TAFE SA Annual Report 2015-16

ANNUAL REPORT2015-16

For further details contact: TAFE SA Office of the Chief Executive

GPO Box 1872 ADELAIDE SA 5001

Telephone: (08) 8207 8888

www.tafesa.edu.au

ABN: 67 828 419 300 ISSN 2202-817X

Dear Minister

I am pleased to present you with the Annual Report for TAFE SA for the period 1 July 2015 to 30 June 2016.

The report has been prepared in accordance with the requirements of the Public Corporations Act 1993, and the Public Sector Act 2009.

The report provides TAFE SA’s financial statement for the reporting period and provides an overview of activities and achievements during this time.

Yours sincerely

Peter Vaughan Chair, TAFE SA Board

30 September 2016

The Hon Susan Close MP Minister for Higher Education and Skills Level 9, Education Centre 31 Flinders Street ADELAIDE SA 5000

TAFE SA Board

T +61 (8) 8207 8888

Street Address: 120 Currie Street, Adelaide SA 5000Postal Address: GPO Box 1872, Adelaide SA 5001

CRICOS Provider No: 00092B

RTO Provider No: 41026 tafesa.edu.au

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TAFE SA – ANNUAL REPORT 2015-16

Cookery student, Regency

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TAFE SA is the largest provider of Vocational Education and Training (VET) in South Australia, delivering as many as 1300 qualifications and skill sets to up to 80 000 students each year. Our courses are delivered in metropolitan and regional areas across the state, with flexible learning options and delivery styles and sites that include customised workplace training.

Chair’s Foreword 2

Chief Executive’s Foreword 3

About TAFE SA 4

Corporate Governance 8

> Enabling Legislation 9

> Responsible Minister 9

> Ministerial Directives 9

> The Board 9

> Committees 10

> Organisational Chart 12

The Year in Review 14

> Business Transformation and Sustainability 15

> Leadership in Teaching and Learning 20

> Learner Access, Participation and Success 24

> Communications and Marketing 30

> Business Systems, Processes and Practices 32

> Other Highlights 35

Management of Human Resources 40

> Workforce Data 41

> Executives 41

> Workplace Health and Safety 42

> Leave Management 43

> Performance Development 44

> Workforce Diversity 44

Financial Performance 46

> Certification by Corporate Executive 47

> Auditor-General's Report 82

> Contractual Arrangements 84

> Achieving Cost Efficiencies Through the Procurement Cycle 84

> Fraud 84

> Consultants 85

> Employees' Overseas Travel 86

Other Reporting Items 88

> Sustainability 89

> Waste Management 90

> Water Usage 90

> Fleet 91

> Carers Recognition Act 2005 91

> Whistleblowers Protection Act 1993 91

> Public Complaints 91

Glossary 93

Contents

Chair’s foreword

On behalf of the TAFE SA Board, I am delighted to introduce TAFE SA’s Annual Report for the period 1 July 2015 to 30 June 2016.

It is a great pleasure to chair the Board of South Australia’s largest vocational education and training provider, with 91 per cent of our students completing their chosen studies, 87 per cent of graduates being employed or continuing training upon completion of their studies and a student satisfaction rate of 91 per cent1. We have been able to achieve this by providing innovative and relevant training in order to meet the needs of our customers and industry and further our reach into the community.

TAFE SA plays a major role in the development of South Australia’s future workforce. In building the state’s skill base, we work with industry and local communities to deliver relevant, high-quality vocational education and training and higher education to align skills and training with job opportunities and the needs of industry, business and governments.

TAFE SA has a talented workforce and a reputation for excellence that we strive to build on. It is at this point that I take the opportunity to note the drive and determination of our employees. Without your commitment to our customers, TAFE SA wouldn’t be the organisation it is, so on behalf of the Board, I offer our congratulations and thanks.

We at TAFE SA are proud of our long and distinguished history of providing high-quality teaching and learning programs and services to a culturally and demographically diverse customer base. That’s why, not only is our expertise locally and nationally recognised but also internationally. Recent partnership agreements have seen an increase in international students, studying both in Australia and through training being provided overseas, with TAFE SA now providing education and training to over 1200 international students from more than 60 countries.

As the majority of the Board members begin their second term, I would like to acknowledge them for their commitment to the organisation over the past three years and know that we, as a Board, embrace the journey that will take us through the next three. 2016 saw the departure of Mr Rob Chapman from the Board and I thank him for his invaluable knowledge and expertise during his term as Board member.

Peter Vaughan Chair, TAFE SA Board


1 https://ncver.edu.au/ - Student Outcomes Survey December, 2015

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TAFE SA plays a major role in the development of South Australia’s future workforce.

Chief Executive’s foreword

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South Australia, like other Australian states and territories, is facing challenges emanating from complex global economic forces and the industrial transitions associated with them. As South Australia’s leading provider of vocational education and training (VET), TAFE SA is focused on and committed to ensuring the programs we deliver respond to the workforce requirements of industry and that we are agile in adapting to changes to those requirements.

In 2015 we endeavoured to ensure we knew exactly what those requirements are. We undertook the most extensive engagement program in our history to ascertain from students, schools, industry, businesses, local government and community members the training they want and need, and how they want it delivered. This Improving Access to Education consultation program, which began with region-specific training plans and culminated in 490 public events and industry meetings, provided the intelligence to plan for VET delivery to ensure South Australians find the training they need for employment in a rapidly changing economy.

Implementing feedback about course content, and where and how we train, began immediately. Our close ties to industry and communities enabled us to quickly introduce programs into new areas. We were able to alter operational processes to help students and their communities. We are offering more customised courses from sites suited to that training. We are providing more staff-supported, technology-based learning options, because we know our students – like those around the world – want the flexibility they offer. We will continue to expand our range of career-focused and recreational short courses, because we have evidence that South Australians seek opportunities to continue learning throughout their lives.

It was very clear in the feedback that South Australians respect and appreciate TAFE SA’s role in training people to win jobs and support business and industry growth. It was also apparent that people value our highly credentialed, industry-linked lecturers who guide their learning and skill development.

The consultation confirmed that the 2000-plus lecturers, administrative and support staff provide invaluable support for our students in completing the 3500 units we now offer in 1300 courses across the state. It also reinforced that our staff are intrinsic to TAFE SA building and maintaining connections with industry. We have bolstered these connections this year with the creation of two Adelaide Regional Manager roles for the metropolitan area as well as Regional Business Development Officer positions in several regions.

I am pleased that in 2015-16 we were able to continue, and in some cases extend, our delivery to remote communities, including those of the Anangu Pitjantjatjara Yankunytjatjara (APY) Lands. Our close collaboration with industry led to successful outcomes such as the establishment of the Chaffey Learning Exchange within our Murray Bridge site, the creation of 50 extra aged-care jobs in South Australia’s South East, a new transferable qualification for mine workers, a partnership with the Australian Dance Theatre to enhance our dance qualifications, and the delivery of aircraft engineering training in Timor-Leste.

We have increased our share of international student enrolments and also continue to play a key role in preparing newcomers to the state for roles they may seek in the workforce and society.

Our new Strategic Plan for 2016-19 merges the information and data gathered from the Improving Access engagement with other business planning to create a cohesive, evidence-based platform from which we may deliver world-class, tailored and valued training to help people win jobs and build businesses, locally and around the world.

TAFE SA is now placed to offer staff and students more opportunities for personal and career growth, and to cement our future as a leader in competitive VET markets.

I commend the 2015-16 Annual Report to you.

Robin Murt Chief Executive

3TAFE SA – ANNUAL REPORT 2015-16

...South Australians respect and appreciate TAFE SA’s role in training people...


ABOUTTAFE SA

Bricklaying students at work, Tonsley

OUR VISIONA world-class vocational education and training provider.

OUR MISSIONLifelong learning that sustains communities and builds workforce capability and individual capacity.

OUR VALUESAs an organisation, we place a high priority on the following core values:

IntegrityWe act ethically and honestly, and maintain the highest of academic standards.

ResponsivenessWe provide timely and enterprising learning solutions, which meet customer needs and surpass expectations.

ProfessionalismWe interact professionally with all of our key stakeholders.

Creativity and InnovationWe foster an organisational culture that values inquisitiveness, experimentation, fresh perspectives and the sharing of new ideas.

ExcellenceWe strive to excel in all of our educational and business pursuits.

AccountabilityWe ensure that all parts of the organisation are accountable for the achievement of strategic objectives and performance targets.

SustainabilityWe accept and act upon our environmental, economic and social sustainability responsibilities.


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Students assessing wool, Gilles Plains

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ABOUTTAFE SA

TAFE SA is a Statutory Corporation of the Government of South Australia, and is the major public provider of vocational education and training (VET) in South Australia.

Our objective is to support the economic and social development of the state through the provision of VET that fosters employment, enhances career options through up-skilling and underpins sustainable industry growth. Our core business is the design and facilitation of high quality teaching and learning programs and services to a diverse customer base – locally, nationally and internationally.

TAFE SA is one of Australia’s largest VET providers. The total annual revenue of TAFE SA is approximately $320 million with more than 2000 full-time equivalent employees delivering VET to up to 80 000 students across a network of nearly 300 sites, including the Anangu Pitjantjatjara Yankunytjatjara (APY) Lands.

TAFE SA has more than 1000 VET courses on its scope of registration across the following study areas:

> Agriculture and Science

> Arts and Design

> Building and Furnishing

> Business and Marketing

> Community and Health

> Education and Languages

> Electrical and Electronics

> Engineering and Transport

> Food and Beverage

> Government and Justice

> Hair and Beauty

> Hospitality and Tourism

> Information Technology

> Recreation and Fitness.

According to the latest figures published by the National Centre for Vocational Education Research1, TAFE SA is the major provider of VET in South Australia, delivering 54 per cent of government-funded training hours in 2015.

The needs of students, employers and industry are met by offering training across a range of activity and industry-related areas with a wide range of quality courses and flexible study options. Training is delivered in a variety of learning environments including:

> classrooms (some of which are mobile)

> workshops and simulated work environments

> industry settings and community locations

> online

> blended models including any or all of the above.

1 https://www.ncver.edu.au/data/data/all-data/government-funded-students-and-courses-2015-south-australia# – Government Funded Students and Courses 2015: South Australia


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The organisation services a diverse range of customers throughout regional and metropolitan South Australia, as well as nationally and internationally. These customers include:

> school leavers

> students undertaking foundation studies

> apprentices and trainees

> the unemployed and underemployed

> retrenched workers requiring up-skilling or a career change

> disengaged learners

> migrants seeking English language skills

> current employees

> small business owners

> international students

> VET in Schools students

> university students

> businesses and local government organisations requiring customised training solutions

> governments, education providers and businesses in target international markets.

We believe strongly in the provision of educational experiences that model and assist individuals, enterprises, organisations and communities to build futures that are economically, environmentally and socially sustainable.


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Landscape Design students, Urrbrae

“ “Our core business is the design and facilitation of high-quality teaching and learning programs...

8 TAFE SA – ANNUAL REPORT 2015-16

CORPORATEGOVERNANCE

Leadership students, Adelaide City


Enabling LegislationTAFE SA was established as a Statutory Corporation on 1 November 2012 under section 4 of the TAFE SA Act 2012.

Responsible MinisterTAFE SA falls within the portfolio of the Minister for Higher Education and Skills. The Minister is accountable to the South Australian public for the delivery of efficient and effective services that respond to training, employment and workforce needs.

Ministerial DirectivesNo ministerial directives were received during the reporting period.

The BoardUnder the TAFE SA Act 2012, the independent Board of Directors governs TAFE SA on behalf of the state government and reports on its performance to the Minister for Higher Education and Skills.

As stipulated in the TAFE SA Act 2012, the Board includes people who together have the abilities and experience required for the effective performance of TAFE SA’s functions and the proper discharge of its business and management obligations.

The following TAFE SA Board members were appointed by the Governor of South Australia:

> Mr Peter Vaughan (Chair)

> Mr John Branson AM

> Ms Noelene Buddle

> Mr Rob Chapman (resigned effective 3 May 2016)

> Ms Joanne Denley

> Ms Annette Hurley

> Dr Susan Mitchell

> Ms Miriam Silva

> Ms Virginia Simmons AO

Operational management of TAFE SA is delegated by the Board through the Chief Executive to the executive team.

Pursuant to section 12 of the Public Corporations Act 1993, a Charter was prepared by the Minister and the Treasurer after consultation with the Board. It clarifies the relationship between TAFE SA, the Minister and the Treasurer by defining and limiting the functions, powers and operations of TAFE SA, all of which are outlined broadly in the legislation.

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CORPORATEGOVERNANCE

The TAFE SA Board has established an active committee structure that capitalises on the skills and experiences of individual members.

The committees assist the Board in meeting its corporate governance responsibilities. The committees of the Board are:

Audit and Risk Management CommitteeThe Audit and Risk Management Committee assists the Board in fulfilling its corporate governance responsibilities in relation to financial reporting, risk management, the internal control framework and audit processes.

Finance CommitteeThe Finance Committee assists the Board in fulfilling its corporate governance responsibilities in relation to the sound financial management of TAFE SA by recommending financial strategies, policies, goals and budgets that support the strategic goals of TAFE SA. The Committee also reviews TAFE SA’s financial performance against its goals.

Human Resources CommitteeThe Human Resources Committee assists the Board in fulfilling its corporate governance responsibilities in relation to human resource management. In particular:

> organisation culture and values

> workforce planning, engagement, development and contribution

> leadership development and succession planning

> workforce diversity and flexible work arrangements

> employment related risk, including Workplace Health and Safety

> TAFE SA Executive remuneration strategy, policy and practice.

Strategy CommitteeThe TAFE SA Board is committed to meeting the challenges of a contestable environment and the state government’s VET policy initiatives. In order for TAFE SA to operate in a competitive market, it will need a clear vision and strategic purpose, and to transform the way it operates in all key business areas.

The Strategy Committee assists the Board in fulfilling its responsibilities in relation to the sound management of TAFE SA by overseeing the development of high-level strategy to position TAFE SA in the local, national and international vocational education and training markets, and in becoming a financially viable publicly-owned training business.

Other reporting linesHigher Education Academic Board.


COMMITTEES

Project Management students during class, Adelaide City


Summary of Committee Membership

Name Finance Audit and Risk Strategy Human Resources

John Branson AM X Chair

Noelene Buddle Chair X

Rob Chapman X X

Joanne Denley X Chair

Annette Hurley X X

Susan Mitchell X X

Miriam Silva X X

Virginia Simmons AO X X

Peter Vaughan Chair X

TAFE SA Board Attendance

2015 2016

Director Aug Sept Oct Dec Feb March May June

John Branson AM X Apology X X X X X Apology

Noelene Buddle X X X X X X X X

Rob Chapman1 Apology X X X Apology X X

Joanne Denley X X X X X X X X

Annette Hurley X X X X X X X X

Dr Susan Mitchell X X X X X X X X

Miriam Silva Apology X X Apology X X Apology Apology

Virginia Simmons AO X X Apology X X X X X

Peter Vaughan (Chair) X X X X X X X X

1 Rob Chapman resigned effective 3 May 2016.

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ORGANISATIONALSTRUCTURE


As at 30 June 2016

TAFE SA Board of Directors

Chief Executive

Executive Assistant

Executive Director,Communicationsand Marketing

Executive Director,Business Development

and Regions

Executive Director,Education

Chief Financial Officer

Board Secretary

> Communications

> Marketing

> Public Relations

> Business Development Sales

> Information and Library Services

> Creative Arts Development

> International

> Higher Education

> Regions

> Aboriginal Access

> APY Lands

> Admissions

> Building and Construction

> Business, Justice and IT

> Community Services, Health and Lifestyle

> Foundation Skills

> Mining, Engineering and Transport

> Primary Industries and Science

> Tourism, Hospitality and Creative Arts

> Student Services

> E-Learning Support

> Financial Accounting

> Financial Reporting

> Business Systems

> Performance and Strategy

Manager, Internal Audit and Risk


Director, Facilities and Procurement Director, ICT

Director, HumanResources andOrganisationalDevelopment

Director, Policy and Strategy

> ICT

> Corporate Systems

> Teaching Delivery Systems

> Facilities

> Procurement

> Child Care Centres

TAFE SA Strategic Executive Team TAFE SA Operational Executive Team

> HR Business Partners

> HR Service Delivery

> Organisational Development

> Workforce Relations

> Workplace Health and Safety

> LEAN/Operational Excellence

> Office of the Chief Executive

> Records Management

> Legislation and Delegations

> Regulation

> Data Services

> VET FEE-HELP


YEAR IN REVIEW

Nursing students, Port Adelaide


Improving Access to EducationDuring June 2015, TAFE SA announced that it would be embarking on a major consultation process, Improving Access to Education.

The Improving Access to Education consultation aimed to gather information and feedback that would boost TAFE SA's capacity to:

> provide quality training aligned more closely to the characteristics and needs of local communities

> provide a wider range of training

> provide greater access to training through innovative delivery methods

> make more use of fit-for-purpose facilities and infrastructure.

Consultation was undertaken in the second half of 2015 in each of the Regional Development Australia regions, with TAFE SA receiving responses from local government and Regional Development Australia representatives, staff, students, the public, community leaders and industry groups.

Consultation fast facts

> 1582 completed surveys

> 249 consultative forums, including:

– 123 meetings with schools, businesses, industry groups and government – representing 490 external stakeholders

– 69 community sessions

– 57 staff sessions

Consultation achievements

TAFE SA achievements through the Improving Access to Education initiative in 2015-16 included:

> implementation of new Regional Training Plans tailored to local community and industry needs

> more than 50 courses providing training aligned with current and emerging employment opportunities in local communities have either commenced, are under development or are being delivered in new areas

> facilitated online courses have expanded to 3500 modules (up from 3000 in June 2015)

> mobile training facilities have been developed and introduced to enable TAFE SA to offer a range of qualifications based on local demand rather than proximity to a TAFE SA campus or site

> off-campus delivery sites have increased to more than 250 (from 110 in 2012)

> appointment of Regional Business Development Officer roles supporting the activities of Regional Managers across the state in working with local government, businesses and individuals to ensure education and training meets local needs

> two new Metropolitan Regional Managers have also been appointed, for the south and east metropolitan area and the north and west metropolitan area, to strengthen TAFE SA’s ties with the community and industry and ensure training is tailored in the sectors most important to the state’s economy.

Improving Access – the way forward

In 2016-17 TAFE SA will expand its use of innovative online and mobile training methods demanded by today’s students and diversify its range of training by using suitable community and industry training sites. TAFE SA already has an impressive scope with more than 1000 individual qualifications; however, to ensure South Australia’s future needs are met, our scope will change to support new and emerging industry and student demands.

Optimising training delivery will provide more choice and flexibility to students and industry while achieving operational efficiencies by improving utilisation of TAFE SA campuses and sites. TAFE SA aims to provide a broader selection of courses and qualifications to communities across the state. To achieve this goal, more courses will have increased flexible delivery options for students to access. To ensure this offering is sustainable, TAFE SA continues to adjust its delivery to ensure the most cost-efficient methods to achieve this outcome for metropolitan and regional locations. TAFE SA’s aim is for students to be able to access training when they want it to suit their personal and professional needs.

