DEPARTMENT OF EDUCATION
ANNUAL
REPORT
2021-22
Department of Education
About this report
This report meets the Department of Education’s
legislative reporting obligations and provides
information for all Tasmanians with an interest in
education and library services. The report provides an
overview of the operations, initiatives and performance
of the Department during the 2021–22 financial year.
Feedback or enquiries regarding this report are
welcome. They should be directed to Strategic
Marketing, Communications and Media at
communications@decyp.tas.gov.au
This report, along with further information about
the Department, is available on our website at
www.decyp.tas.gov.au
Department of Education Annual Report 2021–22
1
Contents
About this report
1. OVERVIEW 2
From the Secretary 3
Our services 4
Our organisational structure 5
Our Strategic Plan 2022-2024 6
Our new department 7
Our response to COVID-19 7
Premier’s Economic Social and Recovery Advisory Council 8
2. KEY PROJECTS AND PROGRAMS 10
Access, Participation and Engagement 11
Early Learning 13
Wellbeing 15
Literacy and Numeracy 17
School Improvement 18
Performance 18
Clients 21
3. LIBRARIES TASMANIA 22
Libraries Tasmania – Key Achievements 23
Libraries Tasmania – Whole-of-Government
strategies 2021-22 27
Performance measures 28
Clients 29
4. REQUIRED REPORTING 30
Employment 31
Gender Diversity 35
Recruitment and sta movement 38
Building our workforce 39
Health and Safety 43
Workers compensation 43
Inclusion and diversity 45
Public Access to the Department 48
Legislation Administered 50
Statutory Bodies 51
Pricing policies 53
Loss and damage 53
New Arrangements 54
Risk Management 54
Asset Management 54
Climate change 55
Major Capital Projects 57
Contracts and Tenders 60
Other Annual Reports 70
Allport Library and Museum of Fine Arts 70
State Library and Archives Trust 75
Tasmanian Library Advisory Board 76
Oce of the Education Registrar 78
Non-Government Schools Registration Board 83
Tasmanian Home Education Advisory Council 86
5. FINANCIAL STATEMENTS 88
Statement of Comprehensive Income for the year
ended 30 June 2022 89
Statement of Financial Position as at 30 June 2022 90
Statement of Cash Flows for the year ended
30 June 2022 91
Statement of Changes in Equity for the year ended
30 June 2022 92
Notes to and forming part of the financial statements
for the year ended 30 June 2022 93
Statement of Certification 144
Auditor’s Report 145
6. APPENDICES 148
Abbreviations and Acronyms 149
Compliance Index 150
Publications and Websites 153
Websites 155
Contact Details 156 – back cover
Department of Education Annual Report 2021–22
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OVERVIEW
1
Department of Education Annual Report 2021–22
3
From the Secretary
Normally on this page I would write about some of the key achievements of the
Department of Education during the last year. This year is dierent.
On 16 December 2021 a tragedy occurred at Hillcrest Primary School which saw
the loss of six young children’s lives, significant injuries to three of their friends and
immense grief for families and a community.
It is still dicult to comprehend how a day that promised such happiness and
celebration could turn so quickly to tragedy.
My thoughts and condolences continue to be with the families of the children.
I cannot begin to imagine the grief or loss you feel.
It is a day that will be forever etched in our memories. It has aected the
Tasmanian community deeply. We will all continue to grieve and process these
events for a long time to come.
In the days following, I developed a deep admiration for the Hillcrest community
as I not only witnessed an outpouring of collective grief, but an outpouring of
incredible support as the community rallied around its own.
Through all of this - the resolve and resilience of each member of sta, and each
student and their families, has shone through.
So, I would like to say thank you.
Thank you to all first responders – for all that you did and the care and comfort
you provided.
Thank you to the school community – for your commitment to your school,
your students, and each other.
Thank you to all sta, from right across the Department of Education and other
government agencies, who have provided support since.
And thank you to the Hillcrest and Devonport community – you have provided
much needed strength and comfort as we continue our recovery journey together.
I hope that the memory of how so many people have come together will be
something we can hold to and be proud of.
Please remember that there is support available to you if you need it.
Our commitment to the Hillcrest Primary community is a priority for the
Department and the Tasmanian Government more broadly. Support will be
provided for as long as needed. That will not change.
Tim Bullard
SECRETARY
Department of Education Annual Report 2021–22
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Our services
At the commencement of 2022, there were 195 Government
Schools
1
across Tasmania, which included:
• 125 primary
• 29 secondary
• 25 combined (primary and secondary)
• 8 senior secondary
2
• 8 support.
3
Education services for students who are unable to attend a
school are provided by the Tasmanian eSchool.
There are also 12 Child and Family Learning Centres (CFLCs)
around Tasmania.
Libraries Tasmania is responsible for providing Tasmania’s
statewide library and archive service.
Libraries Tasmania comprises online and digital services
(www.libraries.tas.gov.au), and programs and services
delivered across the state through:
• 45 public libraries
• the State Library
• the Tasmanian Archives
• the Allport Library and Museum of Fine Arts
• library services at Bruny Island and Cape Barren Island
• a library at Risdon Prison.
1. This is a count of school entities and is not a count of school
campuses.
2. Senior secondary schools are also referred to as colleges.
3. Count of support schools includes four Early Childhood
Intervention Service Centres. Although these are services,
they are classified in the Department’s organisational structure
as ‘schools’.
Department of Education Annual Report 2021–22
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Our organisational structure
Our structure supports and facilitates the implementation of
our Strategic Plan and ensures that all learners are supported
to succeed as connected, resilient, creative and curious
thinkers.
As at June 2022, the Department consisted of four separate
divisions:
• Learning
• Support and Development
• Strategy and Performance
• Corporate and Business Services.
The Oce of the Secretary and Ministerial and Executive
Services provide administrative support to the Secretary.
OVERVIEW
Department of Education
Corporate and Business Services
Deputy Secretary
Kane Salter
Department of Education
Secretary
Tim Bullard
Learning
Deputy Secretary
Trudy Pearce
Department of Education Organisational Chart
Schools, Colleges,
Child and Family Learning Centres
Facility Services
Director – Todd Williams
Ofce of Safeguarding Children and
Young People
Executive Director – Liz Jack
Ofce of the Secretary
Manager – James Burrows
Senior Advisor to the Secretary
– Brook Teale
Libraries Tasmania
Executive Director – Sue McKerracher
DoE Registered Training
Organisations
Director – Anne Ripper
Information Technology Services
Director – Trevor Hill
Finance
A/Director – Jason Sowell
Human Resources
A/Director – Jamie Synnott
Internal Audit
Manager – Mat Moore
Emergency Management
Manager – Kate Dobson
Legal Services and
Workplace Relations
Director – Paul Gourlay
Strategy and Performance
Deputy Secretary
Jenny Burgess
Strategic Policy and Projects
A/Director – Anita Grifn
Education Performance and Review
Director – Alex Tay
External School Review
Strategic Marketing,
Communications and Media
Manager – Liz Woodberry
Support and Development
Deputy Secretary
Jodee Wilson
Learning Services
School Improvement
Executive Director – Ann Fedyk
Director – Debra Fisher LNSR
Director – Maureen McKeown LSSR
Operations
Director – Ben Neate Hillcrest
A/Director – Amanda Buchanan - LSNR
A/Director – Adam Clifford LSSR
Student Support
Director – Craig Woodfall
Early Years Partnerships and Projects
Principal Project Leader - Suzanne Purdon
Years 11 and 12
Principal Leader - Marie Phillips
Principal Leadership
Director – Ann Walker LNSR
Director – Matt Bennell LSSR
Principal Wellbeing Leaders
Hamish Cunningham and Donna Evans
Strategic Systems Development
Director – Kris Klasen
Education and Care Unit
Manager – Vidhya Chelliah
Principal Development and Performance
Project Coordinator
COVID-19 Project
Director - Brett Patterson
Government Education and
Training International (GETI)
A/Manager – Kathr yn Wakeeld
Strategic Relationships
A/Director – Jason Szczerbanik
LAST UPDATED: MAY 2022
Wellbeing and Engagement
Director Child and Student Wellbeing
– Ruth Davidson
Teaching and Learning
Director Years 9-12 Learning
– Mark Sivills
Teaching and Learning
Director Teaching and Learning
– Gay Cumming
Inclusion and Diversity Services
Director – Lynne McDougall
People Capability and Development
Professional Learning Institute
Associate Director – Shari Rieder
Educational Leadership
Professional Learning Leader
– Bernadette Howard
Workforce Development
Professional Learning Leader
– Stephanie Hickey
Department of Education Annual Report 2021–22
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Our Strategic Plan 2022-2024
In November 2021 the new Department of Education Strategic
Plan 2022-2024 was released. The 2022-2024 Strategic Plan
vision is to put learners first to inspire and support them to
succeed as connected, resilient, creative and curious thinkers.
The new Plan builds on the strong foundations of our
2018-2021 Strategic Plan.
It reflects the work we are doing on our way to becoming an
exemplary child safe organisation. The plan makes the Rights of
the Child explicit, so that children’s best interests are our first
priority. Particularly their right to safety, right to an education,
and right to a voice on things that aect them.
The Plan articulates the importance of wellbeing and safety
of learners and sta.
It makes our intention for improvement clearer and enhances
the focus on measurement of our progress.
Department of Education Strategic Plan 2022-2024
OUR
VALUES
A culture of high
expectations
and high achievement.
Respecting ourselves, others,
our past, our future and our
environment.
Accepting challenges and
embracing opportunities.
Improving by always
learning and nding better
ways to do things.
OUR
SYSTEM GOALS
Access, Participation and Engagement
Learners are actively participating in
learning; they are engaged, achieving and
able to pursue life opportunities in a safe
learning environment.
Early Learning
From birth to 8 years of age, children
are developing as condent, involved
learners and effective communicators.
Wellbeing for Learning
Learners and staff are safe, feel supported
and are able to ourish, so they can
engage in learning.
Literacy and Numeracy
Learners are developing the skills and
condence in literacy and numeracy to
successfully participate in learning, life
and work.
OUR
PRIORITIES
Child and Family Learning Centres, schools, libraries and business units will determine their own 2-3 evidence-based priorities that progress our commitment to this Plan.
OUR SYSTEM
IMPROVEMENT
DRIVERS
We support our workforce to feel safe and well at work. This enables them to better build knowledge and skills to drive our explicit approach to continuous improvement which is guided by:
We provide clear expectations and supports
to schools and business units to ensure
we focus our efforts on those things that
will have the biggest impact on learner
outcomes.
We use evidence to set Key Performance
Indicators and targets to inform
improvement and measure progress.
We safeguard the rights of all children and
young people to have an education, to be
heard and to be kept safe from harm.
OUR
COMMITMENT
OUR
VISION
THE RIGHTS OF
THE CHILD
OUR APPROACH TO
SCHOOL
IMPROVEMENT
OUR EVIDENCE
OF IMPROVEMENT
LAST UPDATED: NOVEMBER 2021
LEARNERS FIRST: CONNECTED, RESILIENT, CREATIVE AND CURIOUS THINKERS
Department of Education
Department of Education Annual Report 2021–22
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Our response to COVID-19Our new department
In February 2022, the Tasmanian Government announced it
was making changes to improve departmental structures to
deliver better services and outcomes for Tasmanians in line
with the recommendations made through the Tasmanian
State Service Review undertaken by Dr Ian Watt.
As part of Phase 1, from 1 October 2022, Children, Youth
and Families, Oce of the Commissioner for Children and
Young People and the Tasmanian Autism Diagnostic Service
will transfer to the new Department for Education, Children
and Young People.
Our new name truly reflects what and who we are working
for. The consolidation will create a child centred organisation
that works together to deliver education and support so that
all children in Tasmania are known, safe, well, and learning.
This is a natural next step in the alignment of supports for our
children and young people.
Over time, we will work together on our shared plan for the
future. This work will include:
• building a new Strategic Plan
• creating new, shared goalsand values
• aligning our policies and ways of thinking.
Learning in Tasmanian Government Schools has continued
throughout the past two years of the pandemic through a
combination of face-to-face and online learning, depending on
the impacts of COVID-19 at the time.
In 2021 Tasmania transitioned from keeping COVID-19 cases
out while focusing on increasing vaccination rates, to opening
the state borders on 15 December and living with COVID-19
as a highly vaccinated community. Despite Tasmania’s high
vaccination rate and other controls in place, we expected to
see cases of COVID-19 in our community and in our learning
sites.
For school communities this meant adjusting to significant
change; from attending school with zero cases of COVID-19
in Term 4 2021, to returning to school in Term 1 2022
with community transmission occurring. This shift was also
significant for libraries and CFLCs which were impacted
following the opening of borders.
Schools and our workplaces were prepared and well placed
to support sta and students as COVID-19 impacted across
all our sites, especially in our schools.
We undertook significant planning work in 2021 for returning
to school in 2022, in close consultation with Public Health.
This work included identifying key areas for action to keep
our sites as safe as possible, including: increased ventilation,
increased hygiene and cleaning, vaccination of all sta, supply
of face masks and rapid antigen tests, safe site management
and other Public Health measures such as physical distancing.
Schools have adapted to operating with COVID-19 active in
our community and continue to demonstrate innovation and
local solutions to learning.
OVERVIEW
Department of Education Annual Report 2021–22
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Premier’s Economic Social and Recovery Advisory Council
The Premier’s Economic and Social Recovery Advisory Council (PESRAC) interim and final reports identified recommendations for
supporting students in areas that we had already recognised in the design of our response to COVID-19.
The recommendations strongly align with our priorities to deliver improved educational opportunities and help vulnerable students
to remain engaged in learning.
We have maintained our strong commitment to improving learner outcomes and supporting vulnerable students, both prior to and
during our COVID-19 response.
Final report recommendations
F -11 Status: Underway
The Year 9 to 12 Project vocational learning elements should be finalised and implemented with ongoing consultation with industry. These
elements include:
• career education
• work-based learning, vocational education, and training
• apprenticeships and traineeships for school-aged learners
• industry engagement.
Consultation with industry, education and training stakeholders was undertaken in 2018–19 to inform the direction of a work program to be
delivered over two years to July 2023.
This included development of a Vocational Learning in Tasmanian Schools Framework and cross-sectoral requirements and guidelines for the
delivery of career education, work-based Learning, VET for school students and apprenticeships and traineeships for school-aged learners.
Supports and projects for schools and learners in government schools are ongoing. The Department has a Vocational Learning Team
dedicated to implementing this work program in government schools. Industry engagement is a key component of the work of Years 9-12
Learning and informs the work of both the Vocational Learning and Curriculum teams. Dedicated DoE Industry Advisory Groups across key
industry areas have been established in 2022 to provide a more formal structure for the Department’s engagement with industry.
F-12 Status: Underway
Additional funding should be provided to the Department of Education to support implementation.
Consultation with industry, education and training stakeholders was undertaken in 2018–19 to inform the direction of a work program to
be delivered over two years to July 2023, including initiatives to optimise work-based learning; a Vocational Placement Pilot Program; high quality
career education programs and services in schools and communities; and strengthened apprenticeships, traineeships, VET opportunities and
industry engagement.
Department of Education Annual Report 2021–22
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F-19 Status: Underway
The State Government should prioritise access to Trade Training Centres for vocational training for both school-age and adult learners.
The following is underway for this recommendation:
- Upgrading of infrastructure, for example upgraded sign-in and attendance infrastructure and a dedicated physical careers space in each
Trade Training Centre was intended to be completed by June 2022, however, this work was paused during Terms 1 and 2 2022 as the
Department prioritised supporting students and school communities in response to COVID-19.
- Full implementation of the Trade Training Centre Policy and Procedure by all Department school sites and delivery of associated professional
learning program by July 2022.
- Commencement of vocational learning network leaders (contracted June 2021 – June 2023) and an enhanced governance structure.
Interim report recommendations
I-41 Status: completed
The State Government should accelerate existing strategies to deliver improved educational opportunities that meet individual student needs
as well as providing clearer pathways to jobs in identified post-COVID-19 industry priority areas, the training system and university.
Packages of Learning – Pilot – Health and Community Services
We delivered Health and Community Services Packages of Learning in a pilot with two schools in 2021.
Four Tasmanian Government Schools (inclusive of the two pilot schools) are delivering the Package of Learning Health and Community Services in
2022. This is part of a suite of five Packages of Learning being delivered to Years 9 and 10 students.
Scoping Work – Careers Pathways Maps and Career Selection Guides
Scoping work for the development of career planning resources including Career Pathway Maps and Career Selection Guides has been completed.
The approach will be integrated into development of career pathway resources.
Six General Capabilities Short Qualifications
Six General Capabilities Short Qualifications were granted Formal Recognition of Learning Status by the Oce of the Tasmanian Assessment,
Standards and Certification (TASC) until the end of 2022. The Qualifications were available for all Tasmanian government and non-
government schools in 2021 and in 2022 for Years 11 and 12 students. Three schools delivered the Short Qualifications in 2021.
I-51 Status: completed
Vulnerable Students Panels across all sectors should be continued, appropriately resourced, embedded within the education system and
bolstered by a comprehensive case management system
Recommendation 51 delivery includes a cross-agency view of learners facing vulnerability, where appropriate ocers can capture and update
a learner’s vulnerability level, and relevant indicators, in real time. Noting the Department of Education is currently the only user of the case
management system. This was delivered to Government at the end of Term 1, 2021.
Building upon this capability, additional functionality was developed to add cases and notes for individual learners. This was delivered to
Government at the end of Term 2, 2021.
AllTasmanian Government Schools will be required to use the Vulnerability Management Module to recordlearners’ vulnerability information in
Term 3, 2022.
OVERVIEW
Department of Education Annual Report 2021–22
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KEY PROJECTS
AND PROGRAMS
2
Department of Education Annual Report 2021–22
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Access, Participation and Engagement
Everyone is participating and engaged in learning and able to pursue life opportunities.
Upper Secondary Education
We continue to support eective pedagogy by providing
professional learning for teachers and trainers delivering
senior secondary courses and vocational learning in Tasmanian
Government Schools. This includes the provision of online
Communities of Practice for school sta, based on their learning
area or professional focus.
The Tas Ed Talks online conference was again delivered to
secondary schools across all education sectors in December
2021. The free three-day event attracted over 500 people,
including teachers, leaders of learning, principals, and support
sta from across the State.
In collaboration with the community, we developed resources
and practices to promote inclusivity and more culturally
respectful environments for Aboriginal learners in senior
secondary education, supporting wellbeing for learning.
In 2021-22, we continued our focus on certification and
standards, by issuing six new General Capabilities Short
Qualifications, developed by the Department, granted
Recognised Formal Learning status by the Oce of Tasmanian
Assessment, Standards and Certification (TASC) until the end
of 2022.
In 2021-22, we have continued to provide relevant curriculum
and assessment, with our senior secondary curriculum team
continuing work on curriculum renewal, with 26 new senior
secondary courses accredited for use in schools - five for
delivery in 2022 and 21 for 2023.
The number of schools delivering industry-aligned Packages
of Learning has continued to increase since the 2019 pilot year.
As at June 2022, 17 DoE schools are delivering these packages
to 326 students.
We continued our focus on supporting schools to deliver
high-quality Vocational Education and Training (VET) to
students, through a new process to gauge industry support
and advice for VET programs being delivered in Tasmanian
Government Schools, and through the development of a
policy and procedure to guide the use of Trade Training and
Trade Skills Centres across Tasmania.
A pilot program using an intermediary service to source
placements for DoE students undertaking a VET program
was successfully undertaken in the 2021 school year. This
intermediary service has been scaled up through the launch of
the Beacon Foundation Work-based Learning Service in 2022.
In 2021-22, we launched a suite of digital career services,
including an online course guide for Years 11 and 12 and a new
careers website, Careerify, to help young people explore their
options and guide them on how to make career decisions.
In 2021-22, 20 participants (teachers and school sta)
undertook the Graduate Certificate in Career Development. This
cohort is scheduled to graduate at the end of Term 3, 2022.
We are committed to supporting access and equity, with
all Tasmanian Government Schools now extended to
Year 12, with the last two schools commencing Years 11 and
12 delivery for the first time in the 2022 school year, giving
young Tasmanians unprecedented choice in where and how
they learn.
At the 2022 First Term Census, there were 983.6 FTE
Years 11 and 12 students in schools which have extended to
Year 12, representing 12.8 per cent of total Years 11 and 12
enrolments in Tasmanian Government Schools.
Schools and colleges are working together in Regional
Partnerships to ensure more students are accessing,
participating and engaging in education until the end of
Year 12, focussing on the areas of Transition, Curriculum
Provision and Retention.
Regions work together to provide access to a breadth of
curriculum and support transition to meet each individual
student’s need. Through collaborative approaches in Regional
Partnerships we are building aspiration in our communities to
increase Year 12 completion and prepare all young people for
life beyond school.
Regions are providing more locally relevant and engaging
learning programs to meet the individual needs of learners
to improve retention and ensure students are engaged in
learning. These partnerships between Colleges and schools
are responding to the opportunities arising through the
new senior secondary landscape and implementing engaging
programs of learning from Years 9-12.
Department of Education Annual Report 2021–22
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More than one-third of students at schools which have
extended now have a shared enrolment, either with a
College, another secondary school or through Virtual
Learning Tasmania (VLT), which provides online learning
across the state. VLT enables students to access to 38 online
courses including a range of senior secondary and VET
courses. We are continuing to remove barriers to access
to learning through transport allocations, enabling travel to
specialist programs at sites across the region.
Virtual Learning Centre (VLC)
In 2022, we launched the VLC to provide access to quality
online learning modules and teacher support for students
learning from home for short periods due to COVID-19.
The VLC reduced the need for teachers to deliver concurrent
learning both in the classroom and learning from home and
provided continuation of learning for our students when they
weren’t able to be at school. 13,248 students were supported
to learn through the VLC during Terms 1 and 2, 2022.
Over 2,200 lessons and 1,600 video recordings of explicit
teaching were developed and continue to be available to
schools to augment classroom teaching and learning and to
support ‘catch-up’ learning, revision and engagement for
students learning at home or at school.
The VLC provided a model for improving access, participation
and engagement for our learners.
Students, through their schools, also had access to a wide
range of senior secondary subjects via Virtual Learning
Tasmania.
Family Engagement Review
Family engagement continues to be an area of focus in
2021–22. As part of the continuing work to embed the
Together with Families approach, we delivered the Families
and Us: Together with Families ARACY Pilot Project. The Project
was a practical strategy to build family engagement practices
in DoE sites. The pilot worked with 10 diverse DoE sites
for 18 months. The learnings from the pilot will inform new
resources, tools and supports to improve the way we work
in partnership with families.
Education Regulation
Tasmania’s education regulators drive quality in the Tasmanian
education system across all sectors. They include the Teachers
Registration Board, the Oce of Tasmanian Assessment
Standards and Certification, the Registrar Education and the
Non-Government Schools Registration Board.
The Review of Education Regulation Project will modernise
education’s regulatory framework through:
• contemporary governance for the delivery of outcomes
• better practice regulation with a focus on outcomes
• provision of independent advice
• sustainability of funding.
The Government accepted all recommendations made
by the Steering Committee in its Review of Education
Regulation report. Enabling legislation received Royal Assent
in April 2022, with implementation of the recommendations
occurring from 2022-23.
Department of Education Annual Report 2021–22
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KEY
PROJECTS
AND
PROGRAMS
Early Learning
From birth to 8 years of age, children are developing as confident, involved learners and
eective communicators.
B4 Early Years Coalition
B4 continues to connect, support, and engage with individuals
and organisations to value, support and work together to
ensure every child in Tasmania is nurtured through the early
years, no matter what.
From August 2021, as part of the Governments’ new It takes
a Tasmanian Village: Child and Youth Wellbeing Strategy (the
Strategy) B4 now has additional roles in improving the focus,
actions and outcomes for the First 1,000 Days.
B4 has established the B4 Technical Data and Measurement
Working Group with a key output being the delivery of an
annual data snapshot on Tasmania’s children in the First
1,000 days.
The B4 Community Storytellers Project was successfully
implemented across 10 communities through the B4
Grants Program.
Child and Family Learning Centres
(CFLCs)
CFLCs are safe and inclusive environments that create the
right conditions for learning and wellbeing, where families
with children aged 5 and under can access wrap around
services and supports that are responsive to their needs.
In addition to the existing 12 CFLCs already operating,
6 new CFLCs are being built and will be operational by 2024.
The first of the 2 new CFLCs will open in East Tamar in
November 2022, followed by larapi in Waratah-Wynyard
in early 2023. Centres in Kingborough, Glenorchy and West
Ulverstone are due to open in late 2023 and Sorell in
late 2024.
In 2022, school psychologists, speech and language
pathologists and social workers began providing associated
services in CFLCs. Also in 2022, CFLCs recruited full time
centre assistants to help increase access, participation and
engagement, and support more families across the State
to thrive.
A CFLC Quality Improvement Tool has been developed in
collaboration with the Murdoch Children’s Research Institute,
and co-designed with CFLC sta, families and service partners
to explicitly drive the learning and improvement of CFLC
quality. The tool is being trialled in centres during 2022 and is
a nation-first for the integrated early years’ setting.
Working Together – Supporting
Early Learning
Working Together continued to partner with Early Childhood
Education and Care services across Tasmania to support
children and families to access and participate in quality
early learning.
In 2021 Working Together supported a total of 122 three to
four-year olds with access to early learning, family support
services and the transition to Kindergarten, with another
120 places available in 2022.
The Tasmanian Government has announced that Working
Together will expand in 2024 to include delivery from CFLCs
and, where needed, on a school site or at a local library if the
demand exists.
Launching into Learning (LiL)
We continue to support families with children from birth to
four years to engage in learning through the free LiL program.
In 2021, 7039 Tasmanian children attended LiL sessions.
These sessions focused on supporting families to talk, read
and play with their children every day. As part of our support
for families during COVID-19, we produced 13 online LiL
sessions, available to families through the Great Start website
(www.greatstart.tas.gov.au). These sessions guided singing,
moving and talking activities through play and learning.
The launch of the Passport to Learning Project has also
supported families to access and attend face-to-face sessions
of LiL with families receiving a quality Australian picture book
after attending 10 sessions.
Department of Education Annual Report 2021–22
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National Quality Framework (NQF)
review
The 2019 NQF Review aimed to identify areas in the
National Law and National Regulations that can be improved.
The purpose of the Review was to ensure the NQF
remains current and continues to lift quality of practice in
the education and care sector. Decisions from the Review
have been made following two rounds of consultation with
the education and care sector, families and the broader
community. Based on these findings a Decision Regulation
Impact Statement (DRIS) has been developed was released
in June 2022. Most changes will come into eect from
mid-2023.
The Education and Care Unit, within DoE, is continuing to
work with Early Childhood Education and Care services
to ensure the changes are adopted and to assist them to
improve their practice.
National Quality Standard Kindergartens
The National Quality Standard (NQS) in Tasmanian
Government Kindergartens promotes high quality teaching,
learning and leading in the early years. Schools participating
in the NQS test and trial engaged in professional learning
and reflective practices to build on children’s educational
experiences and learning outcomes. A review and evaluation
of the NQS was completed in 2022 and the initiative will
continue in 2023 to support quality practices and continuous
improvement in the early years.
Department of Education Annual Report 2021–22
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Wellbeing
Learners are safe, feel supported and are able to flourish to they can engage in learning.
Safeguarding Children and Young People
The Oce of Safeguarding Children and Young People was
established in August 2021 following a recommendation
from the Independent Inquiry into the Department’s Responses
to Child Sexual Abuse. The Oce is continuing to implement
further recommendations from that Inquiry as well as those
arising from the Royal Commission into Institutional Responses to
Child Sexual Abuse and any that eventuate from the current
Commission of Inquiry into the Tasmanian Government’s Responses
to Child Sexual Abuse in Institutional Settings.
To date, the Oce’s work has included:
• Building awareness of the importance of safeguarding
children and young people from the harm of abuse,
including the creation of a visual identity to underpin
key messages.
• Finalisation of a Memorandum of Understanding with
Tasmania Police to support a collaborative approach
to preventing and responding to child sexual abuse in
Government schools and Education and Care services.
• Development of guidance materials for sta to support
their reporting obligations and to increase their
understanding and build their ability to identify and
respond to incidents, disclosures or suspicions of child
sexual abuse.
• Enhancements to existing content on both the public
internet and sta intranet sites to improve accessibility
to relevant, up-to-date, safeguarding information.
Work is also progressing on:
• Establishing safeguarding ocers in every Tasmanian
Government School to provide additional safeguarding
support to children and young people, their families/
carers and sta.
• Developing a comprehensive, integrated, Safeguarding
Children and Young People Policy.
• Delivering a new website that will support children
and young people, as well as parents/carers and the
wider community by providing them with information,
resources and support to help keep them safe from
abuse.
• Producing child sexual abuse-related professional
learning materials for principals and aspiring principals
and updated mandatory reporting training for all sta.
Child and Student Wellbeing Strategy
– Student Wellbeing and Engagement
Survey
During May 2022, we released the next iteration of the
Child and Student Wellbeing Strategy: Wellbeing for Learning.
The Strategy continues our focus on wellbeing for learning,
informed by the voice of our learners.
In 2021, the annual Student Wellbeing and Engagement Survey
was undertaken by almost 30,000 students in Years 4 to 12.
Now in its third year, the Survey provides critical measures
of student wellbeing through the voice of our learners. The
Survey data informs our school and system planning, our
policies and services, and eorts to support the wellbeing of
children and young people across Government.
Supporting Students Impacted by Trauma
We are providing increased trauma support for students.
A total of 455 students will receive individual funding support
in 2022, and a total of 66 Tasmanian Government Schools
have received targeted funding to build capacity in their
school to support students impacted by trauma. We have also
partnered with the Australian Childhood Foundation and the
University of Tasmania (UTAS) to deliver a comprehensive
professional development program for sta on trauma-
informed practice in education settings. The program will
be available to all Tasmanian Government teachers, teacher
assistants, school support and wellbeing leads and principals
during 2022–23.
KEY
PROJECTS
AND
PROGRAMS
Department of Education Annual Report 2021–22
16
School Support and Wellbeing Teams
School Support and Wellbeing Teams play an important role
in planning and implementing school strategies and processes
that support the wellbeing of all students, with a particular
focus on those students with diverse and complex needs
requiring coordinated support. The functions undertaken by
the School Support and Wellbeing Team align with creating
and maintaining a learning environment that is safe, respectful,
inclusive and that promotes engagement in learning.
These teams have been established since 2020. In 2020-21,
we have focussed on supporting schools to embed these
teams, by coordinating regular network meetings with School
Support and Wellbeing Team Leads from all Tasmanian
Government Schools. Key student support and wellbeing
information is communicated to schools and resources
demonstrating eective collaborative team approaches are
shared through these network meetings, assisting all schools
to plan for improvement.
Case Management Platform (CMP)
The CMP, which aims to replace the outdated Student
Support System (SSS), continued development in 2021-22.
