching practice and
enhance school performance
 Implement processes to ensure high standards for curriculum, teaching,
assessment and reporting are set and monitored
 Support teachers to improve student learning outcomes through the use of rich
digital learning environments
Principals’ Capability and Leadership Framework
The department’s Principals' Capability and Leadership Framework (PCLF) is an online multilayered, self-reflective framework for principals. The PCLF is based upon the five priorities
outlined in the Roadmap for P-10 curriculum, teaching, assessment and reporting. The PCLF
provides a consistent professional language to describe the leadership knowledge, skills and
behaviours required of principals to effectively lead an explicit school improvement agenda in
Queensland small, medium and large schools. The framework is available online at
www.education.qld.gov.au/staff/development/performance/toolkit/capability-frameworks.html.
Further information about principal leadership can be found in Section 6 – Corporate Services.
Strong futures for Aboriginal and Torres Strait Islander
students
In 2011, more than 48 800 Aboriginal and Torres Strait Islander full-time students were
enrolled in Queensland schools – which is nearly one-third (29.2 per cent) of Australia's
Aboriginal and Torres Strait Islander student population. More than 41 400 (about 85 per cent)
of Queensland’s Aboriginal and Torres Strait Islander full-time students were enrolled in
Queensland state schools in 2011 – making up a little over eight per cent of all state school
students.
Aboriginal and Torres Strait Islander students enrolled in state schools continue to increase.
Over the past five years (from 2007 to 2011) Aboriginal and Torres Strait Islander enrolments
grew by 10.2 per cent, compared with 2.2 per cent for all students. In 2011, approximately
28 100 students (67.9 per cent) of state school Aboriginal and Torres Strait Islander students
were enrolled in primary year levels, and almost 13 050 students (31.5 per cent) were
enrolled in secondary year levels.
There were close to 300 Aboriginal and Torres Strait Islander students (0.7 per cent) enrolled
in special schools. Queensland had the highest number of Aboriginal and Torres Strait
Islander students enrolled in Year 12 state schools in Australia during 2011, with more than
1560 students.
Closing the Gap Education Strategy
Throughout 2011-12, the department continued to focus on improving attendance, retention
and attainment outcomes of Aboriginal and Torres Strait Islander students through
implementation of the Closing the Gap Education Strategy. The Closing the Gap Education
Strategy is the overarching departmental strategy on Indigenous education in Queensland.
The strategy has set three intermediate targets in order to meet the COAG targets for closing
the gap between outcomes for Aboriginal and Torres Strait Islander and non-Aboriginal and
Torres Strait Islander students. These targets are:



halve the gap in Year 3 reading and numeracy by 2012
close the gap in student attendance by 2013
close the gap in Year 12 retention by 2013.
Department of Education, Training and Employment | Annual Report 2011-12
57
The strategy's service lines are:




foundation learning with a focus on literacy and numeracy
health and physical activity as a precondition to learning
participation to employment
culture and enterprise.
Generally, the data indicates that gaps for Year 3 reading and numeracy have decreased
from 2008 to 2011.
Aboriginal and Torres Strait Islander Education Action Plan
The Aboriginal and Torres Strait Islander Education Action Plan 2010-2014 commits all
governments in Australia to a unified approach to closing the gap in education outcomes
between Indigenous and non-Indigenous students. The plan was approved by Ministerial
Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA) in April
2010 and it was subsequently endorsed by COAG in May 2011.
Under the Action Plan, each state and territory is to identify focus schools to ensure that those
Aboriginal and Torres Strait Islanders students most in need benefit from education reforms.
There have been 207 focus state schools identified in Queensland, accounting for more than
16 600 Aboriginal and Torres Strait Islander primary school students, or 60 per cent of total
Aboriginal and Torres Strait Islander primary school enrolments. Under the Australian
Government’s Closing the Gap Intensive Literacy and Numeracy program, $6.3 million in
funding has been allocated to selected focus schools for three Queensland projects:



Principals as Literacy Leaders with Indigenous Communities
Moving Together
Bridging the Language Gap.
Closing the Gap Education Grants
In 2011-12, Closing the Gap Indigenous Education Grants were distributed to regions to
support the implementation of the Closing the Gap Education Strategy. Regions distributed
these funds to schools to implement initiatives that concentrate effort and investment on what
works over the long term to close the gap. This included an investment in the early years,
including programs to support Aboriginal and Torres Strait Islander English as an Additional
Language or Dialect learners, literacy, numeracy and parental engagement.
Embedding Aboriginal and Torres Strait Islander Perspectives
The Embedding Aboriginal and Torres Strait Islander Perspectives (EATSIPS) framework
offers educational administrators and teachers the strategies to embed Aboriginal and Torres
Strait Islander perspectives across all areas of school practice, giving all students access to a
balanced educational curriculum. The implementation of EATSIPS in all state schools across
Queensland by 2012 is a target under the Queensland Government Reconciliation Action
Plan. Further information is available online at www.dete.qld.gov.au/publications/annualreports/11-12/index.html.
Cape York Aboriginal Australian Academy
The Cape York Aboriginal Australian Academy is a unique partnership between Cape York
Partnerships and the department to improve the educational outcomes of Aboriginal and
Torres Strait Islander students in three Cape York communities. A three-year trial
commenced in 2010 in Aurukun and Coen, and was extended to Hope Vale from 2011.
Department of Education, Training and Employment | Annual Report 2011-12
58
Transition Support Service
The Transition Support Service assists Aboriginal and Torres Strait Islander students to make
the transition from the primary phase of schooling in their remote home communities to
secondary schooling in large metropolitan or urban areas. The department supported
students from the Torres Strait, Cape York and Palm Island while they studied away from
home at rural and urban secondary boarding schools. In 2011, 591 students were supported
at 29 partner secondary schools, with a retention rate of 77.8 per cent for the year.
Community Support Officers and Transition Support Officers support students and their
families in the school selection and enrolment process, travel, and the challenges
encountered with the adjustment of attending a new boarding school.
Deadly Ears Action Plan 2011–12
The Deadly Ears program is a statewide ear health program for Aboriginal and Torres Strait
Islander children. As part of the department's commitment to the Deadly Ears, Deadly Kids,
Deadly Communities 2009-2013 the Deadly Ears, Deadly Kids, Deadly Communities Action
Plan 2011-2012 was developed to address ear health issues that impact on the presence,
participation and achievement of Aboriginal and Torres Strait Islander children in Queensland
schools. The department offers the Deadly Kids Can Listen and Learn facilitated online
course with a focus on evidence-based practices in the education of students with Conductive
Hearing Loss as a result of Otitis Media.
Additional online professional development, entitled Sound Classrooms, is now available.
This presentation examines classroom environments and best practice approaches for
improving classroom acoustics to support students' listening and learning.
Indigenous Lighthouse Grants Project
The Lighthouse Grants Project aims to increase cultural awareness and improve outcomes
for Indigenous students through collaboration and innovation. This is a joint initiative between
DETE and the Department of Science, Information Technology, Innovation and the Arts.
Schools, TAFE institutes, Registered Training Organisations (RTOs), arts organisations and
individual artists are eligible to apply for grants up to a maximum of $25 000. Grants are
available to stimulate new approaches to training, arts and education by supporting
collaborative projects. In 2011-12, the following projects were awarded funding:







Slade Point State School – the development of a bush tucker garden using art and
languages, involving students, Indigenous artists and the local community.
Vulcana Women’s Circus – a series of workshops and performances developing students’
team building and leadership skills in partnership with Inala Wangarra and Southside
Education, Glenala State High School, Hymba Yumba, Springfield State High School and
the Murri School.
Gondwana Choirs – the provision of regular music education for local choristers and a
variety of artistic and professional development opportunities for local musicians and
music educators.
Urangan Point State School – the engagement of local Butchulla Elders and other
community members to promote cultural leadership and skills creating a Connecting
Cultures resource to sustain Aboriginal history and networks across the school and
community.
Ailan Traks Ltd. – the development of a social website with an arts based approach to
gather and share stories, educate and offer training opportunities to young people.
Contact Inc. – a workshop program exploring dance and fashion and a cultural visit to the
Queensland Performing Arts Centre.
Yarrabah State School Secondary Campus – the engagement of senior practising
Indigenous artists as artists-in-residence will provide student workshops in printmaking,
ceramics, signing artworks, preparing artist biographies, and artwork stories through the
Art Excellence program.
Department of Education, Training and Employment | Annual Report 2011-12
59
School and community partnerships
Strategy: Implement parent and community engagement strategies that support
improved student outcomes
Parent and community engagement
During 2011-12, the department commenced development of the new Parent and Community
Engagement Framework which will be the key document to guide schools in setting, planning
and monitoring their parent and community engagement. The framework will support schools
at the local level in their activities to communicate and actively engage with their parents and
community members. The third annual event celebrating successful and effective parent and
community engagement and partnerships was held in Logan, with a focus on cultural diversity.
These celebration events occur annually as part of the Low SES National Partnership.
Working with the non-state education sector
The non-state education sector is an essential part of Queensland's education system. It
offers Queensland students and parents a diverse choice of educational philosophies and
religious affiliations. The department maintains strong links and works collaboratively with the
non-state sector in key schooling areas, such as:






meeting targets identified in the COAG National Education Agreement and the National
Partnership Agreements
implementing the Australian Curriculum
preparing for the transfer of Year 7 to secondary
administering recurrent and capital funding to the non-state sector, which includes nonstate schools and community-based organisations for students with special needs
monitoring and developing policy and legislation that underpins the sector's sustainability
providing secretariat support to the Non-State Schools Accreditation Board in accrediting
and monitoring non-state schools, and providing secretariat support to the Non-State
Schools Eligibility for Government Funding Committee to enable the committee to perform
its statutory functions, including making recommendations to the Minister on non-state
school eligibility for government funding.
Non-state education students
In 2011, the non-state school sector supported approximately one-third of Queensland’s
school students. See Table 15 for the number of students attending Queensland non-state
schools. Through participation in the cyclical review program, usually once every five years,
non-state schools are able to demonstrate their compliance with statutory requirements for
accreditation. Further details about non-state schools, and the cyclical review process, are
available through the independent Non-State Schools Accreditation Board annual report.
Table 15: Number of students in Queensland non-state schools
Students in Queensland non-state
schools
Primary (Prep–Year 7)
Secondary (Year 8–Year 12)
Total
2007
2008
2009
2010
2011
119 376
123 795
128 204
131 443
135 099
99 644
102 817
105 169
107 715
109 035
219 020
226 612
233 373
239 158
244 134
Source: ABS, Schools, Australia
Note:

Primary and Secondary enrolments include ungraded students. Full-time enrolments as at August of each year.
Department of Education, Training and Employment | Annual Report 2011-12
60
Section 5:
Training, tertiary education and
employment
Objectives:
 Queenslanders will be skilled to maximise their opportunities and productively
contribute to Queensland’s economy
 Helping businesses and individuals respond to the economic challenges they
face
Key performance indicators KPI







The gap between Indigenous and non-Indigenous Year 12 or equivalent attainment
outcomes
Proportion of 25–64 year olds with Certificate III or higher qualifications
Proportion of VET graduates in employment or further study
Proportion of graduates and employers satisfied with the overall quality of their training
Halve the proportion of Queensland children living in households without a working parent
(lead)
Three out of four Queenslanders will hold trade, training or tertiary qualifications (partner)
Halve the gap in employment outcomes between Indigenous and non-Indigenous
Australians within a decade (by 2018)
Service Standards
Table 16: Service standards – Tertiary Education (vocational education and training, and higher education)
2011–12
Service Standards
Notes
Target/est.
Actual
VET outcomes
Proportion of all attempted competencies successfully
completed
89%
91%
Proportion of Queenslanders aged 25-64 who hold a
Certificate III or higher tertiary qualification KPI
1
55%
55%
Proportion of graduates in employment or further study
KPI
1
87%
85%
Proportion of graduates satisfied with the overall quality
of their training KPI
1
89%
89%
Proportion of employers satisfied with graduates of:
2
nationally accredited training
83%
91%
apprenticeships and traineeships
84%
79%
$711
$678
75 400
75 253
4 200
5 314
18 000
17 900
Cost and satisfaction


Average cost per competency successfully completed
3
Other measures
VET engagement
Number of 15-19 year olds enrolled in VET at Certificate
II and above:


All students
Indigenous students
4, 5
Number of commencements:
6

7
Apprenticeships
Department of Education, Training and Employment | Annual Report 2011-12
61
Service Standards


2011–12
Notes
Target/est.
Traineeships
School-based Apprenticeships and Traineeships
(SATs)
6, 8
Actual
47 000
48 600
9 000
10 000
63 000
81 386
2 400
3 345
VET outcomes
Number of students awarded Certificate III and above:

All students

Indigenous students
9
4
Number of completions:

Apprenticeships
11 500
12 200

Traineeships
24 000
28 300
5 000
5 800
65.0%
69.0%
70.0%
82.0%
80.0%
86.3%
12.75%
15.8%
19 000
21 994

School-based Apprenticeships and Traineeships
(SATs)
Higher education
10
Employment
Queensland has an available, skilled and sustainable
workforce
People who are in employment or training 12 months
after receiving assistance
Indigenous people who are in employment or training 12
months after receiving culturally appropriate mentoring
and support
11
Subsidised apprentices and trainees who are in
employment or training 12 months after receiving
assistance
Percentage of Queensland children aged under 15 years
living in a household without a working parent
12
Other Employment measures
Linking individuals to increase workforce participation and
improve labour supply People assisted
Apprentices and trainees supported
5 000
4 058
Source: Queensland State Budget 2011–12 Service Delivery Statements and State Training Agency Clearing House
Database
Notes:
1. Data is sourced from the annual National Centre for Vocational Education Research (NCVER) Student
Outcomes Survey.
2. Employer satisfaction is obtained from the 2011 biennial NCVER survey, Employers’ Use and Views of the VET
System.
3. The emphasis on higher level VET qualifications has resulted in more Certificate III and above students
successfully completing competencies leading towards an economy of scale in the average cost per
competency successfully completed. Movement to higher level courses is expected to result in an increase in
the cost per successfully completed competency.
4. Indigenous: a person of Aboriginal and/or Torres Strait Islander origin who identifies at enrolment to be of
Aboriginal and/or Torres Strait Islander origin.
5. The Indigenous 15-19 year old student target reflects the end of Training Initiatives for Indigenous Adults in
Regional and Remote Communities (TIFIARRC) Commonwealth funding program and expected impact of
economic and labour market conditions.
6. Apprenticeship and traineeship measures include school-based apprenticeships and traineeships (SATs).
7. Apprenticeship new commencements were impacted by natural disaster events affecting economic activity.
8. The introduction of National Trade Cadetships may impact on Queensland’s SATs commencements.
9. Awarded Students: Students who have successfully completed all of the requirements to make them eligible to
be awarded the qualification.
10. Higher Education information is no longer collected as the Tertiary Education Quality and Standards Agency
(TEQSA) assumed responsibility for regulation of the Australian higher education sector on 29 January 2012.
11. The increased Actual is due to improved outcomes that reflect the growing success of individual mentoring and
support provided by the departmental IETSO’s.
12. The data included is for 2009-10, the most recent available, Data on the 2011-12 financial year will not be
available until September 2013.
Department of Education, Training and Employment | Annual Report 2011-12
62
Strategies for growing a four pillar economy
The Queensland Government has committed to growing a four pillar economy through
focusing on resources, construction, agriculture and tourism, and by reducing unemployment
to four per cent over the next six years. The department has realigned its strategic direction to
deliver on the following key strategies:



Property and Construction Strategy – addressing skills needs
Resources and Energy Strategy – addressing skills shortages
Tourism Strategy – improve tourism skills and career pathways.
VET has a major role to play in enabling Queenslanders to contribute to the State's economy
and realising the Government's vision for Queensland. In June 2012, the Queensland Skills
and Training Taskforce was established to provide advice and recommendations on the
actions needed to improve the operations and outcomes in Queensland's VET sector. The
taskforce is chaired by Michael Roche, Chief Executive Officer of the Queensland Resources
Council. Taskforce members represent the VET sector, industry, employers and unions. The
taskforce's terms of reference focus on the following key areas:



The role and function of all statutory bodies that contribute to the VET sector in
Queensland, to ensure they are aligned and fulfill their role in meeting Queensland's
economic and employment objectives.
The strategic direction of TAFE, including:
- the appropriate role for TAFE in supporting the four-pillar economy, with
consideration given to the roles played by RTOs and schools
- the current offerings and outputs of TAFE and the quality of those offerings and
outputs
- the level and nature of industry involvement in setting the direction of TAFE
- the operational efficiency of TAFE including asset management, workforce
management, organisational structures and operating systems.
The impact of current regulatory frameworks and 'red tape' in terms of the barriers
created for employers wishing to hire new apprentices and trainees.
The advice and recommendations of the taskforce will build a platform for the delivery of an
industry-engaged sector, producing graduates ready to enter employment and increase
Queensland's productivity. The taskforce is scheduled to report to the Minister and Assistant
Minister by the end of 2012.
Participation and outcomes
Strategies:
 Increase participation and completions in Certificate III and above qualifications
 Improve training completion rates, including through greater use of recognition of
prior learning, targeted apprenticeship monitoring and support strategies and
developing foundation skills, including literacy and numeracy for all students
 Improve participation and qualification outcomes for Aboriginal and Torres Strait
Islander Queenslanders, focusing particularly on Certificate III and above
qualifications
Developing skills is fundamental to Queensland's economic prosperity. It is a key driver of
productivity and economic growth, and is central to shaping our human capital and community
capacity. During 2011-12, the state made progress towards the goal of having 75 per cent of
Queenslanders aged 25-64 years attaining Certificate III or above qualifications by 2020.
According to the Australian Bureau of Statistics (ABS) survey of education and work, the
proportion was 55.3 per cent in 2011, an increase from 50.3 per cent in 2007.
Department of Education, Training and Employment | Annual Report 2011-12
63
Figure 37: Proportion of 25 to 64 year olds with Certificate III or higher qualifications KPI
Source: ABS Education and Work May 2010 (Catalogue No. 6227.0) Additional Datacube
The department supports a range of programs aimed at stimulating increased participation
within the state’s VET sector. The User Choice program supports apprenticeship and
traineeship training, VET Revenue General supports targeted training through the Public
Provider, and further training is supported through National Partnership Agreements with the
Australian Government and in partnership with industry. In 2011-12, the department
increased the skills of over 288 000 Queenslanders. VET in schools encompasses a range of
training options for school students in secondary school (Years 10 to 12), including:



courses delivered at school
SATs
courses offered at a TAFE institute or by another training organisation.
VET participation in schools can count towards students QCE.
At the end of June 2012, nearly 18 000 new apprenticeships are projected to have
commenced in Queensland. This is consistent with the new commencements recorded in
2010-11, but lower than the peak at around 22 300 in 2007-08. The reduction in recent years
reflects impacts of economic conditions, but current new commencements are stronger than
before 2005-06.
Figure 38: Number of apprentice and trainee commencements
Source: Department of Education, Training and Employment – Contract of Training Database (DELTA)
Note:

The 2011-12 data are not yet finalised – projected results are shown.
Department of Education, Training and Employment | Annual Report 2011-12
64
In 2011-12, 12 200 Queenslanders completed apprenticeships and 28 300 completed
traineeships.
Figure 39: Number of apprentice and trainee completions
Source: Department of Education, Training and Employment – Contract of Training Database (DELTA)
Note:

The 2011-12 data are not yet finalised – projected results are shown.
VET graduate results
Queensland's VET sector continues to strive to address the needs of Queensland's economy,
achieving strong results in producing job-ready graduates.
Figure 40: Number of TAFE qualifications awarded
Source: Department of Education, Training and Employment – Training System Information
Table 17: Total number of VET qualifications awarded – all qualification levels
2007–08
2008–09
2009–10
2010–11
2011–12
92 820
109 921
104 836
119 561
125 765
Source: Department of Education, Training and Employment – Training System Information
Figure 40 demonstrates the VET system has become more effective in delivering vocational
programs that lead to successful student outcomes, particularly the gaining of awards.
In 2011-12, 90 592 Certificate III and above qualifications were awarded, which is almost
double the completions (48 683) reported in 2007-08.
Department of Education, Training and Employment | Annual Report 2011-12
65
User Choice program
The demand-driven User Choice program provides employers with greater choice of training
provider and ensures that funding provided for the training of apprentices and trainees is
aligned to the skills needs of industry. The program:



prioritises funding based on industry advice received through Skills Queensland
establishes consistent and appropriate pricing, with the government contribution to the
cost of training varying with the priority of the training
implements a simplified government purchasing strategy which increases choice of
training provider and ensures that funding responds to demand for apprentices and
trainees.
Skilling Solutions Queensland
Skilling Solutions Queensland assists new and emerging industries meet their need for
trained and qualified staff. Skilling Solutions Queensland provides a one-stop shop for
Queenslanders to obtain free training and career information. It also assists skilled individuals,
without qualifications, to gain formal qualifications through recognition of prior learning (RPL).
During 2011-12, Skilling Solutions Queensland responded to over 36 000 enquiries. Of those
enquiries, over 33 000 were provided with a face-to-face interview at a customer service
centre across the state. Over 12 000 were referred to a RTO for formal RPL. Additionally,
career information was provided to over 16 000 Queenslanders.
Throughout 2011-12, over 3000 individuals were provided with a tailored Skilling Solutions
Queensland service for the energy sector, in partnership with Energy Skills Queensland.
During 2011-12, the Skills Recognition Unit, in partnership with Skilling Solutions Queensland,
has assessed and assisted more than 17 000 overseas qualified Queenslanders and
facilitated their pathway to employment and further study. Additionally, the Skills Recognition
Unit publish pathway information for professional and paraprofessional registration in
Queensland which was accessed by over 23 000 customers.
Recognition of prior learning
One of the department's strategies to efficiently and effectively address Queensland's future
skills needs is recognising an individual's skills and experience using RPL assessment. RPL
and the credit transfer process are a process of qualifying individuals effectively, saving time
and resources by negating the need for people to retrain in skills and knowledge they already
possess.
In 2011, 11.4 per cent of all full-year training equivalents in Queensland were assessed
through RPL, up from 7.4 per cent in 2007. The Queensland proportion of RPL is more than
three percentage points above national average.
Department of Education, Training and Employment | Annual Report 2011-12
66
Figure 41: Full year training equivalents in Recognition of Prior Learning — Queensland’s position relative to
Australia, 2007–11
Source: Australian vocational education and training statistics: Students and courses 2011, NCVER
Note:

Full year training equivalents measure the training activity undertaken by a student on a full-time basis for one
year. Calculations are based on hours of delivery (720 hours = 1 FYTE).
VET professional development
Queensland recognises that the skills and knowledge of our VET practitioners are
fundamental to the success of the sector in contributing to the achievement of the
Government's social, environmental and economic priorities. In continuing the work under the
2007-2010 Queensland VET Professional Development Strategy, the Queensland VET
Development Centre (QVDC) developed the 2011-12 Capability Building Overview.
The capability development program was designed to provide professional development
opportunities for both public and private RTOs in Queensland. It considers the workforce
development requirements of RTOs in responding to the changing VET policy environment.
To date, over 1 000 participants from public and private RTOs have participated in the six
programs on offer.
Out-of-Trade Register
The Out-of-Trade Register encourages employers to take on apprentices and trainees whose
employment is at risk due to natural disasters or economic downturns. This enables
employers to access the register and obtain details of apprentices and trainees (at all levels
and locations) across a range of industries, including building and construction, electrical,
engineering and automotive. A total of 413 individuals were assisted in 2011-12. For more
information, visit www.tradeapprentices.com.au.
Apprentice retention and completion
The department operates a proactive visit service to employers, apprentices and trainees.
Regional officers visit workplaces to assess the progression of apprentices and trainees, and
identify any issues which may prevent the completion of the training contract. Follow-up
activities are conducted to resolve the issues at a local and systemic level as required. Visits
are mostly aimed at apprentices in areas identified as requiring additional support.
Indigenous training and skilling
A number of department partnerships for Indigenous VET Initiatives operate through the
COAG agenda of closing the gap in Indigenous disadvantage. The department is committed
Department of Education, Training and Employment | Annual Report 2011-12
67
to providing accessible and relevant Indigenous education and training pathways that lead to
skills acquisition and employment outcomes.
Indigenous participation in vocational education and training
Closing the gap between Indigenous and non-Indigenous Year 12 or equivalent rates by 2013
is a goal of the department. Using Year 12 state school student outcomes as a measure, in
2010, the gap between Indigenous and non-Indigenous Year 12 students who received an
OP, QCE, QCIA, IBD or VET qualification or who undertook a SAT was 12.4 per cent. In 2011,
the equivalent gap was 5.5 per cent. KPI
Indigenous Queenslanders participation in the publicly funded VET system increased in 201112. There was a growth in Indigenous student numbers of three per cent from 2010-11 to
2011-12 (17 903 students in 2011-12, up from 17 378 in the previous year), while there was a
1.8 per cent increase in overall VET student numbers.
In 2011-12, Indigenous students represented 6.2 per cent of total publicly funded VET
students, compared to 5.2 per cent representation in 2007-08.
Figure 42: Number of Indigenous students in the publicly funded VET system
Source: Department of Education, Training and Employment
Figure 43: Number of VET qualifications awarded to Indigenous students in Queensland
Source: Department of Education, Training and Employment
The department's commitment to higher level qualifications is reflected in the trends in
qualifications awarded to Indigenous persons. Figure 43 demonstrates how completion of
Department of Education, Training and Employment | Annual Report 2011-12
68
Certificate III and above qualifications increased 113 per cent from 1736 in 2007-08, to 3694
in 2011-12.
Indigenous participation in apprenticeships and traineeships
The department continues to encourage Indigenous Queenslanders to engage in all training
pathways, including apprenticeships and traineeships. During 2011-12, some 3900
Indigenous people commenced apprenticeship and traineeship training.
Figure 44: Number of Indigenous apprentice and trainee commencements
Source: Department of Education, Training and Employment – Contract of Training Database (DELTA)
Note:

The 2011-12 data are not yet finalised – projected results are shown.
Figure 45: Number of Indigenous apprentice and trainee completions
Source: Department of Education, Training and Employment – Contract of Training Database (DELTA)
Note:

The 2011-12 data are not yet finalised – projected results are shown.
Indigenous apprentices and trainees have successfully completed 92.4 per cent of their total
competencies attempted during 2011. This compares favourably with the competency
completion rate of 95.1 per cent for all apprentices and trainees.
Table 18: Module/competency completion rates of Indigenous apprentices and trainees
2007
Successful completion of modules/competencies
92.0%
2008
92.4%
2009
92.9%
2010
91.4%
2011
92.4%
Source: Department of Education, Training and Employment – Training System Information from VOCSTATS
Department of Education, Training and Employment | Annual Report 2011-12
69
Indigenous training support initiatives
In 2011-12, the department targeted strategies specifically designed to encourage Indigenous
participation.
Cape York Employment and Training Strategy
A key focus of the Cape York Employment and Training Strategy is support for apprentices
and trainees. Through the strategy, the department provided community-driven, targeted
training to support employment and enterprise development opportunities to 171 participant
places in the Cape York region in 2011-12. Of this figure, 108 participants are currently
enrolled in competencies funded under this initiative.
Indigenous Funding Pool
In 2011-12, the support of demand-driven training for Indigenous people in Queensland
continued with the Indigenous Funding Pool (IFP). The department provided supplementary
funds to TAFE institutes and statutory authorities to support strategic initiatives such as
training, tutorial assistance, capacity building and the development of innovative pilot
programs and research.
In 2011-12, 97 young Indigenous performing artists from across the state undertook
accredited training at Certificate III to Advanced Diploma levels at the Aboriginal Centre for
the Performing Arts supported by the Creative Industries initiative and the IFP.
Regional and Remote Indigenous training initiatives
The Training Initiatives for Indigenous Adults in Regional and Remote Communities
(TIFIARRC) program was a jointly funded initiative by the Australian and Queensland
governments operating until 30 July 2011. The training and support services provided to
Indigenous Queenslanders included civil construction and mining, Indigenous primary health
care, aged care, nursing, conservation and land management, and tourism.
The regional and remote training for Aboriginal and Torres Strait Islander peoples initiative
enabled tailored training at Certificate III level and above to help meet industry and
community demand across a range of areas including engineering, retail, construction,
business and primary industries. In 2011-12, six TAFE Queensland institutes delivered
training under this initiative, which resulted in a total of 202 participants enrolled in 217
courses.
The Indigenous Remote Area Strategy supports quality outcomes for children through a
skilled ECEC workforce. The Tropical North Queensland Institute of TAFE delivers the
strategy through targeted and culturally appropriate Certificate III, Diploma and Advanced
Diploma of Children's Services training to existing and new-entrant early childhood educators
in the Cape, Gulf and Torres Strait Islands, and other Indigenous remote locations. During
2011-12, 100 participants were trained.
TAFE capacity
Strategies:
 Continue to reform TAFE governance arrangements to better position institutes to
respond to the skilling needs of individuals and industry
 Develop and implement new statewide policy on TAFE fees and reform TAFE
funding arrangements
 Implement strategies to enhance TAFE Institutes’ leadership and staffing capacity
to support high quality public provider performance in the contemporary training
market
Department of Education, Training and Employment | Annual Report 2011-12
70

Lead the implementation of outcomes from national higher education and training
reforms, including the role of vocational education and training within a broader
tertiary education sector, and regulatory reform
TAFE Queensland
The TAFE system supports the development of a highly skilled and flexible workforce to
ensure Queensland's continuing growth and prosperity. TAFE is the largest provider of
practical, relevant and quality VET in Queensland. In 2011-12, the TAFE Queensland network
delivered educational excellence to over 200 000 students.
The TAFE Queensland network consists of 13 institutes across Queensland including two
statutory TAFE institutes. More than 800 nationally accredited programs are offered by TAFE
institutes, spanning over 70 locations across the state.
The advice and recommendations of the Skills and Training Taskforce will inform the future
directions for TAFE to ensure the delivery of an industry-engaged sector that produces
graduates ready to enter the labour force. The taskforce is scheduled to report to the Minister
and Assistant Minister by the end of 2012.
Information about TAFE institutes is available online at www.tafe.qld.gov.au/courses-andcampuses/institutes/index.html.
Maintaining a quality VET system
An essential mechanism for ensuring the quality of VET delivery and assessment is the
national standards against which RTOs are measured and with which they must comply. Prior
to the establishment of the Australian Skills Quality Authority (ASQA), the standards that
applied to an RTO were found within the Australian Quality Training Framework (AQTF).
In Queensland, from 29 June 2012, the VET Quality Framework (VQF) replaced the AQTF
standards. The VQF is critical in protecting the interests of all students undertaking VET in
Australia. The same concept of continuous improvement that featured in the AQTF underpins
the VQF, ensuring that RTOs regularly review their operations and build on the quality of
training and assessment and their clients’ outcomes. As has been the case in Queensland for
many years, ASQA applies a risk management approach to the registration and regulation of
RTOs to ensure the most efficient application of resources and to reduce the regulatory
burden on RTOs.
In 2011-12, the department conducted a total of 767 AQTF audits. Figure 46 shows the
outcomes of the audits.
Figure 46: Number of audits of training organisations against national registration requirements and the outcomes of
those audits
Source: Department of Education, Training and Employment
Department of Education, Training and Employment | Annual Report 2011-12
71
Satisfaction with VET services
Surveys conducted by NCVER have revealed the majority of students and employers are
satisfied with VET training services and products in Queensland.
Results of the Student Outcome Survey show that VET graduates' satisfaction with their
training remains high at 89 per cent.
Table 19: Proportion of graduates satisfied with the overall quality of their training, 2007–11 KPI
2007
Queensland
89%
2008
88%
Australia
89%
89%
Source: Student Outcome Survey – NCVER
2009
2010
2011
89%
89%
89%
89%
89%
89%
Results of the last Survey of Employers' Use and Views, conducted in 2011, place
Queensland above the national average. Of employers surveyed, 91 per cent were satisfied
with nationally accredited training as a way of meeting their skill needs.
Table 20: Level of employer satisfaction with nationally accredited training
2005
2007
2009
2011
Queensland
71%
88%
83%
91%
Australia
80%
81%
86%
89%
Source: Employers' Use and Views of the VET System – NCVER (biennial survey)
Industry partnerships
Strategies:
 Work with Skills Queensland to support training investment and skills reform
 Increase innovation through enhanced networks and collaboration between
industry, the training sector, and the higher education sectors
Skills Queensland
Skills Queensland is an industry-led statutory authority established under the Education and
Training Legislation (Skills Queensland) Amendment Act 2010 to strengthen Queensland's
economic base by providing a skilled workforce that meets the current and future needs of
industry and the community.
Skills Queensland leads skills development strategies across the labour market, including
VET, VET in schools, employment programs, higher education and skilled migration. It also
leads industry engagement mechanisms, and provides advice to the department on the
prioritisation of programs and funding. DETE administers Skills Queensland’s budget and all
funding agreements.
Skills Queensland produces an annual report, which is available online at
www.skills.qld.gov.au.
Green Building Skills Fund
The Green Building Skills Fund will support up to 3 500 training places in green skills for
workers across the building and construction industry, including architects, builders,
engineers, interior designers, surveyors and construction apprentices. The department has
partnered with Construction Skills Queensland (CSQ) to facilitate the brokering of skills
training under the Green Building Skills Fund. This industry-led approach will maximise the
training opportunities by better matching the industry's needs across the state.
This partnership combines the flexibility and drive of the industry with the resources of
government to assist the industry in identifying the priority areas for green skills development.
Department of Education, Training and Employment | Annual Report 2011-12
72
As at 30 June 2012, CSQ had 14 organisations contracted to deliver training to apprentices
and existing workers across the state. The initiative is exceeding anticipated progress, with
1 773 enrolments as at 31 May 2012 for the 2011-12 period, and a total of 4480 enrolments
as at 31 May 2012, against an overall target of 3500 participant completions by 30 June 2013.
Skills for a Low Carbon Economy
The Skills for a Low Carbon Economy was a $600 000 investment over three years with
industry matching the government’s contribution. Commencing in 2009, this project has
targeted three carbon intensive sectors, being automotive, mining and energy. Activities to
date have included:
 conducting green skills audit to identify current training products, training delivery gaps and
future needs
 identifying and accessing relevant training products
 providing professional development to training providers to enable them to develop and
deliver green skills.
This program concluded in June 2012.
Higher education
Quality accessible higher education
Higher education institutions in Queensland make a significant contribution to economic
growth, developing social capital and helping to build community capacity within the state.
The department's higher education goals are to:




manage the administration of state-enabling legislation for Queensland universities and
university and government relations
develop appropriate policy responses to higher education issues, at both the state and
national levels
maintain public confidence in higher education in Queensland, including in the standard of
education delivered by higher education institutions operating in Queensland
enable growth in diversity and choice in the higher education sector by implementing a
range of strategies to increase the number of Queenslanders with higher education
qualifications and professional skills, and the number of people from low socioeconomic
backgrounds in higher education, through actions within government, and with relevant
industries and higher education institutions.
The higher education sector in Queensland currently comprises nine universities, one selfaccrediting higher education institution and 23 non-self-accrediting higher education
institutions. Higher education courses are those listed as higher education under the
Australian Qualifications Framework.
Until 29 January 2012, the regulation of higher education in Queensland was carried out by
the department, on behalf of the Minister, under the individual acts establishing each of
Queensland’s universities, and in the case of other higher education institutions, the Higher
Education (General Provisions) Act 2008, including overseas institutions operating in
Queensland and Queensland institutions delivering Australian qualifications offshore.
From 29 January 2012, responsibility for regulating the quality of higher education
transitioned to the Tertiary Education Quality and Standards Agency (TEQSA).
Throughout 2011-12, the department worked with the interim management of the TEQSA
over transition of regulatory responsibilities to the agency on 29 January 2012. Table 21
demonstrates that the department's regulatory and advocacy roles continue to support growth
in the sector, both for domestic and international markets.
Department of Education, Training and Employment | Annual Report 2011-12
73
Table 21: Activity within higher education
Higher education
Total number of students enrolled in
Queensland universities and other
higher education providers
International students enrolled in
Queensland universities and other
higher education providers
2007–08
2008–09
2009–10
2010–11
219 0001
193 370
195 940
197 230
50 300
48 400
49 200
52 7001
55 0001
33
14
41
19
20
12
8
12
27
Number of applications for new courses
23
Number of applications for courses to be
re-accredited or re-approved
Source: Department of Education, Training and Employment
208 000
2011–12
1
Notes:
1. Preliminary estimate only.

The Tertiary Education Quality and Standards Agency (TEQSA) assumed responsibilities for the regulation of
higher education in Australia on 29 January 2012. Accordingly providers were alerted about the timing of
applications for new course accreditation and for re-accreditation or re-approval. During the period 1 July 2011
to 28 January 2012 10 applications were received for new course accreditation and one application was
received for re-accreditation.
Employment initiatives
Strategies:
 Work with industry, employers and other agencies in identified areas of need to:
 improve the quantity, quality and local availability of labour supply
 improve utilisation of existing labour
 meet skill demand
 Build the capacity of people experiencing difficulties entering or staying in
employment to participate in learning and work
Skilling Queenslanders for Work
The Skilling Queenslanders for Work (SQW) initiative delivered a range of programs that
aimed to improve participation in the labour force. During 2011-12, $107.75 million was
invested to help more than 27 000 jobless or underemployed Queenslanders. The initiative
supported strategies to encourage equitable participation by a range of disadvantaged groups
that generally face barriers to their participation in skills development and the labour market.
During 2011-12, accredited training was delivered across a range of industry areas, with 84
per cent completing designated skills sets and full qualifications to meet the needs of industry.
At least 80 per cent of all project funding provided jobseekers with not only general
employability skills, but also skills aligned to local industry demand. Around 80 per cent of
investment aligned to Queensland skills demand areas. The main industry investment areas
were in Health and Community Services, Construction, Mining, Business Services and
Transport and Logistics.
Industry partnerships included funding contributions by private sector employers and peak
industry bodies, commitments to employ disadvantaged jobseekers who have undertaken a
SQW program and practical work experience or site visits for jobseekers. Industry was also
involved in providing information to the department on the skill sets needed by jobseekers to
gain sustainable work.
The department continued to work closely with Skills Queensland in the development and
delivery of projects and collaborated with Skills Queensland to support skills and labour needs
in a range of industries. The following were key programs under the SQW initiative during
2011-12.
Department of Education, Training and Employment | Annual Report 2011-12
74
Community Employment and Infrastructure Program
Under the Community Employment and Infrastructure Program, community-based
organisations and local councils were funded to deliver customised employment and training
services to disadvantaged jobseekers and low skilled workers. Assistance included a mix of
paid work placements on community, public works and environmental projects for three to six
months, job preparation assistance, accredited VET and post participation support for up to
six months. During 2011-12, 155 projects were approved for community-based organisations
and local councils to assist 10 552 disadvantaged jobseekers.
Get Set for Work Program
Get Set for Work (GSFW) was a work readiness program that aimed to create a transition
pathway for young early school leavers. All participants undertook accredited VET such as
skills sets or ‘taste testers’. Successful completion of GSFW contributed two credit points
towards a young person’s Queensland Certificate of Education (QCE). During 2011-12, 71
projects were approved for locally based organisations to deliver intensive employment and
training assistance to 2388, 15 to 19 year old, early school leavers to prepare them for work.
Participate in Prosperity
Participate in Prosperity provided a holistic and coordinated approach to help people
overcome personal and social barriers to employment, such as persistent poverty, housing,
transport and health-related issues. During 2011-12, the department’s investment enabled
community organisations to support more than 1700 highly vulnerable Queenslanders
overcome personal difficulty, develop life skills and commence a pathway to employment.
First Start
First Start aimed to provide young people and other disadvantaged job seekers with
opportunities to gain a nationally recognised qualification and paid work experience through
traineeship opportunities in the public and community sectors. During 2011-12, 549 full-time
traineeships were created with local councils and community-based organisations.
Queensland’s Green Army
In early 2011, the original Queensland’s Green Army program investment of $57 million over
three years to create 3000 jobs was redirected to recovery efforts and funding increased as a
part of the joint Queensland and Australian Governments’ 2011 Queensland Natural
Disasters Jobs and Skills Package. This investment helped communities rebuild their social,
sporting and environmental infrastructure after the natural disasters and kept local people
employed and living in their community until businesses could recover. The Green Army
program was completed on 30 June 2012.
Indigenous Employment Network
The Indigenous Employment and Training Support Officers (IETSOs) and Indigenous
Employment and Training Managers formed part of the regional employment delivery network,
contributing to Indigenous community capacity building and local employability. During
2011-12, 2579 Indigenous apprentices, trainees and vocational students received culturally
appropriate one-on-one support by the IETSO network.
Department of Education, Training and Employment | Annual Report 2011-12
75
Section 6:
Corporate Services
Objective: We will manage our resources effectively to strengthen service delivery
Key performance indicators KPI



Proportion of infrastructure project outcomes delivered on time, within budget and to
endorsed quality standards
The rate of WorkCover claims and absenteeism
Proportion of staff who are satisfied that the department is a good place to work
Workforce
Strategies:
 Attract, retain and develop a high quality, skilled and professional workforce,
including:
- working with the early education and care sector to attract and retain a
diverse and highly skilled workforce, including qualified early childhood
teachers
- improving the quality of teaching across all schools at all stages of teachers’
career cycle
- implementing initiatives to ensure staffing needs are met for the move of Year
7 to secondary
- assisting VET practitioners to maintain industry currency, and develop
capabilities in teaching and assessment, leadership and quality improvement
- implementing initiatives to meet Aboriginal and Torres Strait Islander
employment targets
 Work towards the department having the right mix of employees to achieve its
objectives into the future
 Implement practices which provide safe, supportive and healthy work
environments
Workforce Strategic Plan 2011-2014
The Workforce Strategic Plan 2011-2014 establishes a clear vision for the department, as
well as providing specific workforce goals and outcomes. It is designed to strengthen our
workplace practices, allowing us to keep pace with government and community expectations,
while delivering world-class education and training opportunities for all Queenslanders. A
copy of the department's Workforce Strategic Plan 2011-2014 is available at
www.dete.qld.gov.au/publications/strategic/pdf/workforce-strategic-plan-11-14.pdf.
Workforce strategies
The department successfully transferred the management and operation of the HR/Payroll
system from Corptech back to DETE in accordance with the recommendations of the Shared
Service Review - Review of the Shared Services Model for Queensland Government 2010.
Throughout 2011-12, the department:


implemented employee self-service, enabling staff to check and update their personal
contact details, bank details, access to pay advices, and ability to monitor leave
delivered a HR system to:
- support short term teacher replacements
- enable permanent teachers to apply for transfer online.
Department of Education, Training and Employment | Annual Report 2011-12
76


developed an online tool (Principal Performance and Development Plan) to allow
principals and assistant regional directors to collaborate on the development of leadership
and school performance
improved management of Workplace Health and Safety in schools, and regional and
corporate offices through a new Workplace Health and Safety system. The system
provides access to timely data which enables more efficient management of workplace
health and safety incidents and hazards.
A range of strategies were implemented during 2011-12 to attract and retain frontline staff,
build capacity, and value people in the early childhood, education and training workforce,
including:









continuing the five Teacher Education Centres of Excellence to better prepare high
calibre pre-service teachers
expanding the Remote Area Teacher Education Program, supporting Aboriginal people
and Torres Strait Islander people in remote communities in gaining professional
qualifications
continuing the Beyond the Range program, providing pre-service teachers with support to
undertake field studies in rural and remote schools and further expanding the program to
encompass the ECEC sector
continuing the Pathways to Principalship Program to strengthen small school leadership
across Queensland, including Leadership Professional Development workshops and a
structured induction program for leadership aspirants
continuing scholarship programs to assist regions and rural and remote locations, in
meeting workforce demand for specialist teachers in high-demand curriculum areas such
as Maths, Science, Industrial Technology and Design, Special Education and LOTE
implementing a professional development scholarship focussed on behavioural
management of students with Autism Spectrum Disorders
continuing the Step into Teaching scholarship, supporting talented professionals to
undertake postgraduate teaching studies to complement their existing non-teaching
undergraduate degree
continuing scholarship programs to assist Year 12 school leavers to undertake an
approved pre-service teacher education program
continuing support of scholarship programs that support recipients and increase the
presence of qualified and registered teachers in the ECEC sector.
Our people
The department has one of the largest workforces in the Queensland Government, and rates
among the largest organisations in Australia. Our diverse profile includes school and TAFE
teachers and specialist staff, as well as professionals engaged in the education and training
sectors.
The 2011–12 Employee Engagement Survey of non-school based employees showed 71 per
cent rated job satisfaction, workplace morale favourably KPI. 82.2 per cent of teachers
indicated that they were satisfied or very satisfied that their school is a good place in which to
work.
As at 30 June 2012, the department had a combined workforce of 85 021 people, which
equates to 67 435 FTE staff across the state in various full-time and part-time roles. The
department’s staff numbers are based on Quarter 2 Minimum Obligatory Human Resource
Information (MOHRI) point-in-time data.
Support staff in schools include TAFE institutes and regional offices including cleaners,
grounds staff and employees supporting regulation of early childhood education and care,
and the apprenticeship and traineeship system. Corporate staff provide functions such as
human resources, finance, infrastructure and information technology to Early Childhood
Education and Care, School Education and Training, Tertiary Education and Employment
Department of Education, Training and Employment | Annual Report 2011-12
77
service areas and include functions such as payroll and accounts receivable/accounts
payable which in other agencies may be delivered through a Shared Service Provider.
The staff retention rate for 2011-12 was 94.4 per cent, and the annual separation rate was 5.6
per cent.
Figure 47: Location of the department’s workforce, 2011–12
Central Office 4%
Regions 2%
Schools & TAFEs
94%
Source: Department of Education, Training and Employment
The average age of departmental employees is 45 years, compared to 44 years across the
Queensland public sector (see Figure 48). Queensland's average state school teaching age is
43 years.
Figure 48: The department’s age profile, 2011–12
Source: Department of Education, Training and Employment
Human resource management
The department’s Developing Performance Framework provides a process for employees to
clarify what is expected of them in their role, identify their performance and development
goals and career aspirations, and access support and relevant professional development.
Other documents that support this framework include:




Public Service Commission's (PSC) Capability and Leadership Framework
Valuing Performance policy statement
Professional Standards for Teachers
Principals' Capability and Leadership Framework.
Department of Education, Training and Employment | Annual Report 2011-12
78
Attracting new employees
The department acknowledges the need to attract and retain a high quality workforce in
schools, TAFEs and the corporate sector to deliver world-class education and training
services for Queensland. During 2011-12, the department employed more than 1524
graduates to permanent teaching positions, and created an additional 301 teachers and
teacher aide positions to meet enrolment growth in Queensland state schools and support
students with disabilities. In 2011-12, the department implemented various initiatives to attract
new employees, including:







Kindy Rural and Remote Teacher Incentive Scheme
Early Childhood Teacher Scholarships for Advanced Diploma Holders
Make a Difference – Teach recruitment campaign
Teach Team: Education Queensland Teaching Ambassadors
Beyond the Range Professional Experience Grants
completion of a review of the Remote Area Incentive Scheme resulting in policy
improvements and increases in allowances.
introducing an online process for permanent teachers seeking a transfer within the
department.
In 2011-12, the department supported service delivery in state schools by:


Providing the equivalent of an additional 10 FTE’s for teachers to provide relief across
one-teacher schools from the start of the 2012 school year.
Allocating 347 teachers and teacher aides to meet enrolment growth and to support
students with special needs in Queensland state schools. An additional 5000 teacher aide
hours per week was also provided to allocate an additional 15 000 hours per week to
primary schools.
Employee induction
Induction is an essential element of professional development, assisting employees to
develop their performance and provide high quality service. The department provides local
and regional programs for staff, as well as offering a range of online resources to support
induction, including:



public sector induction program
induction toolkit for beginning teachers
principals' induction and resources website.
Developing our leaders
In 2011-12, the department maintained its commitment to coordinate, support and strengthen
the continuing professional and leadership development of all DETE employees. Principals
and leadership aspirants developed their leadership capabilities through various regional
programs. Initiatives that fostered executive, school, TAFE and public sector leadership
included:





continuing the implementation of the Principals Capability and Leadership Framework
continuing the implementation of a supervision and capability framework for principals
conducting the Leadership Capability Development Program for AO6 to AO8 employees
maintaining a Workplace Coaching Register, comprising 138 trained internal workplace
coaches
embedding the PSC’s Capability and Leadership Framework into the Developing
Performance process.
Department of Education, Training and Employment | Annual Report 2011-12
79
Improving teacher quality
The Improving Teacher Quality National Partnership Agreement was established to drive and
reward systemic reforms to improve the quality of teaching and leadership in Australian
schools. Key reforms being driven through the National Partnership include:



new National Professional Standards for Teachers, which will provide a reference point
for teacher professionalism
nationally consistent teacher registration
nationally consistent processes for accrediting initial teacher education programs.
As part of the National Partnership, the department has established five centres of excellence
that will focus on better preparing high-performing pre-service teachers for working in
contemporary state schools.
Returning to teaching
Restart Teaching is a 30 hour professional development program, approved by the
Queensland College of Teachers. The program is designed for teachers who do not meet
recency of practice (have not completed 200 days of teaching in the five-year period of
registration). Restart Teaching helps returning teachers to understand the current curriculum
frameworks, teaching and learning practices, and legislative and legal responsibilities that are
central to their work with students in contemporary school settings.
Mentoring
Mentoring is a relationship designed to build confidence, encourage participants to take
responsibility for their own learning, help them apply greater initiative to their own
development, and assist less experienced staff to 'navigate' the organisation. In 2011-12,
centrally coordinated mentoring programs included:


Leadership Mentoring Program for AO6 to SES
Inspiring Women's Mentoring Program – aimed at supporting women in AO3 to AO7.
Workforce diversity
The department recognises the importance of creating inclusive workplaces and valuing
difference. Programs are also implemented to support the recruitment of potential staff from
the Equal Employment Opportunity Groups, and the career development of current
departmental staff from diverse backgrounds. During 2011, the department launched the
Diversity Online Training Program to boost understanding about anti-discrimination, disability
awareness, Aboriginal and Torres Strait Islander cultural awareness, multicultural awareness
and gender equity. Further information can be found online at www.dete.qld.gov.au/
publications/annual-reports/11-12/index.html.
Aboriginal and Torres Strait Islander employees
The Aboriginal and Torres Strait Islander Employment Action Plan 2010-2013 is an important
component of the department's workforce diversity and equity program. It outlines actions and
strategies to improve the employment, retention and career development of Indigenous
people within the department.
The department’s Proud, skilled and ready Aboriginal and Torres Strait Islander employment
initiative aims to attract Aboriginal and Torres Strait Islander people to employment
opportunities with DETE through four programs. These include Indigenous work experience,
traineeships, school-based traineeships, cadetships and a graduate program. Over 209 new
Aboriginal and Torres Strait Islander staff have been employed since the commencement of
this initiative.
Department of Education, Training and Employment | Annual Report 2011-12
80
In 2011-12, Proud, skilled and ready to teach was launched under the Proud, skilled and
ready strategy. The program supports the placement of high achieving Aboriginal and Torres
Strait Islander teaching graduates and teachers into the state schooling system. Aboriginal
and Torres Strait employees work in various capacities across the department in schools,
TAFE institutes, districts, regional centres and central office. The department offers numerous
professional development opportunities to Indigenous people in the workforce to support the
effective delivery of the department's services.
In 2011-12, the department implemented the Proud, skilled and ready to lead Aboriginal and
Torres Strait Islander Leadership Program. This program provides school teachers with
leadership development to retain talented Aboriginal and Torres Strait Islander leaders in the
state schooling sector. This leadership program was delivered in conjunction with the
Stronger, Smarter Institute and the first group of 24 participants will graduate in September
2012. Professional development opportunities are also provided through Indigenous
Schooling Support Units based at Springfield in Brisbane, Caloundra and Cairns.
Raising cross-cultural awareness
In 2011-12, the department ran a series of cultural awareness training sessions to increase
staff awareness of Aboriginal and Torres Strait Islander cultures, including:


the Big Picture - a Hidden History, which is an interactive workshop that explores an
Indigenous perspective of Australian history and expands knowledge and understanding
of Indigenous cultures
a selection panel training for Aboriginal and Torres Strait Islander staff.
The National Aborigines and Islanders Day Observance Committee (NAIDOC) Week
celebrates the history, culture and achievements of Aboriginal and Torres Strait Islander
peoples. NAIDOC Week was celebrated in July with an event where cultural activities and
interactive displays were available to staff.
Commitment to people with a disability
In 2011–12, the department remained committed to equal employment opportunities for all
staff, including people with a disability, through:



the availability of an online training module to raise awareness of issues and the potential
impacts for people with disabilities
supporting departmental actions contained in Absolutely Everybody: enabling
Queenslanders with a disability, whole of Government Action Plan 2011-2014
offering Diversity@lunch awareness sessions to increase staff knowledge of issues facing
people with disabilities, and working effectively with those with disabilities.
Recognising our staff and students
The department recognises and celebrates the achievements, talents, creativity and
enthusiasm of our students, teachers and staff at various events, awards and competitions.
Further information about the achievements of our students and staff may be found on the
department’s website at www.dete.qld.gov.au.
Organisational health
The department is committed to the health, safety and wellbeing of our staff, students and
visitors to our workplaces. Creating a culture that supports and fosters safe and healthy
working and learning environments is a key priority. During 2011-12, the department:

updated procedures, information resources, training and communications to support
implementation of the new Work Health and Safety Act 2011 from 1 January 2012, as
part of a national strategy to implement consistent laws
Department of Education, Training and Employment | Annual Report 2011-12
81





underwent a workplace health and safety management system audit by external auditors,
in accordance with the whole of government Safer and Healthier Workplaces Framework
delivered key workplace health, safety and wellbeing risk-based strategies
enhanced management of workplace health and safety across the department through
the MyHR Workplace Health and Safety IT solution
launched a new online training program for workplace health and safety incident
investigation
coordinated the department's flu vaccination program across 821 sites.
The department's WorkCover claims during 2011-12 totalled 3555 claims. KPI
Figure 49: The rate of WorkCover claims–per 100 FTE KPI
Source: Department of Education, Training and Employment
Further information is available on the department’s Creating Healthier Workplaces website at
www.education.qld.gov.au/health.
Reducing unscheduled leave
The department continues to monitor and implement strategies to reduce the rate of
employees' unscheduled leave. The department's overall unscheduled leave rate for 2011-12
was 3.9 per cent. This compares to the Queensland Public Service's unscheduled leave rate
for 2011-12 of 4.2 per cent. KPI
Figure 50: Unscheduled leave rate for Queensland state school teachers, 2011–12 – by age group
Source: Department of Education, Training and Employment
Department of Education, Training and Employment | Annual Report 2011-12
82
Code of Conduct and public sector ethics
All employees must observe the ethical principles, and obligations arising from those
principles defined in The Public Sector Ethics Act 1994. The department is committed to
maintaining a positive ethical culture, and delivering the ethical message to ensure all its
employees have access to, and become familiar with, their obligations under the Code of
Conduct for the Queensland Public Sector and the department’s Standard of Practice. The
department is dedicated to the implementation and inclusion of the four ethics principles and
associated values in the Code of Conduct and Standards of Practice in its administrative
procedures and management practices.
The Code of Conduct provides employees with a framework of ethical principles, obligations
and standards to guide them in how to perform their work, their professional standards as
public service employees, and how to conduct their relationships with others. The Code of
Conduct also responded to the Queensland Public Service Charter. A copy of the code is
available at www.psc.qld.gov.au/library/document/catalogue/equity-ethics-grievance/qpscode-conduct.pdf.
The department ensures that staff have access to appropriate annual education and training
about public sector ethics through annual Code of Conduct/Standard of Practice and ethical
decision making training. Regional and institute training is facilitated locally utilising resources
developed by the department’s Ethical Standards Unit and enhanced through the recent
development and pilot of a train-the-trainer package. Online training is also available for all
Corporate, Education Queensland and Training Queensland Corporate employees through
the Learning Place. The department’s Ethical Standards Unit also facilitates face-to-face
training for Education House staff, Senior Executive Service, Senior Officers, managers,
supervisors and for any ad-hoc specialised sessions as required.
Better workplace relations
The department has continued its commitment to open communication and consultation with
staff, stakeholders and the unions that represent its workforce. The department is committed
to resolving issues locally to ensure ongoing successful delivery of services across
Queensland. The department participates in the State Government Departments Certified
Agreement 2009, and is currently responsible for the following enterprise bargaining
agreements:




Department of Education and Training Teachers' Certified Agreement 2010
Department of Education and Training Teacher Aides' Certified Agreement 2011
Department of Education and Training (Education) Cleaners' Certified Agreement 2011
Department of Education and Training TAFE Educational Employees Certified Agreement
2009.
Early retirement, redundancy, retrenchment and voluntary separation
In 2011-12, 642 voluntary early retirement, redundancy and retrenchment packages were
accepted by departmental staff, totalling $58 143 768.85, excluding accrued leave payments
(includes the number of accepted offers of voluntary separation packages below).
A Voluntary Separation Program was introduced as part of the Mid-Year Fiscal and Economic
Review in January 2011. This program was one of a number of measures designed to deliver
additional savings and reprioritise spending. The program was targeted primarily at nonfrontline areas, as a service reprioritisation strategy to ensure continued growth in frontline
areas. In 2011-12, 482 employees accepted offers of voluntary separation packages at a cost
of $55 502 322.65 (included in the number of accepted voluntary early retirement,
redundancy and retrenchment packages above).
Department of Education, Training and Employment | Annual Report 2011-12
83
Information and communication technologies
Strategy: Increase the use of information management systems to monitor
performance, inform decision-making, improve resource agility and productivity,
support knowledge sharing and facilitate open and transparent communication
Information and Knowledge Strategic Plan 2011-2015
The Information and Knowledge Strategic Plan 2011-2015 was developed in consultation with
stakeholders and focuses on engaging the digital generation, improving individual learning
opportunities and getting the best from our ICT investment. Further information about the
department’s Information and Knowledge Strategic Plan 2011-2015 can be found online at
www.dete.qld.gov.au/publications/strategic/other/information10-14.html.
Smart Classrooms
The Smart Classroom Strategy is helping more teachers use ICT, such as the department’s
student and learning management systems, as a natural part of teaching. The Smart
Classrooms initiatives also make many assessment and administration tasks easier by:





automating and streamlining administration within schools
developing stronger partnerships between everyone who can make a difference to the
educational outcomes of students
rolling out better technical support and integrating the core ICT systems supporting
teaching, learning and administration
providing more teachers with a computer
helping schools engage in the digital generation.
Smart Classrooms eLearning Leaders Framework
The Smart Classrooms eLearning Framework suite provides school leaders with the
opportunity to embrace, model and lead eLearning in their school by:



engaging with the framework itself, supported by the Smart Classrooms eLearning
Leaders Framework website
participating in the eLearning Leaders web conference series hosted in OneChannel
undertaking self-guided professional learning through the Smart Classrooms eLearning
Leaders Framework online course.
The Learning Place
The Learning Place is the department's comprehensive eLearning environment, providing
secure access to an innovative range of digital tools, resources and eSpaces for teaching and
learning, collaboration and networking. During 2011-12, 176 536 unique students and 56 690
unique staff used the Learning Place staff and student spaces.
Staff access professional development and training via OneChannel and online courses. As
at 30 June 2012, staff have created 24 373 Virtual Classrooms to support professional
development and student learning. 43 770 unique staff and 170 068 unique students used the
online courses and Virtual Classrooms. The Learning Place has 327 quality assured online
courses and 32 031 quality assured digital resources. Staff can participate in 168 online
professional communities.
In addition, there have been more than 26 500 staff registrations for live web conferencing
professional development programs through OneChannel. OneChannel introduced a Student
Channel in August 2011 and has received over 3500 registrations from classes across
Queensland state schools. Many of these registrations involved group and class cohort
Department of Education, Training and Employment | Annual Report 2011-12
84
participation with experts and teachers from other schools. In 2011-12, students participated
in a range of online events and projects, including:


Online Literature Festival - 743 teachers and 14 598 students
Anzac Day event – 726 students interacted with six guests including three World War II
veterans and current defence force personnel.
Computers for Teachers
The Computers for Teachers program enables teachers to better connect with a generation of
students who use ICT to play, live and study. In addition, the initiative helps teachers plan
lessons, communicate about events and issues, and work together on curriculum and
assessment. Under the program, all permanent teachers in Queensland state schools and
TAFE institutes who work two or more days a week are allocated a computer to support their
teaching. In 2011-12, the department maintained a fleet of 42 532 laptops and provide the
second round of 15 050 replacements and 650 additional laptops to school and TAFE
teachers.
OneSchool
OneSchool is a custom-built, flexible and sustainable student management system in
Queensland state schools. This initiative supports the department's core business of learning,
teaching and curriculum. The department's OneSchool in-house development team is
designing and building the OneSchool releases, with the design and build of each release
occurring concurrently, and each release adding more functionality.
Release One provided classroom teachers with easy access to information about each
student in their class, including academic and behaviour information, from a centralised data
source. It also delivered functionality for teachers to produce student academic reports.
Release Two provided functionality in curriculum planning and assessment, and enabled
authorised staff to access the Shared Student Record, resulting in improved planning and
decision-making across the department.
Release Two - Timetabling enabled schools to develop student, teacher, teacher aide and
school timetables and playground duty rosters. It delivered the initial development of Shared
Staff and Shared Facilities Records, and enabled further process improvement and analysis
for future planning.
Release Three was deployed to all state schools at the end of Term 1 2012, replacing the
department's legacy student management system. Release Three delivers student, asset and
finance management, and enables the development of a Shared Finance Record through
school finance modernisation.
Websites for Schools
The Websites for Schools initiative offers state schools a solution for creating and managing
a public website – providing useful information for current and prospective parents, and
community. The new websites are based on input from teachers, principals and technical
staff across the state. The department has committed to moving to a single platform for
school websites and is phasing out Joomla (open source content management system).
The SharePoint 2010 platform-based websites bring consistency across the department and
ensure compliance with Information Standards, including IS26 - accessibility and usability.
The school website platform offers schools improved flexibility and choice about features
(look and feel) and functionality – larger schools can choose to customise sites – and will
allow integration with other departmental information systems. During 2011-12, the Websites
for Schools initiative launched 173 websites bringing the current total to 181.
Department of Education, Training and Employment | Annual Report 2011-12
85
Upgrading TAFE ICT capabilities
In 2011-12, the department upgraded TAFE ICT infrastructure and systems for central
training functions and non-statutory institutes to support and enhance their local ICT
infrastructure. Key projects included:


Single Active Directory project
Exchange 2010.
Stakeholder satisfaction with ICT resources
The department's 2011 School Opinion Survey questions were revised as part of a review of
the department’s strategic data needs. As part of the review, a new set of ICT eLearning
questions were asked across the Staff, Student and the Parent/Guardian Opinion surveys.
The 2011 School Opinion Survey indicated that 66.0 per cent of parents and guardians were
satisfied with their online access to information about the school and 57.1 per cent were
satisfied with their online access to information about the curriculum.
Approximately 59.5 per cent of primary students were satisfied with how often they used
computers for learning in class, and 73.2 per cent were satisfied with how the school uses
information and communication technology to meet their personal learning needs.
Additionally, 77.3 per cent of primary students were satisfied with the way they used
information and communication technology for learning at school, while 71.7 per cent were
satisfied with the opportunities to make use of online learning environments.
Of the secondary students surveyed, 54.2 per cent were satisfied with the way they used
information and communication technology for learning at school and 49.2 per cent were
satisfied with the opportunities to make use of online learning environments.
Of the staff surveyed, 73.9 per cent were satisfied they could access appropriate ICT to do
their job, while 65.9 per cent of teaching staff were satisfied with the opportunities to develop
their knowledge and skills in making ICT integral to learning.
Performance enhancement
Strategies:
 Continue to strengthen the analysis and use of performance data, research and
evaluation to improve the delivery of services
 Ensure the department continues to be well prepared to respond to emergent
issues while continuing to deliver essential services
Risk management and business continuity
The department has a strong commitment to Enterprise Risk Management and Business
Continuity. Risks are identified by applying the Australian/New Zealand and International
Standard for Risk Management (AS/NZS ISO 31000:2009), which involves an understanding
of the impact of uncertainty on the successful achievement of the department's objectives.
The department’s business continuity planning aligns with the Standard for Business
Continuity – Managing Disruption-Related Risk (AS/NZS 5050:2010) and ensures the
department is well prepared for major adverse events while continuing to deliver its critical
services.
Department of Education, Training and Employment | Annual Report 2011-12
86
Research and evaluation
The department works with universities and subject matter specialists to undertake
independent research in key areas of client service delivery and to evaluate the impact and
effectiveness of major programs and initiatives.
Internal Audit
Internal Audit has responsibility for assessment and evaluation of the effectiveness and
efficiency of departmental financial and operational systems and activities, as well as
provision of assistance, and identification of deficiencies in risk management. The Director,
Internal Audit, reports to the Director-General, and also to the Audit and Risk Management
Committee, which meets on a quarterly basis, and operates with due regard to Queensland
Treasury's best practice Audit Committee Guidelines. Internal Audit operates in accordance
with its charter, which was developed to comply with the International Standards for the
Professional Practice of Internal Auditing and the Financial Accountability Act 2009.
Internal Audit works in accordance with a strategic and annual plan approved by the DirectorGeneral. During 2011-12, Internal Audit completed 343 audit reports, comprising 297
standard school audit reports, three TAFE audit reports and 43 general audit reports. Internal
Audit also assisted the Queensland Audit Office with the audit of the department’s financial
statements, audited several financial acquittals, and provided ad hoc advice to managers on a
wide range of issues including IT advice on information systems. A quality assessment review
of Internal Audit is carried out regularly by the Institute of Internal Auditors Australia in
accordance with the above International Standards. Key achievements of Internal Audit
during 2011-12 were:






prepared a comprehensive risk-based Annual Audit Plan
completed the Annual Audit Program in accordance with the approved Annual Audit Plan
provided professional and timely advice to management and auditees
received positive feedback on the audit services provided
formally obtained acceptance of all audit recommendations reported, or confirmation an
alternate solution would be implemented
followed up all audit recommendations made to ensure they had been actioned by
management.
External scrutiny
The Auditor-General is responsible for the annual audits of public sector clients, including
DETE. The Auditor-General provides Parliament with independent assessment of activities in
the public sector. Information about Auditor-General, and other significant external audits and
reviews of the department during the 2011-12 financial year, is available in Appendix 4.
Public disclosure
The department supports the investigation of public interest disclosures in keeping with its
culture of openness and transparency. The department also protects from reprisal any
employee or manager who genuinely makes such disclosures.
With the introduction of the Public Interest Disclosure Act 2010 (PID Act) on 1 January 2011,
agencies are no longer required to report public interest disclosures in annual reports.
Under section 61 of the PID Act, the PSC is now responsible for the oversight of public
interest disclosures and preparing an annual report on the operation of the PID Act. From 1
January 2011, agencies are required to report information about public interest disclosures to
the PSC. The PSC will prepare an annual report on the operations of the PID Act and the
information provided by agencies. Further information regarding public interest disclosures
under the PID Act is available at www.ethics.qld.gov.au/PublicInterestDisclosures.aspx.
Department of Education, Training and Employment | Annual Report 2011-12
87
In 2011-12, the department implemented a new procedure Making and managing a Public
Interest Disclosure under the Public Interest Disclosure Act 2010 to support the new Public
Interest Disclosure Act 2010. The procedure aims to provide protection for those staff
members who speak out about wrongdoing (make a public interest disclosure). A copy of
the procedure is available at www.education.qld.gov.au/strategic/eppr/workforce/wfrpr013/
index.html.
Infrastructure
Strategies:
 Deliver high-quality, fit-for-purpose education, training and early childhood
infrastructure, within timeframes, through state infrastructure programs
 Manage the infrastructure requirements for the successful transition of Year 7 into
secondary
Our infrastructure
Progressive infrastructure and modern equipment form the basic foundation for the delivery of
world-class education services. The department's infrastructure program funds new facilities
to deliver additional services, upgrade existing facilities essential to keep pace with
technological change and new teaching and training practices. The department's current
infrastructure across the state includes:






1239 schools, 26 Environmental and Outdoor Education Centres and one Sports
Education Centre
11 TAFE institutes (excluding two statutory institutes)
28 child care centres
four early years centres
six early learning and care centres
22 kindergarten services.
Major investment in education infrastructure during 2011-12 included:







investing $34.1 million to continue the State Schools of Tomorrow Program, to deliver
new and renewed facilities
funding of $19.7 million to open a new primary school at Mango Hill
investing $71 million to replace and enhance facilities at existing schools, including
schools damaged by natural disasters
investing $11.5 million to acquire new employee housing and refurbish existing housing
assets
allocating $22.6 million of Australian Government funding to upgrade or build new training
facilities for schools under the Trade Training Centres in Schools Program in Queensland
opening Murrumba State Secondary College at Murrumba Downs and Brightwater State
School at Bundilla on the Sunshine Coast as part of the South East Queensland (SEQ)
Schools $1.1 billion Public Private Partnership project
investing $24.5 million to deliver projects, as part of the National School Pride, Science
and Language Centres, and Primary Schools for the 21st Century components of the
Australian Government’s Building the Education Revolution (BER) initiative.
During 2011-12, significant investment in training infrastructure included:



$29.4 million to complete the development of SkillsTech Australia major trade and
technical skills campus at Acacia Ridge
$6.2 million to complete the redevelopment of the Cairns campus of the Tropical North
Queensland Institute of TAFE
$7.5 million to complete the redevelopment of the Nambour campus of the Sunshine
Coast Institute of TAFE.
Department of Education, Training and Employment | Annual Report 2011-12
88
Building the Education Revolution
Information on the BER program for Australian schools can be found online at
www.education.qld.gov.au/infrastructure/strategy/ber/index.html.
South East Queensland Schools Public Private Partnership Project
New schools are being built through the SEQ Schools Public Private Partnership Project, to
meet the needs of an increasing SEQ population.
In April 2009 the department entered into a contract with the Aspire Schools consortium, to
design, build and maintain seven new schools in the high growth areas of the Sunshine Coast,
Western Corridor, Gold Coast and Redlands. As at 30 June 2012:


Murrumba State Secondary College at Murrumba Downs and Brightwater State School at
Bundilla on the Sunshine Coast were opened
Stage 2 construction at the existing primary schools of Peregian Springs State School on
the Sunshine Coast and Bayview State School at Thornlands South in the Redlands area
were completed.
The project will generate an estimated 2150 new jobs over the four and a half year
construction period, with additional jobs to be created during the 30 year ongoing
maintenance period delivered by the consortium.
Asset maintenance
Well-maintained facilities support student learning outcomes and the quality of the education
and training experience offered in schools and TAFE institutes. Refurbishing and maintaining
departmental assets is critical to ensure that those assets support contemporary service
delivery. The department has both general and special maintenance programs to meet the
requirements of its asset base. In 2011-12, the department continued its extensive
maintenance program to ensure that school, TAFE, Early Childhood and housing facilities
were repaired and maintained.
School facilities
In 2011-12, the department's total expenditure for school maintenance was $138.1 million.
This comprised:




$83.1 million for the Annual Maintenance Program, which provided funding to all schools
to complete annual planned and unplanned maintenance projects. This allocation also
funded centrally-managed programs, including maintenance projects for schools related
to:
- swimming pools
- service maintenance of plant and equipment
- condition assessments and asbestos audits.
$4.9 million for special maintenance programs addressing:
- hard external surfaces such as concrete pathways and paved areas
- general building structure, including the repair or replacement of stairways, wall
sheeting, floorboards and stumps/posts.
$24.7 million for the Asbestos Removal Program
$25.4 million for School Maintenance Investment Program – engaging private contractors
to complete maintenance tasks in schools.
Department of Education, Training and Employment | Annual Report 2011-12
89
TAFE facilities
The department allocated $11.35 million in 2011-12 for the maintenance of TAFE facilities.
The statewide funding program funded service maintenance building repairs and
assessments, as well as the upkeep of critical infrastructure, such as electrical and sewerage
services. $1.1 million of this funding was directed to asbestos removal in TAFE institutes.
Managing asbestos containing material in DETE facilities
The department’s Asbestos Management Plan provides the operational context for schools
and TAFE institutes, and provides clarity regarding the roles and responsibilities in the
management of asbestos and any incidents that may arise.
The department also continued asbestos management and awareness training to all staff
responsible for the management of sites where facilities have presumed or confirmed
asbestos containing materials. The training covers the department's policy for the
management of asbestos in the department’s facilities, asbestos management procedures
and information about the Built Environment Materials Information Register. This training will
be ongoing and delivered through regional/TAFE institute inductions. Further information
about asbestos management can be found online at www.education.qld.gov.au/asbestos.
Staff accommodation
The department maintains more than 1530 accommodation units, 152 of which are located in
the remote communities of the Cape, Gulf and Torres Strait. The provision of suitable and
safe employee accommodation is a very high priority for the department. In 2011-12,
initiatives included:


regular inspections of houses in 28 remote Indigenous communities to ensure the houses
remained safe, secure and functional, and to carry out immediate repairs
school holiday security patrols in nine high-risk communities to ensure the safety of
teacher houses.
Sustainability
Strategy: Implement further planning and support to reduce the department’s
environmental footprint in the areas of construction, water, waste and energy and
build knowledge and strategies for a sustainable future
Our environmental footprint
The department aims to minimise our resource consumption by using energy efficiently,
minimising waste and conserving water, and by positively influencing our community attitudes
and behaviour through sustainable infrastructure and education for environmental
sustainability.
The Earth Smart Environmental Sustainability Strategic Plan 2008-2012 outlines goals and
strategies to reduce the department's ecological footprint. Additionally, the Infrastructure
Sustainability Strategic Plan identifies the department's response in reducing its
environmental footprint by addressing waste, water, energy, greenhouse gas, carbon and
biodiversity issues. Further information about sustainability may be found online at
www.dete.qld.gov.au/publications/annual-reports/11-12/index.html.
Department of Education, Training and Employment | Annual Report 2011-12
90
International Partnerships
Strategy: Develop international partnerships and markets that support economic and
social outcomes for Queensland
International engagement
The Department of Education, Training and Employment International (DETEi) has remained
competitive in the current global financial environment by delivering high quality programs.
During 2011-12, the department:





supported ESL needs of international dependant students through delivering
approximately $2.47 million in funding to Queensland Regions
attained 98% satisfaction from international students in state schools concerning
international study/life experience in Queensland (source: ISP 2011 Student Satisfaction
Survey data)
enrolled 1314 international FTE students in Queensland state schools. These students
participated in various Education Queensland International programs
enrolled in Queensland state schools 1262 FTE dependant children of international adult
students studying in Queensland training and higher education institutions
hosted (in Queensland state schools) 293 groups incorporating 8234 international
students and adults from nine different countries under study tour programs.
In 2011-12, TAFE Queensland International continued to provide leadership to the
Queensland public VET sector's international engagement to build sustainable growth.
Through coordinated and strategic liaison with an extensive network of public RTOs, the
department:




supported the public VET sector to develop a strong position internationally
coordinated and managed joint projects, actively built relationships with international
government agencies, industry and educational sector representatives, and supported a
cohesive and informed sector
supported the development of the Queensland public VET sector's capacity through the
provision of seminars and professional development events
liaised with Barrier Reef Institute of TAFE and Tropical North Queensland Institute of
TAFE to develop a scholarship program that seeks to upskill 2200 Papua New Guineans,
in line with the Papua New Guinea Vision 2050.
As at June 2012, 2237 international students were undertaking VET programs offered by
public VET providers in Queensland. This represents a 23.3 per cent decline in international
VET enrolments over the previous 12 months.
Professional visit programs
Professional visit programs provide a great opportunity for international delegates to obtain
professional and educational knowledge, to increase career potential, as well as professional
and personal growth. These visits provide an excellent opportunity for networking with
Queensland professionals who demonstrate world’s best practice. During 2011-12,
Queensland education and training sector hosted 64 groups incorporating 768 international
delegates from 15 different countries under professional visit programs.
Overseas travel
Overseas travel information may be found online at www.dete.qld.gov.au/publications/annualreports/11-12/index.html.
Department of Education, Training and Employment | Annual Report 2011-12
91
Appendix 1:
Executive Management Group members
Julie Grantham
Director-General, DETE (Chair)
As Director-General, Julie Grantham is responsible for leading and managing one of the
state’s largest government departments, and for setting the direction of early childhood
education and care, state schooling, training and employment for Queensland.
Julie was a secondary school teacher, principal and Executive Director (Schools) in Education
Queensland before attaining the position of Assistant Director-General, School Resourcing
and Administration in 2005.
Prior to her appointment as Director-General of Education and Training in March 2009, Julie
was the Director-General of the Department of Justice and Attorney-General.
Adam Black
Acting Deputy Director-General, Corporate Services
As acting Deputy Director-General, Corporate Services, Adam Black is responsible for the
department’s human resources, information and technologies, finance, corporate
procurement, infrastructure services, and corporate strategy and performance.
Adam has worked in the department for more than 14 years, and previously in another
Queensland government department as the Chief Finance Officer.
Prior to his appointment as acting Deputy Director-General, Corporate Services, Adam was
Assistant Director-General, Finance and Chief Finance Officer. Adam has worked in senior
finance roles in both regional and central offices in his time with DETE.
Adam is a Fellow of Certified Practising Accountant (CPA) Australia and is a Chartered
Accountant.
Deb Daly
Deputy Director-General, Training and Tertiary Education Queensland
As Deputy Director-General, Training and Tertiary Education Queensland, Deb Daly is
responsible for leading and providing strategic direction for TAFE Queensland, Training
Queensland and Support Services, as well as Skills, Tertiary and Non-State Education within
the Department of Education, Training and Employment.
Deb has extensive experience in education and training and across other areas of the public
service. Deb was appointed Director, Corporate Services, Gold Coast Institute of TAFE in
1997, then Institute Director/CEO at Gold Coast Institute of TAFE from 2001.
Deb served as Chair of TAFE Directors Queensland in 2005, and Chair of the Board of TAFE
Directors Australia between 2007 and 2010.
In June 2012 Deb announced her retirement from the Queensland public sector after 22 years
of service. Jodi Schmidt is currently the acting Deputy Director-General, Training and Tertiary
Education Queensland.
Department of Education, Training and Employment | Annual Report 2011-12
92
Lyn McKenzie
Deputy Director-General, Education Queensland
As Deputy Director-General, Education Queensland, Lyn McKenzie provides leadership in the
development and implementation of innovative and effective education models and policies in
Queensland’s state schooling sector. In addition, Lyn has supervisory responsibility for the
seven regional directors of the department.
Lyn brings more than 26 years of experience in Queensland’s education and vocational
training sectors. She has been a teacher, principal and Executive Director (Schools) in our
state education system, and has worked in the field of education overseas.
Annette Whitehead
Deputy Director-General, Policy, Legislation and Early Childhood
Annette Whitehead is responsible for the regulation and licensing of child care services, the
management of early childhood education and care programs, and the development of the
portfolio’s strategic policies and legislation. Annette supports the Minister for Education,
Training and Employment on the Standing Council on Tertiary Education, Skills and
Employment, and the Standing Council on School Education and Early Childhood, and leads
negotiations for national projects/partnership agreements.
Annette has extensive experience in a diverse range of portfolios including Ageing, Child
Care and Child Safety. Prior to returning to the department in 2011, Annette coordinated
social policy initiatives in the Department of the Premier and Cabinet.
Jeff Hunt
Assistant Director-General, Corporate Strategy and Performance
As Assistant Director-General, Corporate Strategy and Performance, Jeff Hunt is responsible
for coordinating corporate strategy and governance, strategic planning, performance
monitoring and reporting functions across the department.
Prior to his current appointment, Jeff filled the roles of Executive Director, Performance
Monitoring and Reporting, Assistant Director, Human Resources, Manager, Personnel
Services and Employee Relations, and Manager, Education Services. Jeff is also a former
preschool and primary school teacher and primary principal, and has over 20 years
experience in the department.
Jeff currently represents the department on a range of committees and working groups.
These include the Non-State Schools Accreditation Board Eligibility for Government Funding
Committee, Strategic Policy Working Group, and ACARA National Assessment Reference
Group and Reporting Reference Group.
Ian Mackie
Assistant Director-General, Indigenous Education and Training Futures
Ian Mackie leads the division of Indigenous Education and Training Futures, which has a
specific goal of improving outcomes for Indigenous students across the State.
Ian’s diverse career has included the roles of science/mathematics teacher, associate
administrator and school principal, and Director of Western Cape College. Ian was also
Principal Policy Advisor, Indigenous Education Queensland, and Executive Director,
Community Engagement in the Department of the Premier and Cabinet.
Ian was the inaugural Training Ombudsman in Queensland.
Department of Education, Training and Employment | Annual Report 2011-12
93
Peter McKay
Assistant Director-General, Employment Initiatives
Peter McKay is known for his exceptional leadership skills and admirable record of
achievements in a variety of senior roles in government agencies, notably as General
Manager of Employment and Indigenous Affairs within the former Department of Employment,
Economic Development and Innovation. Peter has since left the department and is now the
Deputy Director-General of the Department of Agriculture, Fisheries and Forestry. This
position is no longer represented on the EMG.
Nick Shaw
Acting Assistant Director-General, Finance and Chief Finance Officer
As Acting Assistant Director-General, Finance and Chief Finance Officer, Nick Shaw is
responsible for providing strategic financial advice to the department’s executive, and overall
leadership to the department’s finance functions.
Nick joined the department in 2010 as Executive Director, Budgeting and Financial Reporting,
responsible for overseeing the department’s budget and financial reporting processes. Nick
has over 18 years experience working in a number of senior finance roles in Brisbane City
Council, including Chief Finance Officer. Nick is a member of CPA Australia.
Department of Education, Training and Employment | Annual Report 2011-12
94
Appendix 2:
Governance committees
Audit and Risk Management Committee
Responsibilities
Membership
Achievements 2011–12
The committee:
 provides independent audit and risk management advice to the
Director-General
 assists in the discharge of the Director-General’s financial
management responsibilities imposed under the Financial
Accountability Act 2009 and the Financial and Performance
Management Standard 2009
 observes the terms of its charter and has due regard to
Queensland Treasury’s Audit Committee Guidelines
 holds meetings quarterly.
Mr Bob McHugh, External Member (Chair) – paid $663.00 per
meeting
Ms Julie Grantham, Director-General, Department of Education,
Training and Employment
Mr Ian Mackie, Assistant Director-General, Indigenous Education
and Training Futures
Mr Adam Black, Acting Deputy Director-General, Corporate
Services
Ms Lyn McKenzie, Deputy Director-General, Education Queensland
Ms Deb Daly, Deputy Director-General, Training and Tertiary
Education Queensland
Mr Greg Condon, Department of Communities, Child Safety and
Disability Services – External Member
Mr Robert Forbes, Director, Bentleys – External Member - paid
$800.00 per meeting
 Approved the 2011-12 Internal Audit Plan.
 Evaluated the quality, and facilitated the practical discharge, of
the internal audit function, particularly in respect of planning,
monitoring and reporting.
 Continued a stringent approach to the follow-up of audit
recommendations.
 Considered all audit recommendations by the Queensland
Audit Office, including performance audit recommendations.
 Reviewed and endorsed the department’s financial statements.
 Noted the Business Continuity Management Framework 201114.
 Noted the biannual Corporate Risk Reports for 2011-12.
Budget Committee
Responsibilities
Membership
The role of the committee is to:
 provide advice to the Director-General regarding strategies to
develop, review and monitor current and future internal budgets
 ensure efficient and effective allocation of resources to achieve
key departmental and government priorities.
Deputy Director-General, Corporate Services (Chair)
Director-General, Department of Education, Training and
Employment
Assistant Director-General, Finance and Chief Finance Officer
EMG Member on a 12 month rotational basis
Department of Education, Training and Employment | Annual Report 2011-12
95
Achievements 2011–12