The model reflects proven delivery methods used by TAFE SA and other education providers around Australia. A mixture of online delivery (including facilitated online methodologies), mobile training and community site and worksite delivery, will enable TAFE SA to offer and facilitate training where demand exists. TAFE SA is being more accessible, flexible and responsive to local needs.

These measures will continue to increase overall productivity and deliver improved educational outcomes. The ability to provide training to a wider geographic area will improve equity and access to vocational education and training.

BUSINESS TRANSFORMATION AND SUSTAINABILITY

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“ “...to ensure South Australia’s future needs are met, our scope will change to support new and emerging industry...


The measures fall within three categories.

> Tailored training:

– more leisure short courses

– courses and training tailored to local industry needs and emerging demand

– courses to support local businesses to succeed and expand

– clearer training and educational pathways from secondary school to higher education.

> Innovative delivery:

– lecturers travelling to community locations with mobile classroom kits

– specialised vehicles custom-fitted with educational equipment

– use of innovative online methodologies and mobile devices that capitalise on digital and information technology.

> Fit-for-purpose facilities:

– training and short courses provided in sites appropriate to their intent, such as school gyms, wineries, hospitals and sporting clubs.

One of the opportunities that emerged through the Improving Access to Education consultation was finalisation of new arrangements between state and local government for use of the Gawler site that will enable TAFE SA to use a more flexible delivery model.

By moving to more innovative delivery methods in Gawler that are better suited to the local market, TAFE SA will also achieve significant cost-efficiencies which will help us remain sustainable as we face the challenges ahead.

TAFE SA will continue to collaborate and partner with industry groups and employers, and maintain connections with local communities and students, so we can improve delivery of education and training to better address local demand.

YEARIN REVIEW

Classical dance class, Adelaide College of the Arts


CollaborationsTAFE SA continued to engage in a number of partnerships, joint ventures and collaborations during 2015–16. Examples include:

Chaffey Learning Exchange

In February 2016, the Chaffey Learning Exchange (CLX) opened in TAFE SA’s Murray Bridge site as a precinct where training providers, researchers, employers and students can meet, exchange ideas and learn together, and in doing so support industry and community development in the Murraylands.

Coober Pedy Area School

Coober Pedy Campus and the Coober Pedy Area School formalised a partnership for the use of TAFE SA’s Coober Pedy workshop and the Area School’s Trade Centre Hospitality Area.

Students are able to learn cooking and meal preparation skills in the Coober Pedy Area School’s kitchen to complete the practical components of the Certificate II in Hospitality (SIT20213).

Aboriginal Wellbeing Centre

In Barmera, TAFE SA’s Aboriginal Access Centre (AAC) partnered with the Aboriginal Wellbeing Centre to develop training to deliver healthcare skills for jobs in the Riverland. The tailored training program – the Certificate II in Health Support Services (CP00191) – is contributing to the development of a skilled workforce for the Riverland Aboriginal Health Service (a service of the Riverland Community Health Service), and helping students seeking employment with local health, home and community care services.

CHC Helicopter

TAFE SA is working with global helicopter giant CHC Helicopter to train apprentices to service its petroleum sector contracts in Timor-Leste.

Between October 2015 and March 2016, TAFE SA trained and assessed four Dili-based Diploma of Aeroskills (MEA50215) engineers to meet stringent Civil Aviation Safety Authority licence accreditation requirements.

Australian Dance Theatre and Creative Arts partnership

The Australian Dance Theatre (ADT) and the Adelaide College of the Arts embarked on a ground-breaking partnership that is providing unique benefits to both organisations and ensuring a dynamic future for dance in Adelaide.

The partnership is giving dance students at the Adelaide College of the Arts the opportunity to benefit from the experience of ADT’s globally acclaimed artistic director Garry Stewart and ADT dancers.

Upper Spencer Gulf

TAFE SA is providing a range of support to the communities of the Upper Spencer Gulf. For example:

> working with local school principals and the University of South Australia’s regional manager to establish pathways for young people in Whyalla to access training and further education. One intention of this close cooperation is to maximise the opportunities for local residents to remain in the community rather than being forced to relocate. Community Service, Health and Lifestyle programs, in particular, are being promoted.

> working with local Job Active Providers to ensure that potentially displaced workers have opportunities to engage with TAFE SA. This includes receiving skills recognition, assistance with upskilling, and options to train in new fields.

> establishing a project for Transition to Work participants to engage with a skill set and achieve a qualification pathway to improve opportunities for young people in Whyalla.

Additionally, TAFE SA is delivering the majority of training, funded by the Department of State Development, to potentially displaced workers as a result of the closure of Alinta Energy’s open-cut coal mine at Leigh Creek and power stations at Port Augusta.

South-east aged care providers

A successful training partnership between TAFE SA and south-east aged care providers resulted in 50 extra jobs for aged care graduates in the region.

In 2015, the state government identified a shortage in aged care skills in the region, and funded 83 additional training places in the Certificate III in Aged Care (CHC30212) at TAFE SA’s Mount Gambier Campus.

By December 2015, 67 students had completed the course. Of those graduates, at least 50 found full or part-time employment in the region’s community and health sector, with others going on to further study.

The high level of employment success was the result of excellent team work between TAFE SA and aged care facilities across the region, which led to a mix of classroom learning and on-the-job training that suited the sector’s needs.

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Aged Care student and resident


Developments in Higher EducationTAFE SA has a Head Collaboration Agreement with each of the state's three public universities. These agreements provide a framework within which TAFE SA and the universities develop specific agreements.

TAFE SA’s extensive tertiary education pathways are a differentiating feature among VET providers and a key element in attracting domestic and international students.

TAFE SA’s diverse university linkages include credit transfer agreements, dual offers, dual awards and TAFE SA delivery of specific university subjects.

TAFE SA also maintains its own Higher Education Provider Registration, and is increasingly providing higher education in its own right.

As at 30 June 2016:

> TAFE SA had 855 specific credit transfer agreements from current qualifications into a university program.

> Fifty-six per cent of TAFE SA qualifications at diploma level and above had at least one specific credit agreement into a university program.

> Dual offers have become an established connected offering with Flinders University and The University of Adelaide. There are currently 65 dual offer courses available with:

– 880 first preference applications received for entry into dual offer courses in 2015, showing strong interest in these connected TAFE SA and university programs

– 623 offers made to applicants in the 2015 academic year

– 673 first preference applications received for Semester 1 2016, and 540 offers made to applicants.

TAFE SA partners with each of the universities, enabling it to make packaged offers to international students with streamlined visas. TAFE SA has developed 43 international packaged offers with the University of South Australia and The University of Adelaide.

TAFE SA and Flinders University introduced dual award partnership degrees with three now on offer. Dual awards provide an integrated TAFE SA and university offering with students studying both VET and higher education components concurrently through most of the degree.

Universities increasingly contract TAFE SA to deliver courses/subjects within degree programs to utilise TAFE SA’s specialist infrastructure and expertise. During the 2015 academic year, 939 individual students studied university subjects at TAFE SA across the following disciplines:

> Dance Performance

> Digital Media Production

> Fashion Design

> Food and Nutrition Science

> Foundation Skills/Tertiary Enabling Programs

> Human Services

> Visual Arts and Design.

TAFE SA is also contracted to deliver applied workshops that contribute to university students meeting course requirements. During the 2015 academic year, 499 students undertook applied workshops related to Engineering Practice, Veterinary Public Health, Shipboard Safety and Translating.

TAFE SA will continue to aim to:

> maintain the percentage of diploma level and above qualifications that have at least one credit pathway to a university program

> increase and promote TAFE SA and university packaged offer courses for domestic and international students

> increase TAFE SA delivery of higher education courses for and with universities.

International StudentsTAFE SA has achieved significant milestones in its endeavour to attract an increased number of international students, and to build a strong foundation for growth and long-term competitiveness in this market.

According to Australian Education International (AEI) data, TAFE SA increased its share of the South Australian VET sector international student enrolments from 13.5 per cent in 2014 to 14.5 per cent in 2015 (full calendar year). Over the same period, TAFE SA increased its share of the South Australian VET sector international student new commencements from 13.9 per cent to 18.1 per cent.

The AEI data also reveals that TAFE SA increased its share of the South Australian English Language Intensive Courses for Overseas Students (ELICOS) international student enrolments, from 3.65 per cent in 2014 to 7.5 per cent in 2015 (full calendar year). Over the same period, TAFE SA increased its share of South Australian ELICOS international student new commencements from 4.6 per cent to 10.1 per cent.

During September, October and November 2015, TAFE SA welcomed 203 new English language students under the Brazilian Government’s ‘Science Without Borders’ program.

There was an increased number of confirmations of enrolment, from 573 enrolments in 2014-15 to 880 (including 203 new Brazilian students) for 2015-16 (as at 30 June 2016).

There was an increased number of applications, from 2478 in 2014-15, to 3236 for 2015-16 (as at 30 June 2016).

YEARIN REVIEW


Transnational ActivityWe are increasing engagement with educational institutions and employers in China and South-East Asia to position TAFE SA to export educational products to expected high demand markets. We are engaging with over 20 Chinese educational institutions to strengthen relationships and understanding with a view to supplying training services.

Export products include:

> learning materials and curriculum for licensing

> tailor-made curriculum and learning materials

> online courses

> consulting advice for set-up of vocational training schools

> ' train the trainer' courses

> educational practice reviews

> short-term study tours to upskill students and staff.

During 2015-16, TAFE SA provided learning materials under licence to overseas education providers in Tourism, Hospitality and Enrolled Nursing.

TAFE SA hosted international delegations from many countries on fact-finding missions and paid study tours, including delegations from Papua New Guinea, Indonesia, China, Malaysia, Bangladesh, Hong Kong and Japan.

TAFE SA entered into Memoranda of Understanding (MOU) and service contracts with institutions and organisations in Indonesia, Malaysia, China, Korea and Japan to boost cooperation and increase revenue opportunities.

We continue to implement our global strategy, which articulates TAFE SA’s strategic actions and targets for transnational business and establishes our value proposition.

A key element in the strategy is that TAFE SA will promote its study tour product offering. The study tour product involves packaging a range of activities including TAFE SA educational programs of choice, English language classes, campus tours, cultural activities, and an option of staying at TAFE SA’s Regency International House.

TAFE SA is also engaging in strong product development of international 'train the trainer' courses designed for overseas delivery, or delivery in Adelaide to study tour groups. Target markets include China and South-East Asia.

TAFE SA is also growing the numbers of international teachers and students choosing to come to TAFE SA for short-term study tours and professional 'train the trainer' upskilling, as well as enrolling in full qualifications.

The growing popularity of TAFE SA’s study tour products sees the emergence of a new range of educational tourism and cultural tourism products and demonstrates that we are responding innovatively and rapidly to the customer requirements of China and South-East Asia.

Successful study tours included:

> a two-week study tour in conjunction with the Department for Education and Child Development for Shandong Vocational College’s VET officials

> IEA College of TAFE in Papua New Guinea – Business Administration, IT and Accounting Students

> a two-week Chinese Vocational Education Leadership Training (VELT) Program sponsored by TAFE Directors Australia with collaborative Memoranda of Understanding signed with over 10 vocational colleges

> a two-week culinary arts study tour from Win-Stone School Sri Lanka.

TAFE SA’s achievement in securing this new business, and its ongoing work in developing international partnerships, strongly supports the state government’s strategic priorities to:

> increase the number of overseas students across all education and training sectors, and

> support the export of South Australian education, including vocational education.

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TAFE SA has achieved significant milestones in its endeavour to attract an increased number of international students...


AwardsTAFE SA scoops tourism education and training award

TAFE SA won the tourism education and training award at the prestigious 2015 South Australian Tourism Awards at the Adelaide Convention Centre in November.

The award recognises TAFE SA as the leading provider of tourism education and training in South Australia.

The win reinforced the high standard of training that TAFE SA delivers for the tourism, events and travel sector throughout the state.

Engineers Australia awards

Two TAFE SA lecturers were acknowledged at the Engineers Australia’s Leading Minds Awards Dinner in Adelaide.

TAFE SA senior lecturer and School of Electronics and Computer Systems Engineering course coordinator Christine Haydon was awarded the 2015 Engineering Technologist of the Year. Christine has been a volunteer for Engineers Australia for more than 15 years.

Christine promotes the role of women in engineering and technological changes and innovation in green energy and renewable energy solutions. Christine was also the first female senior (red shirt) official for the Bridgestone World Solar Challenge and one of the 12 foundation members of Team TREV (two-seater renewable energy vehicle) for the around-the-world Zero Emissions race in 2011.

TAFE SA’s second recipient was electronics lecturer John Kiejko, who was presented with the inaugural David Robinson Award. This award was presented by the Institution of Radio and Electronics Engineers (IREE) in honour of the late Dr David Errol Robinson AM, a former president of the IREE and a world-renowned expert on ultrasound technology.

New nursing simulation training wins at iAwards SA

A partnership between TAFE SA and Adelaide-based software development company ETRAIN Interactive, to create an innovative 3D nursing simulation training product, earned two awards at the prestigious Australian Information Industry Association’s iAwards in June 2016.

The 3D simulated training product uses video game technology to enable Diploma of Nursing (HLT51612) students to practice the clinical skills they learn from their lectures, workshops and clinical work placements, wherever they can access a computer and the internet. The technology supports the training of skilled nurses who are better prepared for work placement through being able to learn, review and continually practice their clinical skills outside the classroom.

TAFE SA shearing instructors among Australia’s best

TAFE SA shearing instructor John Dalla won his seventh Australian blade shearing title at the Australian National Shearing and Wool Handling Championships, held in Hamilton Victoria in October.

TAFE SA tastes success in international bread competition

TAFE SA Education Manager Fee Lee, and Bakery Lecturer Paul Triglau, were part of a TAFE SA team invited to represent Australia and compete in the prestigious 2015 Mondial Du Pain (World of Bread) competition in Lyon, France, in September.

Arriving only a day before the competition commenced, after 40 hours of travel and very little sleep, the Australian team earned sixth place against many other veteran competitors – an exceptional result.

LEADERSHIP IN TEACHING AND LEARNING

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Computer Systems practical, Regency

Shearing students, Roseworthy


e-learning StrategyTAFE SA has a long and proud history of providing high-quality teaching and learning programs and services to a culturally and demographically diverse customer base. TAFE SA is committed to become a leader in the provision of educational experiences that model and assist individuals, enterprises, organisations and communities (urban, rural and remote) to build futures that are economically, environmentally and socially sustainable.

Supporting this strategy is our e-learning mission, to develop and support a digitally rich teaching and learning environment to extend and enhance the effectiveness and reputation of the TAFE SA teaching and learning community.

New learning technologies have the potential to enhance traditional 'classroom' teaching through blended learning methodologies. With appropriate learning design, improvements are being made that will increase student completions by enabling more interactivity, engagement and constructive learning off-campus. Technology can be used to prepare self-learners for classroom activities through a flipped classroom approach in which learners are able to access readings and videos before their class, so they are better prepared for more productive learning in the actual class time. In other cases technology is being used to support and encourage learners through structured online forums and desktop video conferencing so that learners can interact externally with lecturers and other students. This enhances their ability to communicate, work in groups and learn skills in digital technologies, thus providing a better learning experience.

Leadership and Management DevelopmentLeadership and management development is funded across TAFE SA by Organisational Capability. Formal leadership programs are negotiated annually based on the business needs and future directions of the organisation.

Leadership and management development encompasses formal training programs and attendance by staff at intrastate and interstate leadership conferences, workshops, and reimbursement of course fees.

In December 2015, more than 40 TAFE SA staff who participated in the Leadership Program and the Aspiring Leaders Program were acknowledged at a recognition ceremony. The programs promote TAFE SA’s commitment to developing high-performing personnel who can unite, inspire and lead TAFE SA in the future.

TAFE SA is committed to developing future leaders with the philosophy of leadership programs built on the TAFE SA Management Leadership statement: ‘Our Purpose is to unite, inspire and lead TAFE SA’.

Training and Development

Total Cost ($)

% of Total Salary Expenditure

Total training and development expenditure

1 665 835 0.8%

Total leadership and management development expenditure

69 028 0.03%

Employment Opportunity ProgramsAboriginal Traineeship Programs –Jobs4Youths Traineeship Program

Male Female Total

1 3 4

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“...developing high-performing personnel who can unite, inspire and lead TAFE SA in the future....


Foundations of University TeachingFifteen TAFE SA Higher Education staff undertook the Foundations of University Teaching topic within the Flinders University Graduate Certificate in Education (Higher Education). Participants studied within a cross-disciplinary TAFE SA Higher Education group, affirming and expanding their higher education teaching and assessment knowledge and skills.

TAFE SA partnered with Flinders University and the University of Melbourne in an Office of Teaching and Learning funded project, ‘The power of things: enhancing employability in higher education through object-based learning’. This Flinders University-led project explored how curriculum design and assessment practices that integrate academic and practical learning can improve collaboration, creative and reflective thinking, and cross-cultural skills in higher education graduates.

TAFE SA Action Research Pod Development with Griffith University Support TAFE SA has entered into a partnership with Griffith University to develop a program to build the capability of TAFE SA staff to undertake Action Research.

Action Research is a research methodology that focuses on sophisticated solutions to local challenges that are identified, investigated and designed by practitioners. As well as solving local issues, Action Research develops research capability. Depending on the challenge addressed by the project, action researchers may need to undertake reviews of literature, conduct interviews, build and implement surveys, analyse data, or report findings in a rigorous way.

Ten Action Research projects have been identified, with each project to be undertaken by a team of between four and six members, with an institution champion hosting the project.

The initial Action Research cycle is expected to last between nine and 12 months, with the project reaching completion in early 2017.

Griffith University mentors will assist TAFE SA project leaders in defining their projects and provide ongoing support through the entire process.

Upon successful completion, staff may be eligible to apply for credit towards a Griffith University Graduate Certificate of Training and Development.

Mobile ClassroomsIn the 2015-16 financial year TAFE SA deployed 16 mobile classrooms, each intended for use where off-site training delivery includes the use of computers, internet access and/or a projector, and each catering for training of up to 10 students.

Mobile classrooms enable lecturers to deliver in a greater range of locations, particularly in regional and rural areas where regular access to a suite of computers might be difficult.

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Graphic Design students, Tea Tree Gully


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Surveying student, Regency


Employment OutcomesStatistics from the National Centre for Vocational Education Research (NCVER) published in Australian vocational education and training statistics: Government-funded student outcomes 2015 (which reports on 2014 data) indicated that 86.8 per cent of TAFE SA graduates were employed or in further training, compared to 85.2 per cent of graduates nationally.

Quality IndicatorsTAFE SA has provided the Australian Skills Quality Authority (ASQA) 2015 Quality Indicator data that comprises student satisfaction and employer satisfaction rates obtained through TAFE SA learner engagement and employer satisfaction questionnaires.

TAFE SA issued 50 321 learner engagement questionnaires with a response rate of 10.12 per cent.

According to the data, in 2015, student satisfaction was as follows:

2014 2015 Differential

% of students who would recommend TAFE SA training to others

91.62 92.73 + 1.11

% of students who would recommend TAFE SA to others

90.67 91.83 + 1.16

% of students who identified that overall, they are satisfied with the training

90.04 91.48 + 1.44

While TAFE SA’s overall student satisfaction was 91.48 per cent, the national average, as reported by NCVER, was 86.7 per cent for government funded VET students.