The CMP will provide a platform that will allow us to have
a 360-degree view of the work we do to support our
young people.
Consultation with relevant business units and over 36
reference schools continue to inform the CMP development.
Two schools piloted the CMP in Term 1, 2022 and a further
10 schools expressed interest in participating in Term 3, 2022.
The CMP development will continue through to the 2024-25
financial year. Initial roll out of the vulnerability functionality is
planned for Term 3, 2022.
School Health Nurses
In June 2021, further funding was allocated to deliver an
additional 11.4 FTE,Grade 4 School Health Nurses, and
3 FTE Clinical Nurse Educators. This brings the statewide
FTE to 53.1.
This ensures that all schools and colleges are supported to
foster healthy choices, create positive outcomes for students
and a culture of lifelong learning. Itenables a continued focus
on the priority areas of smoking prevention and cessation
and obesity prevention, and itfurther supports the North,
North-West and Southern Support Schools in meeting their
competency-based assessment requirements.
Speak Up Stay ChatTY
The Speak Up Stay ChatTY schools program continued to
support young people’s awareness, knowledge and skills in
relation to their own mental health needs and those of others
around them for students in Years 9 – 12 across Tasmania.
During the 2021 school year, a total of 51 sessions took place
(42 student sessions, 8 teacher sessions, and 1 parent session)
within 15 Tasmanian Government Schools.
Working It Out and A Fairer World
During 2021-22 we continued our partnership with Working
It Out to support schools in developing inclusive and accepting
learning environments, and to provide practical support to
schools for LGBTIQ+ students.
Working it Out received $450,000 over two years in 2021-22
under the Tasmanian Child and Youth Wellbeing Strategy. This
additional funding will increase existing support within schools
for LGBTIQ+ students through the Working it Out: Valuing
Diversity in Schools program.
We also continued to fund A Fairer World to deliver the Let’s
Get Together program in our secondary schools and to deliver
their Human Library program to increase an understanding of
diversity and address bullying and discrimination.
Sanitary Items in Schools
We are supporting the provision of sanitary items in
all Tasmanian Government Schools to support student
engagement in school, ensuring that students are able to
attend school and feel ready to learn.
Schools receive an annual allocation to support the provision
of sanitary products for those students who may need them.
Schools were also supported to incorporate student voice in
decisions about which items are provided and where students
will access them.
Department of Education Annual Report 2021–22
17
Literacy and Numeracy
Learners have the skills and confidence in Literacy and Numeracy to successfully participate in
learning, life and work.
Literacy Framework and Action Plan
Implementation of the Literacy Plan for Action has continued to
provide a system-level focus and evidence-based approach to
support literacy from birth to adulthood across our schools.
In 2021-22, we built on and strengthened existing supports
and resources to improve literacy outcomes for our learners.
In 2021, a literacy target was set for learners entering Year
7 to meet an expected reading standard above the National
Minimum Standard by no later than 2030. This target is
measured by the Progressive Achievement Test (PAT) for
Year 6 Reading. We continue to support this target by early
identification for students not meeting expected standards
and provision of support, explicit phonics instruction for
students Prep to Year 2 and targeted professional learning
for teachers.
In 2022, we launched our oral language Let’s Talk campaign
to educate the Tasmanian community on the importance
of talking to our children and how this supports their
development.
The Literacy Framework and Plan for Action are due for review
in 2022.
Numeracy Framework and Action Plan
We commenced implementation of the Numeracy Framework
and Action Plan 2021-25 which outlines five key actions to
support system priorities. These include the importance
of numeracy skills and understandings across the ages, and
the quality teaching of mathematics to improve numeracy
outcomes.
The Numeracy Coaching Initiative pilot continued with six lead
quality teaching coaches working across 19 schools, supporting
in-school coaches and teachers with a focus on what we
teach, how we teach and how we assess student learning.
Teaching and Learning Support
We have 125.4 FTE quality teaching coaches supporting
literacy and/or numeracy teaching and learning in schools.
In 2022, we increased the number of in-school coaches by
40 FTE. They are supported by 12 lead quality teaching
coaches providing professional learning, resources and
mentoring for teachers to enhance quality teaching practices
in every school.
In 2022, our lead quality teaching coaches also designed and
delivered online teaching and learning resources in the VLC
for the focus areas of Number and Reading and Writing. These
quality resources supported students learning from home
due to the impacts of COVID-19 and are available for teacher
use in schools.
Progressive Achievement Test
Our schools continued to access the Progressive Achievement
Tests (PAT), developed by the Australian Council for
Education Research.
PAT assessments provide data that assists system and school
level monitoring of student growth and achievement from
Prep to Year 10. From 2022, schools are required to administer
PAT Reading and Mathematics (or an approved alternate
assessment tool) for all year levels from Year 2 to Year 10. PAT
Early Years Reading and Mathematics are required assessments
twice per year for all Prep and Year 1 students.
In 2022, there has been a focus on supporting system-wide
understanding and use of PAT data to better inform teaching
and learning for school improvement.
Learning in Families Together
Learning in Families Together (LIFT) continues to provide
support and resources to schools to enhance their work in
improving student outcomes through an emphasis on family
engagement and literacy and numeracy skills. In 2021-22, 109
schools received funding through the LIFT initiative. These
schools were supported to engage families of students from
Kindergarten to Year 2 to be active partners in their child’s
learning, with a focus on developing oral language.
KEY
PROJECTS
AND
PROGRAMS
Department of Education Annual Report 2021–22
18
School Improvement
Our Approach to School Improvement
Our Approach to School Improvement is our framework to drive
school improvement by focussing on the quality of learning,
teaching and leading in a school.
Our Approach to School Improvement was released as
provisional in November 2021, to enable us to test, try and
learn from its implementation through the 2022 school year.
Our Approach to School Improvement includes a supporting
guide and resources that provide schools with:
- a shared understanding of what school improvement
looks like in Tasmanian Government Schools
- a shared language
- clear expectations
- roles and responsibilities.
Our Approach to School Improvement is fundamental to
achieving Our System Goals under our 2022–24 Strategic Plan.
We will finalise Our Approach to School Improvement ahead
of the 2023 school year, with supporting resources being
developed on an ongoing basis.
External School Review
External School Review is an integral part of our Approach
to School Improvement. The National School Improvement Tool
underpins the External School Review Framework, with reviews
providing an external perspective to verify or challenge
a school’s current improvement initiatives. Each school
receives approximately three recommendations that outline
improvement priorities for the next 3 to 4 years.
In 2021–22 reviews were conducted in 45 schools, with 142
recommendations made for inclusion in school improvement
planning.
Support Partnerships
The Department provides universal and dierentiated
support to schools and CFLCs to improve learner outcomes.
Support Partnerships are a form of intensive support
provided to schools/CFLCs. The commencement of these
partnerships are informed by evidence and provide for an
intensive, collaborative partnership between a school or
CFLC, Learning Services and other Department business
units (as required).
The primary goal of a Support Partnership is to work
strategically to address the issues or improvement needs
of the school or CFLC, through accessing, enacting, and
bringing together the relevant resources from across the
Department. Examples of focus areas addressed through
these partnerships include school leadership, behaviour
management, asset management, financial operations, stang
and pedagogy.
A formalised plan is co-constructed for all partnerships
including actions and progress measures to support schools
to transition to universal support. In 2021-22 there were 17
Support Partnerships with schools and none with CFLCs.
Performance
Assessment and rating of Education and Care services
Education and Care services are assessed against the National Quality Standard (NQS) to determine their level of quality.
New services are provided time to establish and demonstrate practice before they assessed and rated. As at 30 June 2022,
91 per cent of Tasmanian services had a quality rating.
Significant
Improvement Required
Working towards
NQS
Meeting
NQS
Exceeding
NQS Total
Number of services with a final rating 1 40 119 54 214
Percentage of services at rating level
1
1% 19% 56% 25% 101%
1. Rounding to whole figures results in total not adding to 100 per cent.
Department of Education Annual Report 2021–22
19
IMPROVEMENT
AND
PERFORMANCE
Early years school improvement measures
Kindergarten students are assessed by teachers against
the Kindergarten Development Check (KDC), involving 21
developmental markers in the areas of Gross Motor Skills;
Fine Motor Skills; Personal and Social Behaviour; Listening,
Speaking and Understanding; and Cognitive Development.
KDC outcomes showed an improvement in 2021 due to
16 of the markers, such as ‘Understands most classroom
instructions’, ‘Predicts and understands, and ‘Asks questions?’,
being achieved by more students compared to 2020.
In 2021, changes were made to how the gross motor marker
was assessed
1
. To provide some context for the methodology
change, we have also reported KDC for the proportion of
students achieving 20 as well as 21 markers.
Increased supports for schools are currently in place to
understand each student’s and each school’s KDC results,
and to work with families to ensure students’ developmental
needs are addressed.
We are currently working towards establishing additional
measures to benchmark progress of students in the early years.
Measure
2019
(Actual)
2020 2021
Percentage of children meeting
the 21 Kindergarten Development
Check markers
2
67.1 60.7 61. 5
Percentage of children meeting
at least 20 Kindergarten
Development Check markers 81.0 75.9 78.1
1. In 2021, the Gross Motor marker was changed to improve
targeted supports for schools, families and children for 13 specific
Gross Motor Skills ‘sub-markers’. The change meant assessment
of Gross Motor skills moved from an ‘on balance’ assessment
using the 13 ‘sub-markers’, to an assessment that requires all
13 to be met for a student to be assessed as meeting the
‘overall’ Gross Motor marker.
2. Students are assessed twice in their kindergarten year. The
‘percentage meeting markers’ shown above are based on second
assessments towards the end of the school year. In 2020, due to
COVID-19, only the second assessment was undertaken.
Literacy and Numeracy measures
In May each year, students from Years 3, 5, 7 and 9 across
Australia are tested on aspects of literacy and numeracy using
a common test in Reading, Writing, Conventions of Language
(spelling, grammar and punctuation) and Numeracy known as
the National Assessment Program – Literacy and Numeracy
(NAPLAN).
NAPLAN: Percentages of students at or
above national minimum standards
Measure 2019 2020 2021 2022
Reading Year 3 94.6 NR 94.7 NA
Reading Year 5 92.7 NR 93.3 NA
Reading Year 7 92.0 NR 91.0 NA
Reading Year 9 89.3 NR 86.4 NA
Numeracy Year 3 95.5 NR 95.8 NA
Numeracy Year 5 93.9 NR 93.7 NA
Numeracy Year 7 91.8 NR 90.3 NA
Numeracy Year 9 95.2 NR 92.7 NA
Data source: https://reports.acara.edu.au/NAP
Notes:
NR: not reported
NA: not available at time of reporting
Tasmanian results are inclusive or students from Government and
non-Government schools. Caution should be exercised comparing
results over year levels, as minimum standards are set at dierent
points for dierent year levels, evident in Australian results.
Aboriginal student outcomes
Closing the gap in Aboriginal and Torres Strait Islander
students’ educational outcomes is an essential part of ensuring
we meet our commitment to inspire and support all our
learners to succeed, and that Aboriginal and Torres Strait
Islanders are active members of our community.
Performance measures are based on the average gap between
Aboriginal and non-Indigenous students in the percentages of
students at or above the National Minimum Standard in Years
3, 5, 7 and 9 reading and numeracy. Tasmanian average gaps
of 6 to 10 percentage points across years are smaller than
Australian gaps of 16 to 18 percentage points.
Measure 2019 2020 2021
Education outcome gap across Years
3, 5, 7 and 9 reading and numeracy 7.8 NR 9.0
Note – A lower figure represents a better result in closing the gap.
Department of Education Annual Report 2021–22
20
Student attendance and retention measures
Student attendance performance reporting is based on a
nationally agreed measure of the proportion of government
school students attending 90percent or more of the
Semester 1 period. Other reporting measures we use include
attendance rates across the school years. Attendance data for
2020 and 2021 has been adversely impacted by COVID-19.
In 2020 this included periods of learning from home.
Consequently, attendance data for 2019-20 excludes Term 1
Week 7 – Term 2 Week 6 inclusive.
While attendance across all years is important, the current
Performance Indicator focuses on secondary years of schooling,
where attendance challenges have been particularly evident.
While there has been a decline in the proportion of Years
7 – 10 students attending school 90 per cent or more of the
time, attendance levels nationally have also been impacted by
COVID-19. To provide additional context, the attendance rate
(which measures the total time students attend out of the
total time they could attend) for Years 7-10 was 84.3 per cent
in 2021.
Student retention performance reporting includes both direct
retention and apparent retention rates from Years 10 – 12
among Tasmanian Government Schools.
Direct retention is based on tracking individual students from
the mid-year census of Year 10 in government schools, to the
mid-year census of Year 12 in government schools.
Apparent Retention Rates (ARR) for Years 10 – 12 measure
the number of Year 12 students in government schools
divided by the number of Year 10 students in government
schools two years prior, without tracking individual students.
The AustralianBureauofStatistics (ABS) notes that care
should be exercised in the interpretation of ARR as the
method of calculation does not take into account a range of
factors, such as movement between the government and
nongovernment sector and interstate/international migration.
Over time, government schools are improving retention of
students. By 2021, 76.1 per cent of Year 10 students who
were in government schools in 2019 were retained in a
government school through to the start of Year 12.
ARR, published nationally, show increases over the long term:
the Tasmanian rate for all schools of 74.5 per cent in 2021 is
up from 70.7 per cent in 2010.
Measure 2019 2020 2021
Tasmanian Government School students whose
attendance is 90% or more
Years 7 to 10 60.2 58.2 52.3
Direct Retention Rate Years 10 to 12 among
Tasmanian Government Schools
Percentage retained to Year 12
(Census 1) 72.2 71. 5 76.1
Percentage retained to Year 12
(Census 2) 66.2 66.0 66.4
Apparent Retention Rate Years 10 to 12
Rate among Tasmanian government
schools 80.4 79.5 79.9
Rate among all Tasmanian schools 74.3 73.9 74.5
Senior secondary student attainment
measures
Performance measures related to senior secondary student
attainment include proportions of students who attained
a Tasmanian Certificate of Education (TCE), an Australian
Tertiary Admission Rank (ATAR), or undertook nationally
recognised Vocational Education and Training (VET).
Reporting against these measures for Tasmania is provided
in annual reporting by the Oce of Tasmanian Assessment,
Standards and Certification (TASC).
Refer to www.tasc.tas.gov.au.
Department of Education Annual Report 2021–22
21
Clients
Number of education and care and licensed child care services
Service type
Number of services on
government school sites
Total number
of services
NQF Services Education and Care Services 81 234
Licensed Services Licenced Child Care Services 1 24
Total 82 258
Government school students
– Mid-Year Census 2021
1,2
School type FTE Headcount
Combined 6,486.60 6,707
Primary 31,318.70 32,957
Secondary 14,238.80 14,275
Senior Secondary Only 6,199.70 6,328
Support 601.9 1,165
Total 58,845.70 61,432
1. Student FTE and headcount from the Mid-Year Census
conducted on the first Friday in August. If a student is enrolled
in more than one school type, they are only included in the
headcount and FTE of the school where the majority of the
program is delivered.
2. Note that national enrolment statistics, published by the
Australian Bureau of Statistics are based upon the National
Schools Statistics Collection, which is a subset of states’ and
territories’ mid-year census.
Students by school type and region
– Mid Year Census
1
School type Northern region Southern region
Combined 4,042 2,665
Primary 16,046 16 ,911
Secondary 7,723 6,552
Senior Secondary
Only 3,048 3,280
Support 723 442
Total 31, 582 29,850
1. Student headcount from the Mid-Year Census conducted on
the first Friday in August. If a student is enrolled in more than
one school type or across regions, they are only included in the
headcount of the school where the majority of the program is
delivered.
Class sizes - First Term Census 2022
1
Year level 2020 2021 2022
Kindergarten 18.6 17.8 18.1
Prep - Year 6 23.3 22.9 22.9
Year 7 - 10 23 22.7 23.1
1. Class size is based on FTE for Prep to Year 10 and headcount
for Kindergarten. The FTE of students in classes containing the
relevant year levels is divided by the number of classes containing
those year levels. Secondary school students are not organised
into classes which exclusively undertake a complete education
program; therefore, we have adopted the English class size as a
proxy measure. Class size is only calculated at the start of the
school year. It is based on the first term census conducted on the
third Friday following the commencement of Term 1.
KEY
PROJECTS
AND
PROGRAMS
Department of Education Annual Report 2021–22
22
LIBRARIES TASMANIA
3
Department of Education Annual Report 2021–22
23
Libraries Tasmania – Key Achievements
Contributed to the Department of Education’s
Learners First agenda with informal, beyond-the-
classroom learning opportunities for children and young
people. Libraries Tasmania ran just over 1,300 early learning
programs including Baby Play and Rock & Rhyme sessions for
babies and toddlers, and Storytime sessions for pre-schoolers,
encouraging parents and carers to introduce their children
to language, stories and books from the earliest age.
We provided 220 school holiday programs during the year,
attracting just over 2,700 participants. Our TALIS team
provided library management support to 184 Tasmanian
Government Schools and systems support to eight TAFE
libraries. DoE’s eight regional joint-use libraries with
co-located school and public library services continued to
be an eective model providing benefits to the local school
students with access to a broad range of library resources,
as well as delivering essential library and information services
to all age groups across a regional community.
Improved digital skills, access and inclusion by
delivering 1,900 digital inclusion programs to just over 4,800
individuals through our digital skills programs. Seventy-four
per cent of participants said that they felt more confident
using digital technology after receiving support from our sta
or volunteers. Sessions included our popular basic computer
and technology courses as well as new topics such as, how
to stop unwanted calls to your mobile, planning your digital
legacy, understanding and using QR Codes, the Check-In
TAS App and accessing MyHealth Record. We improved our
website accessibility score by 13 per cent and made all our
website electronic documents accessible. 130 sta members
completed Digital Accessibility Awareness training with 70
participating in further digital accessibility professional learning.
Invested in public library lending collections using
State Government Contemporary Library Resources funding
to purchase over 20,000 physical books for the lending
collections including 5,000 adult fiction books, 5,000 children’s
picture books and 2,000 adult non-fiction books. These funds
were also used to expand the increasingly popular Book
Groups (652 items) and New Release Express Service
(756 items) collections.
Facilitated and supported adult learning wi th 12 ,130
individuals participating in 1,870 lifelong learning courses (not
including digital inclusion programs). We introduced a new
Lifelong Learning Information Service (LLIS) across our public
library network under the State Government’s Adult Learning
Strategy (2020-23) to help people find a learning activity that
suits their needs across the expansive array of courses and
providers. We oered courses on new and diverse topics to
entice people who may not have previously used our services.
Sessions include Storytelling through Collage, Robotics, Science,
Technology, Engineering, Arts and Mathematics sessions,
Crafternoon, using assistive technology, repairing old books,
cheesemaking, tax help, Coee, cake and computers, digital
photography, author talks and many more. We supported
540 individuals to improve their literacy skills through one-
to-one learning with trained volunteer literacy tutors. We
confirmed our critical role in lifting Tasmania’s adult literacy
levels and commitment to 26TEN’s work in this space by
representing the Tasmanian Government in the Australian
Government’s Inquiry into adult literacy and its importance,
as well providing a submission to the Tasmanian Literacy
Advisory Panel for a Tasmanian community-wide literacy
framework.
Increased engagement with our cultural collections
with our multi-year “GET CUR!OUS” campaign and another
successful Stories After Dark signature event held in Hobart
attracting over 2 000 intrigued members of the public. The
event held during Dark MOFO in June had the heritage-listed
91 Murray Street building’s walls, ceilings, floors and stairwells
adorned with projected digital archival images. Visitors
were treated to visual art displays from the collections and
performance art including a theatrical performance depicting
Lucy Benson, Australia’s first female conductor, telling the
story of The Toreador play in the Allport gallery.
We delved deeper into submissions inspired by items from
our heritage collections from last year’s 91 Stories community-
led online exhibition which received over 11,600 online views.
This year we featured five stories from the public submissions
the first in a series to highlight these treasures from Tasmania’s
history, and the people’s stories that they represent.
Department of Education Annual Report 2021–22
24
We hosted two exhibitions that oered a glimpse into the
lives and strength of the continuing culture that defines
lutruwita’s / Tasmania’s First People: Vision of a palawa featured
the work of Tasmanian Aboriginal artist Rodney Gardner; and
The Lanney Pillar, installation celebrated the “extraordinary
life” of William Lanney (1835-1869) created by the late
Tasmanian filmmaker Roger Scholes and Tasmanian Aboriginal
writer Professor Greg Lehman. Two smaller exhibitions
commemorated two significant anniversaries – 100 years
of Cadbury at Claremont in Tasmania and 150 years of
Tasmanian Railways, with the latter presented at 13 libraries
across Tasmania as a touring exhibition.
We raised the profile of the State Library and Tasmanian
Archive family history records with an almost fully-subscribed
events program during Family History Month in August
2021. Guest speaker historical talks were livestreamed and
included renowned artist, writer, curator and trawlwoolway
woman Dr Julie Gough, who presented the talk “Missing in
action – Aboriginal people across the ‘settled’ districts of
Van Diemen’s Land.” The Program also featured Ros Escot,
speaking on “Using DNA to solve family history mysteries”,
and Dianne Snowden speaking on “Remembering Convict
Women and Orphan School Children.”
We exceeded our target of 1,200,000 visits to our
archive and heritage website pages by 27 per cent and saw
a 200 per cent increase in State Library and Tasmanian
Archives Blog readership –attributed to increased promotion
through Libraries Tasmania’s client newsletter, social media
and radio interviews.
Managed State Library and Tasmanian Archives
collections for future access with items across 21
kilometres of shelving packed and ready to relocate to
the new purpose-built archives repository at Geilston Bay.
Tasmanian Federation data was added to the Tasmanian
Names Index (with approaching 1.3 million entries)
representing 220,000 individuals who were born from
1900–1919, or who died or were married from 1900–1930,
and 23,300 deeds of land grants records to Tasmanian
colonists from 1832–1935.
We conserved nearly 1,180 items/series from our archival
collections including over 1,000 rolls of plans from the former
Public Works Department. We digitised just over 1,900
analogue audio/visual items to digital formats with dedicated
State Government ongoing funding of $150,000 per year.
Newly digitised footage includes two Tasmanian tourism
promotional tapes from 1987, “Tasmanian Experience, It’s
a Temptation” from the Tasmanian Film Corporation, and
“Tasmanian Trout Fishing Holiday” from Tourism Tasmania.
Acquired significant items for the Tasmanian
heritage collection including Art in Australia magazine
series from 1916 to 1942 including the rare war-time issues;
artworks for the Allport Museum and Library of Fine Art
(see Other Annual Reports – Allport Library and Museum of
Fine Arts Management Committee); extensive archives from
the Tasmanian Baptist Union (1830s); a commonplace book
that belonged to Lilius Murray of Hobart Town including two
unpublished poems by James Knox, “Hobart Town Poet”
(1836); family papers, photographs and transparencies of
important Tasmanian watercolourist Patricia Giles; the journal
of 12-year-old Francis James Ashburner, covering an 85-day
voyage from Launceston to London (1859-1860) and records
of the Launceston Bank for Savings, Hobart Savings Bank and
related and subsequent financial institutions.
Set the scene for the future with our new Strategic
Directions 2022-24 and a bold new vision and commitment
that: “All Tasmanians are connected, resilient, creative
and curious thinkers, enriched by the State’s libraries and
archives.” We confirmed what guides us including: our
position in the Department of Education, the United Nations
2030 Agenda for Sustainable Development and conventions
on the Rights of the Child, commitment to evidence-based
practice and our place in the global community.
Improved services and facilities with new after-hours
return chutes installed at seven libraries, new plaster and
paint work at Bruny Online Access Centre, an accessible toilet
installed at Ulverstone Library, replacement of outdated and
inecient shelving at Cygnet, Hobart, Rosny, St Helens and
Westbury Libraries and the first major revamp to Smithton
and Exeter Libraries in over 50 years. The refurbished library
spaces at both Smithton and Exeter Libraries includes new
shelving, carpet and paint work creating a more modern
look and feel. Changes to existing configurations including
rearranging the collections resulted in an improved children’s
area, greater space around shelving to improve accessibility,
new seating areas and device charging station.
Sta participated in workshops on providing excellent client
experiences and service and how to embed this in what we
do, and continued eorts to improve the client experience by
undertaking service evaluation research using user experience
techniques such as client journey mapping and service
blueprinting.
Delivered programs through outreach to where the
people are, including Rock & Rhyme and Storytime sessions
delivered at Child and Family Learning Centres located at
Beaconsfield, Clarence Plains, Bridgewater and New Norfolk
as well as at Green Point’s Early Learning Discovery Centre,
Department of Education Annual Report 2021–22
25
Beaconsfield Child Care Centre and at Glenorchy Council’s
Children’s Gig in the Gardens event. Glenorchy Library
delivered a Little Bang Discovery Club, four-week STEAM
program, to Chigwell and ptunarra Child and Family Learning
Centres. The hands-on program allowed children between
ages three to five and their accompanying carers to combine
everyday objects and experiences with genuine scientific
enquiry methods.
We hosted more pop-up libraries with events held at:
Smithton for Circular Head Council’s Harmony Day
community event, Devonport’s 2022 Rotary Motor Show
and Dementia Prevention and Wellbeing Expo as well as
at Glenorchy’s Northgate Shopping Centre. Events like
these provide incentives for new users to become Libraries
Tasmania members and borrow physical items available at the
displays, as well as learning how to browse and borrow the
extensive range of eResources available anytime.
Committed to reconciliation with our First Nations
peoples, with sta engaging in cultural awareness training
through the Australian Institute of Aboriginal and Torres
Strait Islander Studies and working with Tasmanian Aboriginal
communities to bring Aboriginal stories and culture to the
fore through our public spaces, collections, programs and
services. A particular highlight during National Reconciliation
Week library network celebrations was a collaboration
with Reconciliation Tasmania’s ‘From Our Heart to Yours’
campaign and Launceston Library who hosted 60 children in
canvas art school holiday workshops with a local Aboriginal
elder and Aunty Judith-Rose Thomas.
We partnered with Reconciliation Tasmania for their Youth
Speakout 2022 campaign and ran school holiday programs for
young people in Years 5-12 which focussed on engaging young
people into civic life, particularly regarding Indigenous issues of
the day.
Supported diversity, inclusion and access with
improved discoverability interfaces including a new Libraries
Tasmania Lending App, contemporary shelving and interactive
touch screens in several libraries that resulted in 92.6 per
cent of members reporting that they found what they were
looking for.
The demand for English Conversation Groups continued
with just under 400 programs oered for culturally and
linguistically diverse clients. We promoted and celebrated
diversity during Harmony Week with some locations oering
multilingual Storytime sessions. We purchased 587 bilingual
board and picture book titles for the children’s collection
which saw loan rates quadruple since bilingual titles were
brought into the children’s lending collection in early 2021.
We marked International Day Against Homophobia, Biphobia
and Transphobia in May 2022 with displays and talks, and
promoted a list of LGBTIQ+ related eBooks and audiobooks
from our online lending collection during Pride Month.
We introduced a gender-neutral title field for new
memberships and enabled 36 former non-users to become
Libraries Tasmania members by introducing a new user profile
for those without a permanent address. Several frontline
library sta from Hobart Library participated in training that
provided insight and practical tools for sta who encounter
people living with and under the stress of homelessness.
We continued to support people with disability or special
needs and introduced a weekly sensory-friendly hour at
Glenorchy Library, oered free use of library spaces and
technology for “The Lab’s” technology clubs for children on
the autism spectrum, used Lexia (online literacy tool) for adult
learners to access tutoring from home, installed new shelving
and reconfigured existing library layouts to make it easier for
wheelchair users to navigate around and access lending items
and computers.
Collaborated with our national counterparts,
for example we remained a highly active contributor to
NED (National eDeposit) and participated in Untapped the
Australian Literary Heritage Project as a National State
and Territory Libraries Australasia member. This latter
national collaboration saw 160 out-of-print Australian books
of national significance digitised. As a leader in providing
adult literacy support in a library setting, we established
a new national Australian Libraries and Information
Association Adult Literacy Group for library and information
professionals. We responded to the growing issue of
misinformation and continued to deepen our knowledge in
the emerging field of Media and Information Literacy. Former
Libraries Tasmania’s Executive Director, Liz Jack presented
on the topic at the International Federation of Library
Associations and Institutions (IFLA) 86th World Library and
Information Congress. We actively participated in national
groups, including the Australian Media Literacy Alliance for
which we are the current representative for National and
State Libraries Australasia and the Australian Public Library
Alliance.
Connected communities through 10 and 50 year
anniversary celebrations: at Bridgewater Library and
Launceston Library, respectively bringing sta, volunteers and
locals together to reflect on the libraries’ histories and the
special role they play in people’s lives and their communities.
To coincide with birthday celebrations at Bridgewater Library,
new Aboriginal artwork was installed in the library titled
LIBRARIES
TASMANIA
Department of Education Annual Report 2021–22
26
“Communities on kutalayna” created by Aboriginal artists
Leanne Pelikan and Kylie Dickson featuring five suspended
woven baskets that represent the five Aboriginal communities
in the Jordan River area. Friends of Launceston Library met to
reflect on 50 years of partnership between volunteers, sta
and local community partners.
Glenorchy Library hosted 13 stall holders over its three-day
expo held during Mental Health Week in October 2021.
The expo was attended by 160 members of the public and
raised awareness of the importance of mental health. The
Tasmanian Symphony Orchestra performed at George Town
Community Hub and Launceston Library as part of their
community roadshow, attracting high visitor numbers from a
range of ages and backgrounds.
Contributed to Tasmania’s COVID-19 Public
Health Emergency response and helped over 1,900
people boost their digital skills to access vital COVID-19
related information, book vaccinations, download digital
vaccination certificates and access the Check-In TAS
App. Queenstown Library at the West Coast Hub was
fundamental in the fight against COVID-19 serving as a
COVID-19 vaccination site in early 2022 with over 1 000
vaccinations administered in collaboration with a north-west
pharmacy. Local library sta and volunteers assisted local
residents with literacy support to complete forms and digital
assistance during the vaccination program.
Provided quality volunteer experiences to our 600
plus volunteers who gave 41,150 hours of their time as home
library couriers, adult literacy tutors, learning mentors or
general volunteers – many providing digital support. We
proudly recognised two of our volunteers selected as 2022
Tasmanian Volunteering Awards finalists, along with another
volunteer who celebrated 25 years of service to Libraries
Tasmania. We saw our overall volunteer numbers stabilise;
however, volunteer numbers continue to be impacted by the
pandemic. A total of 133 online volunteers participated in
projects via Digivol, a crowdsourcing platform used by many
institutions worldwide to transcribe digitised content. This
work contributed to over 45,000 Libraries Tasmania items
indexed and validated since we commenced using online
volunteers in 2018.