Ensured a balanced 2010-11 internal budget.
Monitored the financial performance of Divisions, Regions and
TAFE Institutes against allocations on a monthly basis.
Conducted Mid-Year Review.
Approved the DETE Internal Budget Planning Processes and
the link to key strategic documents and external budget
processes, including shortening the timeframe for distribution of
the 2011-12 internal budget allocations.
Continued to monitor the five year budget plan and introduced a
five year funded/unfunded view of the internal budget.
Continued to improve the department’s working relationship
with Treasury officials.
Community Jobs Priorities Committees
Responsibilities
Membership
Achievements 2011–12
The role of the committees is to:
 provide local knowledge and expertise on employment issues
and community capacity
 review reports and participate in evaluation of initiatives.
Composition of committees may vary slightly to reflect local
representation. In 2011-12, the total membership across 13
committees was 73 members.
Regional Director, Employment Initiatives (Chair)
Regional Director, Training and Tertiary Education
State Development representative
Local Government representative – external member
Employer body representative – external member
Employee representative – external member
Community representative – external member
Indigenous representative – external member
Youth representative – external member
 Recommended projects to assist disadvantaged jobseekers.
 Participated in stakeholder consultations as part of an
evaluation conducted by Deloitte Access Economics.
Executive Management Group
Responsibilities
Membership
Achievements 2011–12
The purpose of the Executive Management Group is to:
 positively position the portfolio for the future
 set and review the strategic direction, priorities and
performance objectives of the department to enable the efficient
and effective achievement of outcomes for Queensland.
Director-General, DETE (Chair)
Deputy Director-General, Corporate Services
Deputy Director-General, Training and Tertiary Education
Queensland
Assistant Director-General, Corporate Strategy and Performance
Assistant Director-General, Indigenous Education and Training
Futures
Assistant Director-General, Employment Initiatives
Deputy Director-General, Education Queensland
Assistant Director-General, Finance and Chief Finance Officer
Deputy Director-General, Policy, Legislation and Early Childhood
 Continued to lead the delivery of National Partnerships that flow
from the COAG education and training reform agenda.
 Realigned the department’s services following the
Department of Education, Training and Employment | Annual Report 2011-12
96