TAFE SA exceeded its performance against the target for overall student satisfaction by 1.48 percentage points.

TAFE SA issued 749 employer engagement surveys with a response rate of 10.15 per cent.

According to the data, in 2015, employer satisfaction was as follows:

2014 2015 Differential

% of employers who would recommend TAFE SA training to others

78.68 86.30 + 7.62

% of employers who would recommend TAFE SA to others

77.44 87.84 + 10.40

% of employers who identified that, overall, they are satisfied with the training

77.04 85.53 + 8.49

LEARNER ACCESS, PARTICIPATION AND SUCCESS

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In comparison, national NCVER statistics, published in Australian vocational education and training statistics: Employers’ use and views of the VET system 2015, indicate that 81.7 per cent of employers were satisfied that apprentices and trainees are obtaining the skills they require from training. Eighty-four per cent of employers were satisfied that nationally recognised training (which was not part of an apprenticeship or traineeship) provided employees with the skills they require for the job. This report was based on the 2014 academic year.

Unit Completion RatesTAFE SA completion rates improved from 86 per cent in 2014 to 91 per cent in 2015, which is closer to private providers (92 per cent) and reflects TAFE SA’s efforts in improving student retention.

Supporting Participation and Social InclusionTAFE SA has a commitment to clients with a disability or learning difficulties, especially fundamental language, literacy and numeracy deficits, socially disadvantaged students, and Aboriginal students. TAFE SA occupies a pivotal role in increasing access to training for these individuals by assisting them to gain employment skills, supporting them to enter the workforce, and providing alternative career pathways in ever-changing labour markets.

The ability of all TAFE SA programs to incorporate learning support, language and literacy support and extra tuition enables students from culturally and linguistically diverse backgrounds to pursue pathways starting with language, literacy and numeracy programs and foundation programs, progressing to entry level qualifications that have employment outcomes.

Aside from adapting mainstream delivery to meet the needs of particular student cohorts, TAFE SA is proficient in delivering a number of courses or programs that are specifically targeted to assist particular student groups. These include: > certificates in Australian Sign Language

(Auslan) that provide practical skills and knowledge to facilitate communication with people who are deaf or hearing impaired

> engagement of Aboriginal people and communities across South Australia through the Aboriginal Access Centre to facilitate education, training and support for Aboriginal students who might otherwise face barriers to training

> programs in language, literacy and numeracy for people with an intellectual disability. TAFE SA delivers these programs outside its campus locations and in community settings, such as community houses that support disadvantaged individuals

> delivery of the Skills for Education and Employment program, which seeks to improve job seekers’ language, literacy and numeracy skills through training, to enable them to participate more effectively in training or in the labour force

> delivery of the Adult Migrant English Program (AMEP), which provides English language courses and settlement services to eligible migrants and humanitarian entrants. Participants can also make new friends and learn about Australia, its people and customs

> certificates in Women's Education, which are designed to provide women with the skills, knowledge and self-confidence to proceed to further education or employment and deal with career and life changes

> certificates in English proficiency that provide English language skills to those from non-English speaking backgrounds. These courses provide graduated progression towards English language proficiency, covering the four macro skills of speaking, listening, reading and writing. In addition, they provide vital knowledge and awareness of Australian cultural and social attributes, issues and values.

Free and confidential support services, such as counselling, are also available to all students. TAFE SA also case manages those students identified as ‘at risk’ of not completing their qualification and helps them engage and continue with their study. Students with welfare cards are entitled to a discount to their fees in all subsidised courses.

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“ “...learning support, language and literacy support and extra tuition enables students from culturally and linguistically diverse backgrounds to pursue pathways...

Women's Education students, Adelaide City


Disability SupportTAFE SA employs dedicated disability support services staff as part of its commitment to provide students with disabilities the opportunity to maximise their learning experience. One way that students seek assistance is through the negotiation of an individual Access Plan to support the successful completion of their training. Access Plans provide information to teaching and support staff to enable services to be adapted and made more responsive for the individual learner.

In 2015-16 there were 6555 students who completed a unit of study and who had self-identified as having a disability.

There was a 79 per cent unit pass rate for students who self-identified as having a disability. This compares to 83 per cent for all students over the same period.

In 2015-16, 1769 students who self-identified as having a disability, completed a qualification. This is 10 per cent of the total of all students who completed a qualification over the same period.

The most popular qualifications undertaken in 2015-16 by those students who self-identified as having a disability were:

> Certificate I in Education and Skills Development (40650SA)

> TAFE SA First Aid Program

> Certificate II in Education and Skills Development (10266NAT)

> Diploma of Nursing (Enrolled/Division 2 Nursing) (HLT51612)

> Diploma of Early Childhood Education and Care (CHC50113)

> Certificate II in Women’s Education (10253NAT)

> Certificate I in English Proficiency (10267NAT)

> Certificate II in Information, Digital Media and Technology (ICT20115)

> Certificate III in Aged Care (CHC30212)

> Certificate III in Accounts Administration (FNS30315).

Some of the types of assistance that TAFE SA provides to its students with a disability or medical condition include:

> hearing interpreters

> ensuring physical accessibility on campus

> assistive technology such as screen readers, voice to text software and hearing systems, adjustable desks, and ergonomic chairs

> additional time by negotiation with a lecturer for exams, assignments and other activities

> individual or group tutorial support or participation assistance

> materials and assessments in alternative formats, for example large text, braille or audio

> additional rest breaks, and flexibility in attendance requirements.

TAFE SA recognises the importance of carers in providing personal care and support to those students affected by a disability or medical condition wishing to undertake studies. TAFE SA does not charge the carer tuition fees to attend class with the student.

Staff responsible for case managing students with a disability are appropriately experienced in the provision of disability support.

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Children's Services, Gilles Plains

First Aid students, Regency


ReconciliationTAFE SA’s vision for reconciliation is for Aboriginal and Torres Strait Islander (ATSI) people to enjoy the same benefits of employment security, and economic and social inclusion, as is afforded all other Australians. TAFE SA believes in creating an environment that engages, supports and encourages ATSI people in achieving their full potential.

To work toward achieving this vision TAFE SA is:

> finalising its 2016 to 2017 TAFE SA Reconciliation Action Plan (RAP)

> developing TAFE SA’s first Reconciliation Working Group

> developing an ATSI Retention and Employment Strategy designed to employ and engage with Aboriginal communities and achieve state government targets to increase the participation of Aboriginal people in the South Australian public sector, across all classifications and agencies, to two per cent, and to maintain or better those levels through to 2020

> continuing to be an active supporter with of the national “Racism. It Stops With Me!” campaign

> continuing to recognise the importance of the Aboriginal Access Centre.

Aboriginal Access CentreTAFE SA’s Aboriginal Access Centre (AAC) works closely with Aboriginal people and communities across the state in partnership with government and non-government agencies, Aboriginal community providers and Job Services Australia agencies.

The AAC supports and delivers programs across 12 regional and metropolitan campuses and 13 Aboriginal communities (excluding the APY Lands).

TAFE SA utilises flexible training models, including external delivery, block training utilising visiting lecturers, video conferencing, and on-ground tutorial support.

As at 30 June 2016, 5.5 Full Time Equivalent (FTE) Training Support Officers (TSOs) provided support to 548 Aboriginal students across South Australia (excluding APY Lands). TSOs provide study advice, work with wider TAFE SA program areas, assist students with SATAC course applications and acquisition of Unique Student Identifiers (USI), support tutors and students with career planning, and work individually with job seekers to look at training options.

Achievements for 2015-16 included:

> 37 Aboriginal people undertaking the Certificate IV in Community Development (CHC42115), as part of the ongoing partnership with the Department for Education and Child Development, with over 67 graduates over the past five years

> The partnership between the AAC and Complete Personnel Group has grown with the successful delivery of two Yalata Early School Leavers and Youth programs. This program was designed to address barriers faced by young people seeking to develop their skills or seek work in remote communities. Complete Personnel is a recruitment, employment and labour hire group that also has the contract as the provider for the Australian Government’s Community Development Programme (CDP), a remote employment and community development service

> TAFE SA continues to be the preferred provider for the CDP across three regional and remote areas extending from Oak Valley (Far West Coast) to Dunjiba (Oodnadatta), and including Quorn, Hawker, Marree and Leigh Creek

> AAC and the Coober Pedy Area School’s formal agreement has seen the Certificate II in Hospitality (SIT20213) delivered to students of the Area School, and night classes allowed the Certificate II in Hospitality (SIT20213) to be delivered to 13 community members

> 28 Aboriginal students from Umoona and Dunjiba communities completed the Certificate II in Horticulture (AHC20410), where they established nurseries, planted trees and propagated plants

> TAFE SA accommodated a wide range of training by utilising visiting lecturers to deliver programs in regional and remote South Australia, taking the training to communities.

In addition, the AAC continues to liaise and consult with Aboriginal people and communities to ensure that training opportunities are provided that will lead to employment, small business or community enterprise.

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TAFE SA believes in creating greater opportunities for ATSI people in vocational education and training...


APY LandsTAFE SA is working closely with Anangu, other government departments, employers and service providers to deliver targeted training that provides practical skills needed for those looking to secure employment and for those already in work.

TAFE SA delivers training across six community sites and at the APY Trade Training Centre in Umuwa, building upon established relationships between community-based lecturers, Anangu learning workers and community members.

TAFE SA’s training model uses six permanent community-based lecturers to deliver foundation literacy and numeracy skills. This is augmented with visiting lecturers who provide a range of demand-driven accredited and short course vocational training across the APY Lands.

Highlights for 2015-16 included:

> reviewing the outcomes from the Training Needs Analysis conducted in 2014 with employers and service providers. In response, the range of skill sets and qualifications on offer to students in the APY Lands has increased, and includes short courses such as setting up My-Gov accounts and units from the Certificate IV in Leadership and Management (BSB42015).

> the 2015 Anangu Work Expo at the APY Trade Training Centre in Umuwa, 18 to 20 August 2015, which was targeted at secondary students and job seekers. A further Work Expo was held at Woodville High School for Wiltja students on 23 November 2015. Both events provided hands-on activities related to employment and links to employers and training.

> the promotion of local employment pathways and jobs available in the community and at Yulara. Pathways Week, held 4-8 April 2016, saw employers and service providers lead a discussion on work and training at each TAFE SA Learning Centre. Tasters Week, 17 to 24 May 2016, promoted training with a choice of three short courses aimed at engaging job seekers. These courses included Hands on Beauty, Photography, and Conservation and Land Management.

> providing the training and theory testing for individuals to gain their learners permits, with community lecturers collaborating with the Department of Planning, Transport and Infrastructure’s ‘On the right track’ program

> the continued training for secondary students, including Certificate I in Hospitality (SIT10213), Certificate II in Kitchen Operations (SIT20312), Certificate I in Automotive Vocational Preparation (AUR10112) and Driver Education (short course).

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TAFE SA’s training model uses six permanent community-based lecturers to deliver foundation literacy and numeracy skills.

Electrical circuits workshop students and lecturer, APY Lands


VET in SchoolsAs a significant provider of VET within the school system, TAFE SA works with schools to offer programs to promote pathways to further training and employment through VET in Schools agreements. A VET in Schools Agreement is a negotiated agreement through which qualified teachers deliver and assess nationally recognised training within the school environment in partnership with TAFE SA.

Secondary students continue to choose TAFE SA as a trusted provider of VET. TAFE SA facilitates this by maintaining and building partnerships with schools and universities and collaborating to provide direction and maximise opportunities for those students.

TAFE SA is introducing a more concentrated focus on learner pathway resources. High-quality career and training information will provide students with consolidated information and options on the transition from school to further education or employment.

Students are provided with student counsellors who facilitate and encourage access to courses and training pathways appropriate to an individual’s aspirations and capabilities. The counsellors assist students with career and course planning and provide advice regarding fee assistance and personal counselling. Similarly, TAFE SA provides a network of Learning Support lecturers whose primary role is to provide individual tutorial support, particularly in relation to developing literacy and numeracy standards, and problem solving relating to specific hurdles faced by students in course-work. These lecturers also provide guidance and support to students and staff using assistive technology.

Jobs4Youths Traineeship ProgramTAFE SA has made a commitment to support the Jobs4Youth SA program. The Jobs4Youth SA program aims to offer 200 young people each year for four years (across the state public sector), the opportunity to start a career in the public sector. The aim is to create long-term success in creating job opportunities for young people in areas of disadvantage and in reinvigorating the public sector.

In 2015-16, TAFE SA employed four Aboriginal trainees under this program. The trainees completed a dual qualification in Certificate III Business (BSB30115) and Certificate III Government (PSP30112), with training completed on and off the job.

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Youth Work students, Regency – Youth Hub


TAFE SA’s Communications and Marketing business unit delivers high-quality external communications, public relations (PR), marketing and community engagement services to promote TAFE SA and shape its reputation among target partners and potential students.

Communications and Marketing also plays a key role in supporting the development of TAFE SA’s high-performing workforce, through delivering a range of internal communications initiatives to engage and inform staff across its metropolitan and regional network.

In the past financial year, the Marketing team had a renewed strategic focus on marketing effectiveness, including participation in a range of targeted South Australian events and career expos.

Digital marketing was a preferred approach, with social media and the web highly effective in engaging with prospective students and ensuring that the TAFE SA brand and its products had a strong online presence.

Building the TAFE SA Brand OnlineRedevelopment of the TAFE SA website, with a focus on improving the user experience to better connect to prospective students, progressed during the year. The new website is scheduled to be launched during the fourth quarter of 2016.

TAFE SA’s brand positioning campaign ‘Be Yourself’, has been in market since December 2014 and continues to exceed expectations. Strong creative executions and messages ensure the campaign is identifiable and taps into the aspirations of target audiences.

Key AchievementsKey achievements include:

> 76 345 enquiries to the TAFE SA Info line in 2015-16 (up from 70 399 in 2014-15)

> 42 per cent of all visitors to the website being new visitors

> 73 percent of the target audience reporting they were likely to contact TAFE SA after seeing the ‘Be Yourself’ campaign (up from 63 per cent of those surveyed in 2014-15)

> an overall increase in general advertising awareness from 19 per cent in 2014-15 to 24 per cent in 2015-16.

EventsOther highlights included Marketing’s contribution to the staging and promotion of 50 events and activities and achievements including:

> two former apprentice students selected to represent Australia as part of the Skillaroos team at the 43rd WorldSkills Competition in Brazil

> the presentation of the WorldSkills Australia Regional Competition, in which medals were presented to 41 competition winners in 13 categories including bricklaying, retail baking bread, and carpentry. Many of the students will compete at the National WorldSkills Competition, Melbourne in October 2016.

> Adelaide College of the Arts Open Day, attracted more than 550 prospective students

> the Bridgestone World Solar Challenge – Darwin to Adelaide – in which the TAFE SA entry won the ‘Adventure’ class

> TAFE SA Building and Construction Awards saw a total of 38 award winners and the introduction of a sponsored award ‘HomeStart Building and Construction Most Outstanding Student of the Year’

> Careers and Employment Expo

> Tertiary Studies and Careers Expo

> Yorke Peninsula Field Days, Paskeville

> secondary school career nights.

COMMUNICATIONS AND MARKETING

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Interpreting and Translating students during class, Adelaide City


Communications and Public Relations (PR)The Communications and PR team complements the Marketing staff’s efforts to expand and promote the reputation and profile of TAFE SA in local, national and international markets.

In 2015-16, the Communications and PR team developed valuable relationships with staff across the organisation and with external partners to create and develop opportunities to increase engagement and collaboration and contribute to achievement of this objective.

In late 2015 and throughout the first half of 2016, the Communications and PR team supported the Office of the Chief Executive and Executive in gathering, assessing and analysing feedback from the Improving Access to Education consultation, so that outcomes and their benefits could be communicated to South Australian students, employers and communities.

MediaThe Communications and PR team also identified and developed opportunities to promote TAFE SA’s achievements in mainstream media and social media channels.

Other Communications Activity Included:> working with lecturers to prepare

SA Training Awards submissions, with 15 identified in Training and Skills Commission communications as finalists in their categories

> production of strategies and publications such as the 2016-19 Strategic Plan and TAFE SA Program Guides

> preparation of speeches and other communications for the Chief Executive, Executive and Board

> a range of internal communication initiatives to support staff engagement in TAFE SA programs and initiatives, including regular TAFECOM e-newsletters from the Chief Executive and the daily TDAY e-newsletter to all staff.

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Project Management, Adelaide City


Legislation and DelegationsThe Legislation and Delegations Unit continued to support new opportunities and mitigate risk as the main point of contact and advice for TAFE SA on legal, insurance, regulatory, compliance and legislative matters.

Student Experience Redesign ProjectIn 2015-16, TAFE SA piloted a new approach to customer management, with a particular focus on the service model to support student enquiry and engagement.

The objectives established for this project were to:

> identify immediate opportunities to optimise the customer experience

> identify a service approach that would improve conversion, with a focus on enquiry and engagement management

> identify where and how TAFE SA can streamline processes

> enable customer capture and tracking, across enquiry to enrolment transactions.

IT Service Management SystemTAFE SA has implemented an IT service management system that enables and supports a new TAFE SA ICT operating model. The service management system includes a portal for employees for requesting IT services, with powerful and flexible automation that is providing an improved level of responsiveness, enabling staff to perform their core roles. The TAFE SA IT service management system continues to attract interest from other state government agencies and local and interstate private organisations through its innovative and effective use of technology.

Effective Data Collection, Analysis and Reporting Systems TAFE SA implemented the Business Intelligence project to improve data needed to make timely and accurate operational decisions. This project has laid the foundations to deliver quality financial data in a single repository with a single reporting and analytical tool set. As a result, it has provided an insight into performance and operational drivers and assisted in streamlining existing reporting and analysis across the organisation.

A further significant step in TAFE SA’s Business Intelligence strategy saw the launch of Power BI in June 2016. Power BI is an analytical tool that allows users to explore data stored in a central warehouse in order to gain a deeper understanding of TAFE SA’s business information. With this, the Business Intelligence project completed its development phases, and operational hand-over passed to the Business Intelligence Competence Centre.

Enterprise Governance FrameworkAs an expansion to the ICT Governance Framework, TAFE SA worked on developing an Enterprise Governance Framework. The Enterprise Portfolio Governance Framework will optimise the investment portfolio and help TAFE SA achieve greater value, visibility and control of investments, while ensuring alignment with TAFE SA’s strategic and operational goals and objectives. Its development supports and guides TAFE SA in:

> establishing accountability and responsibilities for making decisions regarding investments, priorities and changes

> establishing a process for overseeing and managing TAFE SA’s business demand and available resources

> creating a culture of transparency, openness and collaboration regarding investments, priorities and changes

> aligning all activities with required business objectives and outcomes

> prioritising investments to optimise value for money and best use of available resources

> establishing traceability of decisions associated with investments, priorities and changes

> measuring performance and outcomes

> managing risks associated with expenditures

> any additional services identified by TAFE SA stakeholders.

BUSINESS SYSTEMS, PROCESSES AND PRACTICES

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TAFE SA ICT EnvironmentThe TAFE SA ICT environment and contracts have removed all dependencies on the Department of State Development (DSD). This has seen the effective separation of several technologies and services and improved services while reducing TAFE SA’s risk, by decreasing the complexity of the IT environment and removing interdependencies between the IT environments of TAFE SA and DSD.