Improved prison library services at Ron Barwick facility
at Risdon Prison and removed old and damaged items from
the lending collection. These were replaced with 700 new
book titles, including new magazine titles, as well as more
stock for the Books to CD literacy program – prisoners record
reading a children’s book onto a CD for their family to help
maintain family connections. Literacy programs continue
to benefit prisoners, with 96 assisted learner license tests
undertaken in the last 12 months.
Department of Education Annual Report 2021–22
27
Libraries Tasmania – Whole-of-Government strategies 2021-22
Oce of the State Archivist
In 2021-22, the Oce of the State Archivist (OSA):
Provided government agencies with records
management advice to the Department of Education
response to the Commission of Inquiry into the Tasmanian
Government’s Response to Child Sexual Abuse in Institutional
Settings. The Commission reinforced the importance
of accurate creation and retention of ocial records in
government agencies. OSA released a free online training
module for institutions to use to increase sta understanding
of best practice recordkeeping.
Developed new record Disposal Schedules covering
records from Commissions of Inquiry, the Health Complaints
Commissioner, Ambulance Tasmania, Sustainable Timber
Tasmania and the Tasmanian Health Service.
Issued new guidelines: Managing records in Microsoft 365
guidelines to support records management compliance for
items created in cloud-based platforms such as Microsoft 365
and Microsoft Teams, which are being increasingly used across
all levels of government since COVID-19-related restrictions.
26TEN
In 2021-22, 26TEN:
Launched the first four 26TEN communities, as part
of the 26TEN Communities: Local Literacy for Work Program,
delivered through the Adult Learning Strategy. The new
program aims to build capacity for communities to make a
lasting dierence to adult literacy and numeracy skills where
people live and work. This year each community built on
their relationships with adult learners, literacy practitioners,
employers and service providers to develop the networks
and activities that are essential to community-led, place-based
change.
The four 26TEN Communities and their funding agencies
are: Glenorchy City Council - Building a 26TEN Community;
Hobart City Mission Clarence Plains - Parents, Families and
Carers - Learning for our Kids; Starting Point Neighbourhood
House, Ravenswood - Connecting with literacy across
Launceston Northern Suburbs - 26TEN Community
Hub; and Geeveston Community Centre - Huon 26TEN
Community.
Increased the number of practitioners skilled
in lifting literacy and numeracy in the workplace
by promoting opportunities for the role of the Adult
Literacy Skills Ocer and oering specialist training. Six new
ocers completed training and were mentored by current
practitioners experienced in providing Language, Literacy
and Numeracy support to employees and volunteers in the
workplace as part of the 26TEN Employer Grants Program.
Awarded more than $500,000 in 26TEN Employer
grants to 11 organisations across a wide range of sectors
including agriculture, community, aged and disability care. The
organisations included: Lenah Game Meats, Blueline Laundry
New Town, Burnie Community House, Blueline Laundry
Kings Meadows, CatholicCare, Friends of Zafira, Glenhaven
Homes, Glenorchy City Council, Interact Australia, NOSS
Bluegum Grounds Maintenance and Rural Business Tasmania
Introduced the Get Ready grant of up to $5,000
to support employers to work with an Adult Literacy Skills
Ocer to identify Language, Literacy and Numeracy needs in
their organisation and develop a plan to address those needs,
before applying for a larger grant.
The grants selection criteria were reviewed to emphasise
the importance of factors that indicate the likelihood of a
successful employer grant project.
Streamlined how members interact with 26TEN
by simplifying how they choose to support adult literacy
and numeracy in their organisations. Asthma Tasmania,
Worksafe Tasmania and Landcare Tasmania were among the
25 organisations that joined the 26TEN Network in the last
12 months.
Strengthened the importance of plain English, for
example, working with the School of Law at the University
of Tasmania by providing plain English training to honours
students and support to the Tasmanian Legal Practice Course.
26TEN also delivered a successful online webinar to over
40 sta at Early Childhood Intervention Service and
Clarendon Vale Primary School on Writing in Plain English to
Parents and Carers.
Ran a successful awareness raising campaign using
“Emoji” aimed at encouraging young adult Tasmanians to ask
for help with literacy and numeracy; as well as investing in
Snapchat which proved to be a valuable addition to the social
media suite, receiving the most engagement when compared
to Facebook and Instagram.
LIBRARIES
TASMANIA
Department of Education Annual Report 2021–22
28
Performance
Performance measure
2019-20
Actual
2020-21
Actual
2021-22
Target
2021-22
Actual
% of target
reached
Percentage of people satisfied with Libraries Tasmania
services 92.5 95.2 95 93.1 98
Average of library loans per lending item per annum 5.22 5.74 5.8 5.24
1
90.3
Number of visits to archive and heritage pages on Libraries
Tasmania websites
2
1,300,084 1,276,340 1,200,000 1, 519,8 06 126.7
Attendance in Libraries Tasmania programs and events per
annum per 1 000 people
3
128.2 95.6 125 98.9 79.1
Percentage of people who feel more confident using digital
technology after receiving support from Libraries Tasmania
sta (including volunteers), or participating in courses 84.8 80.6 85 73.7
4
86.7
1. The 2020-21 actual for ‘Average number of loans per lending item’ was impacted by COVID-19, aecting physical item loans, with ongoing
physical distancing and related requirements, and changes to the movement of people within their communities.
2. COVID-19 has contributed to more online activity on Libraries Tasmania’s archive and heritage pages since 2019-20.
3. Since 2019-20, COVID-19 has had an impact on actuals for ‘Attendance in Libraries Tasmania programs and events per annum per 1 000
people’ with library site closures in 2020 and ongoing physical distancing and related requirements, along with changes to the movement of
people within their communities.
4. While the percentage of people reporting increased confidence as a result of support from Libraries Tasmania declined in 2021-22, the
group reporting that they were “not sure” whether their confidence had increased is larger. Ongoing COVID-19 related restrictions and
the resulting need for people to do more online, may have contributed to an increased sense of uncertainty using digital technology which is
harder to overcome.
Department of Education Annual Report 2021–22
29
Clients
Members
There were 105,245 active members as at 30 June 2022.
This represents 19.5 per cent of the Tasmanian population.
Active library members by region
– as at 30 June 2022
Region Members Percentage (%)
North 25,852
24.6%
North-west 21,039
20.0%
South 58,354
55.4%
Total 105 245
100%
Active library members by gender
– as at 30 June 2022
Gender Members Percentage (%)
Female 67 694 64.3%
Male 37 203
35.3%
Other 246
0.23%
Not specified 102
0.1%
Total 105 245
100%
Active library users by age range
– as at 30 June 2022
Age Total Percentage (%)
0 –17 23 694 22.5%
18–24 5 520 5.2%
25–34 11 777 11. 2 %
35–44 13 545 12.9%
45–54 11 0 52 10.5%
55–64 12 537 11.9 %
65+ 26 572 25.2%
Not specified 548 0.5%
Total 105 245 100%
LIBRARIES
TASMANIA
Department of Education Annual Report 2021–22
30
REQUIRED
REPORTING
4
Department of Education Annual Report 2021–22
31
Employment
Employment status
Full Time Equivalents (FTE)
1,2,3
Headcount
2,3
Employment Status Female Male Total Female Male Total
Full-Time Fixed Term 387.97 225.86 613. 83 391 228 619
Full-Time Permanent 2824.82 1356.42 4,181.24 2,846 1,361 4,207
Part-Time Fixed Term 780.52 232.91 1, 013.43 1,400 420 1,820
Part-Time Permanent 2 , 411. 5 0 441.94 2,853.44 3,847 655 4,502
Total 6,404.81 2,257.13 8,661.94 8,484 2,664 11,14 8
1. Where sta proceed on unpaid leave (i.e. maternity leave without pay, sick leave without pay, and leave without pay) as at the reporting date
the FTE will be reduced accordingly.
2. These figures do not include casual sta working in the Department.
3. Teachers Registration Board, the Oce of Tasmanian Assessment Standards and Certification and the Oce of the Education Registrar
(statutory authorities) are not included in these figures.
Sta employed
Services
1
FTE
2
Headcount
LEARNING DIVISION 7,718. 27 10,051
Primary Schools 3,535.65 4,766
Combined Schools 979.32 1,284
Secondary Schools 1,762.79 2,125
Senior Secondary Schools 696.27 903
Special Schools 283.29 396
Child and Family Centres 41.14 51
Oce of the Deputy Secretary Learning 3.00 3
Learning
3
3.00 3
Year 11 and 12 Extension 6.85 7
Operations 7.40 8
Business Operations 5.00 5
Administration 13.92 15
Stang 14.81 16
School Improvement 14.0 0 14
Student Support 16.30 17
Strong Families Safe Kids 16.30 18
Professional Support 189.77 257
Inclusive Learning 19.10 20
Student Engagement 25.53 27
School Health Nurse Program 55.99 84
Principal Wellbeing 3.00 3
Principal Leadership 2.00 2
Early Years Partnerships and Projects 23.84 27
Department of Education Annual Report 2021–22
32
Services
1
FTE
2
Headcount
STRATEGY AND PERFORMANCE DIVISION 125.32 140
Oce of the Deputy Secretary Strategy and Performance 1.00 1
Education and Care Unit 23.00 24
Government Education Training International 20.53 24
Education Performance and Review 29.53 31
Strategic Policy and Projects 19.94 24
Strategic Marketing, Communications and Media 17.43 20
Strategic Systems Development 5.71 6
External School Review 4.00 4
Principal Capability 1.00 1
Culture and Growth 3.18 5
SUPPORT AND DEVELOPMENT 214.80 253
Oce of the Deputy Secretary Support and Development 3.00 3
Support and Development
3
2.00 2
Curriculum Services 26.42 31
Vocational Learning and Career Education 19.00 20
Aboriginal Education Services 19.30 22
Inclusion and Diversity Services 85.86 111
Professional Learning Institute 4.00 4
Child and Student Wellbeing 7.12 9
Teaching and Learning 5.40 6
Years 9 12 Curriculum 13.8 0 14
Years 9 – 12 Learning 2.00 2
Workforce Strategy 2.60 3
People Capability and Development 1.00 1
Literacy and Numeracy 23.30 25
CORPORATE AND BUSINESS SERVICES 302.97 323
Oce of the Deputy Secretary Corporate and Business Services 3.00 3
Security and Emergency Management 3.00 3
Finance and Budget Services 34.44 37
Facility Services 35.15 36
Information and Technology Services 132. 27 138
Human Resources Management 80.81 90
Internal Audit Oce 3.70 4
Legal Services 10.6 12
Department of Education Annual Report 2021–22
33
Services
1
FTE
2
Headcount
LIBRARIES TASMANIA
4
276.70 354
Libraries Tasmania 1.00 1
Library Network 193.24 260
Collections 41.03 47
Governance and Operations 19.53 22
Strategy and Engagement 21.90 24
OFFICE OF THE SECRETARY 23.88 27
Oce of the Secretary 10.24 12
Ministerial Services 3.80 4
Registered Training Organisation 3.50 4
Safeguarding Children and Young People 6.34 7
Total 8,661.94 11,14 8
1. As per the Department’s divisional structure as at 30 June 2022.
2. In some instances business units can have a higher FTE count due to some sta members working across multiple business units.
Their headcount is generally attributed to the business unit with the highest FTE.
3. Includes employees who support various initiatives across the Department who are located in this division.
4. Previously counted under Learning Division.
Teachers employed
Positions FTE Headcount
Base Grade Teachers
1
3,580.72 4,453
Advanced Skills Teachers
1
661.78 709
Principals and Assistant Principals
1
529.46 534
Non-School Based Band 4 4.00 4
Total 4,775.96 5,700
1. Includes both school and non-school based employees paid
under the teaching services award, excluding school psychologists
and education support specialists.
Employment status of teachers
Employment status Average age Headcount
FEMALE
Full-Time Fixed Term 35.06 249
Full-Time Permanent 4 4 .11 1,936
Part-Time Fixed Term 43.22 358
Part-Time Permanent 45.09 1,650
All Female 43.88 4,193
MALE
Full-Time Fixed Term 36.60 151
Full-Time Permanent 43.17 921
Part-Time Fixed Term 43.64 134
Part-Time Permanent 46.43 301
All Male 43.20 1,507
All teachers 43.70 5,700
REQUIRED
REPORTING
Department of Education Annual Report 2021–22
34
Support sta employed
Support sta FTE Headcount
Teacher Assistants 1,19 0 .11 2 ,116
School Psychologists 74.75 101
Social Workers 89.71 119
Speech Pathologists 42.35 56
Nurses 55.99 84
Education Support Specialists 33.95 35
Total 1,486.86 2 , 511
Qualifications of teachers
Percentage of teachers who were four or five-year trained
(based on the total number of base grade sta).
2020 2021 2022
4 Year-Trained 68% 67% 65%
5 Year-Trained 28% 29% 30%
Average age of teachers
2020 2021 2022
Position Female Male Female Male Female Male
Base Grade Teachers 43.10 42.31 43.17 42.41 42.98 42.53
Advanced Skills Teachers 46.09 44.60 45.59 44.27 4 5 .11 44.26
Principals and Assistant Principals 50.97 46.54 50.74 46.81 50.53 46.20
Non-School Based Band 4 56.00 48.00 57.0 0 49.00 58.67 44.00
Age distributions of principals and assistant principals
Age group Number
25 – 29 5
30 – 34 12
35 – 39 66
40 – 44 95
45 – 49 89
50 – 54 112
55 – 59 90
60 – 64 55
65+
10
Total 534
Department of Education Annual Report 2021–22
35
Gender Diversity
Gender ratio
Year Female Male Total
2020 8 ,115 2,562 10,677
2021 8,248 2,619 10,867
2022 8,484 2,664 11,14 8
Award classifications by gender
Females make up 76 per cent of the total workforce. The
predominance of females is consistent across all classification
groups with the exception of Education Facility Attendants
which are much closer to an even gender distribution.
TEACHING AWARD
Classification Group Female
5
Male
5
Principals 130 78
Assistant Principals 146 74
Advanced Skills Teachers 482 185
Teachers 3,244 1,114
School Psychologists 2 0
Education Support Specialist 32 3
NON-SCHOOL BASED TEACHING AWARD
1
Classification
Group
Female
5
Male
5
Band 4 Teaching 3 1
Band 3 Teaching 75 31
Band 2 Teaching 33 9
Band 1 Teaching 80 15
School Psychologists 85 14
NON-TEACHING
Classification Group Female
5
Male
5
School Based Trainee - -
TSSA General Band 1 - 3
2
863 82
TSSA General Band 4 - 6 616 169
TSSA General Band 7 - 8 126 44
TSSA General Band 9 - 10 2 1
TSSA Professional Band 1
3
7 1
TSSA Professional Band 2
3
26 5
TSSA Professional Band 3 2 1
TSSA Professional Band 4 4 0
Facility Attendants 4 480 407
Nurses 78 6
Social Workers 108 11
Speech and Language Pathologists 55 1
Teacher Assistants 1,789 327
ICT Technician 5 68
1. Includes School Improvement, Student Support and Teachers in
Strategy and Performance and Support and Development and
Year 11 and 12 Extension.
2. Excludes Band 2 Teacher Assistants.
3. TSSA Professional includes Archivists, Curators and Librarians.
4. Includes Libraries Cleaners.
5. Where an employee is on paid leave and another employee
backfills the position of the employee on paid leave, both
employees will be included in the FTE and headcount calculation
as both employees have been paid against that position.
REQUIRED
REPORTING
Department of Education Annual Report 2021–22
36
Gender distribution in promoted positions
Position Female Male Total
Advanced Skills Teachers 515 194 709
Principals and Assistant Principals 351 183 534
Total 866 377 1,243
Senior Executive count by gender
Oce 2020 2021 2022
Female Male Female Male Female Male
SES 1 6 8 3 8 4 7
SES 2 1 6 1 6 1 8
SES 3 2 0 2 0 3 0
SES 4 3 1 3 1 3 1
Total 12 15 9 15 11 16
Department of Education Annual Report 2021–22
37
Senior Executive salary equivalents by gender
Position 2020 2021 2022
Female Male Female Male Female Male
Head of Agency 0 1 - 1 0 1
SES 1 6 8 3 8 4 7
SES 2 1 6 1 6 1 8
SES 3 2 0 2 - 3 0
SES 4 3 1 3 1 3 1
Senior Education Manager/Director Band 4 Level 2 1 1 1 1 3 1
Principal Band 3A Level 2 24 12 25 12 23 14
Principal Band 3A Level 3 28 24 36 23 37 21
Principal Band 3A Level 4 26 11 24 13 27 15
Principal Band 3A Level 5 7 10 11 11 7 11
Principal Band 3A Level 6 7 5 6 4 8 5
Principal Band 3C Level 1 - - - - - -
Principal Band 3C Level 3 1 - - - - -
Principal Band 3C Level 4 1 - - - - -
Principal Band 3C Level 5 - - - - - -
Principal Band 3C Level 6 1 - 1 - 1 0
Principal Band 3C Level 7 - - - - - -
Principal Band 3C Level 8 - - - - - -
Principal Non-School Based Band 3B Level 5 - - - - - -
Principal Non-School Based Band 3B Level 6 - - - - - -
Principal Non-School Based Band 3B Level 7 - - - - - -
Principal Non-Teaching Band 3A Level 3 1 - 1 - 1 0
Principal Non-Teaching Band 3A Level 4 3 1 3 1 2 1
Principal Non-Teaching Band 3A Level 5 2 - 3 - 2 0
Principal Non-Teaching Band 3A Level 6 11 3 14 7 16 8
Principal/Manager Non-Teaching Band 3 Level 5 8 5 6 4 6 4
Principal/Manager Non-Teaching Band 3 Level 6 1 1 - - - -
Principal/Manager Non-Teaching Band 3 Level 8 - - - - - -
Assistant Principal Band 3* - 1 - - - -
TSSA General Band 9 2 2 2 1 2 1
Total 143 88 142 93 146 98
* Currently assigned duties of AP, however to maintain salary as Principal Band 3C Level 4
June 2020 SES 1 base salary point was $131,769
June 2021 SES 1 base salary point was $134,800
June 2022 SES 1 base salary point was $137,901
REQUIRED
REPORTING
Department of Education Annual Report 2021–22
38
Recruitment and sta movement
Advertising and filling of jobs
2019-20 2020-21 2021-2022
Permanent jobs that were advertised 535 428
1
635
Permanent jobs that were filled 514 327
1
622
2
Permanent jobs that were filled by sta from within the Department 410 272 471
Permanent jobs that were filled by people outside of the Department but within
the state public service 14 5 53
Permanent jobs that were filled by people outside of the state public service 90 70 98
1. Permanent jobs advertised (and filled) reduced in 2020-21 by Employment Direction 1A (COVID) measures.
2. 2021-22 Onwards statistic is those filled (appointments) during 2021-22 (including those advertised prior to 1 July 2021). Prior years
‘advertised and filled’.
Appointment of part-time employees
2019-20 2020-21 2021-22
Part-time positions advertised 105 218
Full-time employees who reduced their hours to part-time 666 670 678
Part-time employees 5,901 6,109 6,322
Appointment of permanent base grade teachers
Financial
year ending
New graduates appointed
through scholarship program
Appointments through
merit application
Conversions to program
permanent status
Total
2022 19 (intern placement program only) 81 237 337
2021 13 (intern placement program only) 56 181 250
2020 12 (intern placement program only) 124 79 215
Separations
2019-20 2020-21 2021-22
Permanent employees who resigned 145 182 271
Permanent employees who retired 270 313 370
Secondments and interagency transfers
2019-20 2020-21 2021-22
Employees who were seconded 12 11 8
Employees who participated in an inter-agency transfer 65 83 86
Department of Education Annual Report 2021–22
39
Building our workforce
Education Workforce Roundtable and
More Teachers, Quality Teaching
Action Plan
We continue to deliver on our strong commitment to build a
workforce of talented people, capable of delivering outcomes
for every learner.
We recognise that leading and resourcing innovative
initiatives requires strong partnerships, that is why in 2018,
the Government established the Education Workforce
Roundtable to commit to taking collective action to deliver a
quality education workforce for Tasmania.
The six Roundtable organisations include the DoE and:
• The University of Tasmania (UTAS)
• The Peter Underwood Centre for Educational
Attainment (PUC)
• The Teachers Registration Board (TRB)
• The Australian Education Union (AEU)
• The Tasmanian Principals Association (TPA).
Through this partnership, the More Teachers, Quality Teaching
(MTQT) Action Plan (2019-22) was created, which has seen
Tasmania’s education partners commit to working together
to design solutions to increase the quality and quantity of
Tasmanian teachers and leaders.
The Roundtable continued to meet regularly and work
collaboratively to progress the MTQT Action Plan.
Through the development of the Tasmanian Teacher Profile
(TTP), we defined what a quality teacher looks like in the
Tasmanian Government school context - beyond technical
expertise and qualifications.
In 2021, a draft toolkit concept was designed to support
schools utilising the TTP for recruitment conducted at the
school level.
The TPP is used as part of quality assessment protocols for
the recruitment of new teachers and Teacher Intern Placement
Program (TIPP) scholarships into Tasmanian Government
Schools.
We continued to deliver annual national recruitment
campaigns leveraging the Teach Tasmania campaign and
associated marketing materials.
We leveraged findings from the 2020 TIPP review to
implement ongoing improvements to the program during
2021-22. These improvements focussed on increased support
for interns, mentors and schools, a review of financial support
for interns, and an increased focus on marketing the program
The Highly Accomplished and Lead Teacher Pilot was delivered
by the three education sectors in collaboration with the
Teacher’s Registration Board and UTAS in 2021.
The draft Good Practice Guide: Induction for Early Career
Teachers concept has been designed to provide further
support for early career teachers in our workforce and
covers five key areas: induction, mentoring, networking,
community integration and time release.
Teach Tasmania Welcome to the Profession Days continued to be
delivered, in partnership with UTAS, to provide early career
teachers with the opportunity to learn about what it means to
be a quality teacher within Tasmania’s public education system.
More sta in schools
Since 2018, we have appointed 320 permanent teachers
through targeted annual campaigns, focusing on regional
and hard to sta schools and specialisations. This investment
supports the MTQT Action Plan. The fourth annual teacher
campaign resulted in 75 permanent appointments. During
the year, funding was allocated to continue to expand the
TIPP and introduce the TTP to support the assessment of
quality teachers during recruitment. Finally, a Permanent
Relief Pool Program of up to 30 FTE has been developed to
allow funding of permanent sta to undertake relief work at
targeted schools, reducing pressure and improving learner
outcomes.
Workforce capability
The development of our Workforce Capability System
(MyCareer@DoE) has continued throughout 2021, with the
system being progressively configured to capture, maintain
and report key workforce capability data. Integration of
data from existing source systems has enabled initial data
on teacher qualifications and teaching experience aligned to
learning areas to be brought together to develop preliminary
workforce audit reporting. As the quality and quantity of
available data improves over time, this data will provide a
more comprehensive understanding of teacher specialisation.
REQUIRED
REPORTING
Department of Education Annual Report 2021–22
40
With the implementation of MyCareer@DoE across our
workforce over the next two years, current data will be
combined with professional learning and performance data
to provide a more complete view of teacher capability
and specialisation. Increased understanding of teacher
specialisation and the broad capability profiles of the DoE
workforce will support improvements to system level
workforce planning, strategic recruitment and targeted
professional learning strategies.
Principal capability and performance
School leaders have one of the biggest impacts on student
outcomes. From 2022, we have increased our focus on
building principal capability to inspire principals in their
professional growth and set clear expectations about how
they can impact learner outcomes. This includes investing in
a number of key projects to prepare principals and aspiring
principals with the skills, knowledge and capability to thrive
and continually grow in their leadership practice. These key
projects include:
• A Principal Capability Framework that makes clear what
a high-performing Principal needs to know, do, and be
like.
• A refreshed Principal Classification Structure to ensure
remuneration more accurately reflects school
complexity, and the introduction of salary progressions.
• A strengthened Performance and Development Plan
(PDP) that enhances accountability and supports
growth.
• Introduction of essential professional learning –
the School Leadership and Management Prerequisites
– to ensure aspiring principals have the foundational
knowledge and skills to undertake the role.
Professional learning
The Professional Learning Institute (PLI) brokers and delivers
professional learning. In the past 12 months, in additional to
face-to-face adult learning, there has been a shift towards
professional learning delivered as online and blended learning
(a combination of online and face-to-face). Between July 2021
and June 2022 the following delivery and participation rates
occurred through the PLI:
• A total of 461 professional learning programs.
• A total of 10, 397 confirmed enrolments in professional
learning.
• 6625 enrolments in online programs.
• 847 enrolments in blended learning programs.
• 2925 face-to-face enrolments.
Performance and Development
Framework
The Performance and Development Framework has been in
operation since 2012. This Framework provides a consistent
approach to performance management and ensures a
structured and formal approach to performance management
which fulfils all requirements of the State Service Act 2000 and
the employment direction.
The Framework applies to all permanent employees (teaching
and non-teaching) and all fixed-term non- teaching employees
employed for a period greater than six months. Separate
performance management arrangements apply to fixed-term
teaching sta, probationary employees and ocers.
Key features of the Framework include:
• Establishment of strong linkages and alignment to
our Strategic Plan goals and values, and to school and
workplace improvement priorities and professional
standards.
• The requirement for all employees to participate in
formal performance management discussions with
their managers.
• Documentation of the agreed outcomes of these
discussions in the form of a PDP.
• Formal annual assessment of performance.
• A structured process for early intervention and
management of underperformance.
• Capability and values profiles for non-teaching sta
and professional standards for teaching sta as the
basis for establishing improvement goals and assessing
performance.
Our key focus is providing a supportive culture underpinned
by a skilled and capable workforce. Employee responsibilities
in accordance with these requirements and principles are an
inherent part of the Framework, ensuring all employees are
aware of, and assessed against, these responsibilities.
The Australian Professional Standards for Teachers forms
the foundation for the establishment of performance
improvement goals and assessment for teaching sta.
The focus of performance management for teachers is
on improving the overall quality of teaching in Tasmanian
Government Schools, and these professional standards
describe the core aspects of quality teaching. The PLI has
a key ongoing role in delivering on identified professional
learning needs to enhance quality teaching for our sta.
Department of Education Annual Report 2021–22
41
For non-teaching sta, a range of capability and values
profiles guide self-assessment and performance discussions.
These profiles describe the standard of work and behaviour
required at each classification level. They are supplemented by
professional standards and capability profiles which describe
the standard of professional practice required of school
support sta including psychologists, speech and language
pathologists and social workers.
In addition, an online training module is available to all
employees and is designed for individual access, or to be used
for a facilitated group discussion. The module provides a
training path specific to each employment category.
Sta wellbeing
Work is underway to implement the Sta Wellbeing Framework
2022-2024, developed in late 2021. The Framework was
developed in consultation with sta across the Department
to:
• Have a common language and understanding for when
we discuss, assess and measure wellbeing at work.
• Have a flexible, evidence-based approach for all sta
to promote, communicate about, and support their
wellbeing.
• Identify priorities to improve sta wellbeing.
• Create inclusive workplaces where diversity is
supported and celebrated.
This work has aligned strategic workforce inclusion and
engagement initiatives and is enabling sta to continue to
implement actions through key Diversity and Inclusion
commitments and actions to implement the Our Watch:
Workplace Equality and Respect Standards.
The Sta Wellbeing Framework is guided in 2022 by a Sta
Wellbeing and Inclusion Plan which sets out five foundational
actions we are delivering to achieve the priorities in the
Framework. These actions are to:
• Undertake an awareness raising campaign to improve
our understanding of sta wellbeing.
• Build the capability of all sta and leaders by
developing a suite of tailored resources to build
shared responsibility for wellbeing across the wellbeing
continuum.
• Establish a baseline measure of sta wellbeing to inform
continuous improvement.
• Strengthen our supports by developing a wellbeing peer
network to promote sta wellbeing and oer support
and referral.
• Maintain safe, healthy, and accessible workplaces by
embedding key inclusion and equality commitments.
This year Action 3 includes our own Sta Wellbeing Survey
which will be delivered for the first time. This survey will
help to measure levels of sta wellbeing and ensure we are
providing targeted wellbeing support and services.
Principal wellbeing
The Department acknowledged the unprecedented
challenges that our schools and community faced in the
past year. Through the challenging time, the leadership of
a principal was proven to be a critical element that kept
schools open, creating and maintaining conditions that allow
learners to continue to learn, thrive and achieve. Recognising
the increased need for and importance of providing eective
supports for our principals during this time, we have focused
resources and implemented initiatives that supported the
wellbeing of our principals, both directly and indirectly.
At the end of 2021, a review of the inaugural Principal
Wellbeing Action Plan (PWAP) 2019–21 was undertaken. The
aims of the Review were to evaluate the perceived impacts
of the actions on the wellbeing of our principals, identify
gaps and potential areas for improvement. Feedback from
principals, other key internal and external stakeholders
– including the Tasmanian Principals Association and the
Australian Education Union – were triangulated with two
years’ worth of Tasmanian principal wellbeing data as well as
with robust data sets at the state and national levels.
Overall, the Review found that the PWAP had brought
principal wellbeing into focus for school and system leaders.
There was also a general appreciation from principals for
the initiatives implemented and that ‘principal voice’ was
listened to during the process. Consistent with the findings of
state and national studies, workload, stang, and managing
challenging behaviours continued to be the main work-related
challenges that impact principals’ wellbeing.
The review findings provided the basis for the construction of
the Principal Wellbeing Action Plan 2022–2024 that outlines the
next iteration of wellbeing supports, building on the strong
foundation of the previous plan in alignment with the Sta
Wellbeing Framework. There are four key Focus Areas under
the PWAP 2022–24:
• managing workload
• managing challenging behaviours
• principal preparation and development
• systems and supports.
REQUIRED
REPORTING
Department of Education Annual Report 2021–22
42
During 2021-22, the focus of actions have included:
• Ongoing cross-divisional work and coordination of all
actions within the PWAP.
• Embedding the formal provision of a Proactive Wellbeing
Supervision service which oers principals five one-
on-one sessions per year with a suitably experienced
psychologist.
• Continued provision of professional learning around
wellbeing delivered by qualified professionals
- A suite of professional learning opportunities
continues to be available from the PLI, designed to
support principals and other school leaders lead
for wellbeing.
- Live webinars on a range of relevant and up-to-
date topics around wellbeing were made available
to all sta across the 2022 calendar year.
- A range of pre-recorded wellbeing modules that
can be accessed at any time to allow a greater
flexibility for schools, especially for rural and
isolated schools.
• Continuation of the Mentoring Program for Principals.
Principals are eligible for up to 20 hours of one-on-one
confidential mentoring support with a retired principal.
• Commitment and delivery of further funding and
training to schools to support more students impacted
by trauma or with emotional and behavioural challenges.
• Embedding the Respectful Schools Campaign, a three-year
community education campaign to encourage respectful
behaviours in schools, developed through rigorous
consultation with principals and other key stakeholders.
• Embedding the Enquiries and Complaints Policy, Procedure
and Guidelines and the accompanying resources and
professional learning modules to support school leaders
and sta.