establishment of the new department.
Continued to lead the delivery of Government priorities and
commitments.
Supported the Director-General to:
- implement red tape reduction initiatives that have
quantifiable benefits to business and/or the community
- review the strategic direction of the organisation, monitor
the department’s performance objectives and ensure
legislative compliance.
Integrated Service Delivery Board
Responsibilities
Membership
Achievements 2011–12
The purpose of the Integrated Service Delivery Board (ISDB) is to
support integrated and effective service delivery across the
department.
The role of the Board is to:
 ensure the department’s strategic direction, priorities, policies
and overall performance expectations of regions are reflected in
regional operational plans
 support integrated regional planning and service delivery
 review the performance of integrated service delivery across
the seven regions
 provide a forum for discussing systemic policy, strategy and
investment and consider implications for implementation.
The Board meets approximately every two months or as required,
and the meetings focus on strategic operational issues with a
specific focus on integrated service delivery. The June and
December meetings focus on overall service delivery performance
at a regional and state level.
Director-General, DETE (Chair)
Deputy Director-General, Education Queensland
Deputy Director-General, Corporate Services
Assistant Director-General, Indigenous Education and Training
Futures
Assistant Director-General, Corporate Strategy and Performance
Assistant Director-General, Employment Initiatives
Deputy Director-General, Training and Tertiary Education
Queensland
Deputy Director-General, Policy, Legislation and Early Childhood
Assistant Director-General, Finance and Chief Finance Officer
Regional Director, South East Region
Regional Director, North Coast Region
Regional Director, Darling Downs South West Region
Regional Director, Far North Queensland Region
Regional Director, Central Queensland
Regional Director, Metropolitan Region
Regional Director, North Queensland Region
 Championed strategic service delivery implementation,
alignment and improvement.
 Undertook 2011-12 Regional Performance Reviews.
 Endorsed Regional Operational Plans.
Investment Committee
Responsibilities
The Investment Committee provides advice to the EMG on
investment strategies.
The Investment Committee considers and provides advice
Department of Education, Training and Employment | Annual Report 2011-12
97
Membership
Achievements 2011–12
regarding the development and review of major investment
strategies in relation to:
 budget positioning and strategic financial approach
 strategic asset management
 strategic procurement
 workforce priorities
 ICT investment priorities
 business transformation initiatives.
Meetings are held quarterly.
Deputy Director-General, Corporate Services
Deputy Director-General, Education Queensland
Deputy Director-General, Training and Tertiary Education
Queensland
Deputy Director-General Policy, Legislation and Early Childhood
Assistant Director-General, Employment Initiatives
Assistant Director-General, Infrastructure Services Branch
Assistant Director-General, Finance and Chief Finance Officer
Finance Branch
Assistant Director-General & Chief Information Officer, Information
and Technologies Branch
Assistant Director-General, Human Resources Branch
Assistant Director-General, Corporate Strategy and Performance
Executive Director, Corporate Procurement Branch
 Developed a long term financial scenario model used to
consider the long range impact on department decisions and to
assess the department’s longer term financial sustainability.
 Endorsed the department’s inaugural long term financial plan.
 Commenced the development of an investment framework to
prioritise and analyse material funding proposals and priorities.
 The sub-committee achievements include:
- completion of the ICT Resources Strategic Plan (mandatory
subordinate plan), ICT Work Plan 2011/12, Information and
Knowledge Strategic Plan
- development of Environmental Sustainability Policy and
Framework, development of waste management procedure,
progression of the Sustainability Website redevelopment,
improved practice in offices, schools and TAFEs
- completion of the Asset Strategic Plan and the
commencement of a capital prioritisation framework.
Policy and Performance Committee
Responsibilities
The Policy and Performance Committee provides advice to the
EMG about performance analysis, the development of new policy
options and the synergies and impact of major policies on the
achievement of the portfolio’s priorities.
The Policy and Performance Committee provides advice in relation
to:
 connections and linkages between strategic policy initiatives
 major research, both internal and external, which relates to the
achievement of priorities
 policy development
 implications of significant national policy developments
 major evaluation strategies and significant recommendations
which impact on the delivery of priorities
 analysis of performance against key priorities.
Department of Education, Training and Employment | Annual Report 2011-12
98
Membership
Achievements 2011–12
Deputy Director-General, Policy, Legislation and Early Childhood
(Chair)
Deputy Director-General, Education Queensland
Deputy Director-General, Training and Tertiary Education
Queensland
Deputy Director-General, Corporate Services
Assistant Director-General, Strategic Policy and Research
Assistant Director-General, Indigenous Education and Training
Futures
Assistant Director-General, Skills, Tertiary and Non-State Education
Assistant Director-General, Corporate Strategy and Performance
Executive Director, Policy and Performance, Early Childhood
Education and Care
Assistant Director-General, Infrastructure Services
 Provided strategic input and advice for the implementation in
Queensland of the National Curriculum, the Australian
government election commitments and the National Review on
School Funding.
 Monitored national policy agenda and informed development of
National Partnership Agreements including implementation
plans, targets and milestones.
 Monitored departmental performance against targets.
 Endorsed the dissemination of research reports.
 Provided oversight of ongoing development of systemic
performance intelligence through the Data Analytics
Committee.
 Provided advice and guidance on the department’s Policy
Instruments Framework.
Department of Education, Training and Employment | Annual Report 2011-12
99
Appendix 3:
Statutory bodies and other entities
Australian Music Examination Board (AMEB)
Objective/function
Constituting Act
Financial reporting
arrangement
Cost to DETE
Achievements 2011–12
AMEB was constituted by agreement between the Ministers for
Education of Queensland, New South Wales and Tasmania and the
Universities of Melbourne, Adelaide and Western Australia.
Not applicable
Included in the financial statements of this report.
Nil
AMEB examined approximately 19 000 candidates in music and
speech and drama in 98 centres across the state. Primary and
secondary school children made up 94.8% of candidates.
At the Annual Presentation of Awards and Diploma Concert in
March 2012, 103 candidates were awarded their diplomas in
speech and drama, and in music.
Aviation Australia
Objective/function
Constituting Act
Financial reporting
arrangement
Cost to DETE
Achievements 2011–12
In 2001, Aviation Australia Pty Ltd was established by this
department, and the former Department of State Development,
Trade and Innovation to provide aviation training.
Not applicable
Included as a note in the financial statements of this report.
Nil
During 2011-12, Aviation Australia provided training for:
 178 students – institutional Certificate IV training
 191 apprentices – aeroskills
 159 domestic and 298 international students – fee for service
engineering training
 156 prevocational students – cabin crew training
 18 408 existing cabin crew and other staff from the aviation
industry – used Aviation Australia facilities.
Aviation Australia has provided employment services for
53 aviation companies and approximately 178 individuals, of whom
64 gained apprenticeships and 24 gained other employment in the
aviation industry.
Gold Coast Institute of TAFE (GCIT)
Objective/function
Constituting Act
Financial reporting
arrangement
Cost to DETE
Achievements 2011–12
GCIT was established as a statutory institute on 1 July 2008. The
institute’s vision is to be an internationally renowned provider of
outstanding vocational services, and it will achieve this vision by
bringing together exceptional people to produce highly sought after
graduates.
Vocational Education, Training and Employment Act 2000
GCIT tables its own annual report.
Costings are outlined in the GCIT annual report.
Achievements are outlined in the GCIT annual report.
Department of Education, Training and Employment | Annual Report 2011-12
100
Grammar schools
Objective/function
Constituting Act
Financial reporting
arrangement
Cost to DETE
Achievements 2011–12
A school that has either obtained ministerial approval to establish as
a grammar school, or is established by the Grammar School Act
1975, and has met the accreditation criteria prescribed by the
Education (Accreditation of Non-State Schools) Act 2001.
Grammar Schools Act 1975
The following boards table their own annual report:
 Board of Trustees of the Brisbane Girls Grammar School
 Board of Trustees of the Brisbane Grammar School
 Board of Trustees of the Ipswich Girls’ Grammar School
 Board of Trustees of the Ipswich Grammar School
 Board of Trustees of the Rockhampton Girls Grammar School
 Board of Trustees of the Rockhampton Grammar School
 Board of Trustees of the Toowoomba Grammar School
 Board of Trustees of the Townsville Grammar School.
Costings are outlined in the individual annual reports.
Achievements are outlined in the individual annual reports.
Non-State Schools Accreditation Board
Objective/function
Constituting Act
Financial reporting
arrangement
Cost to DETE
Achievements 2011–12
The functions of the Non-State Schools Accreditation Board include
the accreditation of new non-state schools, and monitoring the
ongoing compliance of non-state schools with the legislated
requirements for accreditation.
Education (Non-State Schools Accreditation) Act 2001
The Non-State Schools Accreditation Board tables its own annual
report.
Costings are outlined in the board’s annual report.
Achievements are outlined in the board’s annual report.
Non-State Schools Eligibility for Government Funding Committee
Objective/function
Constituting Act
Financial reporting
arrangement
Cost to DETE
Achievements 2011–12
The Non-State Schools Eligibility for Government Funding
Committee is an independent committee of the Non-State Schools
Accreditation Board.
The funding committee assesses applications for government
funding eligibility for non-state schools, and makes
recommendations to the Minister.
Education (Non-State Schools Accreditation) Act 2001
Expenditure related to the funding committee is included in the
annual report tabled by the Non-State Schools Accreditation Board.
Costings are outlined in the board’s annual report.
Achievements are outlined in the board’s annual report.
Parents and Citizens’ Associations (P&Cs)
Objective/function
Constituting Act
Financial reporting
arrangement
P&Cs play an important role in education service delivery through
their participation in school activities and their assistance in
community engagement.
P&Cs are regulated under the Education (General Provisions) Act
2006
Queensland Council of Parents and Citizens’ Associations
(QCPCA) audited financial statements, and reports from regional
and state committees, are presented to the state annual general
meeting in the President’s report.
Department of Education, Training and Employment | Annual Report 2011-12
101
Cost to DETE
Achievements 2011–12
In 2012, the department paid $283 311 (GST inc) to QCPCA under
the terms of a partnership agreement. This increases each year by
the Consumer Price Index.
Education Queensland provides a grant to new P&Cs in the amount
of $4000 per new school. DETE also funds the QCPCA Voluntary
Workers insurance premium. In 2012 this amount was $37 249
(GST Inc).
As part of the work around Getting Ready for Secondary School,
Education Queensland has commenced preliminary work to
develop a state-wide School and Community Partnerships
Framework (the Framework). The Framework will be overarching
and will capture all DETE’s parent engagement strategies.
DETE is also working with schools state-wide as part of its
Parent Engagement Strategy which is aligned with the proposed
framework. The purpose of the Parent Engagement Strategy is to
assist schools to engage parents and local communities.
Under this strategy DETE has:
 worked with individual schools and developed parent resources
including the Out and About Sightwords iPhone application
 revamped the parent and carers website
 produced a series of YouTube videos profiling individual
schools and their offerings.
Achievements include:
 collaboration on policy development between the QCPCA and
Education Queensland
 a new P&C Accounting Manual
 an updated P&C Operations Manual
 a considered approach to the Flying Start reforms promotion of
shared messages through double badging of joint documents.
Queensland Indigenous Education Consultative Committee (QIECC)
Objective/function
Constituting Act
Financial reporting
arrangement
Cost to DETE
Achievements 2011–12
The QIECC is an independent advisory body to the Queensland
and Australian governments on issues relevant to Aboriginal and
Torres Strait Islander education.
QIECC enables governments to consult with Aboriginal and Torres
Strait Islander peoples and communities on education and training
views and issues in Queensland.
The QIECC takes community views into account and focuses on
strategies for improving the education outcomes of Queensland’s
Aboriginal and Torres Strait Islander students from the early years
of schooling through to post school training and higher education.
This advice includes views and concerns on the effectiveness of
Commonwealth and State Government education programs and
strategies.
Not applicable
Financial reporting provided to the Australian Government.
QIECC is funded by the Australian Government.
The committee held four business meetings during 2011–12.
Meetings took place in:
 Emerald (August 2011)
 Brisbane North (December 2011)
 Brisbane (March 2012)
 Atherton (May 2012).
Three community forums were also hosted in association with
business meetings and took place in:
Department of Education, Training and Employment | Annual Report 2011-12
102
 Emerald (August 2011)
 Brisbane North (December 2011)
 Atherton (May 2012).
The reports of each of these community forums have been
circulated to key stakeholders and posted on the website.
The QIECC’s annual forum, held in October 2011 in Mackay,
attracted approximately 150 delegates from across Australia. The
two-day forum was based on the theme ‘Connect, Change,
Engage’.
A quarterly newsletter Community Connections is also published
and posted on the website at www.qiecc.eq.edu.au.
Queensland College of Teachers (QCT)
Objective/function
Constituting Act
Financial reporting
arrangement
Cost to DETE
Achievements 2011–12
The QCT regulates and promotes the teaching profession in
Queensland.
Education (Queensland College of Teachers) Act 2005
The QCT tables its own annual report. The QCT must develop a
budget for each financial year, and provide the budget to the
Minister for approval.
Costings are outlined in the QCT annual report.
Achievements are outlined in the QCT annual report.
Queensland Education Leadership Institute (QELI)
Objective/function
Constituting Act
Financial reporting
arrangement
Cost to DETE
Achievements 2011–12
QELI is a not-for-profit company limited by guarantee, jointly owned
by the three school sectors.
QELI provides a range of programs, training, courses and related
services in school leadership development for current and aspiring
school leaders across the state, independent and Catholic
education sectors.
Not applicable
QELI reports to its members in accordance with its constitution and
the Corporations Act 2001(Cth).
Costings are outlined in financial reporting to members.
Achievements are outlined in reporting to members.
Queensland Studies Authority
Objective/function
Constituting Act
Financial reporting
arrangement
Cost to DETE
Achievements 2011–12
The functions of the QSA include:
 the development and approval of syllabuses
 testing and assessment
 moderation
 certification
 accreditation
 vocational education
 tertiary entrance
 research.
Education (Queensland Studies Authority) Act 2002
QSA tables its own annual report. The QSA must develop a budget
for each financial year, and provide the budget to the Minister for
approval.
Costings are outlined in the QSA annual report.
Achievements are outlined in the QSA annual report.
Department of Education, Training and Employment | Annual Report 2011-12
103
Skills Queensland
Objective/function
Constituting Act
Financial reporting
arrangement
Cost to DETE
Achievements 2011–12
Skills Queensland was established as a statutory body on 20
December 2010, and formally commenced operations on 1 January
2011.
Skills Queensland is responsible for aligning Queensland’s skills
system with the needs of employers, individuals, industry and the
community to alleviate skills shortages and better position
Queensland to address skills needs.
Vocational Education, Training and Employment Act 2000
Skills Queensland tables its own annual report.
Costings are outlined in the Skills Queensland annual report.
Achievements are outlined in the Skills Queensland annual report.
Southbank Institute of Technology (SBIT)
Objective/function
Constituting Act
Financial reporting
arrangement
Cost to DETE
Achievements 2011–12
SBIT was established as a statutory institute on 1 April 2008. The
institute’s vision is to empower VET and higher education students
for rewarding careers in the global community as Queensland’s lead
VET provider of high-level skills training. SBIT offers a range of
high-level vocational qualifications, associate degrees, university
pathways and articulation arrangements in key industries.
Vocational Education, Training and Employment Act 2000
SBIT tables its own annual report.
Costings are outlined in the SBIT annual report.
Achievements are outlined in the SBIT annual report.
TAFE Queensland Institute Councils
Objective/function
Constituting Act
Financial reporting
arrangement
Cost to DETE
Achievements 2011–12
TAFE Institute Council has the following functions:
 to support VET through the institute
 to advise and report on the activities of the institute to:
 the Minister
 the Institute Director.
 to develop and approve institute directions.
The Institute Council has power to do all things necessary or
desirable to be done for the performance of its functions.
Vocational Education, Training and Employment Act 2000
TAFE Queensland Institute Council costs are contained within the
department’s financial statements.
$106 750
In 2011-12, TAFE Institute Councils provided vision, strategic
direction, guidance, and support to TAFE Queensland institutes to
ensure their long-term best business interests in Queensland.
TAFE Institute Councils provide guidance towards more commercial
governance arrangements and the development of industry
partnerships.
The Building and Construction Industry Training Fund (BCITF) (Qld) trading as
Construction Skills Queensland
Objective/function
The BCITF was established on 1 January 1999 to assist in the
acquisition and enhancement of the knowledge, skills, training and
education of workers in the building and construction industry.
On 1 September 2005, the company revised its constitution to
establish the Minister as sole shareholder.
Department of Education, Training and Employment | Annual Report 2011-12
104
Constituting Act
Financial reporting
arrangement
Cost to DETE
Achievements 2011–12
Not applicable
BCITF tables its own annual report.
Costings are outlined in the BCITF annual report.
Achievements are outlined in the BCITF annual report.
Training and Employment Recognition Council (TERC)
Objective/function
Constituting Act
Financial reporting
arrangement
Cost to DETE
Achievements 2011–12
TERC provides strategic advice to the Minister on current VET
issues, and on employment issues as they relate to VET.
As well, it performs executive functions in the:
 recognition of group training organisations and principal
employers
 registration and regulation of training organisations
 accreditation of courses
 apprenticeship and traineeship system (including
apprenticeship and traineeship contracts)
 vocational placements in Queensland.
Vocational Education, Training and Employment Act 2000
TERC must prepare and give to the Minister, within four months
after the end of each financial year, a report on its operations during
the financial year.
Financial transactions for TERC are included in the financial
statements of the Department of Education, Training and
Employment. Separate financial statements are not prepared for
TERC.
Achievements are outlined in the council’s report to the Minister.
Training Ombudsman
Objective/function
Constituting Act
Financial reporting
arrangement
Cost to DETE
Achievements 2011–12
The Training Ombudsman was established to provide an impartial
and independent office for resolving complaints pertaining to
apprenticeships and traineeships, particularly matters relating to the
quality of training received and the environment in which it is
received.
Vocational Education, Training and Employment Act 2000
Included in the financial statements of this report, and referenced in
the Training Ombudsman annual report.
Costings are included in the financial statements of this report, and
referenced in the Training Ombudsman annual report.
Achievements are outlined in the Training Ombudsman’s annual
report.
Universities
Objective/function
Constituting Act
Financial reporting
arrangement
Queensland universities provide university services across the
state.
Queensland universities have their own constituting Acts.
Each university tables its own annual report:
 Central Queensland University
 Griffith University
 James Cook University
 Queensland University of Technology
 The University of Queensland
 University of Southern Queensland
 University of the Sunshine Coast.
Department of Education, Training and Employment | Annual Report 2011-12
105
Cost to DETE
Achievements 2011–12
Costings are outlined in the individual annual reports.
Achievements are outlined in the individual annual reports.
Department of Education, Training and Employment | Annual Report 2011-12
106
Appendix 4:
External scrutiny
Report to Parliament No. 4 for 2011
Information system governance and security
The Queensland Audit Office tabled this report in the Legislative Assembly in June 2011. This
audit was the second on the management and control of information and communication
technology across government agencies. It builds on the results of audits reported in AuditorGeneral Report to Parliament No. 7 for 2010 – Information systems governance and control,
including the Queensland Health Implementation of Continuity Project. The audit examined IT
Management, Program and Project Management, Information Security and ICT Disaster
recovery.
The Project Management aspect of the audit included a follow-up review of the current status
of the department’s project to implement OneSchool, a web based system that provides
functionality relating to student management, school resource management and school
financial management functions.
The audit found the project, which was still being rolled out, had improved over time with all
previous audit recommendations being implemented.
The report is available at www.qao.qld.gov.au.
Report to Parliament No. 6 for 2011
Systems to coordinate delivery of the Toward Q2: Tomorrow’s
Queensland target – Halve the proportion of Queensland children living
in a household without a working parent
The Queensland Audit Office tabled this report in the Legislative Assembly in July 2011. This
audit examined the first two years of the former government’s Toward Q2 program. The
objective of the audit was to determine whether the departments had systems in place to
effectively coordinate the planning, monitoring and reporting on activities identified as
contributing to the achievement of the Toward Q2: Tomorrow’s Queensland target – Halve the
proportion of Queensland children living in a household without a working parent.
The departments audited were:


The former Department of Employment, Economic Development and Innovation
(DEEDI) as the lead agency for the target.
Department of the Premier and Cabinet (DPC) as the central agency responsible for
the Toward Q2 framework.
The performance measures for the activities in the Target Delivery Plans delivered by the
former Department of Education and Training (DET) and the Department of Communities
were also assessed, but not the systems to plan, monitor and report on them.
This report, including findings and recommendations is available at www.qao.qld.gov.au.
Report to Parliament No. 11 for 2011 – Results of audits at 31 October
2011
The Queensland Audit Office tabled this report in the Legislative Assembly in November 2011.
This report contains the results of Financial and Assurance audits of the Consolidated Whole
of Government Financial Statements, Consolidated Fund Financial Report and public sector
Department of Education, Training and Employment | Annual Report 2011-12
107
entities with a 30 June 2011 balance date. The report includes the results of audits of
departments, statutory bodies, government owned
corporations, local governments and their controlled entities, completed as at 31 October
2011.
The report assessed Queensland’s progress delivering the infrastructure projects under the
two largest programs, BER and the Social Housing Initiative, at 30 June 2011. Overall, the
audit found that the former Department of Education and Training in conjunction with the
former Department of Public Works, had designed and implemented appropriate processes to
address the requirements of the Building the Education Revolution. The report further
assessed how the department was managing employee housing.
The report also noted that the SBIT Board and the department had completed a formal rental
lease agreement allowing for SBIT to sublease its premises from the department.
The report is available at www.qao.qld.gov.au.
Building the Education Revolution Implementation Taskforce - Final
report – July 2011
The BER Implementation Taskforce (the Taskforce) commenced in May 2010 and formally
concluded its activity with the publication of this report. The core focus of the Taskforce was
the investigation of complaints and value for money.
The Taskforce provided that overall, the Queensland, Western Australian, South Australian
and Australian Capital Territory Government systems had attained value for money and
provided that the Queensland Government was the only state government that could claim to
have had all the attributes of an informed buyer of capital works projects.
The full report is available at: www.deewr.gov.au/Schooling/BuildingTheEducationRevolution/
Pages/berit_news.aspx.
Report to Parliament No. 1 for 2012 – Improving student attendance
The Queensland Audit Office tabled this report in the Legislative Assembly in May 2012. This
audit assessed how effectively the former Department of Education and Training and schools
managed student attendance and implemented strategies to increase attendance by
examining:


the department’s approach, policy, guidance and support to schools
the monitoring and reporting of student attendance by state schools and the
department.
The report concludes that strategies and initiatives to improve student attendance state-wide
have not been effective. Attendance rates have remained stable, at around 91 per cent, in the
four years since Every Day Counts was launched. While individual schools have improved,
this has not been replicated and sustained more widely at all schools, or for all students.
The report is available at www.qao.qld.gov.au.
Report to Parliament No. 4 for 2012 – Managing employee unplanned
absence
The Queensland Audit Office tabled this report in the Legislative Assembly in June 2012.
Unplanned absence may result from sick leave, the illness or death of close family members,
or other reasons such as workplace injury or absence due to industrial disputes or natural
disasters. This audit assessed whether public service departments are effectively managing
unplanned absence. It reviewed the role of central agencies, and examined more closely the
Department of Education, Training and Employment | Annual Report 2011-12
108
Department of Community Safety and the former Departments of Education and Training, and
the Department of Public Works.
Of the three departments examined in detail in this audit, the unplanned absence rate in the
former Department of Education and Training was 8.09 days, below the 2010-11 public
service average of 9.02 days.
The report is available at www.qao.qld.gov.au.
Report to Parliament No. 5 for 2012 – Internal control systems
The Queensland Audit Office tabled this report in the Legislative Assembly in June 2012. The
report summarises the results from the interim phase of the 2011-12 financial audits of
departments, statutory bodies and government owned corporations. It contains the results of
audits where areas of control were emphasised during the audit process.
The report notes that for financial controls, the Accountable Officer or Chief Executive Officer
is responsible for establishing and effectively maintaining adequate financial control
throughout the financial year. Control weaknesses were identified in 25 (13 per cent) of the
196 departments, government owned corporations and statutory bodies audited, with 221
significant control issues reported to those charged with the governance of these entities,
primarily entity boards and chief executives, or their equivalents.
The report is available at www.qao.qld.gov.au.
Department of Education, Training and Employment | Annual Report 2011-12
109
Glossary
A
Apprenticeship
AS/NZ IS 31000:2009
AS/NZS 5050:2010
Australian Curriculum,
Assessment and
Reporting Authority
Australian Curriculum
Australian Music
Examination Board
(AMEB)
Australian
Qualifications
Framework
Australian Quality
Training Framework
(AQTF)
Aviation Australia
A system of training regulated by law or custom, which combines
on-the-job training and work experience with formal off-the-job
training, while in paid employment.
An International Standard which provides principles and generic
guidelines on risk management.
A Standard which describes the application of the principles,
framework and process for risk management, as set out in AS/NZS
ISO 31000:2009, to disruption-related risk.
National body responsible for the development of the Australian
Curriculum from kindergarten to Year 12 and for a national
assessment program and national data collection and reporting.
The national curriculum being developed for students in K (Prep)Year 12 covering subject areas outlined in the Melbourne
Declaration (2008).
Provides a graded system of examinations in music, speech and
drama, as well as syllabuses, educative services and other
publications, to teachers, examiners and candidates.
A comprehensive nationally consistent framework incorporating all
qualifications recognised in post-compulsory education throughout
Australia. The framework identifies six levels in the VET sector:
Certificate I, Certificate II, Certificate III, Certificate IV, Diploma and
Advanced Diploma.
The nationally agreed recognition arrangements for the VET sector.
The AQTF is based on a quality assured approach to the
registration of training organisations seeking to deliver training,
assess competency outcomes and issue AQF qualifications and
statements of attainment, and ensures the recognition of training
providers and the AQF qualifications and statements of attainment
they issue, across Australia.
The Centre of Excellence established by the government in 2001 to
provide skills development for the aviation and aerospace industries.
C
Centres of Excellence
Construction Skills
Queensland (CSQ)
Council of Australian
Governments (COAG)
Crèche and
Kindergarten
Association Limited
A partnership between industry and government to provide a
proactive coordinated response to skills shortages and to meet
labour market needs. The current centres of excellence service the
aviation, mining, building and construction, manufacturing and
engineering and energy industries.
The construction industry's centre of excellence supporting both
career seekers and employers within the building and construction
industry.
The peak intergovernmental forum in Australia. COAG comprises
the Prime Minister, state premiers, territory chief ministers and the
President of the Australian Local Government Association. It
initiates, develops and monitors the implementation of policy
reforms that are of national significance and which require
cooperative action by Australian governments.
An association providing kindergarten and preschool services to
three and four year olds.
Department of Education, Training and Employment | Annual Report 2011-12
110
E
Education Queensland
International (EQI)
Employment Initiatives
(EI)
English as a Second
Language (ESL)
Essential Learnings
Education Support
Funding Program
The trading name for the department's international activities. EQI
operates within DETE International (DETEi), within the Tertiary and
Non-State Education division of the department. DETEi is the key
coordination point for international activity, both within Queensland
and where the department exports its education and training
expertise. DETE (trading as EQI) is a registered education provider
on the Commonwealth Register of Institutions and Courses for
Overseas Students (CRICOS).
A division dedicated to increasing and enhancing Queensland’s
labour supply to take advantage of current and projected
employment and economic conditions. EI also has a role in
attracting business and other high-value skilled migrants to
Queensland.
A program in Queensland state schools that provides English
language support to students from language backgrounds other
than English. The program aims to develop these students' English
to enable them to participate fully in mainstream classrooms and to
enhance their learning outcomes.
Clear statements of what is important for all students to know and
be able to do at the end of Years 3, 5, 7 and 9, outlined in the QCAR
Framework. They describe the key concepts, facts, procedures and
ways of working that students need for ongoing learning, social and
personal competence and participation in a democratic society.
They encompass knowledge, skills and attributes that are specific to
content areas and required for complex, real-life challenges, and
social and personal competence needed for good communication
and ongoing learning.
Funds made available by the Department of Child Safety to the
Department of Education, Training and Employment to assist
students across the state, Catholic and independent schooling
sectors. Assistance must be linked to goals identified through the
education support planning process. Education Support Plans are
the trigger for identifying appropriate strategies to address priority
education needs for these students.
F
Full-time equivalents
(FTEs)
A representative number that is calculated by assessing the hours
worked over the financial year by all full-time and part-time
employees, and converting this to a corresponding number of
employees as if all staff were full-time.
G
Gold Coast Institute of
TAFE (GCIT)
An independent statutory authority in Queensland's TAFE network
as from 1 July 2008. GCIT is a publicly funded training provider and
operates within the Queensland Government guidelines of DETE.
I
Information and
communication
technologies (ICT)
International
Baccalaureate
Diploma (IBD)
An umbrella term that describes the use of all technologies in the
manipulation and communication of information.
An internationally recognised, two-year curriculum that prepares 16
to 19 year old students for university. Students receive credit for
subjects studied in the program at leading universities around the
world, reducing the time required to complete a Bachelor degree.
Department of Education, Training and Employment | Annual Report 2011-12
111
K
Key learning areas
(KLAs)
Key performance
indicator (KPI)
Kindergarten program
Underpin both curriculum development and the Essential Learnings.
They are the arts, English, health and physical education, languages
other than English, mathematics, science, studies of society and
environment, and technology. More information is available at
www.education.qld.gov.au/curriculum/area/index.html.
Tracking indicator used to measure the achievement of outputs
against goals.
An education program planned and delivered by a qualified early
childhood teacher for children in the year prior to Prep (i.e. who are
least four years old by 30 June in the year they participate) for at
least 15 hours per week, 40 weeks a year. Government-approved
kindergarten programs are available in a range of settings, including
community kindergarten services, kindergarten services operated by
non-state schools, long day care services, and selected schools in
discrete Indigenous communities.
M
Machinery-ofgovernment (MOG)
changes
Metropolitan South
Institute of TAFE
(MSIT)
A re-alignment of responsibilities and functions across government
agencies.
A publicly funded training provider that operates within the
Queensland Government guidelines of DETE. MSIT is responsible
for the delivery of VET across the south side of Brisbane.
N
National Assessment
Program Literacy and
Numeracy (NAPLAN)
National Centre for
Vocational Education
Research (NCVER)
National Minimum
Standard (NMS)
National Partnership
Agreement
National Quality
Framework (NQF)
Annual tests conducted nationally in Years 3, 5, 7 and 9, covering
reading, writing, spelling, grammar and punctuation, and numeracy.
The results provide information for teachers and schools on
individual student performance on a national basis. This is used to
identify areas of strength and where further assistance may be
required. NAPLAN tests are part of a collaborative process between
states and territories, the Australian Government and nongovernment schools sectors.
Australia's principal provider of VET research and statistics.
Nationally set standards against which the results of NAPLAN tests
are compared. For each year level, a minimum standard is defined
and located on the common underlying scale. Band 2 is the
minimum standard for Year 3; Band 4 is the minimum standard for
Year 5; Band 5 is the minimum standard for Year 7; and Band 6 is
the minimum standard for Year 9.
An agreement between the Commonwealth and the states and
territories to facilitate coordination, monitoring and delivery of
strategies to improve service delivery.
A 2007 COAG partnership between Commonwealth, state and
territory governments to pursue substantial reform in the areas of
education, skills and early childhood development, and deliver
significant improvements in human capital.
O
OneSchool
An automated system in all Queensland state schools which, when
fully implemented, will provide teachers, administrators and
principals with secure easy access to information about students,
curriculum, assessment and progress reporting, school facilities and
Department of Education, Training and Employment | Annual Report 2011-12
112
Operational plan
Overall Position (OP)
school finance.
Translates agency objectives into the services (outputs) that it will
provide to its clients, and the standards for those services
(performance measures).
A student's statewide rank based on overall achievement in QSAapproved subjects. It indicates how well the student has done in
comparison to all other OP-eligible students in Queensland.
Students who want an OP must study 20 semester units of QSA
subjects, including at least three subjects for four semesters each,
and must sit the Queensland Core Skills test.
P
Parents and Citizens'
Association (P&C)
People from nonEnglish speaking
backgrounds
Portfolio
Prep
Pre-Prep
Public-private
partnership
A group of community-minded parents and citizens who take on a
more formal role to assist a school by providing feedback on school
policies and activities, additional resources to be used to enhance
student learning, and providing parents with extra opportunities to
be involved in their child's education.
An equity and diversity group identifying people who have migrated
to Australia and whose first language is a language other than
English.
The department or group of departments for which a Minister is
responsible.
A full-time, non-compulsory program that replaced preschool. It runs
five days a week and follows the established school times and
routines. Taking a play and inquiry-based approach to learning,
Prep is offered at every Queensland state school and selected
independent and Catholic schools.
Refer to kindergarten program.
A mutually beneficial partnership between the public and private
sectors aimed at achieving value for money and the provision of
services that would otherwise be wholly funded by the public sector.
Q
QFleet
Queensland
Comparable
Assessment Tasks
(QCATs)
Queensland
Curriculum,
Assessment and
Reporting (QCAR)
Framework
Queensland Studies
Authority (QSA)
The Queensland Government's provider of vehicle leasing and fleet
management services.
QCATs are authentic performance-based assessment tasks. They
are administered each year to students in Years 4, 6 and 9. Their
purpose is to provide information about student learning in targeted
Essential Learnings in English, mathematics and science and to
help promote consistency of teacher judgments across the state.
The Queensland Curriculum, Assessment and Reporting (QCAR)
Framework informs the learning programs for all state school
students in Years 1 to 9.
A statutory body of the Queensland Government, providing Prep to
Year 12 syllabuses, assessment, reporting, testing, accreditation
and certification services for Queensland schools.
R
Recognition of Prior
Learning (RPL)
The recognition of competencies currently held, regardless of how,
when or where the learning occurred. A person's skills and
knowledge acquired through previous formal or informal education
and training, work or life experience may be used to grant status or
credit in a subject or module.
Department of Education, Training and Employment | Annual Report 2011-12
113
Registered training
organisation (RTO)
An organisation registered to deliver and assess nationally
recognised VET.
S
School-based
apprenticeships and
traineeships (SATs)
Service Delivery
Statement (SDS)
SkillsTech Australia
Smart Classrooms
Southbank Institute of
Technology (SBIT)
Special Education
Programs (SEP)
State Schools of
Tomorrow
Strategic plan
Pathways for Year 10, 11 and 12 students combining senior studies,
VET and employment.
Budget papers prepared on a portfolio basis by agencies reporting
to each Minister and the Speaker. The document comprises a
section for each departmental portfolio and one for the Legislative
Assembly of Queensland. It is produced annually and provides
budgeted financial and non-financial information for the budget year.
The SDS sets out the priorities, plans and financial statements of
agencies.
A key component of the Queensland Skills Plan, created as part of a
multi-faceted response to Queensland's skills shortages by
modernising the way trade and technician training is delivered
throughout the state. SkillsTech Australia is the lead TAFE institute
for training in automotive, building and construction, manufacturing
and engineering, electrical and electronics, and sustainable
technologies throughout Queensland.
A state government overarching strategy for digital initiatives,
implemented in 2005, that is helping schools meet the requirements
of 21st century students by embedding ICT into learning.
A registered provider of high level vocational education and
technical training, established as a statutory institute of DETE. SBIT
has campuses at Southbank and Morningside on the south side of
Brisbane.
A clustering of students with disabilities and specialist teachers, with
experience or qualifications in dedicated areas of specialisation, to
support the educational program of these students at selected
schools within a local community.
A part of the Tomorrow's Schools package. It involves modernising
schools and equipping them with facilities, resources and
technologies that will support a broad range of new or increased
educational opportunities.
The document which provides the agency's purpose and direction. It
outlines the department's overall objectives (including its
contribution to whole-of-government objectives, ambitions and
targets) and how it will know if it has achieved those agency
objectives (performance indicators).
T
Technical and further
education (TAFE)
Trends in International
Mathematics and
Science Study
(TIMSS)
Traineeship
Provides a wide range of predominantly vocational tertiary education
courses, mostly qualifying courses under the National Training
System, Australian Qualifications Framework or Australian Quality
Training Framework.
A project of the International Association for the Evaluation of
Educational Achievement to collect educational achievement data in
mathematics and science at Year 4 and Year 8 in more than 60
countries, to provide information about trends in performance over
time.
A system of training regulated by law or custom which combines onthe-job training and work experience with formal off-the-job training,
while in paid employment.
Department of Education, Training and Employment | Annual Report 2011-12
114
V
Vocational education
and training (VET)
Post-compulsory education and training which provides people with
occupational or work-related knowledge and skills.
Y
Young Carers
An individual who provides, in a non-contractual and unpaid
capacity, ongoing care or assistance to another person who,
because of disability, frailty, chronic illness or pain, requires
assistance with everyday tasks.
Department of Education, Training and Employment | Annual Report 2011-12
115
Acronyms and abbreviations
A
ABS
ACARA
AEIOU
AHES
AMEB
AQTF
ASQA
Australian Bureau of Statistics
Australian Curriculum, Assessment and Reporting Authority
Autism Early Intervention Outcomes Unit
After Hours Ethnic Schooling
Australian Music Examination Board
Australian Quality Training Framework
Australian Skills Quality Authority
B
BCITF
BER
Building and Construction Industry Training Fund
Building the Education Revolution
C
C2C
CA
CGB
CO2
CO2-e
COAG
CPA
CRICOS
CSQ
Curriculum into the Classroom
Chartered Accountant
Central Governing Body
Carbon Dioxide
Carbon dioxide equivalent emissions
Council of Australian Governments
Certified Practising Accountant
Commonwealth Register of Institutions and Courses for Overseas Students
Construction Skills Queensland
D
DELTA
DET
DETE
DETEi
DEEDI
DPC
Direct Entry Level Training Administration
Department of Education and Training
Department of Education, Training and Employment
Department of Education, Training and Employment International
Department of Employment, Economic Development and Innovation
Department of Premier and Cabinet
E
EATSIPS
ECEC
ELCC
EMG
ESL
ESL/D
Embedding Aboriginal and Torres Strait Islander Perspectives
Early Childhood Education and Care
Early learning and care centre
Executive Management Group
English as a second language
English as a subsequent language/dialect
F
FTE
Full-time Equivalent
G
GCIT
GSFW
Gold Coast Institute of TAFE
Get Set for Work
Department of Education, Training and Employment | Annual Report 2011-12
116
GST
Goods and services tax
I
IBD
ICT
IETSO
IFP
ISDB
International Baccalaureate Diploma
Information and communications technology
Indigenous Employment and Training Support Officers
Indigenous Funding Pool
Integrated Service Delivery Board
K
KPI
Key performance indicator
L
LNIRC
LOTE
Legislative and National Implementation Reform Committee
Languages other than English
M
MCEECDYA
MOHRI
MP
MSIT
Ministerial Council for Education, Early Childhood Development and Youth
Affairs
Minimum Obligatory Human Resource Information
Member of Parliament
Metropolitan South Institute of TAFE
N
NAIDOC
NAPLAN
NCVER
NMS
NQF
National Aborigines and Islanders Day Observance Committee
National Assessment Program Literacy and Numeracy
National Centre for Vocational Education Research
National Minimum Standard
National Quality Framework
O
OP
Overall Position
P
P&C
PCLF
PID
PISA
PSC
Parents and Citizens’ Association
Principals Capability and Leadership Framework
Public Interest Disclosure
Programme for International Student Assessment
Public Service Commission
Q
QCAR
QCAT
QCE
QCIA
QCPCA
QCT
QELI
QGCPO
Queensland Curriculum, Assessment and Reporting
Queensland Comparable Assessment Task
Queensland Certificate of Education
Queensland Certificate of Individual Achievement
Queensland Council of Parents and Citizens Association
Queensland College of Teachers
Queensland Education Leadership Institute
Queensland Government Chief Procurement Office
Department of Education, Training and Employment | Annual Report 2011-12
117
QIECC
Qld
QSA
Queensland Indigenous Education Consultative Committee
Queensland
Queensland Studies Authority
R
RAP
RPL
RTO
Reconciliation Action Plan
Recognition of Prior Learning
Registered training organisation
S
SAE
SAT
SBIT
SCSEEC
SDLCE
SEDC
SEDU
SEP
SEQ
SES
SEU
SDE
SQW
SWPBS
Standard Australian English
School-based apprenticeship and traineeship
Southbank Institute of Technology
The Standing Council of School Education and Early Childhood
Skill development for a Low Carbon Economy
Special education development centres
Special education development units
Special Education Programs
South East Queensland
Socioeconomic status
Special education units
School of Distance Education
Skilling Queenslanders for Work
Schoolwide Positive Behaviour Support
T
TAFE
TEQSA
TERC
TIMSS
Technical and further education
Tertiary Education Quality and Standards Agency
Training and Employment Recognition Council
Trends in International Mathematics and Science Study
V
VET
VQF
Vocational education and training
VET Quality Framework
Department of Education, Training and Employment | Annual Report 2011-12
118
ISSN: 2200-9051
© The State of Queensland (Department of Education, Training and Employment) 2012.
Licence
This annual report is licensed by the State of Queensland (Department of Education, Training
and Employment) under a Creative Commons Attribution (CC BY) 3.0 Australia licence.
CC BY Licence Summary Statement
In essence, you are free to copy, communicate and adapt this annual report, as long as you
attribute the work to the State of Queensland (Department of Education, Training and
Employment).
To view a copy of this licence, visit www.creativecommons.org/licenses/by/3.0/au/deed.en.
Attribution
Content from this annual report should be attributed as: The State of Queensland
(Department of Education, Training and Employment) annual report 2011-12.
Department of Education, Training and Employment
Education House
30 Mary Street
Brisbane QLD 4000
General enquiries:
PO Box 15033
City East
Brisbane QLD 4002
www.dete.qld.gov.au
Department of Education, Training and Employment | Annual Report 2011-12