Student Information SystemThe Student Information System (SIS) is central to TAFE SA’s management of the student lifecycle, including admission, enrolment, payment of fees, allocation of classes, recording of results and progression to completion and graduation.

In the 2015-16 financial year, a number of initiatives successfully enabled TAFE SA to meet changing compliance requirements. These included further changes to the VET FEE-HELP model, fixes to the Unique Student Identifier capability, and integration changes to support connectivity to other interfaces such as SATAC. Additional enhancements to deliver an improved student experience included the successful migration to a significantly more stable payment gateway.

Learning Management SystemThe TAFE SA Learning Management System (Learn) is central to TAFE SA’s delivery of education and training. This cloud-based platform continues to respond to changing demand through increased student and staff utilisation. The Learn system currently stores approximately 4500 modules used by lecturers for teaching purposes.

In the 2015-16 financial year, in consultation with its vendor partners, TAFE SA implemented multiple configuration changes at the Database and Web Services layer of Learn to improve overall system reliability and performance. Further enhancements have been made to the underlying cloud platform by migrating Learn to premium storage, to improve overall response times for students and staff.

Learn availability and performance metrics are now published on the TAFE SA Intranet to provide staff with factual reporting and visibility of the performance and availability of the Learn system, against agreed service targets.

Enhanced TechnologyThroughout 2015-16, a number of ICT projects were successfully implemented to improve the quality and flexibility of core delivery technology, and to improve the efficiency of back office functions. ICT Services deployed 16 mobile classrooms that are being used to deliver training across the state. Internet connected, and with access to the core TAFE SA software and learning systems, these mobile units bring a classroom experience to people and industry, particularly in regional and remote locations. The mobile classrooms were nominated for Australian Information Industry Association's iAwards.

Additional contemporary technology projects completed during 2015-16 included:

> a Business Intelligence solution being implemented to deliver enhanced reporting and enable improved decision-making

> the enabling of single sign-on capability providing staff and students with access to multiple core TAFE SA systems from a single login process

> Skype for Business being deployed across the organisation to provide real-time self-service access to contemporary video conferencing and collaboration facilities. This includes equipping staff with individual facilities at their desktop, and fitting out conference rooms at campuses

> Windows 10 becoming the standard desktop operating system for new deployments with systems implemented to provide automated deployment of applications to all TAFE SA PCs and Apple Mac devices

> wireless coverage being provided in many areas within TAFE SA campuses for staff and students.

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Digital Media students and lecturer, Adelaide City

IT Support students and lecturer, Adelaide City


Floristry student and lecturer, Tea Tree Gully


OTHER HIGHLIGHTS

RDA – TAFE SA trains Port Lincoln town ambassadorsIn December 2015, 21 Port Lincoln residents were named Town Ambassadors after completing training conducted by TAFE SA. Twelve of the participants went on to complete online training to become South Australia’s first accredited Town Ambassadors.

The training was part of a program funded by Regional Development Australia (RDA) and coordinated by the City of Port Lincoln Council. The program provides customer service and tourism-related training to residents of the region.

APY TAFE SA graduates recognisedIn September 2015, a graduation ceremony at the Anangu Pitjantjatjara Yankunytjatjara Trade Training Centre (APY TTC) run by the Department for Education and Child Development (DECD) recognised the achievements of 73 students in a range of qualifications.

TAFE SA demonstrates our ongoing commitment to the APY Lands through the collaborative relationship with DECD, through which we deliver vocational training to secondary students and community members at the APY TTC.

The graduation celebrated the success of those who had studied at the APY TTC, including:

> 44 secondary students with the Certificate I in Hospitality (SIT10213)

> 11 Women’s Natural Resource Management (NRM) Project Rangers from APY Land Management with the Certificate I in Conservation and Land Management (AHC10110)

> one secondary teacher with the Certificate II in Hospitality (SIT20213)

> 15 teachers and one community resident with the Certificate IV in Training and Assessment (TAE40110).

Bangladesh teachers experience our training and assessment excellenceTAFE SA’s Business, Justice and IT’s Training and Assessment team hosted six teachers from UCEP (Underprivileged Children’s Educational Programs) Bangladesh for a 15-day intensive training and assessment teaching program in early 2016.

UCEP Bangladesh is a leading national non-government organisation serving more than 48 000 children in marginalised communities.

Multicultural skills and leadership Fifteen participants from 10 nations celebrated their completion of the eighth Multicultural Women’s Leadership Course that TAFE SA has delivered since 2003. Women from Armenia, Bhutan, China, Ghana, India, Iran, Italy, Kuwait, Pakistan, and Somalia graduated from the course, which integrates foundation skills development with leadership concepts.

The Hon Zoe Bettison MP, Minister for Multicultural Affairs, and South Australian Multicultural and Ethnic Affairs Commission (SAMEAC) Chair, Grace Portolesi, were special guests at the graduation.

The long-term collaboration between TAFE SA, Multicultural SA and the SAMEAC is reflected in the course outcomes, including the practice of embedding equity principles in training while addressing the inspirational goals of culturally and linguistically diverse women.


Mining skills now qualify for national recognitionMore than 250 workers in the South Australian mining industry were awarded a Certificate III in Surface Extraction (RII30113), an accreditation that formally recognises the skills and expertise of people who work in the state’s mines.

The nationally recognised qualification provides mine-site workers with evidence of their abilities and competencies in supporting South Australia’s minerals sector and mine developers.

Spirited finish to solar challengeTAFE SA’s entrant in the Bridgestone World Solar Challenge crossed the finish line in Victoria Square (Tarntanyangga) to win the ‘Adventure’ class in the October 2015 race.

TAFE SA has been part of the biennial event since 2001 and was the only participant from the Australian VET sector in 2015. TAFE SA later clinched the Island Magic Circuit Excel title - Australia’s largest race category – on Victoria’s Phillip Island Grand Prix Circuit. The TAFE SA Circuit Excel car overcame a number of challenges, including strong competition, to win the December 2015 race.

Foundation Skills graduates celebrate life skillsIn May 2016, students and staff of TAFE SA’s Women’s Education, Auslan and Deaf Education, and Skills for Education and Employment (SEE) programs recognised graduands from Adelaide, Port Adelaide, Noarlunga and Mount Barker campuses.

Nineteen students received their Certificates II, III and IV in Auslan (Australian Sign Language) (22075VIC, 22077VIC, 22078VIC) alongside Education and Training for the Deaf students, including 15 Deaf Bhutanese immigrants who received their Certificates I and II in Education and Skills Development (40650SA, 10266NAT). SEE students also received certificates in English Proficiency.

YEARIN REVIEW

Auslan students, Adelaide City


TAFE SA represented at Worldskills in BrazilTwo former TAFE SA students competed at the 43rd WorldSkills Competition, dubbed the Olympics for tradies, in Brazil in August 2015, showcasing their cabinetmaking and tiling skills on an international stage. The students were selected in Australia’s 25-person Skillaroos team after two years of intensive training and regional competitions.

In September 2015, WorldSkills Adelaide Region building and construction competitions were held at Tonsley Campus – the first time bricklaying, wall and floor tiling, joinery, carpentry, refrigeration and plumbing competitions were staged on one day at Tonsley. More than 60 competitors from TAFE SA and other registered training providers were asked to complete their trade-related tasks within a six-hour timeframe.

Aquaculture students boost Barossa fish stocksTAFE SA aquaculture students have boosted recreational fishing opportunities at the Warren Reservoir in the Barossa Valley with the release of 1200 Silver Perch into the reservoir in June 2016.

The release boosted fish stocks in the reservoir to 14 000, including Murray Cod, Golden Perch and Silver Perch.

The increased stock is expected to support local tourism in attracting local and interstate recreational fishing enthusiasts. The students grew the fish from fingerlings to release stage (about 12 cm) over eight months at Urrbrae Campus. TAFE SA’s partnership with RecFish SA provided an excellent opportunity for students to put their learning into action.

The stock enhancement initiative has enormous benefits to recreational fishing in South Australia and for TAFE SA aquaculture students.

TAFE SA students breaking through the barriersIn March, the Minister for Higher Education and Skills, the Hon Susan Close MP, presented scholarships to the value of $1500 to seven students with a disability at a presentation ceremony at TAFE SA’s Adelaide College of the Arts.

The seven TAFE SA students were among 13 who received the Sir Charles Bright Scholarships to support their tertiary studies.

Cheese lecturer wins fellowshipThe Winston Churchill Memorial Trust was established in 1965 to enable Australians to travel overseas in search of excellence, new ideas and innovation.

Gina Dal Santo, TAFE SA lecturer and Head Cheesemaker in the Artisan Cheese Making Academy Australia at Regency Campus, was successful in an application that focused on the need to develop a national centre for cheese education, creating a paddock-to-plate artisan cheese industry.

Silver Perch, Urrbrae

Cheese making, Regency


YEARIN REVIEW

Customer First Strategy launchedTAFE SA launched the organisation's 'Customer First Strategy' in September 2015. 'C1S' has introduced a range of objectives and actions aimed at promoting a customer-centric culture. Hundreds of staff members within TAFE SA have attended C1S workshops as part of this strategy.

Playford Trust Award scholarships for 2016TAFE SA's Primary Industries, Animal and Laboratory Sciences business unit and Playford Trust provided five horticulture and conservation, and land management, students with Playford Trust scholarships to the value of $2000. The awards recognise each individual’s commitment to their studies and their enthusiasm towards the application of their learning, and aims to support their future educational endeavours.

TAFE SA'S emerging designers win President’s Choice Award at Adelaide PARK(ing) Day In September 2015, Diploma of Interior Design and Decoration (MSF50213) emerging designers from TAFE SA’s Tonsley Campus won the President’s Choice Award at the Adelaide Park(ing) Day for the second consecutive year. PARK(ing) Day is an annual, international event that invites people to occupy a parking space for the day and ‘PARK’ something that makes the street a better place.

Campus upgrades support learning in northUpgrades to TAFE SA's Port Augusta Campus with an estimated value of $1.3 million will ensure facilities meet the physical and learning requirements of students for decades to come.

Work includes a new $500 000 electrical workshop to provide the latest technology-based training environment for Electrical and Renewable Energy award course students, and a refurbished Client Services and Learning Common.

Other upgrades include a new space for the University of South Australia Indigenous Student Program, providing closer access to Client Services and other key administrative and service areas, improved car parking and landscaping at the front of the campus.

TAFE SA takes to waterTAFE SA’s commitment to flexible delivery of training in the Riverland reached a new level on a Murray River cruise boat in Morgan in June 2016.

Members of the Riverland West Chamber of Commerce participated in a ‘Social Media for Business’ workshop, during which a digital media lecturer used TAFE SA’s mobile classroom technology to deliver the training for the first time on water, using a local cruise boat business.

Barnardos Mother of the Year announced at TAFE SATAFE SA announced the 2016 Barnardos Mother of the Year for South Australia at an announcement ceremony at the Adelaide City Campus, in April 2016.

It was the second year TAFE SA had hosted the state awards, highlighting the organisation’s compatibility with Barnardos Australia in giving young people every chance to thrive and build fulfilling lives.

TAFE SA also recommitted as a White Ribbon workplace, with zero tolerance for violence of any kind against women and children.

Horticulture students, Urrbrae


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International inspirations at TAFE SA graduate paradeThe 2015 TAFE SA Fashion Graduate Parade in November showcased the talents of students from around the world. The parade at Freemasons Hall featured the work of 11 Advanced Diploma of Fashion Design and Technology (LMT60307) students from Australia, Brazil, China, Iran, Serbia and Sudan. Their six-piece collections ranged from streetwear to eveningwear.

TAFE SA's graduate artist win prestigious awardsThe Adelaide College of the Arts celebrated success at the 2016 Helpmann Academy Graduate Exhibition awards for emerging South Australian artists in February 2016.

Of the 39 artists invited to participate in the exhibition, 15 were TAFE SA graduates of the visual arts and design program and two students were presented with major awards during the exhibition’s opening night at the Torrens Parade Ground.

Northern Adelaide Senior College opens at ElizabethThe Northern Adelaide Senior College moved to a building on TAFE SA’s Elizabeth site and was officially opened in October 2015. The Northern Adelaide Senior College (NASC) – previously Para West Adult Campus – continues to provide senior secondary education exclusively for people over the age of 16.

This is an innovative partnering model for TAFE SA and the Department for Education and Child Development (DECD). Students of TAFE SA and the NASC are supported to seek education and learning programs that suit them and their preferred employment pathways.

Nursing alumni achieve high distinctions In June 2016, TAFE SA's enviable record of success among its graduates continued with four nursing graduates winning accolades at the South Australian Nursing and Midwifery Excellence Awards.

The graduates were recognised for their significant contribution as nurses and midwives, to their professions and to the wider community, through their practice.

Visual Arts student, Adelaide College of the Arts


MANAGEMENT OF HUMAN RESOURCES

Human Resources students, Adelaide City


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Workforce Data The following data is based on records from the Human Resources Information System, Empower, for persons being identified as employed on 30 June 2016.

Hourly Paid Instructors (HPIs) are excluded from the data tables as they are employed under different conditions and reported accordingly. To combine HPI data with regular staff information would result in data distortion.

During the 2015-16 year, 183.93 (230 headcount) FTE were recruited to TAFE SA. A total of 224.72 (281 headcount) FTE separated from the organisation.

Further human resource information is available from the Commissioner for Public Employment on the Office of Public Sector website http://publicsector.sa.gov.au/

Executives

Number of Executives by Classification, Gender and Contract Status

Ongoing Contract (Tenured) Contract (Untenured)

Classification Male Female Male Female Male Female

EXEC ULE 0 0 0 0 1 0

SAES-1 0 0 0 0 6 7

SAES-2 0 0 0 0 1 2

Total 17

Interior Design students and lecturer, Tonsley


MANAGEMENT OFHUMAN RESOURCES

Workplace Health and SafetySignificant reforms and improvements to TAFE SA Workplace Health and Safety (WHS) management systems have resulted in the development and release of a new WHS policy. This policy provides a strategic framework to guide safety practices and leadership commitment to guide the underlying principles of risk minimisation. Underpinning the new WHS policy, seven new Strategic WHS procedures were developed in consultation with Business Units and a Working Party of the Peak WHS Committee. The new management system has been designed to complement TAFE SA business practices and meet the South Australian Public Sector Code of Practice for Crown Self-Insured Employers, by aligning to the International Standard in WHS Management Systems, AS 4801 and ISO45001. This completes the first phase of the systems development with the view to begin implementing the system into the future.

To advance monitoring and accountability drivers, a new WHS Management Review Committee was established, consisting of senior Directors and the Chief Executive. This important monthly review mechanism provides a structural framework to review key WHS performance measures and drive operational and cultural change. This initiative was complemented with the implementation of a periodic and comprehensive WHS audit regime to the International Standards, resulting in significant WHS improvements and hands-on engagement of business units to drive the new WHS policy.

With TAFE SA actively contributing to the whole-of-government WHS Committee and Office of the Public Sector Building Safety Excellence Strategy, the new WHS management system has, consistent with overarching government strategy, also devised a new plant safety risk review and lead performance indicator program.

Workplace Health and Safety Prosecutions, Notices and Corrective Action Taken*

2015-16

Number of notifiable incidents pursuant to the Work Health and Safety Act 2012 Part 3

5

Number of notices served pursuant to the WHS Act Section 90, Section 191 and Section 195 (Provisional improvement, improvement and prohibition notices)

1

Number of prosecutions pursuant to WHS Act Part 2 Division 5

0

Number of enforceable undertakings pursuant to WHS Act Part 11

0

* Includes incidents involving students, contractors and visitors

Workplace Health and Safety Performance (Building Safety Excellence Targets)

2015-16

Total new workplace injury claims 27

Significant injuries* 8

Significant musculoskeletal injuries* 3

Significant psychological injuries* 3

* Where lost time exceeds one working week.

Forklift Truck training, Regency


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Leave ManagementThe following table depicts the average days taken per full-time equivalent (FTE) (excluding HPIs and casuals) over the 2015-16 financial year. 2015-16 financial year. 2015-16 financial year.

For the 2015-16 financial year, TAFE SA employees are recorded as taking 1,863 days as family carer’s leave.

Average Days Leave Per Full Time Equivalent Employee

Leave Type 2012-13 2013-14 2014-15 2015-16

Sick Leave 7.78 7.48 5.86 6.68

Family Carer’s Leave2.72* 1.64*

0.03 0.80

Special Leave With Pay (SLWP)

4.39 0.35

* TAFE SA was part of DFEEST until November 2012 - historical records for 2012-13 and 2013-14 are not accessible so unable to separate leave statistics into Family Carer’s and SLWP. Special leave with pay excludes maternity and adoption leave.

Number of Persons on Leave Without Pay

On leave without pay 131

Agency Gross Workers Compensation Expenditure for 2015-16 compared with 2014-15

Expenditure 2015-16 ($) 2014-15 ($) Variation ($) + (-) % Change + (-)

Income support 387 020.86 618 078.91 -231 058.05 -37.38

Hospital 57 234.93 51 580.84 5 654.09 10.96

Medical 317 116.30 442 580.06 -125 463.76 -28.35

Rehabilitation/return to work 84 107.60 101 783.27 -17 675.67 -17.37

Investigations 8 998.65 24 724.18 -15 725.53 -63.6

Legal expenses 225 901.34 52 261.82 173 639.52 332.25

Lump sum 270 804.00 879 695.63 -608 891.63 -69.22

Travel 15 498.59 7 830.46 -7 830.46 100.00

Other 99 447.12 41 648.39 57 798.22 138.78

Total Claim Expenditure 1 466 129.39 2 168 602.72 -769 553.27 -35.49


MANAGEMENT OFHUMAN RESOURCES

Performance DevelopmentThe Performance Coaching Framework encourages two-way conversations and aligns employees’ understanding of their duties and responsibilities to South Australia's Strategic Plan (SASP) and TAFE SA’s Strategic and Business Unit Plans. The Performance Coaching Framework is under review with the intent to increase and encourage TAFE SA in achieving a culture of ongoing and continued performance coaching.

Documented Review of Individual Performance Management

Employees with… % Total Workforce

A review within the past 6 months 25.99%

A review older than 6 months 16.8%

No review 57.21%

Data is based on Educational, Salaried and Weekly Paid Staff excluding HPI’s and Casuals.

Workforce Diversity

Number of Employees by Age Bracket and Gender

Age Bracket Male Female Total % of Total2014 Workforce

Benchmark*

15 - 19 3 6 9 0.31 5.5%

20 - 24 16 24 40 1.4 9.7%

25 - 29 23 4 97 3.39 11.2%

30 - 34 63 128 191 6.68 10.7%

35 - 39 95 215 310 10.84 9.6%

40 - 44 116 256 372 13.01 11.4%

45 - 49 148 282 430 15.03 11.1%

50 - 54 171 308 479 16.75 11.4%

55 - 59 183 303 486 16.99 9.1%

60 - 64 125 189 314 10.98 6.7%

65+ 56 76 132 4.62 3.6%

Total 999 1 861 2 860 100 100

* Source: Australian Bureau of Statistics Australian Demographic Statistics, 6291.0.55.001 Labour Force Status (ST LM8) by sex, age, state, marital status – employed - total from Feb78 Supertable, South Australia at November 2013.