• Embedding the formal provision of an Alternative Dispute
Resolution (ADR) service for principals to access when
resolving complex complaints with students and families.
ADR involves multiple strategies that can be utilised
when seeking a resolution to a complaint, provided
by an independent service provider. Such strategies
include:
- facilitated meetings
- mediation
- conciliation
- one-on-one conflict coaching (a skills development
strategy explicitly designed to support principals
when managing complex complaints).
• Fostering collaboration with other key DoE
stakeholders towards the implementation of the
AITSL National Strategy to Address the Abuse of Teachers,
School Leaders and Other School Sta, for example, by
making it easier to report incidents of abuse through a
streamlined sta abuse app.
• Active engagement with national networks focused on
supporting principal and sta wellbeing.
Principal Wellbeing supports utilisation
figures (1 July 2021 – 30 June 2022)
Live wellbeing webinars 1,155 enrolments across
20 sessions from 579 DoE sta
Mentoring 45 individuals
Proactive Wellbeing
Supervision
61 individuals/ 201 sessions/
225 hours
WorkWell wellbeing survey 153 individuals
Alternative Dispute Resolution 5 cases
Principal Induction 21 individuals
Preparing for School Principalship 12 individuals
Flourish 21 individuals
Department of Education Annual Report 2021–22
43
Health and Safety
Our Work Health and Safety (WHS) Management
System details the statutory compliance requirements for
working safely and proactively applies hazard-reduction
strategies across all of our work sites, aimed at preventing,
mitigating and reducing work- related injuries and protecting
employees from harm.
The system provides a portal to enable employees to access
information on work health and safety topics including oce
ergonomics, working at heights, preventing slips, trips and
falls, and hazardous chemical management. The system is
maintained and regularly updated to ensure current and
accurate information is available.
Our WHS Action Plan details the specific work that will
be undertaken to continuously improve WHS awareness,
increase compliance and mitigate risks. All employees are
encouraged to contribute to the ongoing development of
the system via workplace consultation on work health and
safety matters.
There is a strong emphasis on the support and rehabilitation
of injured workers and the removal of the hazards that
may have caused or contributed to their injuries. This
assists employees to return to work in the shortest possible
timeframe and reduces the root cause of the injury.
REQUIRED
REPORTING
Workers compensation
Number of claims made by nature of
the injury
Nature of injury 2019-20 2020 -21 2021-22
Bruising/contusion 55 80 66
Burns 4 4 2
Electric shocks - 5 1
Fractures/dislocations 35 19 24
Lacerations 31 19 27
Multiple injuries - - -
Sprains/strains 241 206 195
Stress 59 62 91
Superficial 2 3 -
Systemic - - -
Concussion 6 6 9
Hearing loss - 3 1
Student bites - 7 6
Non-specific/other 20 17 17
Total 453 431 439
Department of Education Annual Report 2021–22
44
Workers compensation claims – injury management
Body location/injury type Injury management/return to work plans
2019-20 2020-21 2021-22 2019-20 2020-21 2021-22
Back 52 53 54 21 25 19
Head – ears/face/eyes 41 39 49 - 1 2
Lower limbs 131 117 91 50 42 25
Multiple 27 11 21 9 4 4
Neck 18 7 7 3 2 2
Shoulder 32 27 34 18 14 12
Mental illness/mind 59 61 91 59 36 59
Systemic 4 6 - - - -
Trunk 6 14 13 - 2 -
Upper limbs 83 96 79 26 13 10
Total 453 431 439 186 139 133
Note: In accordance with the Workers Rehabilitation and Compensation Act 1988, an Injury Management Coordinator is appointed when an
employee is incapacitated beyond 28 days.
Employee conduct
We are committed to safeguarding the rights of all children
and young people to be kept safe from harm and to upholding
high professional standards amongst all of its employees.
Our Ethical Conduct Framework provides a range of policies
and procedures, information and tools to support employees
and ocers to undertake their duties and fulfil their
responsibilities, while behaving in a professional manner,
upholding the reputation of the Department and its value
of respect. The Framework has been reviewed and updated
in 2021-22 to provide a range of additional information
and resources focussed on reporting and responding to
allegations, particularly as they relate to child sexual abuse.
All allegations of misconduct are treated very seriously
and may result in a workplace investigation or a formal
investigation pursuant to the State Service Act 2000 Code of
Conduct (the Code) and Employment Direction No.5 (ED5).
Alleged breaches of the Code or Professional Conduct
Standards are investigated in a timely manner, through a
fair and structured process in order to convey the message
that inappropriate conduct will not be tolerated, does have
consequences and to provide the safest possible environment
for learners.
In 2021-22, 28 ED5 investigations were commenced, of
these 23 remain active matters and six remain ongoing from
2020-21. In addition to ED5 matters, investigations were
commenced in relation to allegations of misconduct against
11 former or relief employees.
Grievance resolution procedures
Our Grievance Policy and Grievance Procedure details the
process employees can follow when they are dissatisfied
with a work situation that results from an action, omission,
situation or decision which is perceived by the complainant to
be unfair, unjustified or a violation of their rights.
In 2021-22 two matters were received for consideration
as a formal grievance. Both of these matters remain under
assessment at the time of reporting. A number of grievance
type matters were managed by the Workplace Relations Unit
through informal processes and resulted in resolutions at a
local level without requiring a formal investigation or review.
Employee participation in industrial
relations matters
Unions and employees were represented on a range of
departmental consultative committees and processes in
relation to various professional, industrial and operational
matters. This facilitated regular consultation with employees
and unions to ensure employees were able to provide input
into and be informed on matters as they progressed.
Department of Education Annual Report 2021–22
45
Inclusion and diversity
Disability Action Plan 2018-21
Our Disability Action Plan 2018–21 aligns to the Tasmanian
Government’s Accessible Island: Tasmania’s Disability Framework
for Action 2018–21.
Our plan has helped to guide our work and make
improvements to the way we support our learners and sta
with disability.
In the past 12 months, we continued to make improvements
in the following areas:
• improved accessibility and readability of our information
and website content
• improved website compliance with the WCAG 2.0
standards
• developed a suite of online resources to help sta to
develop accessible information
• implemented minor and major building works to ensure
our sites are accessible
• delivered specialist programs and services to support
learners with disability
• delivered professional learning to build capacity of sta
in inclusive education
• implemented key initiatives to support an inclusive and
diverse workforce
• improved access and inclusion for clients with disability
across Libraries Tasmania.
The Australian Government released a new National Disability
Strategy 2021–2031, this will drive the Tasmanian Disability
Framework for Action Plan for 2022 and beyond.
Early Childhood Education Services (ECIS)
Early Childhood Intervention Service (ECIS) provides
specialist, evidence based, educational support to children
0-4 years and their families with a developmental delay or
disability across Tasmania. During 2021-22 ECIS commenced
a review of service provision focusing on greater inclusion for
more children in more communities. We are building on the
strong foundations of inclusion in schools and are committed
to providing early years inclusion support across all DoE birth
– four services and programs.
Educational Adjustments: Disability
Funding, Meeting Learner Needs
In 2022, the Educational Adjustments model allocated
funding and stang resources to schools where students
with disability required adjustments to the usual educational
program to support their access and engagement in their
learning. This is a needs-based model and is determined by
the level of educational adjustments in place.
An additional $34 million has been allocated by the Tasmanian
Government to implement this model over four years from
2019 to 2023. In 2022, over $97 million was invested to
directly support students with disability across schools.
The model supports more students from previous years.
The model currently recognises 7,064 students with disability
in our Tasmanian Government Schools, 5,377 of whom
receive additional funding into their School Resource Package.
The funding contributes to the educational adjustments in
place, aligned to student Individual Learning Plans.
Support teachers are employed in every school to guide and
coordinate the inclusive practices in supporting students with
disability. The support teacher allocation has increased from
199.7 FTE in 2021 to 211.9 FTE in 2022.
Quality Dierentiated Teaching Practice
Dierentiated teaching practice plays a key role in all learning
environments. It ensures learners can access, take part, and
engage in education.
To dierentiate, teachers need to know their students and
how they learn. Teachers know the content and how to
teach it. They use this knowledge to track student progress.
Teachers plan learning to meet the needs, interests and
readiness of their students.
Teachers dierentiate the content by using their knowledge
of the appropriate curriculum. They use strategies to deliver
the curriculum content to meet the needs of students.
They provide many opportunities for students to show their
knowledge and understanding.
We provide tailored professional learning to build the
knowledge and capacity of sta. Support teachers attend
sessions on a regular basis with flexible learning options
available.
REQUIRED
REPORTING
Department of Education Annual Report 2021–22
46
Over the past 12 months professional learning for support
teachers has focused on:
• personalised learning through learning plans and
goal setting
• quality educational adjustments beyond teacher
assistants
• evidence collection for students included in the
Nationally Consistent Collection of Data (NCCD)
• disability specific professional learning
• universal design for inclusive classrooms.
Each term professional learning is also available through online
training modules. These courses build sta knowledge and
understanding in relation to disability specific topics. We now
have 12 tutored e-learning courses available, focusing on
topics including:
• personalised learning
• supporting behaviour
• supporting wellbeing and mental health whole school
practice
• trauma theory.
In the past 12 months, 275 sta have enrolled in the tutored
courses.
All sta have access to the Community Hub which includes
information, resources, and best practice guidance to support
students with disability.
Professional learning is available to individual schools on
request. We aim to build capacity of sta to support students
with disability. We work with school sta to analyse school
data and identify areas of greatest need.
English as an Additional Language (EAL)
In 2022 we welcomed and supported students and
families from many dierent countries. Students with
diverse cultural and linguistic backgrounds enrolled in
schools all around the State.
Over the past year, the EAL service supported 1,056 EAL
students to learn English. This is an increase from 920
students, who received EAL support in the previous year.
The EAL Service continued to implement a needs-based
support model. The model provides a resource allocation
to schools based on each school’s EAL student numbers
and the students’ English proficiency levels. The allocation
to schools may include funding plus EAL teacher time.
Schools determine when and how to use the resource to
suit their context and the needs of students. They may
use the funding to purchase EAL teacher assistant time,
EAL teacher time, resources, professional learning or
to support student transitions. Advanced skills teachers
continue to provide advice and support to principals,
EAL teachers and classroom teachers.
The model now allocates contingency funding to schools
to support new EAL students who enrol during the year.
The funding is allocated to schools on a pro-rata basis, as
it aligns to the ‘needs based’ support model. This allows
schools to increase resources as required to meet the
needs of new enrolments throughout the year.
The EAL Service now has two permanent EAL social
workers. Their role provides an EAL lens and facilitates
the school’s connection with services that are available in
the local community. They work with and through school
based social workers to help the schools better support
EAL students and families.
The EAL Service developed a new EAL Community
Hub this year to enable all government schools to easily
access EAL information and resources. Approximately 95
principals currently have direct access to their EAL student
files that are housed within the Hub.
Department of Education Annual Report 2021–22
47
Aboriginal Education Services
We continue to contribute to the whole-of-government
Closing the Gap Implementation Plan 2021-2023 that was
developed in partnership with Tasmanian Aboriginal
community organisations.
Planning is underway to strengthen capacity with Aboriginal
Education Services to fulfill Recommendation 23 in The
Pathway to Truth-Telling and Treaty.
Aboriginal Education Services and Parks Australia
collaborated to provide access to learning opportunities
through the Explore Sea Country project, 2022 and 2023.
In collaboration with Aboriginal communities, we are
progressing a Statement of Commitment, to take meaningful
steps to support Reconciliation.
Gifted education
We are committed to inspiring and challenging gifted and
highly able learners by developing:
• Teacher capacity to meet the needs of gifted learners
everyday.
• Providing resources and supports to schools designed
specifically for gifted learners.
Gifted students have the capacity for development in the top
10 per cent of at least one ability domain (cognitive, physical,
creative or social). There are currently 224 gifted students
who have an active learning plan.
During 2021-22 there were 21 dierent Gifted Online
courses delivered in Canvas, an online learning management
system. There were courses for students from Prep to
Year 10 across all curriculum areas except Health and Physical
Education. Our Gifted and Highly Able team comprise a
total of 17 teachers with specialist knowledge and skills for
teaching gifted students. As at 30 June 2022, there were 1,232
Department students with an approved enrolment and a
total 7.6 FTE teachers. Students in these courses come from
107 dierent Tasmanian Government Schools.
During 2021-22, ten students gained early entry to school
through the Early Entry to School Cross Sectoral Placement
Committee.
In May 2022 we signed an agreement with Catholic Education
Tasmania (CET) to allow 116 students and 131 teachers from
15 CET schools to access 8 Gifted Online courses.
Gifted Insight professional learning was oered free to all our
teachers. A total of 25 teachers have accessed the full day
course which is designed for school leaders and teachers to:
• identify gifted students
• dierentiate learning through interpretation of
student data
• design engaging learning pathways for gifted students
through the Department’s resources.
Support for Extended Learning is a self-paced online course.
There are 829 teachers who have accessed this course.
This is an increase of 44 teachers from the previous year.
Materials in the course and learning content is designed to
support teachers with the latest resources for meeting the
needs of gifted learners. There were 181 teachers with access
to the Gifted Insight Learning Community where teachers are
able to pose questions and network to develop their capacity
to challenge gifted learners.
REQUIRED
REPORTING
Department of Education Annual Report 2021–22
48
Public Access to the Department
Community awareness of the
Department and its services
We actively engage with the Tasmanian community to
promote the value of public education and to inform them
about what we do.
Our online presence is integral to how we share important
information to the Tasmanian community.
Our social media presence continues to grow with Facebook
followers to our page now around 28,000. Over 95 per cent
of Tasmanian Government Schools have their own Facebook
page or public group. Other social media channels that we are
focusing our growth on are Instagram and LinkedIn.
We continue to improve the accessibility and readability of
our websites. To further improve the online experience
for the families and other community members we are
supporting schools to upgrade their websites on to
accessible platforms.
You can find a complete list of our publications, including
websites we maintain, in the Appendices.
Open Data Policy
We continued to release data in line with the Tasmanian
Government’s Open Data Policy as part of our continued
commitment to transparency and openness.
Our Key Data Report is available at www.education.tas.gov.au.
Public Interest Disclosures
The main objective of the Public Interest Disclosures Act 2002
(the PID Act) is to encourage and facilitate disclosures about
improper conduct or detrimental action by public ocers and
public bodies.
Our Public Interest Disclosures Procedure establish a system for
reporting disclosures of improper conduct or detrimental
action by the Department or our ocers or employees.
They are publicly available for departmental employees,
contractors and members of the public to view on our
website. A Whistle Blowing Policy is currently being drafted in
line with recommendations from the Tasmanian Ombudsman.
From 1 July 2021 through to 30 June 2022, the Department
did not accept any public interest disclosures. It is noted that
the Department received one complaint referring to the PID
Act. The Delegate determined it was not a matter that the
Department could accept and advised the complainant to
contact the relevant external authorities.
Personal information
During 2021-22, the Department processed 219 requests for
personal information, compared to 260 in the 2020-21 year.
Right to Information (RTI)
Under the Right to Information Act 2009 (the Act), a person
can make an Application for Assessed Disclosure to
government agencies, public authorities (including statutory
bodies and local government authorities that are bound
by the Act) or Ministers whom the applicant believes hold
certain information.
During 2021–22, we received 215 requests under the Act,
which is an increase from the 154 requests in 2020–21 of
approximately 40%.
Department of Education Annual Report 2021–22
49
Right to Information requests Total
Number of applications received for assessed disclosure 215
Number of applications withdrawn 5
Number of applications transferred in full to another agency 1
Number of applications refused before acceptance 0
Number of applications accepted for assessed disclosure 200
1
Number of applications determined by 30 June 168
2
Released in full 49
Released in part with the balance refused or claimed as exempt 107
All information applied for was exempt 2
Information applied for not held by the agency 0
No information located 10
Determined within 20 working days 43
Determined more than 20 working days 125
Determined more than 20 working days which involved an extension of time negotiated under s15(4)(a) by agreement
with the applicant 85
Determined more than 20 working days which involved an extension gained through an application to the Ombudsman
under s15(4)(b) 0
Determined more than 20 working days which involved consultation with a third party under s15(5) 1
Determined more than 20 working days with no extension of time negotiated 39
Internal reviews requested 2
Internal reviews finalised by 30 June 2
Internal reviews decision upheld in full 1
Internal reviews decision upheld in part 1
Internal reviews resolved by other means 0
1. There were 15 applications not accepted at the time of reporting due to being incomplete, transferred or withdrawn.
2. Includes fifty-nine RTI applications received during 2020-21 and determined in 2021-22.
REQUIRED
REPORTING
Department of Education Annual Report 2021–22
50
Legislation Administered
• Allport Library and Museum of Fine Arts Agreement Act 1966
– Subordinate legislation: Allport Library and Museum of Fine Arts Regulations 2012
• Archives Act 1983
– Subordinate legislation: Archives Regulations 2014
• Child Care Act 2001
– Subordinate legislation: Child Care (Fees) Regulations 2013
• Christ College Act 1926
• Education Act 2016
– Subordinate legislation: Education Regulations 2017
• Education and Care Services National Law (Application) Act 2011
– Subordinate legislation: Education and Care Services National Regulations
• Libraries Act 1984
– Subordinate legislation: Libraries Regulations 2012
• Oce of Tasmanian Assessment, Standards and Certification Act 2003
– Subordinate legislation: Oce of Tasmanian Assessment, Standards and Certification (Fees) Regulations 2013
• Teachers Registration Act 2000
– Subordinate legislation: Teachers Registration Regulations 2021
• University of Tasmania Act 1992
Department of Education Annual Report 2021–22
51
Statutory Bodies
Teachers Registration Board (TRB)
The TRB regulates the teaching profession in Tasmania.
It promotes, maintains, and applies the Australian Professional
Standards for Teachers. The TRB is responsible to the
Minister for Education, as established by the Teachers
Registration Act 2000.
In performing it’s functions and powers the TRB must
consider the welfare and best interests of students to be of
paramount importance.
The TRB are responsible for:
• Registering all teachers working in Tasmanian
Government, Catholic and Independent schools and
TasTAFE to ensure they are appropriately qualified
and competent.
• Investigating, making findings and where appropriate,
taking disciplinary action, in regard to complaints about
teacher competence, conduct, character and fitness
to teach.
• Working with teachers and other local and national
stakeholders to develop and improve teaching
standards.
• Increasing the professional standing of teachers and the
desirability of teaching as a profession including through:
- Supporting teachers to move from provisional to
full registration.
- Promoting the profession of teaching within the
Tasmanian community.
- approving pre-service teacher education courses
and collaborate with other registration authorities
on national priorities.
Oce of Tasmanian Assessment,
Standards and Certification (TASC)
TASC is an independent statutory oce responsible to the
Minister for Education, established by the Oce of Tasmanian
Assessment, Standards and Certification Act 2003.
The Executive Ocer and sta work to ensure the
development of appropriate standards, the accreditation
of courses, and the assessment and certification of student
achievement in the senior secondary years across all
educational sectors.
TASC and the Minister for Education are supported by the
Framework Advisory Council, which is responsible for:
• Providing advice in relation to the development
and review of the senior secondary accreditation
framework.
• Providing advice on the implementation of the senior
secondary accreditation framework.
Oce of the Education Registrar (OER)
The Registrar Education and the Non-Government Schools
Registration Board (NGSRB) were established under the
Education Act 2016. The Oce of the Education Registrar
(OER) is accountable for administering and implementing
parts of the Act and is primarily responsible for:
• Managing the compulsory conciliation conference for
non-attendance at school.
• Administering the non-government schools registration
process and for the operational aspects of the
regulatory process. The Registrar then reports to and
advises the Non-Government Schools Registration
Board.
The OER is supported by the Tasmanian Home Education
Advisory Council (THEAC) which is responsible for providing:
• Advice to the Registrar in relation to applications for
approval of a home education program.
• Advice to the Minister and the Registrar Education in
relation to home education generally.
• A reference point for queries, responding to community
concerns and maintaining liaison with other agencies
about home education.
REQUIRED
REPORTING
Department of Education Annual Report 2021–22
52
Allport Library and Museum of Fine Arts
Management Committee
Established under section 19 of the Libraries Act 1984 the
Committee administers the funds and property of the Allport
Library and Museum of Fine Arts and of the Allport Bequest,
and gives eect to the provisions and general purpose of the
will of Henry Allport.
State Library and Archives Trust
The Trust administers property acquired by gift, bequest,
or device, and ensures that all applicable conditions are met.
It was established under section 16 of the Libraries Act 1984.
Tasmanian Library Advisory Board
Established under section 11 of the Libraries Act 1984 the
Board considers and reports on matters referred to it by the
Secretary of the Department and to advises the Minister for
Education on any issues relating to library services. It must
also report to the Secretary of the Department at the end of
each financial year.
University of Tasmania Council
Established under the University of Tasmania Act 1992, the
Council appoints the Vice-Chancellor and Principal, who is the
Chief Academic and Executive Ocer of the University of
Tasmania. The Council also appoints the Deans and the Heads
of Schools, on the recommendation of the Vice-Chancellor.
An academic senate advises the Council on all academic
matters relating to the University.
Department of Education Annual Report 2021–22
53
Pricing policies
Department fees and charges subject to the Fee Units Act 1997 are published annually in the Tasmanian Government Gazette as
required under section 8(1) of the Act. We have a responsibility for some service delivery activities which, in accordance with
the Government’s policy on fees and charges, requires that fees and charges should be set at a level which ensures the full cost of
providing a good or service can be accounted for explicitly and recovered at an appropriate level. Concessions are provided for
some fees as determined by the Minister. Details on concessions are available at www.concessions.tas.gov.au.
Loss and damage
The Tasmanian Risk Management Fund (TRMF) covers the
Department’s insurable risks including workers compensation,
general liability and property damage and loss. Our
contributions to the fund in 2021-22 totaled $19.5 million
(excluding GST). The contributions included $15 million for
workers compensation and $4 million for property loss
nd damage.
In addition, we purchased legal liability insurance from a
commercial insurer to protect hirers of our facilities against
legal liability claims being made against them.
The potential exists for general liability claims to be brought
against the Department. Facilities, contents and motor
vehicles are subject to loss and damage arising from various
causes, including vandalism.
Under our asset management policy, responsibility for the
day-to-day management of facilities rests with individual site
managers.
We also operate the Property Protection Scheme which is a
self-funded pool that covers the cost of damage and losses
incurred by schools, libraries and child and family learning
centres up to $56,000. Claims in excess of this amount
become TRMF claims.
The following is a summary of insurance claims lodged with
TRMF during the year:
Tasmanian Risk Management Fund –
summary of claims for 2021-22
Item
Number
of claims
Total value
of claims ($)
General property 11 $1,268,291
General liability 1 $0
Motor vehicle 58 $145,800
Personal accident (for
students engaged in
workplace learning activities
and volunteers) 11 $1, 313,086
Total 81 $2 ,727,177
Property Protection Scheme – summary
of claims for 2021-22
Summary of claims for 2021-22
Number of claims lodged 1,111
Total value of claims $4,530,362
Highest valued claim $53,354
Number of sites lodging claims 174
Average cost per claim $4,077
REQUIRED
REPORTING
Department of Education Annual Report 2021–22
54
New Arrangements
• Created a Security and Emergency Management
Section under the Corporate and Business Services
Division – September 2021
• Created and renamed sections under the Support
and Development Division including Engagement and
Wellbeing, Dierentiation and Diversity, Teaching and
Learning, Australian Curriculum, People Capability and
Development – September 2021
• Renamed Dierentiation and Diversity to Inclusion and
Diversity Services – November 2021
• Created Hobart City High School under Schools
(Southern Region) then included New Town High and
Ogilvie High School – November 2021 and January
2022
• Moved the Libraries Tasmania Division to report
directly to the Secretary (previously Learning) –
November 2021
• Created Safeguarding Children and Young People,
reporting to the Secretary – November 2021
• Created the Registered Training Organisation,
reporting to the Secretary– February 2022
Risk Management
Our risk management activities are governed by the Risk
Management and Audit Committee (RiMAC). RiMAC
provides independent assurance and advice to the
Secretary on the Department’s risk, control and compliance
framework. Five meetings were held during the year. The
work of RiMAC included the monitoring of our educational,
corporate, financial and business risks including fraud. RiMAC
also approved and monitored the implementation of the
internal audit annual work plan. Our Internal Audit and Risk
Management Services area also provides general and specific
advice and support to schools and other business units in the
application of risk management
Asset Management
Assets are managed within whole-of-government policies and
guidelines. Key strategies for the eective and ecient use of
assets include:
• Optimising the use of built resources to support
the provision of a range of educational programs,
accommodate new ways of teaching and learning, and
help foster better educational outcomes for students,
manage capital funding for building improvements
equitably and according to priorities, ensuring
appropriate standards of accommodation to support
best practice to deliver quality and functional school
infrastructure.
• Optimising maintenance eort through the use
of condition data and ranking key infrastructure
components. Managing resources in accordance with
statutory obligations, occupational health and safety,
optimum service delivery and asset retention.
• Following industry best practice in procurement
practices and full compliance with Treasury
requirements.
• Managing asset management information to inform both
short and long term strategic decisions and maximise
Department of Education funding.
• Maximising the responsible use of facilities, facilitating
partnership agreements for sharing facilities, and using
community and shared facilities where appropriate.
• Supporting the Asset Strategy Steering Committee
to provide strategic oversight and direction in asset
management.
• Development and management of the Strategic Asset
Management Plan.
Department of Education Annual Report 2021–22
55
Climate change
We are supporting Tasmanian Government Schools to
be environmentally sustainable, with students having the
opportunity to participate and learn as part of a whole-
school-approach to sustainability.
Sustainability is a cross-curriculum priority in the Australian
Curriculum and therefore a focus in all Tasmanian
Government Schools. We are supporting schools through
initiatives such as the establishment of the Sustainability
Learning Centre (SLC) at Mt Nelson, with a dedicated
Sustainability Manager for this facility.
Our goal is to support the Tasmanian Government’s approach
to climate change and contribute to the reduction of
greenhouse gas emissions from our operations.
We are doing this by encouraging recycling, electrifying our
transport fleet, installing solar arrays to support renewable
energy use by facilities, and undertaking green building
initiatives where practicable in moving towards low or
carbon-neutral facilities.
Through these actions, we aim to:
• use less energy
• reduce transport/travel related emissions while
maintaining continuity of business operations
• reduce our levels of waste to landfill.
We work closely with partners like Renewables, Climate
and Future Industries Tasmania (ReCFIT) in identifying
opportunities and risks in development of a low carbon
approach and how to build understanding and resilience
within the Department and communities more broadly.
As part of a 2021 Tasmanian Government election
commitment, a $5 million Renewable Energy Schools Program
has been established. The intent is that the savings generated
from the installation of solar panels at our school sites will be
captured and reinvested to fund further solar installations and
sustainability improvements.
Under the Program, the installation of 747 kW of solar panels
on the first tranche of schools is set to be completed by the
end of the 2022 calendar year.
This will significantly reduce the need for and reliance on
electricity from the grid and provide substantial reduction
in greenhouse emissions for these schools. Funding for the
Program continues in future years and is expected this will
provide all Tasmanian Government schools with solar arrays.
In addition, some of the other sustainability elements already
in place or being progressed by include:
• The selection, whenever possible, of hybrid or fully
electric vehicles to replace internal combustion engine
vehicles.
As at 30 June 2022, we have four fully electric vehicles
(EV) and 112 hybrid or plug-in hybrid vehicles in
our fleet, and have installed EV charging stations at
Department sites.
• Use of the innovative SLC on the site of the Hobart
College to promote and provide broad understanding
of sustainability practices across the education sector.
The SLC was the first building in Tasmania to be
awarded a 6 star accreditation from the Australian
Green Building Council. The centre operates as a
unique partnership between the Department, Hobart
College, Greening Australia, EPA Tasmania, the
Tasmanian Catholic Education Oce and Independent
Schools Tasmania.
• As part of our Capital Investment Program, providing
opportunities to re-use existing materials in our building
projects when feasible. Additionally, with all building
works, the requirement to incorporate energy saving
components are in each architectural commissioning
brief.
• Promoting the importance of eective waste
management, we entered into a state-wide waste
management contract in 2011. A key feature of the
contract was the reporting of dierent waste streams,
their volumes and associated greenhouse gas emissions,
which enables identification of opportunities for
reducing waste to landfill and improvements in recycling.
• As a result of a recent tender process to renew,
we are in the process of negotiating a contract with
the successful supplier and this will further promote
recycling and identify opportunities to reduce waste
being sent to landfill.
This contract will also support our ecient use and access
to the Container Refund Scheme (due to come into eect in
the first half of 2023); the Scheme being designed to further
encourage recycling and reduce impacts on the environment.
REQUIRED
REPORTING
Department of Education Annual Report 2021–22
56
Waste emissions levels 2021-22
2021-22 2020-21
Total Waste (tonnes)
1
4,161 3,981
Current total Green
House Gas (GHG)
emissions
1
2,873
2,641
Measuring and Reporting
In 2019-20 the Tasmanian Government purchased and
implemented a new whole-of-government energy and
emissions reporting system provided by Envizi.
The Department is using data derived from the Envizi system
for annual reporting purposes to ensure accuracy and
alignment with the whole-of-government approach.
Greenhouse gas emissions during the financial year 2021–22
were approximately 12,577 tonnes.
The following is a breakdown of 2021–22 figures, along with
2020–21 figures for comparison:
2021-22 2020-21
Use Volume Emissions (t CO2e)
1
Volume Emissions (t CO
2e
)
1
Electricity (kWh)
2
54,936,204 8,790 56,402,240 9,588
Natural gas (MJ) 2, 587,104 133 2,658,251 137
Transport fuel (litres)
3
321,204 775 404,699 991
Air travel (passenger kms)
4
22 , 513 6 53,056 13
Waste (tonnes)
5
4,161 2,873 3,981 2,641
Emissions total 12, 57 7 13,770
1.
tCO2e = Tonnes of carbon dioxide equivalent.
2. Greenhouse gas emissions are calculated using emissions factors and methods from the National Greenhouse and Energy Reporting
(Measurement) Determination 2008 and published in the National Greenhouse Accounts Factors for 2019 and 2020. Note that these emissions
factors are calculated each year and the factor for scope 2 emissions from grid delivered electricity in Tasmania is slightly lower for 2022 than
for 2021.
3. Where data is available, fuel use is recorded as diesel, ethanol blend and unleaded petrol. Each fuel type has its own emissions factor
calculation. Fuel figures are derived from fleet vehicles, vehicle hire and bulk fuel purchases on whole of government contracts managed by
Department of Treasury and Finance.
4. Air travel is significantly reduced as a result of COVID-19.
5. Waste data is not contained in Envizi. The data in this table has been extracted from the Veolia Sustainability Reporting Platform.
Department of Education Annual Report 2021–22
57
Major Capital Projects
Summary of major capital projects completed during 2021-22
Capital Program
Total cost
$’000
Capital Investment Program 37, 205
Department-funded major projects 500
Total 37,705
List of individual major capital projects completed during 2021-22
Site/Program Project
Total cost
$’000
Devonport High School Major redevelopment including the provision of contemporary learning
environments, support spaces and administration, and car parking improvements
10,500
East Launceston Primary School Major redevelopment to construct new kindergarten facilities, general learning
environments, sta and support facilities, amenities and multi-purpose facilities to
cater for enrolment demands
4,500
Lansdowne Crescent Primary School Construction of additional learning areas and amenities. Refurbishment of
existing learning areas, sta and administration areas and amenities
4,730
Montagu Bay Primary School Construction of new general learning environments, support space, amenities
and car parking to cater for enrolment demand
1,750
School Farm Redevelopment (Sheeld) Redevelopment of Sheeld School Farm 3,000
School Infrastructure Upgrades This project provides for upgrades at Hellyer College, Ulverstone Primary
School, Launceston College and the Molesworth Environment Centre
6,770
Southern Support School Construction of additional learning and support areas 4,300
Spreyton Primary School Construction of new kindergarten learning facilities and relocation of playground 1,655
Taroona Bus Stop Upgrade and
Pedestrian Signals
Contribution towards Department of State Growth upgrades to bus stop and
to install pedestrian crossing signals on Channel Highway to increase student
transport capacity and safety
500
Total 37,705
REQUIRED
REPORTING
Department of Education Annual Report 2021–22
58
List of ongoing major capital projects
Site/Program Project
Estimated
total cost
$’000
Total
remaining
$’000
Estimated
completion
year
Brighton High School Construction of a new Years 7 - 12 high school at Brighton for
600 students
50,000 45,906 2025
Bothwell District School Agricultural facilities at Bothwell District School will be upgraded
and consolidated to enable the school to increase and expand
agricultural VET programs
2,000 1,917 2024
Cambridge Primary
School
Provision of additional contemporary learning environments,
associated support spaces and amenities for a gymnasium, and
trac and car parking improvements
15,100 15,019 2026
Campbell Town District
School
Agricultural facilities will be upgraded and consolidated to enable
the school to increase and expand agricultural VET programs
2,000 1,972 2024
Contemporary
Classrooms Program
This initiative provides for a co-ordinated state-wide program to
renew and upgrade outdated classrooms, with a focus on schools
in low socio-economic areas
10,000 9,756 2027
Cosgrove High School Revitalisation of the school to provide a contemporary school
providing education to Year 12
20,000 18,953 2025
Education Act 2016
Implementation Capital
Funding to ensure State Kindergarten facilities comply with the
National Quality Framework for Early Years and Care and meeting
the capital requirements associated with the Later Finishing Age.
18,000 480 2024
Exeter High School Provision of contemporary learning spaces, associated support
spaces and amenities, and specialist facilities such as kitchens,
library and arts facilities
11,000 10,896 2025
Electrical Switchboard
Maintenance Program
Upgrade ageing electrical switchboard infrastructure within
schools
11,000 9,423 2026
Glen Dhu Pool Upgrade and reopening of the Glen Dhu pool 3,450 3,450 2024
Hobart City Partner
Schools
Funding for immediate requirements such as new bathroom
amenities and learning area upgrades, with additional works for
further priority infrastructure requirements identified through
the Hobart City High School masterplan
21,60 0 20,642 2027
Lauderdale Primary
School
Provision of additional contemporary learning spaces, associated
support spaces and amenities, and the redevelopment of outdoor
play areas
6,500 6,399 2024
Legana Primary School Construction of a new primary school for 350 students 24,000 20,967 2025
Montello Primary School Redevelopment to provide students with contemporary learning
environments, associated support spaces and amenities
7,10 0 7,04 4 2024
Penguin District School Redevelopment as a K-12 school by consolidating the school on a
single site within the existing secondary school site. The project
also allows for an Early Childhood Education and Care Centre
20,000 4,113 2022
Renewable Energy
Schools Program
Funding is allocated to deliver a Renewable Energy Schools
Program that will roll out solar panels to government schools
5,000 4,924 2027
Department of Education Annual Report 2021–22
59
Site/Program Project
Estimated
total cost
$’000
Total
remaining
$’000
Estimated
completion
year
Rosny College Upgrade works to the Fly bridge and Theatre to increase safety
and amenity
400 225 2023
School Farm
Redevelopment (Brighton)
Redevelopment of School Farm 4,300 276 2022
Six New Early Learning
Hubs
This project provides for the construction of six new early
learning hubs in the Sorell, Kingborough, Glenorchy, East Tamar,
West Ulverstone and Waratah-Wynyard communities
28,000 23,895 2024
Sorell School Major redevelopment including provision of contemporary
learning areas
25,750 18,052 2024
Southern Support School Upgrade to mechanical services 310 265 2022
Springfield Gardens
Primary School
This project provides for an extension of the existing multi-
purpose hall
1,450 1,332 2023
Supporting Safer Schools
Program
This program of works provides for anti-bullying measures, with
the upgrade of toilets at 42 High Schools and District School sites
improving the safety of student bathrooms
6,300 6,245 2027
Support School Package
including NW Support
School
Funding is allocated to construct a brand new purpose built North
West Support School on a new site to ensure mobility access for
students, including a hydrotherapy pool.
Additional funding for remaining works required at the Southern
Support School, and for upgrades at the North West support
school, Burnie campus
20,000 17,150 2026
Tasmanian Archives
Oce ( TAO)
Redevelopment of vacant area at the Lindisfarne North Primary
site and relocation of TAO from its current location at Berriedale
7,465 487 2022
Year s 7-12
Implementation Plan
Capital works and new classroom construction to support the
Years 7-12 Implementation Plan
16, 500 2,532 2023
Total 337,225 252,320
REQUIRED
REPORTING
Department of Education Annual Report 2021–22
60
Contracts and Tenders
Contracts and tenders – 1 July 2021 – 30 June 2022
Total number of contracts awarded 149
Total number of contracts awarded to Tasmanian businesses 133
Total value of contracts awarded $113 , 2 6 2 , 3 4 6
Total value of contracts awarded to Tasmanian businesses $104,850,259
Total number of tenders called and/or quotation processes run
1
147
Total number of bids and/or written quotations received 381
Total number of bids and/or written quotations received from Tasmanian businesses 318
1. Some processes result in the award of multiple contracts.
Information and communications technology > $50,000
Contractor Location Description
Period of
Contract
Value of
contract ($)
Acrodata Tasmania Pty Ltd Mornington,
TAS
Libraries Tas - Digital Asset Management and
Preservation System
10/21-10/26 200,000
Kinetta / DeMott Kreines Films Alabama, USA Libraries Tas - Film Digitisation Scanner 11/ 21 - 11/ 2 2 2 07, 711
DXC Eclipse Pty Ltd Hobar t, TAS Development of Case Management Platform for
EduPoint Integration
1/22-12/22 83,000
CGI Technologies and Solutions
Australia Pty Ltd
Hobar t, TAS Data Warehouse Support Services 8/21-7/26 389,688
Total 880,399
Department of Education Annual Report 2021–22
61
Building and construction > $50,000
Contractor Location Description
Period of
Contract
Value of
contract ($)
Premium Constructions (Tas)
Pty Ltd
Launceston,
TAS
Youngtown Primary School – water damage
repairs
06/21-10/21 298,600
CDC Development (Tas) Pty Ltd Derwent Park,
TAS
Professional Learning Institute – refurbishment
of sound studios
06/21-10/21 144,356
Darcon Constructions Pty Ltd Launceston,
TAS
Exeter High School – Years 11 and 12 farm
redevelopment
7/21-12 /21 812,895
Fairbrother Pty Ltd Sandy Bay, TAS Jordan River Learning Federation Senior
School – farm redevelopment
6/21-03/22 3,156,112
Fairbrother Pty Ltd Devonport,
TAS
Sorell School redevelopment and Child and
Family Learning Centre
07/21-05/23 24,598,248
R&T Rosier Constructions Pty Ltd St Leonards,
TAS
Campbell Town District High School –
refurbishment of technology and automotive
facilities
07/21-02/22 789,363
Anstie Constructions (TAS) Pty Ltd South
Launceston,
TAS
Construction of East Tamar Child and Family
Learning Centre
07/21-11/22 3,179,000
Patrick Graham Landscapes Pty Ltd Launceston,
TAS
East Launceston Primary School – playground
development
6/21-08/21 103,672
Maveric Builders Pty Ltd Kingston, TAS Kingston High School – Years 11 and 12 facility 09/21-12/21 385,663
Anstie Constructions (TAS) Pty Ltd South
Launceston,
TAS
Cressy District School – foods department
upgrade
09/21-02/22 440,270
AJR Construct Pty Ltd Spreyton, TAS Triabunna District School – Years 11 and 12
facility
10/21-2/22 745,985
Fairbrother Pty Ltd Hobar t , TAS Hobart City Partner Schools – Ogilvie Campus
enabling works
09/21-12/21 573,273
Southern Plumbing Pty Ltd Mornington,
TAS
Rose Bay High School – trade waste upgrade 09/21-02/22 171, 580
Aqua Line Plumbing and Gas
Pty Ltd
Huntingfield,
TAS
Montrose Bay High School – trade waste
upgrade
09/21-02/22 140,780
R & T Rosier Constructions Pty Ltd St Leonards,
TAS
St Helens District High School – water damage
repairs
10/21-02/22 329,401
Tascon Constructions Pty Ltd Moonah, TAS Glenorchy Library – new entrance 11/21-02/22 317,132
Premium Constructions as the
trustee for Premium Construction
Unit Trus t
Launceston,
TAS
Queechy High School – Years 11 and 12
extension
10/21-07/22 1,239,750
CDC Development (Tas) Pty Ltd Derwent Park,
TAS
Bothwell District School – Years 11 and 12
redevelopment
11/21-06/22 1,367,891
Stubbs Constructions Pty Ltd Bur nie , TAS Forest Primary School – Kindergarten toilet
refurbishment
12/21-02/22 63,223
REQUIRED
REPORTING
Department of Education Annual Report 2021–22
62
Contractor Location Description
Period of
Contract
Value of
contract ($)
Fast Fibre Pty. Ltd. trading as
Sutton Services
Molesworth,
TAS
New Norfolk Primary School – sports court
resurface
01/22-01/22 102,248
Stubbs Constructions Pty Ltd Wivenhoe, TAS Construction of Waratah-Wynyard Child and
Family Learning Centre
01/22-02/23 3,561,830
Tascon Constructions Pty Ltd Moonah, TAS Letitia House – ground floor refurbishment 06/21-07/21 207,160
Batchelor Construction Group
Pty Ltd
Kingston, TAS New Norfolk Primary School – retaining wall 10/21-2/22 199,869
Continental Builders Pty Ltd South
Launceston,
TAS
Early Childhood Intervention Services –
oce and classrooms refurbishment
10/21-2/22 229,950
Wormald Australia Pty Ltd Derwent Park,
TAS
Fire systems and equipment maintenance 10/21-09/26 2,258,881
SJE Constructions Pty Ltd Legana, TAS Longford Primary School – replacement of
classroom floors and extension of verandah
12/21-02/22 247,224
Elite Painters Pty Ltd Kingston, TAS Goulburn Street Primary School – glazing repairs 1/22-1/22 79,243
The Young Group Tasmania Pty Ltd Cambridge, TAS Oatlands District School – carpark asphalting 1/22-2/22 97,892
TasNetworks Cambridge, TAS Sorell School – high voltage sub installation 08/21-01/22 191,973
RBD Electrical Spreyton, TAS Hellyer College student residences –
switchboard upgrades
12/21-12/21 71,940
Davis Electrical South
Launceston,
TAS
Exeter Primary School – switchboard upgrades 12 /21-12/21 72,190
Phil Templeton Building Pty Ltd Ulverstone, TAS Rosebery residence refurbishments 03/22-06/22 404,292
OTIS Elevator Company Pty Ltd North Hobart,
TAS
Hobart College – A Block lift upgrade 01/22-08/22 219,650
Vineyard Trellising Tasmania
Pty Ltd
Sorell, TAS Jordan River Learning Federation School Farm
– paddock fencing and gates
03/22-03/22 54,534
McWilkys Electrical Contractors Wynyard, TAS Burnie and Wynyard High Schools –
switchboard upgrades
03/22-03/22 52,882
VOS Construction and Joinery
Pty Ltd
Devonport,
TAS
Penguin District School – Years 7 to 12
redevelopment
1/22-09/22 2,427,955
DCM Civil Pty Ltd Margate, TAS Huonville High School and Primary School
– carpark remediation
1/22-5/22 138 ,959
CDC Development (Tas) Pty Ltd Derwent Park,
TAS
Moonah Primary School – external timber
window remediation
01/22-06/22 2 24,412
Department of Education Annual Report 2021–22
63
Contractor Location Description
Period of
Contract
Value of
contract ($)
AJR Construct Pty Ltd Spreyton, TAS Deloraine High School – Years 11 and 12
extension project
02/22-09/22 934,718
AJR Construct Pty Ltd Spreyton, TAS Miandetta Primary School – toilet Upgrades 04/22-05/22 159,917
Astrotec Pty Ltd Huntingfield,
TAS
Huonville Primary School – main switchboard
replacement
3/22-3/22 82,407
Davis Electrical South
Launceston,
TAS
St Helens District School – switchboard
upgrades
3/22-3/22 50,950
AWC Pty Ltd Granton, TAS Legana Primary School – early works package 3/22-7/22 1,4 4 5 , 911
Advanced Contracting Pty Ltd Glenorchy, TAS Southern Support School – pool thermal plant
upgrade – stage 1
4/22-5/22 291,524
Contact Electrical South
Launceston,
TAS
East Ulverstone Swim Centre – upgrade of air
handling units
03/22-09/22 237,668
Stubbs Constructions Pty Ltd Wivenhoe, TAS Smithton High School – glazing replacement 04/22-06/22 146,805
Fairbrother Pty Ltd Quoiba , TAS Burnie High School – window replacement 04/22-05/22 177,133
R & T Rosier Constructions Pty Ltd St Leonards,
TAS
Ringarooma Primary School – toilet
refurbishment
03/22-06/22 2 5 5 , 511
Scapeform Pty Ltd Launceston,
TAS
Riverside Primary School – play space 05/22-06/22 165,140
Stubbs Constructions Pty Ltd Bur nie , TAS Montello Primary School – outdoor learning area 01/22-2/22 6 4, 515
Bennett Construction Pty Ltd Hobar t , TAS Warrane Primary School – kindergarten
refurbishment
9/21-12 /21 182,024
T&V Mead Pty Ltd trading as
Mead Con
Spreyton, TAS Ulverstone Library – main entrance upgrade 1/22-4/22 80,949
Southern Plumbing Pty Ltd Mornington,
TAS
Lenah Valley Primary School – bank remediation
and seating
4/22 – 6/22 352,743
Maveric Builders Pty Ltd Kingston, TAS Redevelopment of Woodbridge District School 3/22-12/22 923,137
RMB Construction Pty Ltd Legana, TAS Kings Meadows High School – Years 11 and
12 facility
5/22-12/22 776,493
Imagination Play Yarra Glen, VIC Cooee Primary School – supply and installation
of playground equipment
5/22-9/22 77,013
Precision Contractors Pty Ltd Moonah, TAS Clarence High School – electrical works 8/21-8/21 70,000
Total 56,174,836
REQUIRED
REPORTING
Department of Education Annual Report 2021–22
64
Other > $50,000
Contractor Location Description
Period of
Contract
Value of
contract ($)
Murdoch Children’s Research
Institute
Parkville, Vic Child and Family Learning Centre Quality
Improvement Tool
7/21-11/21 102,905
Gwen Pinnington Pty Ltd trading as
Gwen Pinnington Consulting
& Coaching
Rosny, TAS Executive Culture Development Program 5/21-5/22 51,000
ABC Health Care Services Pty Ltd Moonah, TAS Professional Learning Institute –
contract cleaning services
8/21-7/26 98,280
Lazaro Pty Ltd Hobar t , TAS Huonville Library – contract cleaning services 10/21-9/26 96,867
James Cook University Douglas, QLD Graduate Certificate in Career Development
(or Equivalent) Qualification
07/21-12/24 86, 512
Lazaro Pty Ltd Hobar t , TAS Claremont College – contract cleaning services 11/ 21 – 11/ 2 6 596,052
ABC Health Care Services Pty Ltd Moonah, TAS Ulverstone Library – contract cleaning services 11/21 – 10/26 72,000
Access Programs Australia Ltd
trading as Newport and Wildman
Hobar t, TAS Alternative Dispute Resolution 9/21 – 9/26 274,120
UCI Tasmania Pty Ltd Ulverstone, TAS Devonport High School – supply and installation
of library furniture, administration furniture and
task chairs
12/21-2/22 124,455
Ascot Commercial Group Pty Ltd Bur nie , TAS Devonport High School – supply and installation
of learning furniture
12/21-2/22 309,763
Paul Whelan trading as Earthworm West Hobart,
TAS
Princes Street Primary School – tinkering
play space
4/22-6/22 129,705
KPMG Hobar t, TA S Australian Tertiary Admissions Rank
Process Review
12/21-1/24 62,100
General and Window Cleaning
Pty Ltd
Montrose, TAS Libraries Tasmania – 91 Murray Street –
contract cleaning services
12/21-12/26 478,626
Stephen Edgerton Roofing Services
Pty Ltd
South Burnie,
TAS
Roof maintenance services – North West 10/21-09/26 906,432
Skyline Roofing and Sheetmetal
Pty Ltd
Newstead, TAS Roof maintenance services – North 10/21-09/26 1,186,999
Roofing Group Tas Pty Ltd trading
as Frank Hill Roof Contractors
Eastern Shore,
TAS
Roof maintenance services – South 10/21-09/26 1,364,426
Access Solutions (Tasmania) Pty Ltd Kingston, TAS Lift maintenance and repairs – statewide 10/21-09/26 804,997
Aurora Energy Pty Ltd Hobar t, TA S Supply of retail electricity services 01/23-12/25 17,904,000
Wormald Australia Pty Ltd Derwent Park,
TAS
Fire systems and equipment maintenance –
statewide
10/21-09/26 2,258,881
Midland Tractors Longford, TAS Exeter High School – purchase of tractor 01/22-01/22 8 0 ,119
The Australian Council of Education
Research Limited
Camberwell,
VIC
Principal capability and performance 10/21-12/22 510,831
Sarah Elizabeth Lethborg West Hobart,
TAS
NAPLAN contractor 12/21-12/2 2 90,000
Lowes Manhattan Pty Ltd Rosny, TAS Lindisfarne North Primary School – outsourced
supply of uniforms
03/22-02/25 125,000
Department of Education Annual Report 2021–22
65
Contractor Location Description
Period of
Contract
Value of
contract ($)
KEH Partnership Pty Ltd trading as
The School Locker
Cambridge, TAS Lauderdale Primary School – outsourced supply
of uniforms
12/21-11/26 135,000
Vision Australia Limited Kooyong, VIC Provision of technology support for Vision
Services
1/22-12/24 130,000
FATS Media Lab Pty Ltd St Leonards,
NSW
Libraries Tasmania – supply of film digitisation
services
1/22-6/22 134,655
Tas Pumps and Pipes Pty Ltd Sheeld , TAS Sheeld School Farm – supply and installation
of pasture irrigation system
2/22-3/22 105,940
Lazaro Pty Ltd Hobar t , TAS Hobart College – contract cleaning services 1/22-1/27 1,0 06 ,951
Lazaro Pty Ltd Hobar t , TAS Rosny College – contract cleaning services 2/22-1/27 670,044
Gareth Benjamin Kays trading as
GK Productions Australia
Kingston, TAS Rosny College Theatre upgrade – supply lighting
infrastructure
1/22-4/22 210,896
Lowes – Manhattan Pty Ltd Rosny, TAS Lindisfarne Primary School – outsourced supply
of uniforms
3/22-2/27 79,200
Alexander James Consulting Pty Ltd Hobar t, TAS Emergency Management Framework Review 3/22-9/22 64,200
Rapid Supply Devonport,
TAS
Supply of Rapid Antigen Tests (RATS) 3/22-3/22 67,500
The University of Tasmania Hobar t , TAS Supply of work based learning training 1/22-9/22 140,000
Prensa Pty Ltd Hobar t , TAS Asbestos Register – update and site audit 12/21-4/22 335,940
Lowes – Manhattan Pty Ltd Rosny, TAS Rosetta Primary School – outsourced supply
of uniforms
03/22-02/27 84,000
Refraction Media Oyster Bay,
NSW
Tasmanian Renewable Energy Education Package 04/22-05/22 92,500
Australian Childhood Foundation Hobar t , TAS Supporting Students Impacted by Trauma –
Professional Development Program
03/22-12/24 897,60 0
NCS Pearson Pty Ltd Nunawading,
VIC
National Assessment Program Literacy and
Numeracy
01/22-12/26 2,936,443
St John Ambulance Aust (Tas) Inc Moonah, TAS Medical credentialling 1/22-12/23 216,000
Education Changemakers Pty Ltd Melbourne, VIC School Leadership and Management Prerequisite
Online Modules
4/22-04/25 84,100
UCI Tasmania Pty Ltd Ulverstone, TAS Letitia House – ground Floor refurbishment –
supply and installation of oce furniture
6/21-7/21 78,815
ABC Health Care Services Pty Ltd Moonah, TAS Letitia House – contract cleaning services 7/22-6/27 197,712
General and Window Cleaning
Pty Ltd
Montrose, TAS Don College – contract cleaning services 3/22-2/27 844,233
ABC Health Care Services Pty Ltd Moonah, TAS Glenorchy Library – contract cleaning services 12 /21-12/26 150,000
UCI Tasmania Pty Ltd H obar t, TAS 188 Collins Street Hobart – supply and
installation of oce furniture
5/22-8/22 99,716
Lowes – Manhattan Pty Ltd Rosny, TAS St Marys District School – outsourced supply
of uniforms
4/22-3/27 82,500
Total 36,558,015
REQUIRED
REPORTING
Department of Education Annual Report 2021–22
66
Contracts for consultancies > $50,000 – building and construction
Consultant Location Description
Period of
Contract
Value of
contract ($)
Liminal Studio Pty Ltd Hoba r t, TAS Cosgrove High School - architectural services 8/21-7/25 1,305,250
David Denman and Associates Launceston,
TAS
Montello Primary School - architectural services 11/21-06/25 449,353
Morrison and Breytenbach
Architects Pty Ltd
Hobar t, TAS Exeter High School - architectural services 12 /21-12/24 718,630
Liminal Studio Pty Ltd New Town,
TAS
State Library, 91 Murray Street, Hobart -
architectural services - client experience foyer
development
10/21-12/22 76,440
Xsquared Architects Pty Ltd Hobar t, TAS Lauderdale Primary School - architectural
services
1/22-06/24 410,408
m arkitecture Devonport,
TAS
Havenview Primary School - architectural
services
03/22-6/23 56,380
m arkitecture Devonport,
TAS
Northwest Safer Student Bathroom Program -
architectural services
04/22-6/23 61,800
Xsquared Architects Pty Ltd
Hobar t, TAS Glen Dhu Pool – architectural services 6/22-12/23 340,644
Total 3,418,905
Department of Education Annual Report 2021–22
67
Contracts awarded as a result of direct/limited sourcing process
Contractor Location Description Reason
Period of
Contract
Value of
contract ($)
Stephen Edgerton Roofing Services
(SERS) Pty Ltd
South Burnie,
TAS
Roof maintenance
services – North West
– interim contract
Extreme urgency to
continue maintenance
obligations
5/21 – 09/21 251,873
Tiifreno Builders Pty Ltd Glenorchy, TAS Roof maintenance
services – South –
interim contract
Extreme urgency to
continue maintenance
obligations
5/21 – 9/21 282,538
Electrical Testing & Compliance
Service Pty Ltd
Launceston,
TAS
Fire services
maintenance – State-
wide – interim contract
Extreme urgency to
continue maintenance
obligations
5/21 – 9/21 615,047
Skyline Roofing and Sheetmetal
Pty Ltd
Invermay, TAS Roof maintenance
services – North –
interim contract
Extreme urgency to
continue maintenance
obligations
5/21 – 09/21 313, 0 01
Kone Elevators Pty Ltd Hoba r t, TAS Lift maintenance
services – State-wide –
interim contract
Extreme urgency to
continue maintenance
obligations
5/21 – 09/21 108,750
GHD Woodhead Architecture
Pty Ltd
Hobar t, TAS Hobart City Partner
Schools – enabling
works at Ogilvie and
New Town High
campuses
Extreme urgency to
enable co-education
ahead of 2022 school
year
10/21/-01/22 105,600
DXC Eclipse Pty Ltd Hobar t, TAS Student Management
Software – EduPoint –
software as a service
Specialist proprietary
software product
developed and
maintained
1/22-12/24 871,036
Big Picture Education Australia Ltd Marrickville,
NSW
Big Picture Education
Service
Specialist and unique
model of education
02/22-12/24 485,453
Tim Penny Architecture + Interiors Hobar t , TAS Bothwell District School
– architectural services –
agricultural upgrade
Additional goods
and services by the
original supplier, to
not cause significant
inconvenience or
substantial duplication
of costs for the
agency
2/22-12/23 118 , 9 3 2
Instructure Global Ltd Sydney, NSW Canvas On-line Learning
Management System –
software as a service
Technical integration
requirements
and significant
inconvenience
4/22-3/27 1,105,650
Tiifreno Builders Pty Ltd Glenorchy, TAS Jordan River Learning
Federation – East
Derwent Primary
School – building
refurbishment
No responses/
satisfactory responses
received to tender
12/21-2/22 113 , 352
Total 4, 371,230
REQUIRED
REPORTING
Department of Education Annual Report 2021–22
68
Contract awarded as a result of direct/limited sourcing process – COVID-19
Contractor Location Description Reason
Period of
Contract
Value of
contract ($)
Samsung Electronics Australia
Pty Ltd
Olympic Park,
NSW
Supply and installation of
air purifying units
Urgent requirements
– necessary to protect
human health
11/ 21-11/ 21 295,160
Airmaster Australia Invermay, TAS Supply and installation of
air purifying units
Urgent requirements
– necessary to protect
human health
11/ 21-11/ 21 435,500
St John Ambulance Aust (Tas) Inc Moonah, TAS Supply and distribution
of face masks
Urgent requirements
– necessary to protect
human health
12/21-12/21 1,300,000
Samsung Electronics Australia
Pty Ltd
Olympic Park,
NSW
Supply and installation of
air purifying units
Urgent requirements
– necessary to protect
human health
12/21-12/21 858,915
Airmaster Australia Invermay, TAS Supply and installation of
air purifying units
Urgent requirements
– necessary to protect
human health
12/21-12/21 1,219,500
Samsung Electronics Australia
Pty Ltd
Olympic Park,
NSW
Supply and installation of
air purifying units
Urgent requirements
– necessary to protect
human health
3/22-3/22 1,253,250
Airmaster Australia Invermay, TAS Supply and installation of
air purifying units
Urgent requirements
– necessary to protect
human health
3/22-3/22 1,743,308
St John Ambulance Aust (Tas) Inc Moonah, TAS Supply of Rapid Antigen
Test Kits
Urgent requirements
– necessary to protect
human health
1/22-1/22 145,445
St John Ambulance Aust (Tas) Inc Moonah, TAS Supply and distribution
of further COVID-19
products
Urgent requirements
– necessary to protect
human health
2/22-2/22 610,870
M2 Logistics Launceston,
TAS
Supply and distribution
of further COVID-19
products – P2 face
masks
Urgent requirements
– necessary to protect
human health
2/22-2/22 355,200
Active Environmental Solutions Thomastown,
VIC
Supply and distribution
of further COVID-19
products – carbon
dioxide monitors
Urgent requirements
– necessary to protect
human health
2/22-2/22 177,70 0
M2 Logistics Launceston,
TAS
Further supply of
COVID-19 related
products – face masks
Urgent requirements
– necessary to protect
human health
3/22-3/22 330,000
JB HiFi Hobar t , TAS Supply and distribution
of electric fans
Urgent requirements
– necessary to protect
human health
3/22-3/22 122,70 0
Department of Education Annual Report 2021–22
69
Contractor Location Description Reason
Period of
Contract
Value of
contract ($)
Harvey Norman Ho bar t, TAS Supply and distribution
of electric fans
Urgent requirements
– necessary to protect
human health
3/22-3/22 394,718
M2 Logistics Launceston,
TAS
Supply and distribution
of face masks
Urgent requirements
– necessary to protect
human health
4/22-4/22 145, 50 0
Airmaster Australia Invermay, TAS Supply and replacement
of HEPA filters
Urgent requirements
– necessary to protect
human health
5/22-4/23 704,600
TCM Building Services Pty Ltd Moonah, TAS Supply and replacement
of HEPA filters
Urgent requirements
– necessary to protect
human health
5/22-4/23 864,159
Cliord Hallam Healthcare Pty Ltd Derwent Park,
TAS
Supply of P2 face masks Urgent requirements
– necessary to protect
human health
4/22-4/22 325,620
Total 11, 2 8 2 ,144
Contract extensions approved
Contractor Location Description
Period of
Contract
Value of
contract ($)
General and Window Cleaning Pty
Ltd
Glenorchy, TAS Hellyer College – contract cleaning services 5/22-4/23 223,327
Collings Property Services Pty Ltd Launceston,
TAS
Newstead College – contract cleaning services 7/22-6/23 222,490
Dr Adam Fraser Consulting Leichhardt,
NSW
Delivery of Principal Wellbeing Program –
Flourish Movement
2/22-2/23 81,000
Red Jelly Hobar t, TAS COVID-19 Attendance Campaign in Schools 06/22-12/22 50,000
Total 576,817
REQUIRED
REPORTING
Department of Education Annual Report 2021–22
70
Other Annual Reports
Allport Library and Museum of Fine Arts
The Allport Library and Museum of Fine Arts (the Allport)
functions under the Allport Library and Museum Fine Arts
Agreement Act 1966 to ensure that Henry Allport’s 1965
bequest is highly valued and enjoyed by its beneficiaries -
the people of Tasmania. It is managed by a Management
Committee, as required under the Libraries Act 198 4 ( Ta s).
The Allport aims to:
• Provide maximum access to the collection within the
limits of preservation and security considerations.
• Maintain the highest standards in collection
development and service.
• Encourage the Tasmanian community to participate in
the development and preservation of the collection.
Management Committee
The term for the current committee membership is from
1 July 2021 to 30 June 2024.
Committee members are:
• Tim Bugg AM, Chair (nominated by the trustees of the
estate of Henry Allport)
• Amanda Wojtowicz (nominated by the trustees of the
estate of Henry Allport)
• Tony Brown, (a representative of the Tasmanian
Museum and Art Gallery nominated by its Board
of Trus tees)
• Cobus Van Breda (nominated by the Minister for
Education and Training)
• Sue McKerracher Executive Director, Libraries
Tasmania (nominated by the Secretary, Department
of Education).