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Number of Employees by Age Bracket and Gender

Number of Employees Identified as Having a Disability*

Male Female Total % of Agency

12 22 34 1.2

*As at 30 June 2016, excluding HPIs and casuals.

Number of Employees with Disabilities Requiring Workplace Adaption

Types of Disability (Where Specified)

Disability* Male Female Total % of Agency

Disability Requiring Workplace Adaptation 1 7 8 0.3

Physical 3 7 10 0.3

Intellectual 0 2 2 0.1

Sensory 5 3 8 0.3

Psychological/Psychiatric 0 0 0 0

*Five staff have reported an 'unspecified disability'.

65+

60 – 64

55 – 59

50 – 54

45 – 49

40 – 44

35 – 39

30 – 34

25 – 29

20 – 24

15 – 190 50 100 150 200 250 300 350

Female Male



FINANCIALPERFORMANCE

Finance students, Adelaide City


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Certification of the Financial Statements for the Year Ended 30 June 2016

We certify that the attached general purpose financial statements for TAFE SA:

> comply with relevant Treasurer's Instructions issued under section 41 of the Public Finance and Audit Act 1987, and relevant Australian Accounting Standards;

> are in accordance with the accounts and records of the Corporation; and

> present a true and fair view of the financial position of TAFE SA as at 30 June 2016 and the results of its operation and cash flows for the financial year.

We certify that the internal controls employed by TAFE SA for the financial year over its financial reporting and its preparation of the general purpose financial statements have been effective throughout the reporting period.

Robin Murt John O'Dea Peter Vaughan Chief Executive Chief Financial Officer Chair, TAFE SA Board

15 September 2016 15 September 2016 15 September 2016

TAFE SA FINANCIAL STATEMENTS FOR THE YEAR ENDED 30 JUNE 2016


TAFE SA Statement of Comprehensive Income for the Year Ended 30 June 2016

Note No 2016$'000

2015$'000

Expenses

Employee benefits 5 223 617 220 366

Supplies and services 6 101 878 109 330

Grants and subsidies 7 190 6

Depreciation and amortisation 8 4 423 4 076

Net loss from disposal of non-current assets 16 27 644

Other 9 1 065 1 504

Total expenses 331 200 335 926

Income

Grants and Subsidies from DSD 11 234 287 232 840

Commonwealth grants 12 2 191 2 315

Student and other fees and charges 13 94 156 90 799

Other grants and contributions 14 3 062 4 626

Investment income 15 3 3

Other 17 1 681 1 640

Total income 335 380 332 223

Net cost of providing service 4 180 (3 703)

Other Comprehensive Income

Items that will not be reclassified to net result

Changes in revaluation surplus 20 – –

Total other comprehensive income – –

Total comprehensive result 4 180 (3 703)

The net result and total comprehensive result are attributable to the SA Government as owner.

The above statement should be read in conjunction with the accompanying notes.


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Statement of Financial Position as at 30 June 2016

Note No 2016$'000

2015$'000

Current assets

Cash and cash equivalents 18 72 499 13 846

Receivables 19 13 700 96 106

Inventories 23 1 166 1 404

Total current assets 87 365 111 356

Non-current assets

Receivables 19 75 174

Property, plant and equipment 20 16 866 17 272

Intangibles 21 12 205 12 565

Total non-current assets 29 146 30 011

Total assets 116 511 141 367

Current liabilities

Payables 24 13 207 37 794


Provisions 26 2 096 1 654

Unearned revenue 27 2 825 3 589

Other current liabilities 28 6 6

Total current liabilities 33 597 64 470

Non-current liabilities

Payables 24 7 241 6 838


Provisions 26 4 621 5 093

Total non-current liabilities 59 105 57 268

Total liabilities 92 702 121 738

Net Assets 23 809 19,629

Equity

Retained earnings 29 2 005 (2 175)

Revaluation surplus 29 1 352 1 352

Contributed capital 29 20 452 20 452

Total equity 23 809 19 629

Total equity is attributable to the SA Government as owner.

UNRECOGNISED CONTRACTUAL COMMITMENTS 30

CONTINGENT ASSETS AND LIABILITIES 31




Statement of Changes in Equity for the Year Ended 30 June 2016

Note Revaluation Surplus

Retained Earnings

Contributed Capital

Total

$'000 $'000 $'000 $'000

Balance at 30 June 2014 1 352 3 393 20 452 25 197

Error Correction – (145) – (145)

Restated balance at 30 June 2014 1 352 3 248 20 452 25 052

Net result for 2014-15 29 – (3 703) – (3 703)

Net assets transferred as a result of administrative restructure 32 – (1 720) – (1 720)

Total comprehensive result for 2014-15 – (5 423) – (5 423)

Balance at 30 June 2015 1 352 (2 175) 20 452 19 629

Restated balance at 30 June 2015 1 352 (2 175) 20 452 19 629

Net result for 2015-16 29 – 4 180 – 4 180

Total comprehensive result for 2015-16 – 4 180 – 4 180

Balance at 30 June 2016 1 352 2 005 20 452 23 809All changes in equity are attributable to the SA Government as owner



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Statement of Cash Flows for the Year Ended 30 June 2016Note 2016

Inflows (Outflows)

2015Inflows

(Outflows)

Cash flows from operating activities No $'000 $'000

Cash outflows

Employee benefit payments (225 247) (217 690)

Payments for supplies and services (124 920) (121 604)

Payments of grants and subsidies (190) (6)

Payments for paid parental leave scheme (12) (1)

Other payments (478) (446)

Cash used in operations (350 847) (339 747)

Cash inflows

Commonwealth grants 2 191 2 315

Grants and Subsidies from DSD 291 463 196 138

Student and other fees and charges 111 682 88 360

Other grants and contributions 2 766 3 804

Interest received 3 3

GST recovered from the ATO 3 472 6 255

Other receipts 1 074 595

Cash generated from operations 412 651 297 470

Net cash provided by (used in) operating activities 35 61 804 (42 277)

Cash flows from investing activities

Cash Outflows

Purchase of property, plant and equipment (1 717) (816)

Purchase of intangibles (1 464) (2 273)

Cash used in investing activities (3 181) (3 089)

Cash Inflows

Proceeds from sale of property, plant and equipment 30 97

Cash generated from investing activities 30 97

Net cash used in investing activities (3 151) (2 992)

Net increase/(decrease) in cash and cash equivalents 58 653 (45 269)

Cash and cash equivalents at 1 July 13 846 59 115

Cash and cash equivalents at 30 June 18 72 499 13 846



Disaggregated Disclosures: Expense and Income for the Year Ended 30 June 2016Employment and Skills Formation

VocationalEducation

and Training$'000

Internationaland HigherEducation

$'000

Total2016

$'000

Expenses

Employee benefits 221 990 1 627 223 617


Grants and subsidies 115 75 190

Depreciation and amortisation 4 423 4 423

Net loss from disposal of non-current assets 27 27

Other 1 065 1 065

Total expenses 328 529 2 671 331 200

Revenues





Investment income 3 3

Other (23) 1 704 1 681

Total Income 333 012 2 368 335 380

Net cost of providing service 4 483 (303) 4 180

Expense and Income for the Year Ended 30 June 2015Employment and Skills Formation

Vocational Education

and Training$'000

International and HigherEducation

$'000

Total2015

$'000

Expenses

Employee benefits 218 970 1 396 220 366


Grants and subsidies 6 6

Depreciation and amortisation 4 076 4 076

Net loss from disposal of non-current assets 644 644

Other 1 504 1 504

Total expenses 333 650 2 276 335 926

Revenues





Investment income 3 3

Other (260) 1 900 1 640

Total Income 329 813 2 410 332 223

Net cost of providing service (3 837) 134 (3 703)

All assets and liabilities are considered to relate to VET/or cannot be reliably separated.


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NOTE INDEX

1 Corporation objectives and funding

2 Significant accounting policies

3 New and revised accounting standards and policies

4 Activities of the Corporation

5 Employee benefits

6 Supplies and services

7 Grants and subsidies

8 Depreciation and amortisation

9 Other expenses

10 Auditor's remuneration

11 Grants and Subsidies from DSD

12 Commonwealth grants

13 Student and other fees and charges

14 Other grants and contributions

15 Investment income

16 Net gain/(loss) from the disposal of non-current assets

17 Other income

18 Cash and cash equivalents

19 Receivables

20 Property, plant and equipment

21 Intangible assets

22 Fair value measurement

23 Inventories

24 Payables

25 Employee benefits

26 Provisions

27 Unearned revenue

28 Other liabilities

29 Equity

30 Unrecognised contractual commitments

31 Contingent assets and liabilities

32 Transferred functions

33 After balance dates events

34 Remuneration of board and committee members

35 Reconciliation of cash and cash Equivalents – cash at year end as per:

36 Transactions with SA Government

37 Financial risk management/Financial instruments

38 External funds held by TAFE SA

NOTES TO AND FORMING PART OF THE FINANCIAL STATEMENTS



1. Corporation objectives and funding(a) Objectives

TAFE SA was established as a Public Corporation on 1 November 2012 by the TAFE SA Act 2012. TAFE SA is responsible to the Minister for Higher Education and Skills.

The primary objectives of TAFE SA are to:

> Provide technical and further education in a manner that is efficient, effective and responsive to the needs of industry, students and the general community;

> Undertake or facilitate research that relates to technical and further education;

> Provide consultancy or other services, for a fee or otherwise, in any area in which staff of TAFE SA have particular expertise developed (whether wholly or partly) in the course of, or incidentally to, the provision of technical and further education;

> Undertake or provide for the development or use, for commercial, community or other purposes, of any intellectual property, product or process created or developed (whether wholly or partly) in the course of, or incidentally to, the provision of technical and further education;

> Perform any other function assigned to it by the Minister.

The Public Corporations Act 1993 applies to TAFE SA and requires a Charter and Performance Statement to be prepared for TAFE SA by the Minister and Treasurer after consultation with TAFE SA.

(b) Funding

The Corporation is predominantly funded by the Department of State Development (DSD) through the Skills for All/WorkReady Program.

In addition income is generated from sales and fee for service. These include:

> Student fees and charges;

> Training for various organisations;

> Sale of curriculum material;

> Hire of facilities and equipment.

The financial activities of the Corporation are primarily conducted through a Special Deposit Account with the Department of Treasury and Finance pursuant to Section 8 of the Public Finance and Audit Act 1987. The Special Deposit Account is used for funds provided by Skills for All/WorkReady from DSD, Commonwealth grants and revenues from fees and charges.

(c) Principles of consolidation

Entities in which TAFE SA have a significant influence

South Australian Tertiary Admissions Centre (SATAC)

The South Australian Tertiary Admissions Centre (SATAC) is an arrangement between the three South Australian universities, the Minister for Higher Education and Skills, and Charles Darwin University in the Northern Territory. SATAC receives and processes undergraduate and postgraduate applications for admission to TAFE SA, Charles Darwin University and the three universities in South Australia.

TAFE SA has a 20% interest in SATAC. The interests in this associate are not considered material to the Corporation’s core activities. Consequently as per AASB 128, they have not been taken up in the accounts on an equity basis.

Other Related Entities

Onshore Petroleum Centre of Excellence

Under a Deed of Arrangement TAFE SA has established the Onshore Petroleum Centre of Excellence (OPCE) with the Minister for Mineral Resources and Energy, SANTOS Limited, Beach Energy Limited and SENEX Energy Limited in May 2014.

Each of the parties to the arrangement provide cash and/or in-kind capital contributions to the OPCE. These contributions assist the OPCE in developing courses and delivering training that will increase the skills of people who are, or wish to be employed in the petroleum industry.

As the administering party, TAFE SA holds the funds in a separate interest bearing account on behalf of the Parties and must ensure that no deduction or expenditure is made from that account unless it is in accordance with a decision of the OPCE Board and terms of the Deed.

Decisions made by the Board must be a unanimous decision of all voting Members and cannot be inconsistent with the terms and conditions of this Deed. Note that the representative member from TAFE SA has an advisory role and is not entitled to vote.

As TAFE SA does not have control of these funds they are excluded from TAFE SA’s financial statements, however, details of the funds held by TAFE SA for the OPCE are presented in Note 38.

2. Significant accounting policies(a) Statement of compliance

TAFE SA as a Corporation has prepared these financial statements in compliance with Section 23 of the Public Finance and Audit Act 1987 (PFAA).

The financial statements are general purpose financial statements. The accounts for these statements have been prepared in accordance with relevant Australian Accounting Standards (AAS) and comply with Treasurer’s Instructions and Accounting Policy Statements promulgated under the provisions of the PFAA.

The Corporation has applied Australian Accounting Standards that are applicable to not-for-profit entities as the Corporation is a not-for-profit entity.

Except for AASB 2015-7 which the Corporation has early adopted, Australian Accounting Standards and interpretations that have recently been issued or amended but are not yet effective have not been adopted by the Corporation for the reporting period ending 30 June 2016 (refer note 3).


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(b) Basis of preparation

The preparation of the financial statements requires:

> The use of certain accounting estimates and requires management to exercise its judgement in the process of applying the Corporation’s accounting policies. The areas involving a higher degree of judgement or where assumptions and estimates are significant to the financial statements are outlined in the applicable Notes;

> Accounting policies are selected ·and applied in a manner which ensures that the resulting financial information satisfies the concepts of relevance and reliability, thereby ensuring that the substance of the underlying transactions or other events are reported;

> Compliance with Accounting Policy Statements issued pursuant to section 41 of the Public Finance and Audit Act 1987. In the interest of public accountability and transparency the Accounting Policy Statements require the following Note disclosures, that have been included in these financial reports:

a) revenues, expenses, financial assets and liabilities where the counterparty/transaction is with an entity within the SA Government as at reporting date, classified according to their nature. A threshold of $100 000 for separate identification of these items applies;

b) expenses incurred as a result of engaging consultants;

c) employee targeted voluntary separation package information;

d) employees whose normal remuneration is equal to or greater than the base executive remuneration level (within $10 000 bandwidths) and the aggregate of the remuneration paid or payable or otherwise made available, directly or indirectly by the entity to those employees;

e) Board/committee member and remuneration information, where a board/committee member is entitled to receive income from membership other than a direct out-of-pocket reimbursement.

The Corporation’s Statement of Comprehensive Income, Statement of Financial Position and Statement of Changes in Equity have been prepared on an accrual basis and are in accordance with the historical cost convention, except for certain assets that have been valued in accordance with the valuation policy applicable.

The Statement of Cash Flows has been prepared on a cash basis.

The financial statements have been prepared based on the period 1 July 2015 to 30 June 2016 and presented in Australian currency.

The accounting policies set out below have been applied in preparing the financial statements for the year ended 30 June 2016 and the comparative information presented.

(c) Reporting entity

The Corporation is a Statutory Corporation of the State of South Australia, established pursuant to the TAFE SA Act 2012.

The financial statements and accompanying notes reflect the use of assets, liabilities, revenues and expenses controlled or incurred by the Corporation in its own right.

(d) Comparative information

The presentation and classification of items in the financial statements are consistent with prior periods except where specific accounting standards and/or accounting policy statements have required a change.

Where presentation or classification of items in the financial statements have been amended, comparative figures have been adjusted to conform to changes in presentation or classification in these financial statements unless impracticable.

The restated comparative amounts do not replace the original financial statements for the preceding period.

(e) Rounding

All amounts in the financial statements and accompanying notes have been rounded to the nearest thousand dollars ($’000).

(f) Income and expenses

Income and expenses have been classified according to their nature and have not been offset unless required or permitted by a specific accounting standard, or where offsetting reflects the substance of the transaction or other event.

Income

Income is recognised to the extent that it is probable that the flow of economic benefits to the Corporation will occur and can be reliably measured.

The following are specific recognition criteria:

> Income from fees and charges is derived from the provision of goods and services to other SA government agencies and to other clients and is recognised upon delivery of the service to the clients or by reference to the stage of completion.

> Income from disposal of non-current assets is recognised when control of the asset has passed to the buyer and determined by comparing proceeds with carrying amount.

> Interest income is recognised upon receipt.

> Contribution income is recognised when control of the contribution or the right to receive the contribution and the income recognition criteria are met.

> Resources received free of charge are recorded as revenue in the Statement of Comprehensive Income at their fair value. Contributions of services are recognised only when a fair value can be determined reliably and the services would be purchased if they had not been donated.

Expenses

Expenses are recognised to the extent that it is probable that the flow of economic benefits from the Corporation will occur and can be reliably measured.

The following are specific recognition criteria:

Employee benefits expense

Employee benefits expense includes all costs related to employment including wages and salaries, non-monetary benefits and leave entitlements. These are recognised when incurred.




In regards to superannuation expenses, the amount charged to the Statement of Comprehensive Income represents the contributions made by the Corporation to the superannuation plan in respect of current services of current Corporation staff. The Department of Treasury and Finance centrally recognises the superannuation liability in the whole of government financial statements.

(g) Current and non-current classification

Assets and liabilities are characterised as either current or non-current in nature. Assets and liabilities that are to be sold, consumed or realised as part of the normal operating cycle even when they are not expected to be realised within twelve months after the reporting date have been classified as current assets or current liabilities. All other assets and liabilities are classified as non-current.

Where asset and liability line items combine amounts expected to be realised within twelve months and more than twelve months, the Corporation has separately disclosed the amounts expected to be recovered or settled after more than twelve months.

(h) Events after the reporting period

Adjustments are made to amounts recognised in the financial statements, where an event occurs after 30 June and before the date the financial statements are authorised for issue, where those events provide information about conditions that existed at 30 June.

Note disclosure is made about events between 30 June and the date the financial statements are authorised for issue where the events relate to a condition which arose after 30 June and which may have a material impact on the results of subsequent years (refer to Note 33).

Notes to and forming part of the financial statements

(i) Cash and cash equivalents

Cash and cash equivalents in the Statement of Financial Position include cash at bank and on hand.

For the purposes of the Statement of Cash Flows, cash and cash equivalents include cash at bank and cash on hand. Cash is measured at nominal value.

(j) Receivables

Receivables include amounts receivable from trade, prepayments and other accruals.

Receivables arise in the normal course of selling goods and services to other government agencies and to the public. Receivables are generally receivable within 30 days after the issue of an invoice or the goods/services have been provided under a contractual arrangement.

The recoverability of receivables is reviewed on an ongoing basis. Debts that are known to be uncollectible are written off when identified. An allowance for doubtful debts is raised when there is objective evidence that the Corporation will not be able to collect the debt.

(k) Inventories

Inventories include goods and other property held either for sale or distribution at no or nominal cost in the ordinary course of business.Inventories held for distribution at no or nominal consideration, are measured at cost and adjusted when applicable for any loss of service potential. Inventories held for sale are measured at the lower of cost or their net realisable value.

Cost is assigned to low volume inventory items on a specific identification of cost basis.

Inventories comprise of learning modules, food and wine, wine making stock, books, stationery, hair and beauty products and building supplies.

The amount of any inventory write-down to net realisable value/replacement cost or inventory losses is recognised as an expense in the period the write-down or loss occurred. Any write-down reversals are recognised as an expense reduction.

Bases used in assessing loss of service potential for inventory held for distribution at no or minimal cost include current replacement cost and technological or functional obsolescence.