Three ordinary meetings of the Management Committee
were held in Hobart during 2021-22:
• Friday, 28 July 2021
• Monday, 16 December 2021
• Wednesday, 25 May 2022.
Exhibitions
91 Stories – 9 August 2021 to 5 November 2021 – Part
of the Libraries Tasmanian cultural campaign featuring 91
submissions from the public showcasing their favourite items
from the Libraries Tasmania heritage collection together with
their stories.
Vision of a palawa - by Tasmanian contemporary Aboriginal
artist Rodney Gardner (with original drawings from the
Baudin voyage of 1802) – 25 November 2021 to 12 March
2022. Rodney Gardner created portraits of members of
his community in response to the acquisition of rare and
significant works by Nicolas Martin Petit by the Allport in
2019 and 2020. The 48 page catalogue was groundbreaking,
being the first time members of the Tasmanian Aboriginal
community had publicly published opinions about the 1802
Nicolas Martin Petit drawings of palawa people.
The Lanney Pillar – 8 April to 25 June 2022. A collaboration
between Tasmanian Aboriginal writer and curator Professor
Greg Lehman and internationally recognised Tasmanian
filmmaker Roger Scholes. We pay our respect to Roger
Scholes who sadly passed away during the exhibition.
Department of Education Annual Report 2021–22
71
REQUIRED
REPORTING
Lecture program, tours and events
Key of Acronyms:
Professional Historians Association - Tasmania (PHAT)
Friends of the Allport (FOTA)
Date Talk
8 July 2021 Alistair Scott –The Point Puer boys: ‘I am afraid no good has been produced’ Professional Historians Association of
Tasmania. (PHAT)
17 July 2021 Leisha Owen – Curator’s tour Banks’ Florilegium Society Islands, 1769 – Tasmanian Historical Society
20 July 2021 Anita Hansen – ‘When you take a flower in your hand and really look at it, it’s your world for the moment’: The Allport’s
W. B. Gould flower drawings. Friends of the Allport (FOTA)
29 July 2021 Leisha Owen – Goulburn Street Primary School Grade 5/6 tour and talk Banks’ Florilegium Society Islands 1769
August 2021 13 Family History Month talks arranged by the State Library and Archives Service. Included second part of Life of Curzon
Allport by Kate Vermey (FOTA)
3 September 2021 Honey Dower – Injurious to Minds and Bodies: Transportation from Pentonville Prison to Port Arthur, 1842-77 (PHAT)
27 Sept 2021 Leisha Owen – The Allport Library and Museum of Fine Arts Collections. At PROBUS Kingston
7 Oct 2021 Jennifer Jones-Travers – Historical Archaeology of Tourism at Port Arthur (PHAT)
12 Oct 2021 Stephanie McDonald & Marian Jameson – Behind the scenes with Allport’s Treasures. (FOTA)
2 Nov 2021 Ruth Mollison – 91 Stories: The Curious Cabinet (FOTA)
19 Nov 2021 Richard Tun – Book launch: Recovering convict lives : a historical archaeology of the Port Arthur Penitentiary / Richard Tun,
David Roe, Sylvana Szydzik, E. Jeanne Harris, and Ashley Matic, Sydney University Press, 2021. Book launch.
12 Jan 2022 Australian Studying Abroad Cultural Tour – A tour of Georgian era collection items including a special display of paintings
and books, a talk by Caitlin Sutton on the collection and a talk by Lauren Black on her artistic practice.
3 Mar 2022 Hamish Maxwell-Stewart – Unfree Workers: Insubordination and Resistance in Convict Australia 1788-1860 (PHAT)
8 Mar 2022 David Owen and Kate Warner – The remarkable story of our Government House. (FOTA)
11 Mar 2022 Ron Moss – Book launch C Cloud Hands
7 Apr 2022 Lucy Frost: Lessons from the Cook-house (PHAT)
8 Apr 2022 Rodney Dillon and Roger Scholes –The Lanney Pillar - Special Event – (Exhibition series)
5 May 2022 Imogen Wegman – Interpreting the Thousand Words (PHAT)
11 May 2022 Stefan Petrow – The Last Man – the mutilation of William Lanne in 1869 (Exhibition series)
18 May 2022 Tim McCormack – Pathway to Truth-telling and Treaty – looking ahead (Exhibition series)
25 May 2022 Zoe Rimmer and Rebe Taylor – A pakana “victory”! (Exhibition series)
14 June 2022 Tony Marshall and Leisha Owen – Discovering the Allport Library (FOTA)
18 June 2022 Stories After Dark (Libraries Tasmania)
These talks and events required booking on Eventbrite and were limited to 35 seats due to COVID-19 restrictions. They were also
live streamed with the audio recorded and made freely accessible via the Libraries Tasmania website.
Department of Education Annual Report 2021–22
72
Visits to the Allport Gallery, ground floor
91 Murray Street Hobart
2017-18 2018-19 2019-20 2020-21 2021-22
No. of
visits 10,413 11, 7 24 8,394^ 8 , 571^ 17,117*
* An automatic door counter was installed on 17 June 2021
resulting in more accurate visit counts as well as increased
numbers attending exhibitions.
^ Visitor numbers impacted by the COVID-19 pandemic
Online engagement
Libraries Tasmania continued to make use of social media to
connect with our online community via Facebook, Instagram
and the Libraries Tasmania Blog. The Allport Facebook page
combined with the State Library and Tasmanian Archives
page, and was used to promote upcoming exhibitions, talks,
tours and other events. Eventbrite is used to schedule and
promote all events.
Media
TasWeekend, 7-8 August 2021: Stories of our lives
The Mercury, 9 August 2021: Bringing all sorts of oddities
on board
Glass Matters, Issue no 12 October 2021, A Tasmanian Gem by
Dr Peter Henderson
TasWeekend, 11-12 December 2021, A fresh new perspective
by Andrew Harper Review of Vision of a palawa
Sunday Tasmanian, 16 January 2022, Palawa exhibition highlights
culture by Rob Inglis. Review of Vision of a palawa
ABC TV and ABC iview January 2022, series Books that made
us. Episode 2: Place featured William Gould’s sketchbook of
fishes and footage of Allport Library and sta
Feb 2022: Promotional tour of Vision of a palawa with Caitlin
Sutton. Video for www.libraries.tas.gov.au by Department
of Education
2 Mar 2022: WIN TV news segment – Interview with
Rodney Gardner about Vision of a palawa
18-19 March 2022: Travel + Luxury Weekend Australian
‘Bridgerton moments on the Apple Isle’
Loans
HA384 Cattewater, Plymouth by Joseph Mallord William
Turner was loaned to the Queen Victoria Museum and
Art Gallery in Launceston for Tony Smibert’s Tao Sublime
exhibition.
Department of Education Annual Report 2021–22
73
REQUIRED
REPORTING
Significant acquisitions
Title/Artist/Author Date Details Acquired via Acquired from
Butts of Ben Lomond
William Charles Piguenit (1836-1914)
FA1397
1886 Monochrome watercolour on
paper; 35.8 x 54.3cm
Private sale
purchase
Trish Baily (Koonya, TAS)
Mina Freeman’s album
(1529)
1860 -190 0 56 photographic prints in 1
album of 50 pages
Donation Patricia Giles Estate
The Princess Album
(1530)
1850-1900 83 photographic prints in 1
album of 36 pages
Donation Patricia Giles Estate
Map of the south western or unexplored portion
of V.D. Land
John Arrowsmith
(1531)
1849 1 map ;46 x 52 cm. Purchase
$558.80
Peter Arnold
Antiquarian Booksellers
(From the Trevor
Nicholson Collection of
Maps of Tasmania
Portrait of Edward Kennedy Murray
CHT Costantini
FA139
C1850 1 painting, watercolour Donation
(value $8,000)
Joshua Cocker
(Tasmania) - descendant
of Edward Kennedy
Murray
Joseph Hone (1784-1861), Hobart,
Tasmania c.1858
Frederick Frith (1819-1871)
FA1398
C1858 Silver albumen portrait print on
card with watercolour tinting,
laid on board with paper mount.
Original veneered musk frame,
clip, glass and gilt brass hangers.
Frame size 400mm x 360mm
$2,750 Private sale from Kim
Knight. $2750 as valued
by Warwick Oakman
April 2022.
The mammals of Australia / illustrated by
Harriett Scott and Helena Forde for the Council
of Education; with a short account of all the
species hitherto described by Gerard Kret
1871 [45] pages in various pagings,
[16] leaves of plates ; 49 cm.
$9,500 Hordern House Rare
Books. (HH 5000650).
Item 24 p 42
2022 Catalogue.
Department of Education Annual Report 2021–22
74
Conservation
Conservation work and training undertaken in the period
included:
• continued a glazing project to protect oil paintings on
display
• conserved the 1890s leather bedroom folding panel
screen (reference: F119)
• rehoused all friable media in the flat storage collection.
Friends of the Allport (FOTA)
FOTA currently has 59 financial members. In 2021-22 FOTA
members delivered lectures as listed above and completed
the library interpretation project with information sheets
interpreting selected books in the Allport library.
Closing thanks
I extend my sincere thanks to the Allport Library and
Museum of Fine Arts Management Committee (ALMFAMC)
and sta of the Allport Library and Museum of Fine Arts
for their commitment to and enthusiasm for the Allport, its
collections, exhibitions and events. Without their significant
eorts it would not be possible to deliver such a wonderful
experience to our many Tasmanian visitors and those from
further afield.
I would also like to thank the Friends of the Allport for their
support and dedication to our aim of making the Allport
more visible, known and engaging. Through the energetic
leadership of Amanda Wojtowicz, the Friends coordinated
and presented a series of public presentations and a suite
of new interpretation sheets which allow the public a more
detailed understanding of selected rare and significant books
in the library collection.
Thank you also to Liz Jack for her contribution to the
ALMFAMC from 2017-2021.
Tim Bugg AM
Chair
Department of Education Annual Report 2021–22
75
REQUIRED
REPORTING
Other Annual Reports
State Library and Archives Trust
I am pleased to submit the 37th annual report of the State
Library and Archives Trust (Trust). The Trust is required by the
Libraries Act 1984 (Tas) to administer any property acquired by
the Trust through gift, bequest, or device for the advancement
of library and/or archives knowledge in Tasmania. The Trust
awards grants aimed at assisting the professional development
of librarians, archivists, and library and archives workers.
Trust membership
The term for the current Trust membership is from
1 February 2022 until 31 December 2024.
Current Trust members:
Name Position
Ms Mary Bent Chair, State Library and
Archives Trust
Ms. Sue McKerracher Executive Director, Libraries
Tasma nia
Mr. Ross Latham Director – Collections and State
Archivist, Libraries Tasmania
Ms. Gaylene Cunningham Public Trustee’s appointee
Mr. Brendan McManus Minister’s Legal appointee
Ms Sally Christensen Secretary
Trust meetings
Two ordinary meetings of the Trust were held in Hobart
during 2021-22:
• Monday, 22 November 2021
• Monday, 16 May 2022.
Visibility of the Sir John Morris
Memorial Fund
The guidelines governing the operation of the Sir John Morris
Memorial Fund were revised to make the fund more visible
and better understood across the library and archives sectors.
The Fund encourages professional development for people
working in libraries and archives and oers grant funding to
advance the knowledge, training and services in Tasmania’s
libraries and archives sector. Trust members endorsed the
new guidelines at the May meeting.
Funding support to attend conferences
and seminars
Tasmanian librarians, archivists, and library workers received
funding from the Sir John Morris Memorial Trust Fund to
attend professional development conferences and workshops.
A library manager and library services ocer from Libraries
Tasmania were supported to attend the Australian Library
and Information Association (ALIA) Conference in Canberra,
in May 2022.
Funding support for research
The Trust endorsed two requests supporting research in
2021-22:
Research into an Electronic Portal for Online Clinical Help by
a Tasmanian Health Service sta member.
A series of visits and research in the United Kingdom into
‘Completeness and authenticity in early 20th century book
collection’ to be undertaken by a Libraries Tasmania Heritage
Librarian.
TM Crisp Memorial Sporting Library Fund
The Trust also administers the TM Crisp Memorial Sporting
Library Fund, which provides grants for the purchase of
sporting books for Tasmanian public and reference libraries.
No funds were disbursed during 2021-22.
Welcome and closing thanks
I would like to warmly welcome Sue McKerracher, Executive
Director, Libraries Tasmania, and Brendan McManus, the
Minister’s Legal Appointee to the Trust.
I also wish to sincerely thank outgoing Trust members
Ms Elizabeth Jack, former Executive Director, Libraries
Tasmania, and Jason Lockley, Secretary to the Trust for their
dedication, support, and contribution to the ongoing success
of the Trust in recent years.
Mary Bent PSM
Chair
Department of Education Annual Report 2021–22
76
Other Annual Reports
Tasmanian Library Advisory Board
On behalf of the Tasmanian Library Advisory Board (TLAB),
I am pleased to submit TLAB’s 36th annual report,
as required under the Libraries Act 1984 (Act).
Role and structure
The statutory role of TLAB, as defined by the Act, is to advise
the Minister for Education, Children and Youth (Minister)
and the Secretary of the Department of Education (DoE) on
matters relevant to the provision of public library services in
Tasmania. TLAB membership provides wide representation
from the Tasmanian community and comprises a mix of rural
and urban interests.
The term for the current board is 1 January 2022 to
31 December 2024.
Board membership
Ministerial nominees:
• Ms Mary Bent PSM (Chair)
• Ms Jen Fitzgerald
• Dr Dianne Snowden AM
• Ms Mary Lijnzaad
• Ms Jan Butler
• Ms Sue Costello
• Ms Suzanne Martin
• Ms Jan Richards AM
Local Government Association of Tasmania
(LGAT) nominees:
• Councillor Dick Adams OAM
• Dr Mary Duniam
• Alderman Beth Warren
• Councillor Jo Westwood
Representing the Secretary of the Department of
Education:
• Ms Sue McKerracher, Executive Director Libraries
Tasmania.
Board meetings
TLAB held three meetings during 2021–22 in Hobart, with
members attending in person and online. Meeting dates were:
• Thursday, 27 August 2021
• Monday, 29 November 2021
• Wednesday, 11 May 2022.
Major issues considered by the board
Libraries Tasmania input into Australian
Government inquiry into adult literacy
TLAB acknowledged Libraries Tasmania’s valuable
contribution to the Tasmanian Government’s submission to
the inquiry. The Board also highlighted sta member Iona
Johnson’s contribution to the submission, which provided
insight into the Risdon Prison library literacy service.
Hobart building revitalisation and cultural
campaign
TLAB continued to advocate for the redevelopment of the
91 Murray Street building in Hobart, recognising the key role
a revitalised building would play in growing Tasmania’s cultural
economy. TLAB also acknowledged the success of the first
year of the Cultural Campaign and its contribution to raising
the profile and engagement with Libraries Tasmania’s rich
cultural collections.
Libraries Tasmania Strategic Directions 2022-24
The Libraries Tasmania Executive Director presented the
organisation’s new Strategic Directions 2022-24. TLAB
noted, in particular, the priority action of ensuring authentic
engagement with First Nations peoples to shape collections
and services for all Tasmanians and committed to actively
contribute to this priority.
Community Consultation on State Budget 2022-23
TLAB continued to advocate for additional State Government
funding to ensure the Libraries Tasmania library and archive
collections remain contemporary and meet changing
community needs.
Department of Education Annual Report 2021–22
77
REQUIRED
REPORTING
TLAB welcomed the State Governments’ continuing provision
of $750,000 per annum in the May 2022 budget to support
Libraries Tasmania to service a growing population, purchase
contemporary library resources, expand library and archives
collections, and provide more contemporary library and
learning experiences.
Closing statement
On behalf of my TLAB colleagues, I extend my thanks to
sta at Libraries Tasmania who contribute to our work,
from providing strategic briefings on issues of importance, to
organising meetings and papers and importantly delivering
outstanding library and archive services to the Tasmanian
community during a time of ongoing changes driven by
COVID -19.
I want to sincerely thank Elizabeth Jack for her transformative
leadership, and acknowledge the many impressive things
achieved during her tenure as Executive Director, Libraries
Tasmania from December 2016 to August 2021.
I also would like to acknowledge the end of appointment
terms for Kim Boyer, Alistair Scott, Simon Fraser, Daryl
Connelly, and Yolanda Sam, and thank them for their
contribution to TLAB, and for their interest in and support of
Libraries Tasmania.
I warmly welcome our new Board members: Local
Government Association of Tasmania nominees Alderman
Beth Warren, and Councillor Jo Westwood, Ministerial
nominees, Ms Sue Costello, Ms Suzanne Martin, and Ms Jan
Richards AM, and Ms Sue McKerracher, Executive Director
Libraries Tasmania representing the Secretary of the
Department of Education.
I look forward to working with TLAB to provide even
stronger advocacy and support for Libraries Tasmania,
helping to raise its status as an important Tasmanian cultural
institution and a contemporary, vibrant, and well-recognised
statewide library and archive service.
Mary Bent PSM
Chair
Department of Education Annual Report 2021–22
78
Other Annual Reports
Oce of the Education Registrar
In accordance with section 227 of the Education Act 2016
(Tasmania), I am pleased to submit to you the 2021-22 Annual
Report of the Registrar, Education.
About the OER
The Oce of the Education Registrar (OER) was established
under the Education Act 2016 and is an independent authority
from the Department of Education. Katharine O’Donnell was
appointed as the Registrar, Education in April 2017.
Our focus
To provide high quality regulatory support and advice to the
non-state education sector.
To foster the value of education and the availability of high
quality and accessible education to all Tasmanian children.
Our role
Under the Education Act 2016, the role of the OER involves
the:
• Registration and monitoring of home education in
Tasmania.
• Administration of non-government schools registration
process and for the operational aspects of the
regulatory process.
• Management of the compulsory conciliation process for
non-attendance at school and to re-engage children and
their families in school.
Other responsibilities of the Registrar, Education include:
• The approval of part-time attendance applications for
independent and non-government schools.
• To undertake reviews concerning an appeal of a
decision for early entry to Kindergarten.
• Co-ordinating and the follow-up of notifications about
the cancellation or withdrawal of enrolments from
non-government schools.
Our stakeholders
The OER works closely with its stakeholders to develop and
nurture eective stakeholder relationships with a shared
commitment to providing quality education for all Tasmanian
children. This includes:
• The Non-government Schools Registration Board
• Tasmanian Home Education Advisory Council
• Catholic Education Oce Tasmania
• Independent Schools Tasmania.
Our sta
In 2021-22 the Oce of the Education Registrar held a total
of 14.2 full-time equivalent sta members state-wide, with
oces located in Hobart and Launceston, and a satellite oce
in Devonport.
The Oce is also supported by casual registration ocers
who are located across the State, there are:
• 8 registration ocers who perform work associated
with the registration of non-government schools
• 14 registration ocers who support the home
education registration process.
About our work
Home education
The registration and monitoring of home education in
Tasmania is managed by OER.
Parents seeking registration to home educate their child are
required to provide an application and a home education
summary and program addressing 10 Standards as outlined
in the Education Regulations 2017. The document, known as a
HESP is provided annually and explains the program from the
previous year and outlines the program for the coming year.
Following a review of the program, a registration ocer visits
the family to assess the program so that appropriate advice
can be made to the Registrar, Education so a decision can be
made whether to approve registration.
Department of Education Annual Report 2021–22
79
REQUIRED
REPORTING
The Registrar seeks advice from the Tasmania Home
Education Advisory Council in relation to new home
education applications as well as seeking advice on selected
re-registrations as and when required.
Under the Education Act, an application to home educate
may include a part-time enrolment for the child at one school.
Part-time enrolment can be up to the equivalent of two full
days per week, but attendance may be structured across the
week in smaller intervals as agreed between the parent and
the Principal.
On 30 June 2022, there were 1303 registrations for children
from 776 families across Tasmania.
For the 1 July 2021 – 30 June 2022 period, the following
registration activities occurred:
• 527 new provisional registrations were approved.
- 54 of these provisional registrations were then
withdrawn prior to reaching full registration.
• 36 new applications were withdrawn prior to reaching
provisional registration.
• 5 provisional registrations were revoked.
• 766 renewals of registrations were approved.
• 0 registrations with conditions were approved.
• 0 registrations revoked by the Registrar.
• 291 students withdrew from home education.
- Students who registered and then withdrew
between 1 July 2021 and 30 June 2022 spent an
average of 113 days in home education before
returning to a school.
• 44 registrations involving part-time attendance at a
school were approved. This figure only includes advice
from parents who formally notified the OER that their
child had a part time enrolment with a school.
- 9 at non-government schools
- 35 at Government Schools
• 25 Statement of Year 10 Completion certificates were
issued by the Registrar in accordance with Section91
of the Act
• 14 Statement of Year 12 Completion certificates were
issued by the Registrar in accordance with Section93
of the Act
• 113 5 year old students entered their first year of
compulsory education and were registered for home
education.
Impact of COVID-19 on Home Education
For the period 1 October 2021 until 30 March 2022, 292
students entered home education. These were students
previously enrolled at a school. 60 of these students have
since returned to the school environment after spending an
average of 103 days registered for home education.
This increase can be somewhat attributed to the opening
of the Tasmanian State border in December 2021 and
community concern regarding Covid-19 and how it might
impact students in the school environment.
The breakdown of students entering home education during
this 6-month period was:
• 56 students from the early years (up to and including
Year 2)
• 162 from the primary years (Years 3 – 6)
• 67 from the secondary years
• 7 from the senior secondary years.
Understanding the Standards
As part of the OER’s commitment to supporting our
stakeholders and providing best practice regulatory support,
a document titled Understanding the Standards was created.
This document takes home educators through each of the
regulatory standards for home education applications and
provides advice and support on how to meet the Standards.
The document has had a limited hard copy production which
will allow all current registered home educators to have
access to a copy as well as being placed on the OER webpage
for electronic access.
Compulsory Conciliation Conferences
The Compulsory Conciliation Conference (CCC) is a referral-
based process available to schools across all education sectors.
The main objective of the conciliation process is to reengage
the student and at times, their family, with their education.
The Registrar, Education extends invitation to the student,
parents and the school to participate in the conference to
explore and identify any barriers as to why the child is not
attending or consistently attending school. The Registrar also
invites any third party who may have information which can
assist in returning the child to school. This can include medical
practitioners, transport operators or bodies to assist with
housing for example.
The conferences are undertaken restoratively and facilitated
by an independent conciliator they aim to involve everyone
Department of Education Annual Report 2021–22
80
necessary to support a resolution to non-attendance,
including parents/guardians, the child (if the child wants to),
and relevant school sta.
Once the CCC has concluded, the appointed conciliator is
required to provide a report including recommendations to
the Registrar, Education. If an agreement has been reached
the Registrar, Education may make a formal Requirement.
A Requirement is a formal order issued by the Registrar,
Education requiring relevant parties i.e. parent, school or third
party to actualise agreements made at conference and any
other requirement that the Registrar considers appropriate.
The issue of Requirements that are based on agreed
outcomes are preferable.
There were no Compulsory Schooling Orders made in 2021.
Data for CCC is presented on a calendar year basis rather
than financial year as conferences are aligned to school
attendance data and conferences are only run during the
school year.
Number of referrals
For the period of 1 January 2021 to 31 December 2021:
• 234 referrals were received
• 234 of these referrals went to conciliation conference.
Number of referrals received by type of school
in 2021
Type of School Number
Government schools 208
Non-government schools
(Catholic and independent schools) 26
Total 234
Number of referrals received by region in 2021
Region Number
South 129
North 53
North West 50
North East 2
For the same period there were 40 reconvene conferences.
These conferences are held as a second conference that
is requested by the school and approved by the Registrar,
Education when a parent has not met the requirements
issued by the Registrar from the initial conference.
Department of Education Annual Report 2021–22
81
Number of Referrals received since 2019 to end of March 2022 (figures are calculated on calendar year)
Calendar Year Referrals Conference Reconvene Requirements
2019 182 173 60 161
2020 144 141 53 137
2021 234 234 40 230
2022* 14 14 1 13
* Figures taken as at 31 March 2022
REQUIRED
REPORTING
Student age at time of referral to the Registrar
Education in 2021
Age Number
5 years 6
6 years 5
7 years 12
8 years 16
9 years 13
10 years 23
11 years 23
12 years 19
Total Primary School 117
13 years 33
14 years 39
15 years 29
16 years 14
Total High School 115
17 years 2
18 years 0
Total Senior Secondary School 2
Total 234
Re-engagement outcomes from Compulsory
Conciliation Conferences
Data was obtained for a total of 188 Government School
Referrals for analysis.
The average daily attendance rate at the time of referral for
students Kinder – Year 6 was 41.9 per cent.
The average daily attendance rate at six weeks post
conference for students in Kinder – Year 6 was 57.8 per cent
and then at 12 weeks post conference the average attendance
rate for the same cohort increased to 64.2 per cent.
This amounts to an average total increase of 22.3 per cent
for the Prep – Year 6 cohort from the time of referral to
12 weeks post conference.
The average daily attendance rate at the time of referral for
students in Years 7-12 was 20.1 per cent.
The average daily attendance rate at six weeks post
conference for students in Years 7-12 is 55.5 per cent and at
12 weeks post conference the average attendance rate for
the same cohort is 61.4 per cent.
This amounts to an average total increase of 41.3 per cent for
the Years 7-12 cohort from the time of referral to 12 weeks
post conference.
The average daily attendance rates for total referrals showed
an increase of 30.4 per cent.
Analysis of data suggests that the average daily attendance
rate post conference continues to increase over time.
Data also suggests that the average daily attendance rate
shows a slight increase from the time of referral to the
date of the conference suggesting that merely scheduling a
conference causes an increase in attendance.
Department of Education Annual Report 2021–22
82
Non-government schools
The Registrar is responsible for administering the non-
government schools registration process and for the
operational aspects of the regulatory process. The Registrar
then reports to and advises the Non-Government Schools
Registration Board, who then makes a decision on the
registration of a school.
In 2021-22, the Registrar provided 18 reports to the Board
in relation to the registration of nongovernment schools.
This included reports arising from registration reviews,
inspections, complaints, applications for a change of education
type, campus amendments, as well as reports concerning the
closure of non-government schools.
A report of the Non-Government Schools Registration
Board, as required under section 233 of the Education Act
2016, is included below.
Executive support is provided to the Board through the
OER. Work undertaken to provide advice and support to
the Board in 2021-22 included the development of a policy
concerning complaints about non-government schools,
the development of a length of registration rubric, and a
significant review of the Board’s risk register.
One of the priorities within OER’s Strategic Plan is to
Develop and nurture eective stakeholder relations, with the
objective being to ensure that we understand our stakeholder
needs and expectations. The operational implementation
of this objective was to develop an open and transparent
feedback policy.
To meet this objective, the OER undertook a feedback survey
in late 2021 to identify areas for improvement relating to the
nongovernment schools re-registration process.
Overall, the response to the survey was very positive and
enabled us to gain a greater understanding of the needs
of our stakeholders and identify key areas for operational
improvement. Two key areas were highlighted with strategies
identified to manage these areas.
A focus on implementing these strategies will occur during
2022-23, as well as again seeking feedback from those
involved in the re-registration process to support on-going
improvements of the regulatory processes.
Part-time attendance applications
The Registrar has been delegated by the Minister for
Education and Training to approve part-time attendance
applications made under section 17 of the Education Act 2016.
for applications made by an Administrative Authority of a
non-government school that is not the Tasmanian Catholic
Education Oce.
In 2021-22, the Registrar approved 66 applications for part-
time attendance from 11 independent non-government
schools.
Early entry to school cross-sectoral placement
committee
The Registrar, Education has been appointed to review
appeals from decisions made by the Committee. In 202122,
no appeals were received by the Registrar to review a
decision.
Review of Education Regulation
The Education Legislation Amendments (Education Regulation)
Bill 2021 was tabled by the Tasmanian Government on
27 October 2021, and subsequently passed by both Houses
of Parliament.
It is understood that work is beginning now to implement
these legislative and policy changes to enable a stronger
and more contemporary regulatory system. The OER
will continue to work with the Department and the other
Regulators on the implementation of the legislation and the
recommendations of the Steering Committee.
Department of Education Annual Report 2021–22
83
Other Annual Reports
Non-Government Schools Registration Board
The Non-Government Schools Registration Board
(The Board) is an independent statutory body whose
composition, functions and powers are defined under
sections 229, 230 and 231 of the Education Act 2016.
The Board’s primary function is to make decisions on
applications for the re-registration of existing non-government
schools and the registration of a system of schools in Tasmania;
with specific Registration Standards to be met set out under
the Education Regulations 2017.
The Board also makes recommendations to the Minister
regarding applications for new schools.
The Board is supported by the Registrar, Education and the
Oce. The Registrar manages the day-to-day operations and
the operational aspects of the regulatory process. Reviews
for the re-registration of existing non-government schools
are undertaken by Registration Ocers with educational
qualifications. The Registrar then provides advice to the
Board in relation to the compliance of schools against the
Registration Standards.
Board membership
The following persons were members of the Board in 2021-22:
Name Position
Tony Freeman Chair
Michael Cole Nominee of Organisations representing
teachers in registered schools
Jaqueline Conboy Nominee of Organisations representing
teachers in registered schools
Completed term of appointment on
18 December 2021
Cawley Farrell Nominee of organisations representing
registered schools
Denise Long Nominee of the Tasmanian Catholic
Education Oce
Terese Philips Minister’s Nominee
Don Ryan Nominee of organisations representing
parents of children at registered schools
Malcolm Wells Nominee of the Department of Education
When making appointments, the Minister also considers
the need for members to collectively have knowledge, skills,
and experience in areas such as education, law, corporate
governance or financial management.
Members of the Board are appointed by the Minister for
Education and Training for a period not exceeding three
years, however persons may be re-appointed.
Board meetings
The Board met six times in 2021-22 when it considered
matters relating to the reregistration of existing schools, and
to discuss procedural and policy issues.
All meetings were held in Hobart. The meeting dates were
22 July 2021, 2September2021, 7 October 2021,
2 December 2021, 17 March 2022, and 12May2022.
Registration activities
Registered schools in Tasmania
There are currently 73 registered schools in Tasmania, 38 of
these schools are within the Tasmanian Catholic Education
System of Registered Schools.
For a current list of non-government schools registered in
Tasmania see:
https://schoolregistration.tas.gov.au/school-directory/
Review of registered schools
In 2021-22, the Board made decisions relating to the
re-registration of the following schools:
• Channel Christian School
• Eastside Lutheran College
• Launceston Christian School
• Launceston Grammar School
• Leighland Christian School
• Tarremah Steiner School
One school was issued with conditions of registration that
related to the following Registration Standards: Governance,
Student Welfare, and Facilities and Environment.
REQUIRED
REPORTING
Department of Education Annual Report 2021–22
84
Inspections
The Board considered five inspection reports relating to
conditions of registration previously issued by the Board.
Conditions may only be issued where the Board is satisfied
that the deficiency does not pose a risk of harm to the health
and safety of the students and sta at, or visitors to, the
school, and is capable of being rectified within the period
determined by the Board.
Complaints concerning non-government schools
Inspections can also be undertaken where the Board has
reason to be concerned that a School may be in breach of the
Registration Standards.
In 2021-22, one complaint was received in respect of non-
compliance with the Registration Standards. These Standards
being Student Learning and Complaints Management.
The Inspection found that the school was non-compliant in
one Registration Standard at the time of the complaint made
to the school, with the other Registration Standard fully
compliant.
Application for registration as a new
individual school
The Board did not consider any applications for the
registration of new individual schools.
Applications to amend registration
Schools are required to seek approval from the Board
for any significant changes in relation to their registration.
These include an application for a change of education type,
an application for a new or change of school campus, or
school closures or amalgamations.
Changes of Education Type
In 2021-22, the Board approved an application for a change to
education type for the:
Australian Christian College Launceston – An application to
provide Distance Education commencing 1 January 2022.
New Campus
In 2021-22, the Board received and approved three
applications associated with a change of campus.
• Indie School Glenorchy applied for an additional
campus to be located at 35-37 Gordon Street, Sorell.
This campus commenced operation with students
attending at the beginning of Term 2, 2022.
• Indie School Devonport applied for an additional
campus to be located at 12a Wilson Street, Burnie.
This campus commenced operation with students
attending at the beginning of Term 1, 2022.
• St Francis Flexible Learning Centre applied to move
their existing school from Chigwell to a new campus
located at 62 Ashbourne Grove, West Moonah.
This new campus commenced operation with
students attending the new campus at the beginning
of Term 2, 2022.
Closure of Non-Government Schools
In 2021-22, the Board was advised by the owners of two
separate schools that they would close and would no
longer seek to be registered as a non-government school in
Tasmania.
• Capstone College – Closed eective 31 December
2021
• Ballarat Clarendon College – Campus closed in
September 2021
Tasmanian Catholic Education System of Schools
In April 2018, a Tasmanian Catholic Education System of
Registered Schools was approved by the Board forming a
system consisting of 38Tasmanian Catholic Schools.
Under this approval, the Tasmanian Catholic Education
Commission is to ensure that all system schools are complying
with the requirements for the re-registration of a registered
school. Each year, the System Authority is to provide a report
to the Board about the compliance of its schools.
The Board considered and noted the report as well as seven
inspection reports prepared by Catholic Education Tasmania.
Department of Education Annual Report 2021–22
85
Board activities
Supporting schools to understand the
Registration Standards
In August 2021, four board members participated in
information sessions held by the Registrar, Education and
Independent Schools Tasmania for school personnel involved
in the re-registration process of non-government schools.
In these sessions, the Registrar and board members provided
information about what schools are required to provide as part
of the re-registration process and how a school demonstrates
compliance in meeting each Registration Standard.
School Principals, along with members of school leadership
teams and school governing bodies attended, and all 12
Schools due for re-registration prior to the end of 2022 were
represented.
In May 2022, five board members participated in Child
Safe Sessions to discuss and provide information about
amendments to the Board Guidelines. These amendments
were a direct result from the recommendations of the Royal
Commission into Institutional Sexual Abuse.
These Child Safe Sessions were designed to support school
sta to understand the Child Safe Principles and how the
Guidelines amendments included these, as well as what these
principles might look like in practice for a school.
Length of Registration Periods
At the end of 2021, the Board approved a rubric that will be
used by the Board to determine the length of a registration
period to be granted for each individual school.
This rubric is intended to assist the Board to make consistent
decisions based on the findings of the Registration Report,
and for schools to be aware of what the Board considers
when making a decision about how long a school should be
re-registered for.
Complaints management policy
In July 2021, the Board approved a Policy that outlines how
the Board will handle complaints concerning non-government
schools.
In respect of a complaint, the Board can only consider
whether a school is not fully compliant with any of the
Registration Standards.
The aim of the Board is to ensure that non-government
schools are meeting the Standards and to support them to
do so.
When it is identified that a registration standard is not fully
compliant, the Board cannot undertake punitive measures
such as a monetary penalty, or to impose sanctions of any
kind as this is not an option under the Act. The Board will
always initially take steps to ensure compliance.
Review of Education Regulation
As part of the 2019-20 State Budget, the Tasmanian
Government committed to a review of the regulatory
framework for education in Tasmania to improve educational
outcomes for Tasmanian students and young people.
The Board is one of those regulators as it provides critical
regulatory oversight and support services to education
in Tasmania.
As the recommendations from the Review are implemented,
the Board will continue to support this work and further
align the Board’s discussions and to make decisions within a
modern regulatory framework.
I would like to extend my appreciation to the Registrar,
Education, Katharine O’Donnell and her team for the
continued high level of advice and support to enable the
Board to make fair, transparent and consistent decisions
concerning school registration.
I look forward to working with the Board and the Education
Registrar in the coming year.
Tony Freeman
Chair
REQUIRED
REPORTING
Department of Education Annual Report 2021–22
86
Other Annual Reports
Tasmanian Home Education Advisory Council
The Tasmania Home Education Advisory Council (THEAC)
was formed in 1993 to advise the Minister for Education
and the general public on matters aecting home education
and to register and monitor individual home education
programs. Following the introduction of the Education Act
2016, THEAC’s role evolved to become an expert, skills based
advisory role to the Education Registrar and Minister for
Education.
THEAC is made up of seven voluntary members, including a
Chair and a Deputy Chair. All members are appointed by the
Minister as a result of a public expressions of interest. At least
half of THEAC must consist of people with home education
experience. THEAC meets eight times a year with meetings
held on a six-weekly basis.
The purpose of the meetings is to:
• receive a regular report from the Registrar on issues
relating to home education
• provide advice as requested by the Registrar
• monitor the eectiveness of procedures in place for the
provision of advice
• discuss matters that the Home Education community
has identified as systemic issues, for the purpose of
providing advice to the Registrar
• address other matters as requested by the Registrar
• address other issues relating to THEAC’s functions.
For more information on THEAC’s guiding principles and
membership please refer to THEAC’s website www.tas.gov.au.
During the past year THEAC continued to work closely with
the Registrar, Education in providing support and advice on
matters relating to home education. Advice was provided to
the Registrar in respect of 527 applications recommending
provisional registration be approved as well as providing
advice to move these applications from provisional to full
registration. In addition, THEAC reviewed 10 per cent of the
renewing applications each year.
As part of its role, THEAC continued to provide advice
to the Registrar on many special advice situations. THEAC
also provided a reference point for queries, responding to
community concerns and liaised with other agencies about
home education.
The draft Education Legislation Amendments Bill 2021 was
released in July 2021. THEAC provided a submission in
response to the draft bill. The amendments have passed
parliament and this is currently in the implementation stage.
THEAC responded to concerns within the Home Education
community in regard to the library mandate policy in
December 2021. As a result of this, changes were made to
allow limited access for all parents and carers.
The THEAC Chair, Denise Cox, along with THEAC member,
William Linton and the Registrar, Education Katharine
O’Donnell, spoke to the Legislative Council on the Home
Education application process in Tasmania. The aim of this
was to clarify the home education application and monitoring
process in Tasmania.
We have continued to see a steady increase in home
education during 2021. COVID continued to impact
home education numbers and there continues to be
discussion within THEAC on the number of children with
diverse learning needs who continue to enter into home
education. THEAC, in conjunction with the OER, have
been in discussions with Allied Health to run some seminars
specifically directed towards parents with children who have
diverse learning needs. This is ongoing.
As at 30 June 2022, there were 1303 registrations for children
from 776 families across Tasmania. This is an increase of 145
children across 112 families from the same time last year.
THEAC will continue to work with the registrar to support
the understanding of home education in the community.
Denise Cox
Chair
Department of Education Annual Report 2021–22
87
Department of Education Annual Report 2021–22
88
FINANCIAL
STATEMENTS
FOR THE YEAR ENDED
30 JUNE 2022
5
Department of Education Annual Report 2021–22
89
Statement of Comprehensive Income
for the year ended 30 June 2022
Notes
2022
Budget
$’000
2022
Actual
$’000
2021
Actual
$’000
Income from continuing operations
Revenue from Government
Appropriation revenue – operating 5.1 1 124 611 1 122 063 1 062 425
Appropriation revenue – capital 5.1 35 017 29 234 31 181
Other revenue from Government 5.1 17 805 2 2 113 26 065
Grants 5.2 11 59 6 14 413 16 865
Sales of goods and services 5.3 45 966 38 625 38 562
Interest 219 309 226
Contributions received 5.4 ... 30 665 3 027
Other revenue 5.5 18 707 20 348 16 780
Total income from continuing operations 1 253 921 1 277 771 1 195 131
Net gain/(loss) on non-financial assets 6.1 243 (415) (1 303)
Net gain/(loss) on financial instruments and statutory receivables/payables 6.2 ... (889) (859)
Total income from continuing operations 1 254 164 1 276 466 1 192 969
Expenses from continuing operations
Employee benefits 7.1 964 392 930 619 907 885
Depreciation and amortisation 7.2 56 900 66 115 65 164
Supplies and consumables 7.3 218 4 42 2 29 411 197 278
Grants and subsidies 7.4 13 424 13 555 13 029
Finance costs 7.5 91 218 208
Contributions provided 7.6 ... 1 768 1 523
Other expenses 7.7 13 548 14 886 11 0 8 6
Total expenses from continuing operations 1 266 797 1 256 572 1 196 172
Net result from continuing operations 12.2 (12 633) 19 895 (3 204)
Other comprehensive income
Items that will not be reclassified subsequently to profit or loss
Changes in property, plant and equipment revaluation surplus 11.1 43 517 234 824 235 462
Total other comprehensive income 43 517 234 824 235 462
Comprehensive result 30 884 254 719 232 258
This Statement of Comprehensive Income should be read in conjunction with the accompanying notes.
Budget information refers to original estimates and has not been subject to audit.
Explanations of material variances between budget and actual outcomes are provided in Note 3 of the accompanying notes.
Department of Education Annual Report 2021–22
90
Statement of Financial Position
as at 30 June 2022
Notes
2022
Budget
$’000
2022
Actual
$’000
2021
Actual
$’000
Assets
Financial Assets
Cash and cash equivalents 12.1 6 4 119 108 121 84 861
Receivables 8.1 8 882 8 207 8 814
Other financial assets 8.2 ... 9 605 11 0 07
Non-Financial Assets
Assets held for sale 8.3 2 819 3 508 4 490
Property, plant and equipment 8.4 1 611 180 1 869 076 1 671 760
Infrastructure 8.5 ... 163 141 147 659
Right-of-use assets 8.6 7 043 7 771 8 933
Library book stock 8.7 5 535 3 768 4 118
Heritage collections 8.8 47 192 69 975 43 819
Intangibles 8.9 2 377 8 096 8 689
Other assets 8.10 14 196 7 472 5 837
Total Assets 1 763 343 2 258 738 1 999 988
Liabilities
Payables 9.1 11 531 15 333 9 272
Lease Liabilities 9.2 7 455 7 592 8 819
Employee benefit liabilities 9.3 209 868 197 459 198 675
Contract liabilities 9.4 2 979 3 159 2 648
Other liabilities 9.5 2 876 2 759 2 857
Total Liabilities 234 709 226 302 222 270
Net Assets 1 528 634 2 032 436 1 777 717
Equity
Reserves 11.1 527 709 913 8 82 679 058
Accumulated Surplus 1 000 925 1 118 554 1 098 659
Total Equity 1 528 634 2 032 436 1 777 717
This Statement of Financial Position should be read in conjunction with the accompanying notes.
Budget information refers to original estimates and has not been subject to audit.
Explanations of material variances between budget and actual outcomes are provided in Note 3 of the accompanying notes.
Department of Education Annual Report 2021–22
91
Statement of Cash Flows
for the year ended 30 June 2022
Notes
2022
Budget
$’000
2022
Actual
$’000
2021
Actual
$’000
Cash flows from operating activities
Cash inflows
Appropriation receipts - operating 1 124 611 1 122 063 1 062 425
Other revenue from Government 17 805 23 148 27 157
Grants – continuing operations 11 596 11 8 8 5 15 233
Sales of goods and services 44 700 38 503 37 460
GST receipts 28 503 36 652 34 755
Interest received 219 277 295
Other cash receipts 17 707 21 588 18 933
Total cash inflows 1 245 141 1 254 115 1 196 258
Cash outflows
Employee benefits (954 389) (931 603) (891 985)
Borrowing costs (91) (218) (208)
GST payments (29 207) (36 841) (35 044)
Supplies and consumables (2 26 118) (207 420) (195 925)
Grants and subsidies (13 424) (12 554) (14 240)
Contributions provided ... ... (3)
Other cash payments (13 548) (14 983) (10 915)
Total cash outflows (1 236 777) (1 203 619) (1 148 319)
Net cash from (used by) operating activities 12.2 8 364 50 496 47 939
Cash flows from investing activities
Cash inflows
Receipts from non-operational capital funding 35 017 29 234 31 181
Receipts from repayment of loans 5 000 5 000 ...
Proceeds from the disposal of non-financial assets ... 1 36
Total cash inflows 40 017 34 235 31 216
Cash outflows
Payments for acquisition of non-financial assets (48 342) (58 630) (60 969)
Loan made to other entities ... ... (2 531)
Total cash outflows (48 342) (58 630) (63 501)
Net cash from (used by) investing activities (8 325) (24 395) (32 284)
Cash flows from financing activities
Cash outflows
Repayment of Lease liabilities (excluding interest) ... (2 842) (2 780)
Net cash from (used by) financing activities (1 143) (2 842) (2 780)
Net increase (decrease) in cash and cash equivalents held (1 104) 23 260 12 874
Cash and deposits at the beginning of the reporting period 65 223 84 861 71 987
Cash and deposits at the end of the reporting period 12.1 64 119 108 121 84 861
This Statement of Cash Flows should be read in conjunction with the accompanying notes.
Budget information refers to original estimates and has not been subject to audit.
Explanations of material variances between budget and actual outcomes are provided in Note 3 of the accompanying notes.
Department of Education Annual Report 2021–22
92
Statement of Changes in Equity
for the year ended 30 June 2022
Reserves
$’000
Accumulated
Funds
$’000
Total Equity
$’000
Balance as at 1 July 2021 679 058 1 098 659 1 777 717
Net Result ... 19 898 19 898
Other comprehensive income 234 824 ... 234 824
Total comprehensive result 234 824 19 898 254 722
Balance as at 30 June 2022 913 882 1 118 557 2 032 439
Balance as at 1 July 2020 443 596 1 101 864 1 545 460
Net Result ... (3 205) (3 205)
Other comprehensive income 235 462 ... 235 462
Total comprehensive result 235 462 (3 205) 232 257
Balance as at 30 June 2021 679 058 1 098 659 1 777 717
Department of Education Annual Report 2021–22
93
Notes to and forming part of the financial statements
for the year ended 30 June 2022
Note 1: Administered Financial Statements 95
1.1 Schedule of Administered Income
and Expenses 95
1.2 Schedule of Administered Assets
and Liabilities 95
Note 2: Departmental Output Schedules 96
2.1 Output Group Information 96
Output Group 1 – Education 96
Output Group 2 – Libraries Tasmania 97
Output Group 3 – Education Regulation 99
Capital Investment Program 100
Output Group 89 – Public Building
Maintenance Program 100
Output Group 90 - COVID-19 School
Excursions 101
2.2 Reconciliation of Total Output Groups
Comprehensive Result to Statement of
Comprehensive Income 101
2.3 Reconciliation of Total Output Groups Net
Assets to Statement of Financial Position 101
2.4 Administered Output Schedule 102
Note 3: Explanations of Material Variances
between Budget and Actual Outcomes 103
3.1 Statement of Comprehensive Income 103
3.2 Statement of Financial Position 104
3.3 Statement of Cash Flows 104
Note 4: Underlying Net Result 105
Note 5: Revenue from Transactions 106
5.1 Revenue from Government 106
5.2 Grants 107
5.3 Sales of Goods and Services 108
5.4 Contributions Received 109
5.5 Other Revenue 109
Note 6: Net Gains/(Losses) 110
6.1 Net Gain/(Loss) on Non-Financial Assets 110
6.2 Net Gain/(Loss) on Financial Instruments
and Statutory Receivables/Payables 110
Note 7: Expenses from Transactions 111
7.1 Employee Benefits 111
7.2 Depreciation and amortisation 113
7.3 Supplies and Consumables 113
7.4 Grants and Subsidies 114
7.5 Finance costs 115
7.6 Contributions provided 115
7.7 Other Expenses 115
Note 8: A s s e t s 116
8.1 Receivables 116
8.2 Other Financial Assets 117
8.3 Assets Held for Sale 117
8.4 Property, Plant and Equipment 118
8.5 Infrastructure 122
8.6 Right of Use Assets 124
8.7 Library Book Stock 124
8.8 Heritage Collections 125
8.9 Intangibles 126
8.10 Other Assets 126
Note 9: Liabilities 127
9.1 Payables 127
9.2 Lease Liabilities 127
9.3 Employee Benefits 128
9.4 Contract Liabilities 129
9.5 Other Liabilities 129
Note 10: Commitments and Contingencies 130
10.1 Schedule of Commitments 130
10.2 Contingent Assets and Liabilities 131
N o t e 11: Reserves 132
11.1 Reserves 132
Department of Education Annual Report 2021–22
94
Note 12: Cash Flow Reconciliation 133
12.1 Cash and Cash Equivalents 133
12.2 Reconciliation of Net Result to Net Cash
from Operating Activities 133
12.3 Acquittal of Capital Investment and Special
Capital Investment Funds 134
12.4 Reconciliation of liabilities arising from
financing activities 135
Note 13: Financial instruments 136
13.1 Risk exposures 136
13.2 Categories of Financial Assets and Liabilities 138
13.3 Net Fair Values of Financial Assets
and Liabilities 138
Note 14: Details of Consolidated Entities 139
14.1 List of Entities 139
14.2 Statement of Payments for the Oce of the
Education Registrar 139
Note 15: Notes to Administered Statements 140
15.1 Explanations of Material Variances between
Budget and Actual Outcomes 140
15.2 Administered Revenue from Government 140
15.3 Administered Sales of Goods and Services 140
15.4 Administered Other Revenue 140
15.5 Administered Grants and Subsidies 141
15.6 Administered Accrued Revenue 141
Notes to and forming part of the financial statements
for the year ended 30 June 2022
Note 16: Transactions and Balances Relating to a
Trustee or Agency Arrangement 141
Note 17: Events occurring after balance date 141
Note 18: Other Significant Accounting Policies
and Judgements 142
18.1 Objectives and Funding 142
18.2 Basis of Accounting 142
18.3 Reporting Entity 143
18.4 Functional and Presentation Currency 143
18.5 Changes in Accounting Policies 143
18.6 Unrecognised Financial Instruments 143
18.7 Foreign Currency 143
18.8 Comparative Figures 143
18.9 Rounding 143
18.10 Departmental Taxation 143
18.11 Goods and Services Tax 143
Statement of Certification 144
Department of Education Annual Report 2021–22
95
Note 1: Administered Financial Statements
The Department administers, but does not control, certain resources on behalf of the Government as a whole. It is accountable for
the transactions involving such administered resources but does not have the discretion to deploy resources for the achievement of
the Department’s objectives.
1.1 Schedule of Administered Income and Expenses
Notes
2022
Budget
$’000
2022
Actual
$’000
2021
Actual
$’000
1.1 Schedule of Administered Income and Expense
Revenue from Government
Appropriation revenue – operating 15.2 441 038 462 973 416 657
Other revenue from Government 121 121 229
Sales of goods and services 15.3 423 ... 2
Fees and fines ... ... 2
Other revenue 15.4 ... ... 1 721
Total administered revenue and other income from transactions 441 582 463 094 418 611
Administered expenses from transactions
Grants and subsidies 15. 5 441 159 463 093 418 609
Transfers to the Consolidated Fund 423 1 2
Total administered expenses from transactions 441 582 463 094 418 611
Administered net result from transactions attributable to the State ... ... ...
Other economic flows ... ... ...
Administered comprehensive result ... ... ...
This Schedule of Administered Income and Expenses should be read in conjunction with the accompanying notes. Budget information refers to
original estimates and has not been subject to audit.
Explanations of material variances between budget and actual outcomes are provided in Note 15 of the accompanying notes.
1.2 Schedule of Administered Assets and Liabilities
Notes
2022
Budget
$’000
2022
Actual
$’000
2021
Actual
$’000
Administered assets
Administered financial assets
Cash and deposits ... ... (1 721)
Accrued revenue 15.6 ... ... 1 721
Total administered assets ... ... ...
Administered Liabilities
Other liabilities ...
Total Administered Liabilities ... ... ...
Administered net assets ... ... ...
Administered equity
Accumulated funds ... ... ...
Total administered equity ... ... ...
This Schedule of Administered Assets and Liabilities should be read in conjunction with the accompanying notes. Budget information refers to
original estimates and has not been subject to audit.
Explanations of material variances between budget and actual outcomes are provided in Note 15 of the accompanying notes.
Department of Education Annual Report 2021–22
96
Note 2: Departmental Output Schedules
2.1 Output Group Information
The Department has implemented an Output restructure for the 2021-22 Budget, which is eective from 1 July 2021. The changes
to the Output structure are:
• The former Output 1.2 School Support Services has been amalgamated with Output 1.1 In School Education. The former
Output 1.3 Early Learning is re-numbered as Output 1.2;
• The former Output 2.1 Information Services and Community Learning and Output 2.2 Tasmanian Archives have been
amalgamated to create Output 2.1 Libraries Tasmania; and
• A new Output Group 3 - Education Regulation has been created and includes Output 3.1 Education Regulation. The former
Output 1.4 Statutory Oces has transferred to the new Output 3.1.
The restructure relating to Education Regulation is related to the recommendations endorsed by the Government as part of
its review of education regulation. The consolidation of Libraries Tasmania into a single Output reflects changes within Libraries
Tasmania, including the integration of all library and archive functions. This new model has led to a more coordinated approach to
programs, services, budgeting and Output measures.
Comparative information has been restated for administrative restructures.
Budget information refers to original estimates and has not been subject to audit.
Output Group 1 – Education
2022
Budget
$’000
2022
Actual
$’000
2021
Actual
$’000
Continuing operations
Revenue and other income from transactions
Revenue from appropriation 1 078 821 1 074 008 1 016 216
Other revenue from government ... 6 506 ...
Interest revenue 219 309 226
Grants 11 59 6 14 381 16 865
Sales of goods and services 44 717 36 252 35 376
Contributions received ... 22 579 1 491
Other revenue 17 909 19 784 17 190
Total revenue and other income from transactions 1 153 262 1 173 820 1 087 364
Expenses from transactions
Employee benefits 929 927 893 905 871 317
Depreciation and amortisation 54 543 60 808 59 795
Grants and subsidies 12 409 12 158 11 7 9 8
Supplies and consumables
Communications 2 091 2 064 1 879
Consultants 3 879 1 608 3 237
Information and technology 32 761 35 723 35 359
Lease expenses 3 997 3 906 3 888
Maintenance and property services 76 038 70 234 68 258
Covid supplies and consumables ... 30 477 760
Travel and transport 7 308 3 283 3 248
Other supplies and consumables 74 183 66 421 64 452
Other expenses 13 50 0 14 747 11 17 7
Total expenses from transactions 1 210 636 1 195 336 1 135 166
Net result from transactions (net operating balance) (57 374) (21 516) (47 802)
Department of Education Annual Report 2021–22
97
2022
Budget
$’000
2022
Actual
$’000
2021
Actual
$’000
Other economic flows included in net result
Net gain/(loss) on sale of non-financial assets 243 (1 338) (784)
Net gain/(loss) on financial instruments and statutory receivables/payables ... (881) (886)
Total other economic flows included in net result 243 (2 218) (1 671)
Net Result (57 131) (23 735) (49 473)
Other comprehensive income
Items that will not be reclassified subsequently to profit or loss
Changes in property, plant and equipment revaluation surplus 41 731 206 618 243 489
Total other comprehensive income 41 731 206 618 243 489
Comprehensive result (15 400) 182 883 194 016
Expense by Output
*1
1.1 In School Education 1 193 191 1 181 518 1 121 633
1.2 Early Learning 17 4 45 13 818 13 533
1 210 636 1 195 337 1 135 166
Net assets
Total assets deployed for Education 2 037 746 1 836 612
Total liabilities incurred for Education (210 714) ( 211 7 0 4)
Net assets deployed for Education 1 827 032 1 624 908
*1 - The Department has implemented an Output restructure for the 2021-22 Financial year which is eective from 1 July 2021. Comparatives have been
restated to reflect the restructure.
Output Group 2 – Libraries Tasmania
2022
Budget
$’000
2022
Actual
$’000
2021
Actual
$’000
Continuing operations
Revenue and other income from transactions
Revenue from appropriation 39 232 4 0 512 38 409
Other revenue from government 665 705 582
Grants ... 32 ...
Sales of goods and services ... 850 448
Contributions received ... 8 086 1 535
Other revenue 285 563 705
Total revenue and other income from transactions 40 182 50 748 41 679
Expenses from transactions
Employee benefits 29 780 29 315 29 279
Depreciation and amortisation 2 349 4 817 4 787
Grants and subsidies 1 015 1 396 1 230
Contributions provided ... 1 768 1 523
Supplies and consumables
Communications 185 154 156
Consultants 193 35 10
Department of Education Annual Report 2021–22
98
2022
Budget
$’000
2022
Actual
$’000
2021
Actual
$’000
Information and technology 1 269 1 042 985
Maintenance and property services 2 811 2 765 2 537
Covid supplies and consumables
... 66 ...
Travel and transport 262 194 147
Other supplies and consumables 4 733 3 556 3 305
Other expenses 107 121 103
Total expenses from transactions 42 704 45 230 44 062
Net result from transactions (net operating balance) (2 522) 5 518 (2 383)
Other economic flows included in net result
Net gain/(loss) on sale of non-financial assets ... (458) (519)
Net gain/(loss) on financial instruments and statutory receivables/payables ... (8) 1
Total other economic flows included in net result ... (466) (518)
Net Result (2 522) 5 052 (2 901)
Other comprehensive income
Items that will not be reclassified subsequently to profit or loss
Changes in property, plant and equipment revaluation surplus 1 786 29 451 (8 005)
Total other comprehensive income 1 786 29 451 (8 005)
Comprehensive result (736) 34 503 (10 906)
Expense by Output
*1
2.1 Libraries Tasmania 42 704 45 230 44 062
42 704 45 230 44 062
Net assets
Total assets deployed for Libraries Tasmania 163 985 127 340
Total liabilities incurred for Libraries Tasmania (9 564) (9 537)
Net assets deployed for Libraries Tasmania 154 422 117 8 03
*1 - The Department has implemented an Output restructure for the 2021-22 Financial year which is eective from 1 July 2021. Comparatives have been
restated to reflect the restructure.
Department of Education Annual Report 2021–22
99
Output Group 3 – Education Regulation
2022
Budget
$’000
2022
Actual
$’000
2021
Actual
$’000
Continuing operations
Revenue and other income from transactions
Revenue from appropriation 6 558 7 543 7 260
Sales of goods and services 584 1 523 1 235
Other revenue 513 1 5
Total revenue and other income from transactions 7 655 9 066 8 500
Expenses from transactions
Employee benefits 4 685 7 203 7 142
Depreciation and amortisation 8 489 582
Supplies and consumables
Communications 62 45 59
Consultants 164 331 188
Information and technology 42 100 424
Lease expenses ... 88 72
Maintenance and property services 381 134 121
Covid supplies and consumables ... 1 ...
Travel and transport 280 168 166
Other supplies and consumables 2 009 1 053 738
Other expenses 32 18 15
Total expenses from transactions 7 663 9 630 9 508
Net result from transactions (net operating balance) (8) (563) (1 008)
Other economic flows included in net result
Net gain/(loss) on financial instruments and statutory receivables/payables ... ... 26
Total other economic flows included in net result ... ... 26
Net Result (8) (563) (982)
Other comprehensive income
Items that will not be reclassified subsequently to profit or loss
Changes in property, plant and equipment revaluation surplus 2 ...
Total other comprehensive income ... 2 ...
Comprehensive result (8) (561) (982)
Expense by Output
*1
3.1 Education Regulation 7 663 9 630 9 508
7 663 9 630 9 508
Net assets
Total assets deployed for Education Regulation ... 2 651 ...
Total liabilities incurred for Education Regulation ... (2 455) ...
Net assets deployed for Education Regulation ... 196 ...
The Department has implemented an Output restructure for the 2021-22 Financial year which is eective from 1 July 2021. Comparatives have been
restated to reflect the restructure.
1 - The increase in expenses to budget reflects additional resources provided to support education regulation, depreciation and amortisation not previously
budgeted for within this output and further realignment of budgets in future years. The extra resources are provided from funding that supports
government schools through the National School reform agreement.
Department of Education Annual Report 2021–22
100
Capital Investment Program
2022
Budget
$’000
2022
Actual
$’000
2021
Actual
$’000
Non-operational capital funding
Revenue from government
Appropriation revenue - works and services 35 017 29 234 31 181
Other revenue from government 12 011 10 866 12 644
Total non-operational capital funding 47 028 40 100 43 825
Expenses from transactions
Expenditure program
*1
... 2 206 695
Total expenses from transactions ... 2 206 695
Net result from transactions (net operating balance) 47 028 37 894 43 130
Comprehensive result 47 028 37 894 43 130
Net assets
Total assets deployed for Capital Investment Program 54 357 35 586
Total liabilities incurred for Capital Investment Program (3 570) (971)
Net assets deployed for Capital Investment Program 50 787 34 615
*1 - Expenditure program relates to maintenance programs and capital expenditure which falls under the Department’s capitalisation threshold.
Output Group 89 – Public Building Maintenance Program
2022
Budget
$’000
2022
Actual
$’000
2021
Actual
$’000
Continuing operations
Revenue and other income from transactions
Grant revenue 5 794 4 036 7 553
Total revenue and other income from transactions 5 794 4 036 7 553
Expenses from transactions
Expenditure program 5 794 4 036 7 553
Total expenses from transactions 5 794 4 036 7 553
Net result from transactions (net operating balance) ... ... ...
Comprehensive result ... ... ...
Net assets
Total assets deployed for Public Building Maintenance Program ... 450
Total liabilities incurred for Public Building Maintenance Program ... (58)
Net assets deployed for Public Building Maintenance Program ... 392
Department of Education Annual Report 2021–22
101
Output Group 90 - COVID-19 School Excursions
2022
Budget
$’000
2022
Actual
$’000
2021
Actual
$’000
Continuing operations
Revenue and other income from transactions
Appropriation revenue ... ... 540
Total revenue and other income from transactions ... ... 540
Expenses from transactions
Expenditure program ... ... 540
Total expenses from transactions ... ... 540
Net result from transactions (net operating balance) ... ... ...