(I) Property, plant and equipment

Non-current assets are initially recorded at cost or at the value of any liabilities assumed, plus any incidental cost involved with the acquisition. Non-current assets are subsequently measured at fair value less accumulated depreciation. Where assets are acquired for no consideration, or minimal value, they are recorded at their fair value in the Statement of Financial Position. However, if the assets are acquired at no or nominal value as part of a restructure of administrative arrangements then the assets are recognised at book value, i.e. the amount recorded by the transferor public authority immediately prior to the restructure.

Revaluation of non-current assets

All non-current assets are valued at either market value or written down current cost (a proxy for fair value); and revaluation of non-current assets or group of assets is only performed when its fair value at the time of acquisition is greater than $1 million and estimated useful life is greater than three years.

Every three years, the Corporation revalues its library collection. However, if at any time management considers that the carrying amount of an asset materially differs from its fair value, then the asset will be revalued regardless of when the last valuation took place. Non-current assets that are acquired between revaluations are held at cost until the next valuation, where they are revalued to fair value.

Any revaluation increment is credited to the revaluation surplus, except to the extent that it reverses a revaluation decrement of the same asset class previously recognised as an expense, in which case the increase is recognised as income in the Statement of Comprehensive Income.

Any revaluation decrement is recognised in the Statement of Comprehensive Income as an expense, except to the extent that it offsets a previous revaluation increment for the same asset class, in which case the decrease is debited directly to the revaluation surplus to the extent of the credit balance existing in the revaluation surplus for that asset class.


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The valuation methodology applied to specific classes of non-current assets under revaluations is as follows:

> Library collection

The library collection is recorded at replacement value. The most recent valuation was carried out as at 30 June 2014 by AON Risk Solutions, an independent valuer, on the basis of depreciated replacement cost (a proxy for fair value).

> Plant and equipment

Items of plant and equipment are recorded at fair value less accumulated depreciation. All Plant and Equipment assets with a value of $10 000 or greater are capitalised.

Items under $10 000 are recorded in the Statement of Comprehensive Income as an expense in the accounting period in which they are acquired.

> Leasehold Improvements

Following initial recognition, leasehold improvements are carried at cost less any accumulated amortisation and any accumulated impairment losses.

All leasehold Improvement assets with a value of $10 000 or greater are capitalised.

Items under $10 000 are recorded in the Statement of Comprehensive Income as an expense in the accounting period in which they are acquired.

> Intangibles

An intangible asset is an identifiable non-monetary asset without physical substance. Intangible assets are measured at cost.

Following initial recognition, intangible assets are carried at cost less any accumulated amortisation and any accumulated impairment losses.

The useful lives of intangible assets are assessed to be either finite or indefinite. The Corporation only has intangible assets with finite lives. The amortisation period for the intangible assets is reviewed on an annual basis.

The acquisition of or internal development of software is capitalised only when the expenditure meets the definition criteria (identifiability, control and the existence of future economic benefits) and recognition criteria (probability of future economic benefits and cost can be reliably measured) and when the amount of expenditure is greater than or equal to $10 000.

All research and development costs that do not meet the capitalisation criteria outlined in AASB 138 are expensed.

Fair value measurement

AASB 13 defines fair value as the price that would be received to sell an asset or paid to transfer a liability in an orderly transaction between market participants, in the principal or most advantageous market, at the measurement date.

The Corporation classifies fair value measurement using the following fair value hierarchy that reflects the significance of the inputs used in making the measurements, based on the data and assumptions used in the most recent revaluation.

Notes to and forming part of the financial statements

> Level 1 – traded in active markets and is based on unadjusted quoted prices in active markets for identical assets or liabilities that the entity can access at measurement date.

> Level 2 – not traded in an active market and are derived from inputs (inputs other than quoted prices included within level 1) that are observable for the asset, either directly or indirectly.

> Level 3 – not traded in an active market and are derived from unobservable inputs.

The valuation processes and fair value changes are reviewed by the Chief Financial Officer and Audit and Risk Committee at each reporting date.

Non-financial assets

In determining fair value, the Corporation has taken into account the characteristic of the asset (e.g. condition and location of the asset and any restrictions on the sale or use of the asset); and the asset’s highest and best use (that is physically possible, legally permissible, financially feasible).

The Corporation’s current use is the highest and best use of the asset unless other factors suggest an alternative use is feasible within the next five years. As the Corporation did not identify any factors to suggest an alternative use, fair value measurement was based on current use.

The carrying amount of non-financial assets with a ‘fair value’ at the time of acquisition that was less than $1million or an estimated useful life that was less than three years are deemed to approximate fair value.

Refer to Notes 20 and 22 for disclosure regarding fair value measurement techniques and inputs used to develop fair value measurements for non-financial assets.

(m) Impairment

All non-current assets are tested for indications of impairment at each reporting date. Where there is an indication of impairment, the recoverable amount is estimated. The recoverable amount is determined as the higher of the asset’s fair value less costs of disposal and depreciated replacement cost. An amount by which the asset’s carrying amount exceeds the recoverable amount is recorded as an impairment loss.

For revalued assets an impairment loss is offset against the revaluation surplus.

(n) Depreciation and amortisation

All non-current assets, having a limited useful life, are systematically depreciated/amortised over their useful lives in a manner that reflects the consumption of their service potential. Amortisation is used in relation to intangible assets such as software, while depreciation is applied to tangible assets such as library collections and plant and equipment.

Assets’ residual values, useful lives and amortisation methods are reviewed and adjusted if appropriate, on an annual basis. Changes in the expected useful life or the expected pattern of consumption of future economic benefits embodied in the asset are accounted for prospectively by changing the time period or method, as appropriate, which is a change in accounting estimate.




Depreciation/Amortisation is calculated on a straight line basis over the estimated useful life of the following classes of assets as follows:

Class of Asset Depreciation/Amortisation Method

Useful Life (Years)

Plant and Equipment Straight Line 1-45

Library Collection Straight Line 3-15

Leasehold Improvements Straight Line 10

Intangibles Straight Line 10

(o) Payables

Payables include creditors, accrued expenses and employment on-costs and Paid Parental Leave Scheme Payable.

Creditors represent the amounts owing for goods and services received prior to the end of the reporting period that are unpaid at the end of the reporting period. Creditors include all unpaid invoices received relating to the normal operations of the Corporation.

Accrued expenses represent goods and services provided by other parties during the period that are unpaid at the end of the reporting period and where an invoice has not been received.

The Paid Parental Leave Scheme payable represents amounts which the Corporation has received from the Commonwealth Government to forward onto eligible employees via the Corporation’s standard payroll processes. That is, the Corporation is acting as a conduit through which the payment to eligible employees is made on behalf of the Family Assistance Office.

All payables are measured at their nominal amount, are unsecured and are normally settled within 30 days from the date of the invoice or date the invoice is first received.

Employee benefits on-costs include superannuation contributions, workers compensation and payroll tax with respect of outstanding liabilities for salaries and wages, long service leave and annual leave, non-attendance days, and skills and experience retention leave.

The Corporation makes contributions to several State Government and externally managed superannuation schemes. These contributions are treated as an expense when they occur. There is no liability for payments to beneficiaries as they have been assumed by the respective superannuation schemes. The only liability outstanding at balance date relates to any contributions due but not yet paid to the South Australian Superannuation Board and externally managed schemes.

(p) Employee benefits and employment related liabilities

Liabilities have been established for various employee benefits arising from services rendered by employees to balance date. Employee benefits include entitlements to wages and salaries, long service leave, annual leave and non attendance days. Long-term benefits are measured at present value and short-term employee benefits are measured at nominal amounts.

Employment related expenses include on-costs such as employer superannuation and payroll tax on employee entitlements together with the workers’ compensation insurance premium. These are reported under Payables as on costs on employee benefits (refer Note 24).

Salaries, wages, annual leave, skills and experience retention leave (SERL), non-attendance days and sick leave.

The liability for salaries and wages is measured as the amount unpaid at the reporting date at remuneration rates current at reporting date.

The annual leave liability and the SERL liability is expected to be payable within twelve months and is measured at the undiscounted amount expected to be paid. In the unusual event where salary and wages, annual leave and SERL liability are payable later than twelve months, the liability will be measured at present value.

Non-attendance days are accrued annually for employees engaged under the TAFE SA Act 2012 but are non cumulative.

No provision has been made for sick leave as all sick leave is non-vesting and the average sick leave taken in future years by employees is estimated to be less than the annual entitlement for sick leave.

Long service leave

The liability for long service leave is measured as the present value of expected future payments to be made in respect of services provided by employees up to the end of the reporting period using the projected unit credit method.

The estimated liability for long service leave is based on actuarial assumptions over expected future salary and wage levels, experience of employee departures and periods of service. These assumptions are based on employee data over the education sector across government. Expected future payments are discounted using market yields at the end of the reporting period on government bonds with durations that match, as closely as possible, the estimated future cash outflows.

(q) Provisions

Provisions are recognised when the Corporation has a present obligation as a result of a past event, it is probable that an outflow of resources embodying economic benefits will be required to settle the obligation and a reliable estimate can be made of the amount of the obligation.

When the Corporation expects some or all of a provision to be reimbursed, the reimbursement is recognised as a separate asset but only when the reimbursement is virtually certain. The expense relating to any provision is presented in the Statement of Comprehensive Income net of any reimbursement.

Provisions are measured at the present value of management’s best estimate of the expenditure required to settle the present obligation at the Statement of Financial Position date. If the effect of the time value of money is material, provisions are discounted for the time value of money and the risks specific to the liability.


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A liability has been reported to reflect unsettled workers compensation claims. The workers compensation provision is an actuarial estimate of the outstanding liability as at 30 June 2016 provided by a consulting actuary engaged through the Office of the Public Sector within the Department of the Premier and Cabinet. The provision is for the estimated cost of ongoing payments to employees as required under current legislation.

(r) Leases

The Corporation has entered into a number of operating lease agreements, as lessee, for buildings and other facilities where the lessor effectively retains all risks and benefits incidental to ownership of the items held under the operating leases.

Operating lease payments are recognised as an expense in the Statement of Comprehensive Income on a straight-line basis over the lease term. The straight-line basis is representative of the pattern of benefits derived from the leased assets.

Details of commitments of current non-cancellable operating leases are disclosed at Note 30.

(s) Taxation

The Corporation is not subject to income tax. The Corporation is liable for payroll tax, fringe benefits tax, goods and services tax (GST) and emergency services levy.

Income, expenses and assets are recognised net of the amount of GST except:

> when the GST incurred on a purchase of goods or services is not recoverable from the Australian Taxation Office, in which case the GST is recognised as part of the cost of acquisition of the asset or as part of the expense item applicable;

> receivables and payables, which are stated with the amount of GST included.

The net amount of GST recoverable from, or payable to, the Australian Taxation Office is included as part of receivables or payables in the Statement of Financial Position.

Cash flows are included in the Statement of Cash Flows on a gross basis and the GST component of cash flows arising from investing and financing activities, which is recoverable from, or payable to, the Australian Taxation Office is classified as part of operating cash flows.

Unrecognised Contractual Commitments and contingencies are disclosed net of the amount of GST recoverable from, or payable to the Australian Taxation Office. If GST is not payable to, or recoverable from the Australian Taxation Office, the commitments and contingencies are disclosed on a gross basis.

(t) Unrecognised contractual commitments and contingent assets and liabilities

Commitments include those operating, capital and outsourcing commitments arising from contractual or statutory sources and are disclosed at their nominal value.

Contingent assets and contingent liabilities are not recognised in the Statement of Financial Position, but are disclosed by way of a Note and, if quantifiable, are measured at nominal value.

3. New and revised accounting standards and policies

The Accounting Policy Framework II General Purpose Financial Statements Framework has been revised to allow for reduced disclosure requirements for some entities, in line with the Australian Accounting Standard AASB 1053 Application of Tiers of Australian Accounting Standards. As per the requirements of the Framework, the Corporation has determined that it is not eligible to apply for Tier 2 reporting, therefore, the 2015-16 financial statements have been prepared in the same format as prior years.

AASB 16 Leases will apply for the first time to the 30 June 2020 financial report. This standard will require TAFE SA to recognise all leased items in the statement of financial position as assets representing the value of items leased and as liabilities representing the expected future lease payments.

4. Activities of the CorporationActivities - Employment and Skills Formation

To strengthen the economic prosperity and social well-being of South Australians through strategic employment, skills formation and workforce development.

Sub-activities - Vocational Education and Training

> TAFE SA provides secondary and post-secondary vocational education and training (VET) including:

- The investment of public funds to support individuals and employers to develop workforce skills;

- Funding apprenticeships and traineeships;

- Supporting post-secondary training and education; and

- Providing state and national policy advice.

Sub-activities - International and Higher Education

> TAFE SA:

- Supports the development of Adelaide as a centre for education, international education and South Australian education exports including providing marketing services, analysis and student and community support;

- Provides high level strategic policy advice to the Minister on higher education policy and planning; and

As a public provider, TAFE SA will operate effectively and efficiently in a competitive market for vocational education and training to:

> Deliver technical and further education efficiently and cost effectively at high standards of quality, while at all times ensuring the financial viability of TAFE SA;

> Build alliances and cooperation with other service providers to ensure quality and relevant course availability and delivery in the most efficient manner;

> Strengthen TAFE SA’s position in technical and further education through the provision of fee for service activities, including quality training for overseas students and targeted international activity; and

> Ensure a safe work and learning environment for staff, students and the community.




5. Employee benefits

2016 $'000

2015 $'000

Salaries and wages (including annual leave) 179 460 178 482

Superannuation 18 079 18 505

Payroll tax 10 242 10 095

Long service leave 6 896 7 806

Skills and experience retention leave 904 893

Board and committee fees 508 456

Workers’ compensation 2 699 232

Targeted voluntary separation payments 4 401 3 332

Other employee related costs 428 565

223 617 220 366

Salaries and wages on termination are included in salaries and wages.

Targeted Voluntary Separation Packages (TVSPs)

2016 $'000

2015 $'000

Amounts paid to these employees:

TVSPs 4 401 3 332

Leave paid to those employees 2 040 848

6 441 4 180

Funding from the Department of Treasury and Finance (through Department of State Development)

3 411 3 445

Net cost to TAFE SA 3 030 735

The number of employees who were paid TVSPs during the reporting period 70 31


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Remuneration of employees

The number of employees whose remuneration received or receivable is $145 000 or more falls within the following bands

2016 Number of Employees

(including TVSP)

2016 Number of Employees

(including TVSP)

No No

$145 001 to $155 000 8 4

$155 001 to $165 000 2 1

$165 001 to $175 000 2 3

$175 001 to $185 000 3 2

$185 001 to $195 000 2 1

$195 001 to $205 000 1 1

$205 001 to $215 000 1 1

$215 001 to $225 000* 2 1

$225 001 to $235 000 1 –

$235 001 to $245 000 2 –

$245 001 to $255 000 – 1

$255 001 to $265 000* 1 1

$265 001 to $275 000* 2 –

$285 001 to $295 000 – 1

$295 001 to $305 000 2 1

$345 001 to $355 000 1 –

$425 001 to $435 000 1 –

$465 001 to $475 000** – 1

$485 001 to $495 000** – 1

Total number of employees 31 20

* This bandwidth includes employees that have received TVSP payments in 2015-16.

** This bandwidth includes employees that have received non TVSP termination payments during 2014-15.

The table includes all employees who received remuneration equal to or greater than the base executive remuneration level during the year.

Remuneration of employees reflects all costs of employment including salaries and wages (including termination payments), superannuation contributions, fringe benefits tax and any other salary sacrifice benefits. The total remuneration received by these employees for the year was $6.5 million ($4.5 million).

The increase in the total number of employees from 20 in 2014-15 to 31 in 2015-16 is due to 4 non-executive employees (nil in 2014-15) who took Targeted Voluntary Separation Packages (TVSP’s) during the year and 8 non-executive employees who were just below the first bandwidth in 2015 but moved into the first bandwidth in 2016.

The total remuneration received by non-executive employees in 2015-16 was $2.7 million ($0.6 million).




6. Supplies and services

2016 $'000

2015 $'000

Corporate services recharges paid to DSD 136 2 341

Infrastructure recharges paid to DSD 20 727 23 753

Funding to external vocational education and training providers 370 139

Printing and consumables 7 635 7 089

Minor works, maintenance and equipment 11 838 12 991

Information technology infrastructure and communication 11 828 9 740

Fees – contracted services (including consultants) 15 425 18 564

Utilities 7 624 8 358

Cleaning 7 786 7 870

Vehicle and travelling expenses 4 368 4 320

Rentals and leases 1 610 1 823

Books, materials and copyright 12 221 12 062

Other 310 280

Total supplies and services 101 878 109 330

The total supplies and services amount disclosed included GST amounts not recoverable from the ATO due to TAFE SA not holding a valid tax invoice or payments relating to third party arrangements.

Consultancy

The number and dollar amount of Consultancies paid/payable (included in supplies and services) fell within the following bands:

No2016

$'000 No2015

$'000

Below $10 000 5 18 2 9

Above $10 000 3 397 4 256

Total paid/payable to the consultants engaged (GST exclusive) 8 415 6 265

7. Grants and subsidies 2016

$'0002015

$'000

Employment Programs 6

VET Programs 115

Other Programs 75

Total grants and subsidies 190 6


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8. Depreciation and amortisation 2016

$'0002015

$'000

Depreciation

Plant and equipment 1 630 1 579

Library collection 876 877

Leasehold Improvements 76 1

Total depreciation 2 582 2 457

Amortisation

Intangibles 1 841 1 619

Total amortisation 1 841 1 619

Total depreciation and amortisation 4 423 4 076

9. Other expenses2016

$'0002015

$'000

Audit fees (refer note 10) 449 454

Allowance for doubtful debts and debt write-offs (refer note 19)

607 1 045

Other 9 5

Total other expenses 1 065 1 504

10. Auditor’s remuneration 2016

$'0002015

$'000

Audit fees paid/payable to the Auditor-General’s department relating to the audit of financial statements

287 289

Other audit fees 162 165

Total auditor’s remuneration paid/payable 449 454

No other services were provided by the Auditor-General’s Department.

11. Grants and Subsidies from DSD 2016

$'0002015

$'000

VET Subsidies 144 473 160 869

Community Services 18 083 16 660

VET Capital 6 315 5 407

TVSP Reimbursement 3 411 3 445

Other Funding 62 005 46 459

Total Grants and Subsidies from DSD 234 287 232 840




12. Commonwealth grants

2016 $'000

2015 $'000

Aged Care Workforce 1 034 1 123

Aboriginal Projects 709 458

Community Development Employment Projects (CDEP) program – 194

Other specific Commonwealth revenue 448 540

Total Commonwealth grants 2 191 2 315

2015-16 Commitments

$1.0 million was received for the Aged Care Workforce Program in 2015-16 (2015: $1.1 million), with all commitments being met.

Aboriginal projects including the Aboriginal Torres Strait Islander Rural and Remote Aged Care Training Project contributed $0.7 million in grants revenue during 2015-16 (2014-15: $0.5 million).

$0.4 million in Other Specific Commonwealth Grants were received in 2015-16 (2015: $0.5 million).

13. Student and other fees and charges 2016

$'0002015

$'000

Sales/fee for service revenue 48 854 53 458

Student enrolment fees and charges 40 260 33 650

Other user fees and charges 5 042 3 691

Total student and other fees and charges received/receivable 94 156 90 799

14. Other grants and contributions 2016

$'0002015

$'000

Grants and subsidies revenue 2 118 1 824

Grants from other entities within the SA Government 286 251

Contributed assets 585 2 463

Miscellaneous contributions 58 87

Donations 15 1

Total other grants and contributions 3 062 4 626

15. Investment income 2016

$'0002015

$'000

Interest 3 3

Total investment income 3 3


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16. Net (gain)/loss from the disposal of non-current assets2016

$'0002015

$'000

Plant and equipment

Proceeds from disposals (30) (97)

Less: net book value of assets disposed 57 741

Total net loss from the disposal of non-current assets 27 644

17. Other income2016

$'0002015

$'000

Recoup of salaries 138 120

Sundry income 1 543 1 520

Total other income 1 681 1 640

18. Cash and cash equivalents2016

$'0002015

$'000

Special deposit account with the Department of Treasury and Finance 72 483 13 805

Cash on hand 16 41

Total cash and cash equivalents 72 499 13 846

Special Deposit Account with the Department of Treasury and Finance Includes funds received from DSD for Skills for All/WorkReady and other program funding.

Interest rate risk Cash on hand is non-interest bearing. The carrying amount of cash and cash equivalents represents fair value.




19. Receivables2016

$'000

2015

$'000

Current

Skills for All/WorkReady receivable from DSD - 48 441

Student and other fees and charges receivable 11 967 47 950

Less: allowance for doubtful debts (1 874) (2 279)

Prepayments 706 1 613

GST recoverable from ATO 2 814 274

Other receivables 87 107

Total current receivables 13 700 96 106

Non-current

Workers compensation receivable 75 174

Total non-current receivables 75 174

Total receivables 13 775 96 280

Movement in the allowance for doubtful debts

The allowance for doubtful debts (allowance for impairment loss) is recognised when there is objective evidence (i.e. calculated on past experience and current and expected changes in client credit rating) that a receivable is impaired.

An allowance for impairment loss has been recognised in 'other expenses' in the Statement of Comprehensive Income for specific debtors and debtors assessed on a collective basis for which such evidence exists.

2016

$'000

2015

$'000

Carrying amount at the beginning of the period 2 279 2 334

lncrease/(decrease) in the allowance 594 1 051

Amounts written off (999) (1 106)

Carrying amount at the end of the period 1 874 2 279

Interest rate and credit risk

Receivables are raised for all goods and services provided for which payment has not been received. Receivables are normally settled within 30 days. Trade receivables and accrued revenues are non-interest bearing.

Other than as recognised in the allowance for doubtful debts, it is not anticipated that counterparties will fail to discharge their obligations. The carrying amount of receivables approximates net fair value due to being receivable on demand. There is no concentration of credit risk.

(a) Categorisation and maturity analysis of financial instruments – Refer Note 37

(b) Risk exposure information – Refer Note 37


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20. Property, plant and equipment2016

$'000

2015

$'000

Plant and equipment

Plant and equipment at cost (deemed fair value) 29 060 27 726

Accumulated depreciation (15 720) (14 585)

13 340 13 141

Library collection

Library collection at valuation 16 017 15 722

Accumulated depreciation (13 744) (12 868)

2 273 2 854

Leasehold improvements

Leasehold improvements at cost (deemed fair value) 1 161 149

Accumulated amortisation (77) (1)

1 084 148

Work in Progress

Capital work in progress 169 1 129

169 1 129

Total property, plant and equipment 46 407 44 726

Total accumulated depreciation at the end of the period (29 541) (27 454)

Total property, plant and equipment 16 866 17 272

Valuation of property

All items of plant and equipment had a fair value at the time of acquisition that was less than $1 million, or had an estimated useful life that was less than three years, and have not been revalued in accordance with APFIII. The carrying value of these items are deemed to approximate fair value. These assets are classified in level 3 as there has been no subsequent adjustment to their value, except for management assumptions about the asset’s condition and remaining useful life.

The library collection was valued at depreciated replacement cost (a proxy for fair value) as at 30 June 2014 by AON Risk Solutions.

Leasehold improvements are valued at cost.

Impairment

There were no indications of impairment of property and plant and equipment assets at 30 June 2016.




Reconciliation of property, plant and equipment assets

The following table shows the movement of property, plant and equipment assets during 2015-16:

2016 Plant and equipment

$’000

Library collection

$’000


$’000

Work in progress

$’000

Total $’000

Carrying amount at the beginning of the period 13 141 2 854 148 1 129 17 272

Additions 172 295 1 180 1 647

Disposals (57) (57)

Contributed assets 586 586

Capitalisation 1 128 1 012 (2 140)

Depreciation (1 630) (876) (76) (2 582)

Carrying amount at the end of period 13 340 2 273 1 084 169 16 866

The following table shows the movement of property, plant and equipment assets during 2014-15:

2015 Plant and equipment

$’000

Library collection

$’000


$’000

Work in progress

$’000

Total $’000

Carrying amount at the beginning of the period 13 801 3 390 17 191

Additions 325 341 150 816

Disposals (741) (741)

Contributed assets 1 335 1 128 2 463

Capitalisation 149 (149)

Depreciation (1 579) (877) (1) (2 457)

Carrying amount at the end of period 13 141 2 854 148 1 129 17 272


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21. Intangible assets2016

$'000

2015

$'000

Computer software

Internally developed computer software 5 970 5 088

Accumulated amortisation (1 025) (507)

Other Computer software 13 233 13 233

Accumulated amortisation (6 715) (5 392)

Intangible work in progress 742 143

Total intangibles 12 205 12 565

The computer software predominantly relates to TAFE SA's Student Information System (SIS).

TAFE SA has no contractual commitments for the acquisition of intangibles assets.

Impairment

There were no indications of impairment of intangible assets at 30 June 2016.

Reconciliation of intangible assets

The following table shows the movement of intangible assets during 2015-16:

Intangibles

$'000

Intangibles work in

progress

$'000

Total

$'0002016

Carrying amount at the beginning of the period 12 422 143 12 565

Additions 882 599 1 481

Amortisation (1 841) - (1 841)

Carrying amount at end of period 11 463 742 12 205

The following table shows the movement of intangible assets during 2014-15:

2015

Intangibles

$'000

Intangibles work in

progress

$'000

Total

$'000

Carrying amount at the beginning of the period 11 911 - 11 911

Additions 2 130 143 2 273

Amortisation (1 619} - (1 619)

Carrying amount at end of period 12 422 143 12 565




22. Fair value measurement

Fair Value Hierarchy

The fair value of non-financial assets must be estimated for recognition and measurement or for disclosure purposes. The Corporation categorises non-financial assets measured at fair value into hierarchy based on the level of inputs used in measurement. Fair value measurements recognised in the Statement of Financial Position are categorised into the following levels at 30 June 2016. The Corporation had no valuations categorised into level 1 and level 2.

Fair value Measurements at 30 June 2016

Recurring fair value measurements

Level 2

$'000

Level 3

$'000

Total

$'000

Plant and Equipment (note 20) - 13 340 13 340

Library Collection (note 20) - 2 273 2 273

Leasehold Improvements (note 20) - 1 084 1 084

Total recurring fair value measurements - 16 697 16 697

Total - 16 697 16 697

There were no transfers of assets between level 1 and 2 fair value hierarchy levels in 2015-16. The Corporation's policy is to recognise transfers into and out of fair value hierarchy levels as at the end of the reporting period.

Fair value Measurements at 30 June 2015

Recurring fair value measurements

Level 2

$'000

Level 3

$'000

Total

$'000

Plant and Equipment (note 20) - 13 141 13 141

Library Collection (note 20) - 2 854 2 854

Leasehold Improvements (note 20) - 148 148

Total recurring fair value measurements - 16 143 16 143

Total - 16 143 16 143

Reconciliation of fair value measurements – Level 3

The reconciliation of movements for the level 3 assets is provided in note 20.

23. Inventories2016

$'000

2015

$'000

Current

Inventories held for sale 122 147

Inventories held for distribution 1 044 1 257

Total inventories 1 166 1 404


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24. Payables2016

$'000

2015

$'000

Current

Creditors 3 306 8 347

Accrued expenses 4 648 26 022

Employment on-costs 5 236 3 376

Paid parental leave scheme 2 14

Other 15 35

Total current payables 13 207 37 794

Non-current

Creditors 1 766 1 492

Employment on-costs 5 475 5 346

Total non-current payables 7 241 6 838

Total payables 20 448 44 632

An actuarial assessment performed by the Department of Treasury and Finance determines that the percentage of the proportion of long service leave taken as leave is 62% (63%). The average factor used in the calculation of employer superannuation on-cost is 10.2% (10.3%). These rates are used in the employment on cost calculation. The net financial effect of the changes in the current financial year is a decrease in the employment on-cost of $50 470.

Interest rate and credit risk

Creditors are raised for all amounts billed but unpaid and accruals are raised where goods and services are received but an invoice has not yet been received. Sundry Creditors are normally settled within 30 days. Employment on-costs are settled when the respective employee benefit that they relate to is discharged. All payables are non-interest bearing. The carrying amount of payables represents fair value due to the amounts being payable on demand.

(a) Categorisation and maturity analysis of financial instruments – Refer Note 37.

(b) Risk exposure information – Refer Note 37.




25. Employee benefits2016

$'000

2015

$'000

Current

Annual leave 6 699 6 462


Skills and experience retention leave 1 515 1 484

Accrued salaries and wages 413 6 451

Non-attendance days 4 270 4 345

Total current employee benefits 15 463 21 427

Non-current employee benefits


Total non-current employee benefits 47 243 45 337

Total employee benefits 62 706 66 764

AASB 119 contains the calculation methodology for long service leave liability. The actuarial assessment performed by the Department of Treasury and Finance has provided a set level of liability for the measurement of long service leave.

AASB 119 requires the use of the yield on long term Commonwealth Government bonds as the discount rate in the measurement of the long service leave liability. The yield on long term Commonwealth Government bonds has decreased from 2015 (2.75%) to 2016 (1.75%).

This decrease in the bond yield, which is used to discount future long service leave cash flows, results in an increase in the reported long service leave liability. The new financial effect of the changes in the current financial year is an increase in the long service leave liability of $3.578 million. The impact on future periods is impracticable to estimate as the long service leave liability is calculated using a number of assumptions – a key assumption is the long-term discount rate.

The actuarial assessment performed by the Department of Treasury and Finance left the salary inflation rate of 4% for long service leave liability and 3% for annual leave, non-attendance days, and skills, experience and retention leave liability. As a result, there is no net financial effect resulting from changes in the salary inflation rate for long service leave liability.

Long service leave entitlements for Hourly Paid Instructors (HPIs) have been excluded for these statements due to the complexities and impracticability for retrieving accurate information in a timely manner from the TAFE SA Empower payroll system. Long service leave entitlement data for HPIs is only updated in Empower once actual leave requests have been manually verified against Human Resource records on a case by case basis.


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26. Provisions2016

$'000

2015

$'000

Current

Workers compensation 2 096 1 654

Total current provisions 2 096 1 654

Non-current

Workers compensation 4 621 5 093

Total non-current provisions 4 621 5 093

Total provisions 6 717 6 747

Carrying amount as at 1 July 6 747 8 747

Increase/decrease in provisions recognised (30) (2 000)

Carrying amount at 30 June 6 717 6 747

A liability has been reported to reflect unsettled workers compensation claims. The workers compensation provision is based on an actuarial assessment performed by the Office of the Public Sector within the Department of the Premier and Cabinet.

27. Unearned revenue2016

$'000

2015

$'000

Unearned revenue SA Government entities 251

Unearned revenue Non-SA Government entities 2 574 3 589

Total unearned revenue 2 825 3 589

28. Other liabilities

2016

$'000

2015

$'000

Current

Other liabilities 6 6

Total other liabilities 6 6

29. Equity2016

$'000

2015

$'000

Retained earnings 2 005 (2 175)

Revaluation surplus 1 352 1 352

Contributed capital 20 452 20 452

Total equity 23 809 19 629




30. Unrecognised contractual commitmentsOther commitments

2016

$'000

2015

$'000

Within one year 8 307 5 551

Later than one year and not later than five years 14 403 1 696

Total Other Commitments 22 710 7 247

TAFE SA’s other commitments relate to agreements for Productivity Places Programs contracts, cleaning contracts, and other procurement commitments.

Operating leases commitments

Commitments in relation to operating leases contracted for at the reporting date but not recognised as liabilities are payable as follows:

2016

$'000

2015

$'000

Within one year 25 991 25 903

Later than one year and not later than five years 26 517 72 259

Total Operating Lease Commitments 52 508 98 162

TAFE SA’s operating leases are for office accommodation, campuses, equipment and motor vehicles. Office accommodation is leased from the Department for Planning, Transport and Infrastructure, but paid through an infrastructure recharge with DSD under a Memorandum of Administrative Arrangement (MAA). The leases are non cancellable with some leases having the right of renewal. TAFE SA campuses are leased from DSD under the MAA. Rent is payable in arrears. Motor Vehicles are leased from SAFA through their agent Lease Plan Australia.

31. Contingent assets and liabilitiesTAFE SA is not aware of any contingent assets or liabilities in existence at 30 June 2016.

32. Transferred functions

2016 Transferred In

There were no transferred functions into or out of TAFE SA during 2015-16 Financial year.

2015 Transferred In

In September 2014, the Chief Executives of DSD and TAFE SA authorised the transfer of approximately 80 staff from DSD to TAFE SA pursuant to Section 9 of the Public Sector Act 2009. These transfers were in accordance with a decision taken by the TAFE SA Board to establish autonomous information technology services within TAFE SA. The transfer became effective from 8 September 2014.

On transfer, TAFE SA recognised the following net assets and liabilities:

$'000

Payables 170

Employee benefits liability 1 550

Total Liabilities 1 720

Total net assets transferred (1 720)


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33. After balance dates eventsTAFE SA is not aware of any events occurring after the reporting period that would have a significant impact on the Corporation’s operations, or materially affect the numbers as presented.

34. Remuneration of board and committee membersMembers that were entitled to receive remuneration for membership during the 2015-16 financial year were:

TAFE SA Board Audit and Risk Committee Human Resources Committee Strategy Committee

P Vaughan (Chair) J Branson AM (Chair) J Denley (Chair) P Vaughan (Chair)

J Branson AM N Buddle R Chapman (resigned May 2016) R Chapman (resigned May 2016)

N Buddle A Hurley A Hurley J Denley

R Chapman (resigned May 2016) M Silva S Mitchell S Mitchell

J Denley Finance Committee P Vaughan V Simmons AO

A Hurley N Buddle (Chair)

S Mitchell J Branson AM

M Silva M Silva

V Simmons AO V Simmons AO

The number of members whose remuneration from the entity falls within the following bands is:

2016

No. of

members

2015

No. of

members

$1 - $9 999 - 7

$10 000 - $19 999 - 1

$20 000 - $29 999 - 1

$40 000 - $49 999 1 -

$50 000 - $59 999 5 6

$60 000 - $69 999 2 -

$100 000 - $109 999 1 1

9 16

Remuneration of board members reflects all costs of performing board/committee member duties including sitting fees, superannuation contributions, fringe benefits tax and any other salary sacrifice arrangements. The total remuneration received or receivable by members was $0.6 million ($0.5 million).

Amounts paid to a superannuation plan for board/committee members was $48 753 ($42 769).

Unless otherwise disclosed, transactions between members are on conditions no more favourable than those that it is reasonable to expect the entity would have adopted if dealing with the related party at arm’s length in the same circumstances.




35. Reconciliation of cash and cash Equivalents - cash at year end as per:

2016

$'000

2015

$'000

Cash and cash equivalents disclosed in the Statement of Financial Position

72 499 13 846

Balance as per the Statement of Cash Flows 72 499 13 846

Reconciliation of net cash provided by (used in) operating activities to net revenue (cost) of providing services

Net cash provided by (used in) operating activities 61 804 (42 277)

Depreciation and amortisation (4 423) (4 076)

Gain/loss on sale of assets (27) (644)

Donated assets 586 2 463

(Increase)/Decrease in employee benefits 4 058 (6 309)

Increase/(Decrease) in receivables (82 505) 55 026

Increase/(Decrease) in inventories (238) 662

Transfer in for administrative restructure - 1 720

(Increase)/Decrease in payables 24 131 (11 323)

(Increase)/Decrease in unearned revenue 764 (945)

(Increase)/Decrease in provisions 30 2 000

Net revenue (cost) of providing services 4 180 (3 703)


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36. Transactions with SA Government

The following table discloses revenues, expenses, financial assets and liabilities where the counterparty/transaction is with an entity within the SA Government as at the reporting date, classified according to their nature.

SA Government Non-SA Government Total

Note 2016

$'000

2015

$'000

2016

$'000

2015

$'000

2016

$'000

2015

$'000

5 Employee benefits 10 469 10 095 213 148 210 271 223 617 220 366

6 Supplies and services

Corporate Services recharges to DSD 136 2 341 - - 136 2 341

Infrastructure recharges to DSD 20 727 23 753 - - 20 727 23 753

Funding to external vocational education and training providers

- - 370 139 370 139

Printing and consumables - - 7 635 7 089 7 635 7 089

Minor works, maintenance and equipment

9 163 10 229 2 675 2 762 11 838 12 991

Information technology infrastructure and communication

3 207 2 401 8 621 7 339 11 828 9 740

Fees – contracted services 4 883 10 983 10 542 7 581 15 425 18 564

Trainee and apprenticeship reimbursements

- - - - - -

Utilities 1 430 1 345 6 194 7 013 7 624 8 358

Cleaning 1 308 6 441 6 478 1 429 7 786 7 870

Vehicle and travelling expenses 1 791 1 712 2 577 2 608 4 368 4 320

Rentals and leases - 11 1 610 1 812 1 610 1 823

Books, materials and copyright - - 12 221 12 062 12 221 12 062

Other - 288 310 (8) 310 280

7 Grants 75 10 115 (4) 190 6

8 Depreciation and amortisation expense - - 4 423 4 076 4 423 4 076

16 Net loss from disposal of non-current assets

- - 27 644 27 644

9 Other expenses

Audit fees (refer note 10) 287 289 162 165 449 454

Allowance for doubtful debts and debt write-offs

- - 607 1 045 607 1 045

Other - - 9 5 9 5

TOTAL EXPENSES 53 476 69 898 277 724 266 028 331 200 335 926




SA Government Non-SA Government Total

Note 2016

$'000

2015

$'000

2016

$'000

2015

$'000

2016

$'000

2015

$'000

INCOME

11 Grants and Subsidies from DSD 234 287 232 840 - - 234 287 232 840

12 Commonwealth grants - - 2 191 2 315 2 191 2 315

13 Student and other fees and charges

Sales/fee for service revenue 1 179 2 223 47 675 51 235 48 854 53 458

Student enrolment fees and charges 858 2 060 39 402 31 590 40 260 33 650

Other user fees and charges 154 489 4 888 3 202 5 042 3 691

14 Other grants and contributions 871 251 2 191 4 375 3 062 4 626

15 Investment income - - 3 3 3 3

17 Other income

Recoup of salaries 138 120 - - 138 120

Sundry Income - - 1 543 1 520 1 543 1 520

TOTAL INCOME 237 487 237 983 97 893 94 240 335 380 332 223

FINANCIAL ASSETS

19 Receivables

Skills for All receivable from DSD - 48 441 - - - 48 441

Student and other fees and charges receivable

3 527 27 852 8 440 20 098 11 967 47 950

less: allowance for doubtful debts - - (1 874) (2 279) (1 874) (2 279)

Prepayments - 233 706 1 380 706 1 613

GST recoverable from ATO - - 2 814 274 2 814 274

Workers compensation receivable - - 75 174 75 174

Other receivables - 8 87 99 87 107

TOTAL FINANCIAL ASSETS 3 527 76 534 10 248 19 746 13 775 96 280

FINANCIAL LIABILITIES

24 Payables

Creditors 458 4 114 4 614 5 725 5 072 9 839

Accrued expenses 1 513 22 139 3 135 3 883 4 648 26 022

Employment on-costs 4 481 4 295 6 230 4 427 10 711 8 722

Paid parental leave scheme payable - - 2 14 2 14

Other - - 15 35 15 35

TOTAL FINANCIAL LIABILITIES 6 452 30 548 13 996 14 084 20 448 44 632


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37. Financial risk management/Financial instruments

Financial risk managementRisk management is managed by the TAFE SA’s corporate services section and TAFE SA risk management policies are in accordance with the Risk Management Policy Statement issued by the Premier and Treasurer and the principles established in the Australian Standard Risk Management Principles and Guidelines.

TAFE SA is exposed to financial risk – liquidity risk, credit risk and market risk. There have been no changes in risk exposure since the last reporting period.

Categorisation and maturity analysis of financial assets and liabilities – Table 37.1

Details of significant accounting policies and methods adopted including the criteria for recognition, the basis of measurement, and the basis on which income and expenses are recognised with respect to each class of financial asset, financial liability and equity instrument are disclosed in Note 2 Summary of Significant Accounting Policies.

2016 Contractual maturities

Category of financial asset and financial liability Notes

2016

Carrying amount

/ Fair value Current

Within 1 year 1-5 years

More than 5 years

$'000 $'000 $'000 $'000 $'000

Financial assets

Cash and cash equivalents Receivables (1)(2)

18 72 499 72 499 - - -

19 10 180 10 180 - - -

Total financial assets - 82 679 82 679 - - -

Financial Liabilities

Financial Liabilities at cost (1) 24 9 448 9 448 - - -

Total financial liabilities - 9 448 9 448 - - -

2015 Contractual maturities

Category of financial asset and financial liability Notes

2015

Carrying amount

/ Fair value Current

Within 1 year 1-5 years

More than 5 years

$'000 $'000 $'000 $'000 $'000

Financial assets

Cash and cash equivalents Receivables (1)(2)

18 13 846 13 846 - - -

19 94 162 94 162 - - -

Total financial assets - 108 008 108 008 - - -

Financial Liabilities

Financial Liabilities at cost (1) 24 35 609 35 609 - - -

Total financial liabilities - 35 609 35 609 - - -

(1) Receivables and payable amounts disclosed here exclude amounts relating to statutory receivables and payables. In government, certain rights to receive or pay cash may not be contractual and therefore in these situations, the requirements will not apply. Where rights and obligations have their source legislation such as levy receivable/payables, tax equivalents,commonwealth tax etc. they would be excluded from the disclosure. The standard defines contract as enforceable by law. All amounts recorded are carried at cost (not materially different from amortised cost).




(2) Receivables amount disclosed here excludes prepayments. Prepayments are presented in Note 19 as trade and other receivables in accordance with paragraph 78(b) of AASB 101. However, prepayments are not financial assets as defined in AASB 132 as the future economic benefit of these assets is the receipt of goods and services rather than the right to receive cash or another financial asset.

All amounts recorded are carried at cost (not materially different from amortised cost).

Liquidity risk

Liquidity risk arises from the possibility that TAFE SA is unable to meet its financial obligations as they fall due. TAFE SA is funded principally from Skills for All/WorkReady funding provided by the Department of State Development.

TAFE SA settles undisputed accounts within 30 days from the date of the invoice or date the invoice is first received. In the event of a dispute, payment is made 30 days from resolution.

TAFE SA's exposure to liquidity risk is insignificant based on past experience and current assessment of risk.

The carrying amount of financial liabilities recorded in Table 37.1 represents TAFE SA's maximum exposure to financial liabilities.

Credit Risk

Credit risk arises when there is the possibility of TAFE SA's debtors defaulting on their contractual obligations resulting in financial loss to TAFE SA. TAFE SA measures credit risk on a fair value basis and monitors risk on a regular basis.

The carrying amount of financial assets as detailed in table 37.1 represents the Corporation's maximum exposure to credit risk.

TAFE SA has minimal concentration of credit risk. TAFE SA has policies and procedures in place to ensure that transactions occur with customers with appropriate credit history. TAFE SA does not engage in high risk hedging for its financial assets. No collateral is held as security and credit enhancements relate to financial assets held by TAFE SA.

Allowances for impairment of financial assets is calculated on past experience and current and expected changes in client credit rating. Currently TAFE SA does not hold any collateral as security to any of its financial assets. Other than receivables, there is no evidence to indicate that the financial assets are impaired. Refer to Note 19 for information on the allowance for impairment in relation to receivables.

The following table discloses the ageing of financial assets, past due, including impaired assets past due.

Table 37.2 Ageing analysis of financial assets

Past due but not impaired

2016

Carrying amount

$'000

Not past due

and not impaired

$'000

Overdue for less than 30

days $'000

Overdue for 30 – 60 days

$'000

Overdue for more

than 60 days $'000

Impaired financial

assets $'000

Not impaired Receivables (1) 10 180 1 482 3 570 633 2 621 1 874

2015 Not impaired Receivables 94 162 78 440 2 563 747 10 133 2 279


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38. External funds held by TAFE SA

TAFE SA established the Onshore Petroleum Centre of Excellence (OPCE) with the Minister for Mineral Resources and Energy, SANTOS Limited, Beach Energy Limited and SENEX Energy Limited in May 2014.

Each of the external parties to this arrangement have provided cash and/or in-kind capital contributions for the establishment of the OPCE. These contributions will assist the OPCE in developing courses and delivering training that will increase the skills of people who are, or wish to be employed in the petroleum industry.

As the administering party, TAFE SA holds the funds in a separate interest bearing account on behalf of the Parties and will ensure that no deduction or expenditure is made from that account unless it is in accordance with a decision of the OPCE Board and terms of the Deed.

Decisions made by the Board must be a unanimous decision of all voting Members and cannot be inconsistent with the terms and conditions of this Deed. Note that the representative member from TAFE SA has an advisory role and is not entitled to vote.

As TAFE SA does not have control of these funds they are excluded from TAFE SA’s financial statements.

The following is a summary of the transactions on these monies for the year:

2016

$'000

2015

$'000

Opening balance of funds at 1 July 718 800

Interest revenue 6 17

Payments (713) (99)

Balance at 30 June 11 718


Contractual Arrangements In January 2015, Facilities and Procurement Services (FAPS) implemented a Contract Management/Administration Framework that provides TAFE SA with an overarching policy for managing and administering high complexity and/or high value contracts for goods and services.

The framework reflects the requirements for contract management and administration outlined in the State Procurement Board Contract Management Guideline and clearly articulates the key processes and activities to be undertaken by the beneficiary TAFE SA business units/workgroups to achieve effective contract management outcomes.

Further, FAPS has rolled out contract management processes and tools (including contract change, correspondence, critical deliverables, risk and contract issue registers) to support the framework and the achievement of value for money outcomes by ensuring all parties to the contract meet or exceed their contracted undertakings.

During 2015-16, TAFE SA executed 83 procurement contracts for a wide variety of goods and services, ranging from simple once-off purchases of consumables or equipment, to multi-year contracts for services such as cleaning and ICT support services.

Further information on contractual arrangements is available from the SA Tenders and Contracts website https://www.tenders.sa.gov.au

Achieving Cost Efficiencies Through the Procurement CycleAs part of TAFE SA receiving the State Procurement Board’s Accreditation for Procurement Authority in 2014, FAPS implemented a range of new and updated procedures and policies. This implementation is designed to standardise procurement processes; ensure compliance; empower staff to procure their low-value/low-risk goods and services in the most cost effective manner while ensuring the best value for money outcomes; and reduce overheads through a range of strategic procurements conducted by FAPS.

Strategic procurements have generated significant savings for TAFE SA, particularly in the property services areas of ‘cleaning’ and ‘security’, which between them will generate savings (actual and avoidance of cost increases) in the order of $25.7 million over the next 10 years.

Additionally, through the use of strategic across-government ICT contracts, further savings in the order of $2.1 million over five years have been generated in server-support, and another $1.7 million over 7.5 years in network carriage services (data, voice and mobiles).

Fraud As part of its risk management framework, TAFE SA has implemented processes for identifying and responding to the risk of fraud. Two investigations were completed during the 2015-16 financial year with the outcomes detailed below. These matters have had no material impact on the Financial Statements.

Instances of Fraud Identified During the Reporting Period

Nature of Fraud Number of InstancesStrategies to Implement

and Control Fraud

Theft of food items 1Employee was terminated following investigation into the matter

Misuse of TAFE SA purchase card

1Employee resigned prior to disciplinary action being taken



ConsultantsDuring the 2015-16 financial year, TAFE SA engaged the services of eight consultants as follows:

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Cheese making products, Regency

Consultant Purpose of Consultancy Number Total ($)

Value $10 000 and below

Various Various 5

Subtotal 5 17 790

Value $10 000 and above

Sagacity ConsultingConsultancy services provided on the Student Experience Redesign Project

Ernst & YoungProfessional services in undertaking an inventory and minor assets review at selected TAFE SA campuses

Advanced FocusReview of Inventory processes at TAFE SA Tonsley Campus

Subtotal 3 396 897

TOTAL (GST Exclusive) 8 414 687



Employees’ Overseas TravelIn the 2015-16 financial year, 42 TAFE SA staff travelled overseas* for purposes including:

> pursuing new business opportunities, such as licensing of TAFE SA learning resources

> international student recruitment

> quality assurance audits of ‘transnational’ offshore licensed and delivered courses

> attending and presenting at conferences.

The ‘Estimated cost to TAFE SA’ figures in the following table exclude salary costs. Amounts are rounded to nearest dollar.

*Refers to travel that commenced in the 2015-16 financial year.

International Business students, Adelaide City


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Destination Reasons for TravelNumber of trips

Estimated cost to TAFE SA

($)

Brazil > International Worldskills Competition: training and mentoring, judging panel 1 5 706

China

> Transnational business development

> International student recruitment

> Attendance at Australia-China International Aged Care Summit

> Train, assess and support agents

8 62 900

China, Hong Kong, Taiwan > Commercial promotion per international sales and marketing plan 1 7 168

East Timor > Delivery of training 8 7 651

France > Lead and manage Australian baking team to compete in Mondial Du Pain competition 2 2 309

Hong Kong, India, Sri Lanka > Fulfil contract obligations to support business partner 1 7 026

India

> Transnational business development for dairy program

> Agent training

> Licensing

4 12 035

Indonesia

> Transnational business development

> Attendance at conference for Indonesia Australia Business Week, accompanying Minister for Trade and Investment/Austrade

> Commercial promotion

> Attendance at food and wine industry seminars

> Attend International Business Mission Program

7 33 300

Kiribati

> Delivery of training relating to AusAid funded Kiribati TVETSSP strengthening project (funded – no cost to TAFE SA)

> Other training delivery

24 8 342

Malaysia > Commercial promotion > International student recruitment 2 8 320

New Zealand > Training delivery for Diploma of Outdoor Recreation and Tourism (SIS50310, SIT50112) 2 37 473

Philippines > Commercial promotion > Attendance at AMS Global ‘Australian Education Expo’ 1 5 420

Singapore, Malaysia, Thailand> Transnational business development

> Attend South East Asia Business Mission with delegation including Premier

2 11 949

Singapore, South Korea > Study tour on world’s best use of technology (included Smart Campus Initiative, Singapore Smart Cities) 2 5 542

Sri Lanka> Transnational business development

> Fulfil contract obligations to support business partner1 200

United Arab Emirates> Transnational business development

> Attend Austrade conference1 10 250

Total 67 225 591


OTHERREPORTING ITEMS

Project Management students during class, Adelaide City


SustainabilityThe table below shows that annual energy usage has increased by three per cent in 2015-16 compared to 2014-15.

This is as a result of the consolidation, in June 2015, of Corporate Services, which involved the relocation of approximately 200 staff from City Central in Waymouth Street to Regency Campus and the relocation, in January 2016, of the English Language Services (ELS) Program from Rundle Mall to the Adelaide City Campus. Energy usage for Waymouth Street and Rundle Mall ELS was not previously included within this report.

As a result, the energy efficiency measure (energy usage per square metre) has increased by three per cent from 395 MJ/m2 to 407MJ/m2.

TAFE SA sustainability reporting commits to the whole-of-government energy efficiency action plans. Results are provided in the table below:

Energy Usage Reporting Energy (GJ) $ (ex GST)Business Measure MJ/m2

Base Year 2000-01 156 222 4 419 137 376

2014-15 138 889 6 290 702 395

2015-16 142 919 6 014 994 407

Target for 2015-16 402 MJ/m

Final Target (for 2017) 399 MJ/m2

Business Measure m2 350 946 m2

Disclaimer: TAFE SA has endeavoured to provide the most accurate information from all possible sources. Estimations are applied where information is unavailable for any period.

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Conservation and Land Management students on field trip, Urrbrae


Waste ManagementTAFE SA has had a waste management contract with Veolia since 2012. Where possible Veolia assists TAFE SA in tracking progress and working towards targets to support TAFE SA and South Australian waste reduction targets.

Waste for TAFE SA sites has been measured by calendar years as follows:

Waste reporting (cal yrs)

Weight (tonnes)

Size m3 (cubic metres)

Amount recycled

Amount to landfill (tonnes)

2012 1 105.00 25 226.84 47.87% 576.04

2013 1 204.84 26 042.96 49.70% 606.03

2014 1 154.66 22 626.77 44.42% 641.76

2015 1 029.76 19 833.84 33.07% 689.17

Water UsageTAFE SA's annual water consumption has increased by nine per cent in 2015-16 compared to 2014-15.

This increase is because of the relocation, in June 2015, of approximately 200 Corporate Services staff from rented premises at City Central in Waymouth Street to Regency Campus and the relocation, in January 2016, of the ELS Program from rented premises at Rundle Mall to the Adelaide City Campus. Water consumed by these 490 staff would previously have been a cost to the landlord and would not have appeared as a cost to TAFE SA.

Total Water Consumption 2015-16

Year being reportedWater consumption kilolitres

(1 kilolitre = 1000 litres)Expenditure

($)

Base year 2002-03 Total 271 501 829 426

2014-15 Total 157 530 1 197 152

2015-16 Total 171 874 1 483 888

TAFE SA target for year being reported 154 441

TAFE SA target for year 2017 168 504

OTHERREPORTING ITEMS

A long-term strategy to invest in water capture and reuse is being prepared by Facilities and Procurement Services. This is expected to result in significant reductions in water usage.


FleetAs at 30 June 2016, TAFE SA had 145 leased vehicles, an increase of two vehicles compared with the previous year. This fleet comprised 92 diesel, six LPG and 47 unleaded vehicles.

In 2015-16, TAFE SA vehicles travelled an average of 4476 kilometres per vehicle per quarter, with an estimated total 2 434 043 kilometres travelled across the fleet for the period. This is an increase of 34 043 kilometres compared to 2014-15.

During 2015-16, TAFE SA’s combined fleet used:

> 160 791 litres of diesel fuel (a reduction of 6686 litres, or four per cent, when compared to the previous year)

> 14 703 litres of LPG (a reduction of 7707 litres, or 34 per cent, when compared to the previous year)

> 81 001 litres of unleaded fuel (an increase of 14 440 litres, or 22 per cent, when compared to the previous year).

Although total fuel usage in 2015-16 is approximately the same as total usage in 2014-15 (a net increase of 47 litres in 2015-16), actual fuel savings for 2015-16 compared to 2014-15 were $52 150 (16.2 per cent), due mainly to lower fuel prices and a move to more efficient vehicles.

TAFE SA also owns 133 registered vehicles (trailers, forklifts, tractors, trucks and buses) with annual registration ($19 000) and fuel costs ($21 000) totalling approximately $40 000 per annum (inc GST).

Carers Recognition Act 2005TAFE SA supports and encourages staff with carer responsibilities to discuss their circumstances and working arrangements needs with their manager. As well, TAFE SA promotes the Carer Charter and the Carers Recognition Act 2005 on its website to help raise awareness of carers’ needs across the organisation.

Whistleblowers Protection Act 1993Pursuant to section 7 of the Public Sector Act 2009, the Chief Executive, TAFE SA has appointed Responsible Officers for the purposes of the Whistleblowers Protection Act 1993. TAFE SA did not receive any new whistleblower-related allegations during 2015-16.

Public ComplaintsIn the 2015-16 financial year, TAFE SA received 66 public complaints. Public complaints are defined as those received in writing addressed to:

> Minister for Employment, Higher Education and Skills

> TAFE SA Board

> Chief Executive, TAFE SA

> Executive Directors, TAFE SA.

TAFE SA uses public complaints to inform continuous improvement.

Category of complaints by subject 2015-16

Number

Service Quality/Delivery 23

Behaviour of Staff 7

Fee Dispute 9

Policies/Processes 16

Systems 2

Facilities 3

Other 6

Total 66

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GLOSSARY

Veterinary Nursing student and lecturer assessing a patient, Gillies Plains


AAC Aboriginal Access Centre

ASQA Australian Skills Quality Authority

ATSI Aboriginal and Torres Strait Islander

AEI Australian Education International

APY Lands Anangu Pitjantjatjara Yankunytjatjara Lands

APY TTC APY Trade Training Centre

CDP Community Development Programme

DECD Department for Education and Child Development

CLX Chaffey Learning Exchange

DFEEST Department of Further Education, Employment, Science and Technology

DSD Department of State Development

ELICOS English Language Intensive Courses for Overseas Students

ELS English Language Services

FAPS Facilities and Procurement Services

FTE Full Time Equivalent

HPIs Hourly Paid Instructors

IREE Institution of Radio and Electronics Engineers

MOU Memoranda of Understanding

NASC Northern Adelaide Senior College

NRM Natural Resource Management

NCVER National Centre for Vocational Education Research

PR Public Relations

RAP Reconciliation Action Plan

RDA Regional Development Australia

SAMEAC South Australian Multicultural and Ethnic Affairs Commission

SATAC South Australian Tertiary Admissions Centre

SEE Skills for Education and Employment

SLWP Special Leave With Pay

SIS Student Information System

TSOs Training Support Officers

TVETSSP Technical and Vocational Education and Training Sector Strengthening Program

UCEP Underprivileged Children’s Educational Programs

VELT Vocational Education Leadership Training

VET Vocational Education and Training

WHS Workplace Health and Safety

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tafesa.edu.au

Documents

TAFE SA Annual Report 2015-16