Comprehensive result ... ... ...
Net assets
Total assets deployed for Covid-19 School Excursions ... ...
Total liabilities incurred for Covid-19 School Excursions ... ...
Net assets deployed for Covid-19 School Excursions ... ...
The Output information above reflects only the Covid-19 school excursion scheme. Expenditure incurred relating to Covid-19 response and recovery are
mainly reflected in output group 1 – Education, with the main supplies and consumables disclosed in Note 7.3.
2.2 Reconciliation of Total Output Groups Comprehensive Result to Statement
of Comprehensive Income
2022
Budget
$’000
2022
Actual
$’000
2021
Actual
$’000
Total comprehensive result of Output Groups 30 884 254 719 232 258
Comprehensive result 30 884 254 719 232 258
... ... ...
2.3 Reconciliation of Total Output Groups Net Assets to Statement of Financial Position
2022
$’000
2021
$’000
Total net assets deployed for Output Groups 2 032 435 1 777 717
Reconciliation to net assets
Assets unallocated to Output Groups 2 258 738 1 999 988
Liabilities unallocated to Output Groups (226 303) (222 271)
Net assets 2 032 435 1 777 717
Department of Education Annual Report 2021–22
102
2.4 Administered Output Schedule
Comparative information has not been restated for administrative restructures.
Budget information refers to original estimates and has not been subject to audit.
2022
Budget
$’000
2022
Actual
$’000
2021
Actual
$’000
Administered Income
Revenue from appropriation 441 038 462 973 416 657
Other revenue from Government 121 121 229
Sales of goods and services 423 ... 2
Other revenue ... ... 1 721
Total administered income 441 582 463 094 418 611
Administered expenses from continuing operations
Australian Government: Grants to non-government schools 353 760 370 704 330 841
State Government: Grants to non-government schools 84 605 91 216 86 594
State Government: Capital assistance to non-government schools 2 794 1 173 1 173
Transfers to the Public Account 423 1 2
Total administered expenses 441 582 463 094 418 611
Net result from transactions (net operating balance) ... ... ...
Administered Net Result ... ... ...
Net assets
Total administered assets deployed ... ...
Total administered liabilities deployed ... ...
Administered net assets deployed ... ...
Department of Education Annual Report 2021–22
103
Note 3: Explanations of Material Variances between Budget
and Actual Outcomes
Budget information refers to original estimates as disclosed in the 2021-22 Budget Papers and is not subject to audit.
Variances are considered material where the variance exceeds the greater of 10 per cent of Budget estimate and $2 million.
3.1 Statement of Comprehensive Income
Note
Budget
$’000
Actual
$’000
Variance
$’000 Variance %
Appropriation revenue – capital 1 35 017 29 234 (5 783) (17 )
Other revenue from Government 2 17 805 2 2 113 4 308 24
Sales of goods and services 3 45 966 38 625 (7 341) (16)
Contributions received 4 ... 30 665 30 665 100
Employee benefits 5 964 392 930 619 (33 773) (4)
Depreciation and amortisation 6 56 900 66 115 9 215 16
Contributions provided 7 ... 1 768 1 768 100
1. The decrease in capital appropriation is detailed in note 5.1 Revenue from Government.
2. The increase in Other Revenue from Government is due to reimbursements relating to expenditure for Covid 19 response activities that are
funded by a National Partnership that is funded jointly by the State and Australian governments.
3. The decrease in Sales of Goods and Services relates to reductions in revenue received for Schools, a reduction in fees from International
Students with the ongoing impact of Covid and lower than estimated contributions for the TasTAFE service provision and reimbursement
of costs.
4. The variance in contributions is due predominately to the receipt of rapid antigen tests (RATs) from the Department of Health in response to
the Covid pandemic, in conjunction with Donations and Sponsorships received within Schools, which is included within other revenue in the
budget papers. In addition, this includes recognition of Library volunteers and the Community Archives collection which was valued for the
first time this year.
5. The decrease in employee benefits mainly relates to a decrease in employee benefit liabilities due to the impact of inflation rates being
markedly higher than the wage inflation rate. The decrease in Employee Benefits expenses relates to delays with filling all budgeted positions
during the course of the financial year due to the available internal resources being focused on assisting with managing Covid responses and an
increasingly tight labour market.
6. The increase in Depreciation is due to the combined impact of underground infrastructure being recognised for the first time in the prior
year, after finalisation of the original budget, and the increase in value of Buildings.
7. The increase in Contributions provided is due to the recognition of volunteer services for Libraries.
Department of Education Annual Report 2021–22
104
3.2 Statement of Financial Position
Budget estimates for the 2021-22 Statement of Financial Position were compiled prior to the completion of the actual outcomes for
2020-21. As a result, the actual variance from the Original Budget estimate will be impacted by the dierence between estimated
and actual opening balances for 2021-22. The following variance analysis therefore includes major movements between the 30 June
2021 and 30 June 2022 actual balances.
Note
Budget
$’000
2022
Actual
$’000
2021
Actual
$’000
Budget
Variance
$’000
Actual
Variance
$’000
Cash and cash equivalents 1 6 4 119 108 121 84 861 44 002 23 260
Other financial assets 2 ... 9 605 11 0 0 7 9 605 (1 402)
Property, plant and equipment 3 1 611 180 1 869 076 1 671 760 257 896 197 315
Infrastructure 3 ... 163 141 147 659 163 141 15 482
Intangibles 4 2 377 8 096 8 689 5 719 (593)
Heritage collections 5 47 192 69 975 43 819 22 783 26 156
Employee benefit liabilities 6 209 868 197 459 198 675 (12 4 09) (1 216)
1. The increase in in cash and deposits is partially due to the repayment of the loan to TasTAFE in 2022. In addition, the variance is impacted by
the dierence between estimated and actual opening balances for 2021-22. This includes the impact of the timing of instalments to schools
which fluctuate over the course of the calendar year. The end of calendar year position is a better reflection of school’s position. The variance
on budget to actual also reflects a lower requirement to draw down on trust funds as part of management of global budget and school
balances increased due to additional initiatives provided through the School Resource Package.
The variance on actual 2022 to actual 2021 for cash reflects a lower requirement to draw down on trust funds as part of management of
global budget, asset sale receipts retained to support key capital projects in schools and school balances increased due to additional initiatives
provided through the School Resource Package.
2. The decrease in other financial assets is due to repayment of the loan to TasTAFE partially oset by accrued revenue.
3. The increase in Infrastructure and Property plant and equipment is due to indexation to reflect significant increases in the market value of
land and buildings.
4. The increase compared to budget in Intangibles is due to revised useful life calculations. Historically these were depreciated over 4 years,
updated information indicated useful life more likely ranging between 7 and 10 years.
5. The increase in heritage collections is predominately due to the increased value of the paintings within the Allport and Crowther collections.
6. The decrease in employee benefit liabilities is due to the impact of inflation rates being markedly higher than the wage inflation rate.
3.3 Statement of Cash Flows
Note
Budget
$’000
Actual
$’000
Variance
$’000 Variance %
Other revenue from Government 1 17 805 23 148 5 343 30
Sales of goods and services 2 44 700 38 503 (6 197) (14)
Other cash receipts 3 17 707 21 588 3 881 22
Employee benefits 4 (954 389) (931 603) 22 786 (2)
1. The decrease in other revenue from Government is detailed in note 5.1 Revenue from Government.
2. The decrease in Sales of Goods and Services relates to reductions in revenue received for Schools, a reduction in fees from International
Students with the ongoing impact of Covid and lower than estimated contributions for the TasTAFE service provision and reimbursement
of costs.
3. The increase in other cash receipts against budget is due to donations and sponsorships paid to schools.
4. The decrease in Employee Benefits expenses relates to delays with filling all budgeted positions during the course of the financial year due to
the available internal resources being focused on assisting with managing Covid responses and an increasingly tight labour market.
Department of Education Annual Report 2021–22
105
Note 4: Underlying Net Result
Non-operational capital funding is the income from continuing operations relating to funding for capital projects. This funding
is classified as revenue from continuing operations and included in the net result from continuing operations. However, the
corresponding capital expenditure is not included in the calculation of the net result from continuing operations. Accordingly, the
net result from continuing operations will portray a position that is better than the true underlying financial result.
For this reason, the net result from continuing operations is adjusted to remove the eects of funding for capital projects.
Notes
2022
Budget
$’000
2022
Actual
$’000
2021
Actual
$’000
Net Result from continuing operations (12 633) 19 898 (3 204)
Less impact of:
Non-operational capital funding
Revenue from Government - works and services 5.1 35 017 29 234 31 181
Other revenue from Government 5.1 17 805 2 2 113 26 065
Fair value of assets assumed at no cost 5.4 ... 30 665 3 027
Total 52 822 82 012 60 273
Underlying net result from continuing operations (65 455) (62 114) (63 476)
Department of Education Annual Report 2021–22
106
Note 5: Revenue from Transactions
Income is recognised in the Statement of Comprehensive Income when an increase in future economic benefits related to an
increase in an asset or a decrease of a liability has arisen that can be measured reliably. Income is recognised in accordance with the
requirements of AASB 15 Revenue from Contracts with Customers or AASB 1058 Income of Not-for-Profit Entities, dependent on
whether there is a contract with a customer defined by AASB 15.
5.1 Revenue from Government
Appropriations, whether operating or capital, are recognised as revenues in the period in which the Department gains control of
the appropriated funds as they do not contain enforceable and suciently specific obligations as defined by AASB 15. Except for any
amounts identified as carried forward, control arises in the period of appropriation.
Revenue from Government includes revenue from appropriations, unexpended appropriations rolled over under section 23 of the
Financial Management Act 2016 and Items Reserved by Law.
Section 23 of the Financial Management Act allows for an unexpended appropriation at the end of the financial year, as determined
by the Treasurer, to be issued and applied from the Public Account in the following financial year. The amount determined by the
Treasurer must not exceed five per cent of an Agency’s appropriation for the financial year.
Notes
2022
Budget
$’000
2022
Actual
$’000
2021
Actual
$’000
Continuing Operations
Appropriation Revenue - recurrent Current year 1 124 611 1 122 063 1 062 425
Appropriation revenue - works and services 35 017 29 234 31 181
Total Revenue from Government from continuing operations 1 159 628 1 151 297 1 093 606
Other Revenue from Government
Appropriation Rollover under section 23 of the Financial Management Act 2016 12 132 10 866 12 644
Government Stimulus Funding 5 673 11 247 13 421
Total other revenue from Government 17 805 2 2 113 26 065
Total 1 177 433 1 173 410 1 119 671
The decrease in Appropriation revenue – recurrent of $2.548 million compared to budget is as follows:
$’000
Decrease in Appropriation revenue - recurrent compared to budget
Request for Additional Funding: COVID Additional Education Measures 8 000
Rollover: Minor Works Projects (6 000)
Rollover: COVID Additional Education Measures to Keep Tasmanians Safe (4 300)
Saving: Government Schools SPP Update (December 2021) (248)
(2 548)
Department of Education Annual Report 2021–22
107
The decrease in Appropriation revenue – works and services of $5.783 million compared to budget is as follows:
$’000
Decrease in Appropriation works and services - recurrent compared to budget
Funding Rolled Forward
Glen Dhu Pool (1 500)
Six New Child and Family Learning Centres (3 378)
New Brighton High School (790)
Cambridge Primary School - Major School Redevelopment (20)
Exeter High School - Major School Redevelopment (50)
Hobart City Partner Schools Project (Ogilvie and New Town High) (350)
Lauderdale Primary School - Major School Redevelopment (120)
Montello Primary School - Major School Redevelopment (105)
Mt Nelson School Oval (50)
Supporting Safer Schools (445)
Woodbridge School Oval (40)
Legana Primary (770)
New K-12 Sorell School (500)
Renewable Energy Schools Program (180)
Campbell Town District School - Agriculture in Schools (50)
Bothwell District School - Agriculture in Schools (325)
Savings
Campbell Town District School - Agriculture in Schools (50)
Contemporary Classrooms (50)
Eastern Shore Multi-Sports Facility (500)
Springfield Gardens Primary School (985)
Funding brought forward
Bothwell District School - Agriculture in Schools 300
Hobart City Partner Schools 500
New K-12 Penguin District 1 500
Support school Package including North West School 850
New K-12 Penguin School 900
Revitalising Cosgrove High School 50
Education Act Implementation 375
(5 783)
The adjustment in appropriation for these projects represents a change in the timing of project expenditures and do not reflect any
overall change in the project appropriation.
5.2 Grants
Grants revenue, where there is a suciently specific performance obligation attached, is recognised when the Department satisfies
the performance obligation and transfers the promised goods or services. The Department typically satisfies its performance
obligations when services have been completed and invoiced under contract terms. The Department recognises revenue
associated with performance obligations using the input method based on direct measurement of the value of goods or services
transferred to date in comparison with the remaining goods or services to be provided.
Grants revenue without a significantly specific performance obligation are recognised when the Department gains control of the
asset (typically cash).
Grants to acquire/construct a recognisable non-financial asset to be controlled by the Department are recognised when the
Department satisfies its obligations under the transfer. The Department satisfies its performance obligations over time as the
non-financial assets are being constructed using either the stage-of completion method or as the associated expenditure has been
incurred.
Department of Education Annual Report 2021–22
108
2022
$’000
2021
$’000
Grants with suciently specific performance obligations
Grants from the Australian Government
Specific Grants ... 207
National Partnership grants 11 370 14 069
Total 11 370 14 276
Grants without suciently specific performance obligations
Other Grants 3 043 2 588
Total 3 043 2 588
Total revenue from Grants 14 413 16 864
5.3 Sales of Goods and Services
Revenue from Sales of goods are recognised when the Department satisfies a performance obligation by transferring the goods
to the customer. The Department recognises revenue associated with performance obligations upon eective provision of the
supplies. Rendering of services is recognised at a point in time upon the services being provided.
2022
$’000
2021
$’000
Goods
School Supplies 9 144 9 550
Services
Overseas students 6 834 5 784
Adult education fees 255 215
School levies 12 673 13 113
Other student collections 1 623 1 200
Teachers registration fees 1 510 1 893
TasTAFE service provision and reimbursement of costs 3 339 3 569
Rental properties 984 1 120
Other 2 264 2 118
Total 38 625 38 562
Department of Education Annual Report 2021–22
109
5.4 Contributions Received
Services received free of charge by the Department, are recognised as income when a fair value can be reliably determined and
when the services would have been purchased if they had not been donated. Use of those resources is recognised as an expense.
Contributions of assets at no cost of acquisition or for nominal consideration are recognised at their fair value when the
Department obtains control of the asset, it is probable that future economic benefits comprising the contribution will flow to the
Department and the amount can be measured reliably. However, where the contribution received is from another government
department as a consequence of restructuring of administrative arrangements, they are recognised as contributions by owners
directly within equity. In these circumstances, book values from the transferor department have been used.
The Department has recognised an inflow of resources in the form of volunteer services as an asset where the fair value of those
services can be measured reliably, and the services would have been purchased if they had not been donated.
2022
$’000
2021
$’000
Donations 1 464 1 492
Fair value of volunteer services provided
1
1 768 1 520
Fair value of assets assumed at no cost
2
6 304 ...
Fair value of Covid supplies provided at no cost
3
21 116 ...
Fair value of library books donated 13 14
Total 30 665 3 026
1
The Department recognises Library volunteers based on recorded hours. These volunteers provide services relating to adult literacy and
learning mentors, State library archives, home library couriers and programs and services support.
2
Assets received at no cost refer to Community Archive collections capitalised for the first time in the 2021-22 valuations.
3
Covid supplies provided at no cost refer to rapid antigen tests provided by the Department of Health.
5.5 Other Revenue
Revenue from other sources, is recognised as revenue when the Department obtains control over the assets comprising the
contributions. Control is normally obtained upon their receipt.
2022
$’000
2021
$’000
Workers’ compensation refunds 4 505 3 637
Miscellaneous school revenue 9 047 8 248
Paid Parental Leave Funding 2 520 2 502
Salary recovered from external bodies 341 347
Other 3 936 2 032
Total 20 348 16 767
Department of Education Annual Report 2021–22
110
Note 6: Net Gains/(Losses)
6.1 Net Gain/(Loss) on Non-Financial Assets
Gains or losses from the sale of non-financial assets are recognised when control of the assets has passed to the buyer.
Key Judgement
Impairment exists when the recoverable amount of an asset is less than its carrying amount. Recoverable amount is the higher of
fair value less costs to sell and value in use.
Specialised non-financial assets are not used for the purpose of generating cash flows; therefore, their recoverable amount is
expected to be materially the same as fair value, as determined under AASB 13 Fair Value Measurement.
All other non-financial assets are assessed to determine whether any impairment exists, with impairment losses recognised in
Statement of Comprehensive Income.
Impairment losses recognised in prior periods are assessed at each reporting date for any indications that the loss has decreased
or no longer exists. An impairment loss is reversed if there has been a change in the estimates used to determine the recoverable
amount. An impairment loss is reversed only to the extent that the asset’s carrying amount does not exceed the carrying amount
that would have been determined, net of depreciation or amortisation, if no impairment loss had been recognised.
2022
$’000
2021
$’000
Net gain/(loss) on disposal of physical assets 42 (781)
Net gain/(loss) on disposal of library / P&E (458) (523)
Total net gain/(loss) on non-financial assets (415) (1 303)
6.2 Net Gain/(Loss) on Financial Instruments and Statutory Receivables/Payables
Financial assets are impaired under the expected credit loss approach required under AASB 9 Financial Instruments. The expected
credit loss is recognised for all debt instruments not held at fair value through profit or loss.
Key Judgement
An impairment loss using the expected credit loss method for all trade debtors uses a lifetime expected loss allowance.
The expected loss rates are based upon historical observed loss rates that are adjusted to reflect forward looking macroeconomic
factors. For other financial instruments that are not trade receivables, contract assets or lease receivables, the Department has
measured the expected credit loss using a probability-weighted amount that takes into account the time value of money and
forward-looking macroeconomic factors.
2022
$’000
2021
$’000
Impairment of receivables (889) (859)
Total Net Gain/(loss) on Financial Instruments (889) (859)
Department of Education Annual Report 2021–22
111
Note 7: Expenses from Transactions
Expenses are recognised in the Statement of Comprehensive Income when a decrease in future economic benefits related to a
decrease in asset or an increase of a liability has arisen that can be measured reliably.
7.1 Employee Benefits
Employee benefits include, where applicable, entitlements to wages and salaries, annual leave, sick leave, long service leave,
superannuation, and any other post-employment benefits.
(a) Employee Expenses
2022
$’000
2021
$’000
Wages and salaries 755 163 734 552
Annual Leave 23 128 20 185
Sick leave 33 054 27 400
Long service leave 12 657 26 084
Superannuation - contribution scheme 91 967 83 608
Superannuation - defined benefits scheme 14 262 15 622
Other employee expenses 389 434
Total 930 619 907 885
Superannuation expenses relating to defined benefits schemes relate to payments into the Public Account. The amount of the
payment is based on an employer contribution rate determined by the Treasurer, on the advice of the State Actuary. The current
employer contribution is 13.45 per cent (2021: 12.95 per cent) of salary.
Superannuation expenses relating to contribution schemes are paid directly to superannuation funds at a rate of 10 per cent
(2021: 9.5 per cent) of salary. In addition, Departments are also required to pay into the Public Account a “gap” payment equivalent
to 3.45 per cent (2021: 3.45 per cent) of salary in respect of employees who are members of contribution schemes.
(b) Remuneration of Key Management Personnel
Key management personnel are those persons having authority and responsibility for planning, directing and controlling the activities
of the Department, directly or indirectly.
Remuneration during 2021-22 for key personnel is set by the State Service Act 2000. Remuneration and other terms of employment
are specified in employment contracts. Remuneration includes salary, motor vehicle and other nonmonetary benefits. Long-term
employee expenses include long service leave and superannuation obligations.
Acting Arrangements
When members of key management personnel are unable to fulfil their duties, consideration is given to appointing other members of
senior sta to their position during their period of absence. Individuals are considered members of key management personnel when
acting arrangements are for more than a period of one month
.
Department of Education Annual Report 2021–22
112
Short-term benefits Long-term benefits
2022
Salary
$’000
Other
Benefits
$’000
Super-
annuation
$’000
Other
Benefits
and Long
Service
Leave
$’000
Total
$’000
Key management personnel
Timothy Bullard, Secretary 402 19 25 9 455
Kane Salter, Deputy Secretary Corporate and Business
Services – Commencing 6 December 2021 134 11 17 17 179
Jodee Wilson, Deputy Secretary Support and Development 247 19 32 17 315
Trudy Pearce, Deputy Secretary Learning 256 19 33 16 324
Jennifer Burgess, Deputy Secretary Strategy and Performance 228 17 23 10 278
Acting key management personnel
Kane Salter, Acting Deputy Secretary Corporate and
Business Services – to 5 December 2021 101 8 13 13 135
Liz Jack, Acting Deputy Secretary Strategy and Performance –
8 January to 6 March 2022 43 3 6 1 53
Jenny Burgess, Acting Secretary 7-18 July 2021,
8-23 January 2022, 15 - 25 April 2022 38 2 4 1 45
Total 1 449 99 153 84 1 784
Short-term benefits Long-term benefits
2021
Salary
$’000
Other
Benefits
$’000
Super-
annuation
$’000
Other
Benefits
and Long
Service
Leave
$’000
Total
$’000
Key management personnel
Timothy Bullard, Secretary 399 19 25 (1) 442
Robert Williams, Deputy Secretary Corporate and Business
Services - Separation 14 December 2020 128 19 12 11 170
Jodee Wilson, Deputy Secretary Support and Development 237 19 31 6 293
Trudy Pearce, Deputy Secretary Learning
1
280 19 35 15 349
Jennifer Burgess, Deputy Secretary Strategy and Performance 254 19 24 9 306
Acting key management personnel
Kane Salter, Acting Deputy Secretary Corporate and
Business Services – Commencing 14 December 2020 113 9 14 8 144
Total 1 411 104 141 48 1 704
1. Remuneration includes backpay relating to 2020
(a) Related Party Transactions
There are no significant related party transactions requiring disclosure.
Department of Education Annual Report 2021–22
113
7.2 Depreciation and amortisation
All applicable Non-financial assets having a limited useful life are systematically depreciated over their useful lives in a manner which
reflects the consumption of their service potential. Land, being an asset with an unlimited useful life, is not depreciated.
Key estimate and judgement
Depreciation is provided for on a straight line basis, using rates which are reviewed annually. Major depreciation periods are:
Plant and equipment 3 - 20 years
Buildings and Infrastructure 40 - 60 years
Library Book Stock 10 - 25 years
Right of use assets 2 - 35 years
All intangible assets having a limited useful life are systematically amortised over their useful lives reflecting the pattern in which the
asset’s future economic benefits are expected to be consumed by the Department. The Department has assessed amortisation for
intangible assets as 10-15%.
(a) Depreciation and amortisation
2022
$’000
2021
$’000
Depreciation
Plant & equipment 2 294 1 640
Buildings 50 504 50 583
Infrastructure 7 261 6 933
Library book stock 1 955 1 942
Right of Use Assets 2 777 2 889
Total 64 791 63 989
Amortisation
Intangibles Work in progress 968 820
Leasehold Improvements 355 355
Total 1 324 1 175
Total depreciation and amortisation 66 115 65 164
7.3 Supplies and Consumables
2022
$’000
2021
$’000
Audit fees - financial audit
1
203 241
Consultants 1 459 3 425
Property services 4 9 911 48 272
Maintenance 28 676 29 518
Communications 2 278 2 079
Information technology 36 865 37 033
Lease expense
2
3 603 3 574
Travel and transport 3 654 3 565
Advertising and promotion 1 381 1 223
Materials & supplies 31 137 30 056
Covid supplies
3
30 544 760
Miscellaneous School expenses 16 679 17 039
Books & periodicals 3 261 3 302
Postage & freight 1 266 1 147
Training & development 3 814 4 246
Contractors 7 714 5 162
Finance and administration expenses 1 877 2 278
Other supplies and consumables 5 086 4 358
Total 229 408 197 277
1 – Audit fees paid or payable to the Tasmanian Audit Oce for the audit of the Department’s financial statements were $0.176m (2021 $0.169m).
2 – Lease expense includes lease rentals for short-term leases, leases of low value assets and variable lease payments. Refer to note 9.2 for
breakdown of lease expenses and other lease disclosures.
3 – Covid supplies includes rapid antigen tests, air purifiers, sanitiser and personal protective equipment
Department of Education Annual Report 2021–22
114
7.4 Grants and Subsidies
Grant and subsidies expenditure is recognised to the extent that:
• the services required to be performed by the grantee have been performed; or
• the grant eligibility criteria have been satisfied.
A liability is recorded when the Department has a binding agreement to make the grants but services have not been performed or
criteria satisfied. Where grant monies are paid in advance of performance or eligibility, a prepayment is recognised.
2022
$’000
2021
$’000
24 Carrot Gardens
250 ...
26 Ten
969 801
A fairer world - Lets Get Together
89 ...
Alannah and Madeline Foundation - Cyber Safety in Schools
40 35
Australian Music Examinations Board
111 113
Beacon Foundation
1 434 873
Bravehearts
200 200
Children’s book Council of Australia ... 50
Digital Connections Grants Program
426 429
Duke of Edinburgh
20 40
Education and Care
858 631
First aid in Schools
25 100
Government Education and Training International – transfers to TasTAFE
1 694 1 496
Life without Barriers
139 134
Non-government school
1
2 834 3 721
Other grant payments
409 515
Save the Children Australia – Out Teach Mobile Education Program
368 326
School Sports Associations
262 257
Senior secondary accommodation allowance
299 211
Sexual Assault Support Service
102 50
Smith family - learning for life
120 80
Spectacles and uniforms
355 268
Stay ChatTy - Relationships Australia
250 250
Studentworks
283 277
Tasmanian School Canteen Association
142 139
Tasmanian Youth Orchestra
102 100
TASSO
209 205
Teacher Intern Scholarships 478 317
University of Tasmania – Schools Engagement Project
43 52
Vision Australia
47 60
Working it out – Program to Combat Bullying
200 218
Working Together for 3 Year Olds
2
798 1 080
Total
13 555 13 028
1 - The decrease in payments to non-government schools relates to the timing of payments expected under the revised agreement, there is no decrease in
the overall program expenditure.
2 - The decrease in Working Together for 3 year olds is due to the timing of grant payments, there is no decrease in the overall program expenditure.
Department of Education Annual Report 2021–22
115
7.5 Finance costs
All finance costs are expensed as incurred using the eective interest method.
2022
$’000
2021
$’000
Interest on lease liabilities 218 208
Total 218 208
7.6 Contributions provided
Contributions provided free of charge by the Department, to another entity, are recognised as an expense when fair value can be
reliably determined.
2022
$’000
2021
$’000
Volunteer services provided 1 768 1 523
Total 1 768 1 523
7.7 Other Expenses
Other expenses are recognised when the associated service and supply has been provided.
2022
$’000
2021
$’000
Salary on-costs - Workers comp premiums
14 886 11 0 8 6
Department of Education Annual Report 2021–22
116
Note 8: Assets
Assets are recognised in the Statement of Financial Position when it is probable that the future economic benefits will flow to the
Department and the asset has a cost or value that can be measured reliably.
8.1 Receivables
Receivables are initially recognised at fair value plus any directly attributable transaction costs. Trade receivables that do not contain
a significant financing component are measured at the transaction price.
Receivables are held with the objective to collect the contractual cash flows and are subsequently measured at amortised cost using
the eective interest method. Any subsequent changes are recognised in the net result for the year when impaired, derecognised
or through the amortisation process. An allowance for expected credit losses is recognised for all debt financial assets not held at
fair value through profit or loss. The expected credit loss is based on the dierence between the contractual cash flows and the
cash flows that the entity expects to receive, discounted at the original eective interest rate.
For trade receivables, a simplified approach in calculating expected credit losses is applied, with a loss allowance based on lifetime
expected credit losses at each reporting date. The Department has established a provision matrix based on its historical credit loss
experience for trade receivables, adjusted for forward-looking factors specific to the receivable.
2022
$’000
2021
$’000
Central Oce receivables 6 256 7 234
Library receivables 2 2
Less: Expected credit loss (1 020) (852)
Total 5 238 6 384
School receivables 5 117 3 948
Less: Expected credit loss (2 148) (1 519)
Total 2 969 2 430
Total Receivables 8 207 8 814
Comprising
Sale of goods and services (inclusive of GST) 5 167 5 996
GST Receivable 3 040 2 818
Total 8 207 8 814
Settled within 12 months 8 207 8 814
Settled in more than 12 months ... ...
Total 8 207 8 814
A) RECONCILIATION OF MOVEMENT IN EXPECTED CREDIT LOSS AND PROVISIONS FOR
IMPAIRMENT OF RECEIVABLES
2022
$’000
2021
$’000
Carrying amount at 1 July 2 371 1 472
Amounts written o during the year (279) (625)
Increase/decrease in provision recognised in profit or loss 1 076 1 524
Carrying amount at 30 June 3 169 2 371
For ageing analysis of the financial assets, refer to note 13.1.
Department of Education Annual Report 2021–22
117
8.2 Other Financial Assets
Other financial assets are classified and measured at amortised cost. Impairment losses are recorded in the Statement of
Comprehensive Income. Any gain or loss arising on derecognition is recognised directly in net results and presented in other
gains/(losses).
The Department does not recognise an allowance for an expected credit loss for these financial assets that are held at fair value.
2022
$’000
2021
$’000
Accrued Revenue 9 605 6 007
Loan advances ... 5 000
Total 9 605 11 0 07
* Loans advances refers to advance funding paid to TasTAFE for the purpose of Campus Consolidation in Launceston, this loan was repaid in 2022.
8.3 Assets Held for Sale
Assets held for sale (or disposal groups compromising assets and liabilities) that are expected to be recovered primarily through
sale rather than continuing use are classified as held for sale. Immediately before classification as held for sale, fair value assets (or
components of a disposal group) are remeasured in accordance with Departmental policy. Upon initial classification to assets held
for sale, assets are remeasured at the lower of carrying amount and fair value less costs to sell. An impairment loss is recognised in
profit or loss for any initial and subsequent write-down from the carrying amount measured immediately before re-measurement
to fair value less costs of disposal. Such assets are no longer amortised or depreciated upon being classified as held for sale.
(a) Carrying amount
2022
$’000
2021
$’000
Land and buildings 3 508 4 490
Total 3 508 4 490
Settled within 12 months 3 508 4 490
Total 3 508 4 490
The assets held for sale consist of land and some buildings which have become surplus to the Department’s requirements. It is intended that
these be disposed of by way of sale. Steps have been taken for this purpose and it is likely that the disposals could occur within the next twelve
months. Assets sold during the year include land and building sold due to surplus in the Department’s requirements.
(b) Fair value measurement of assets held for sale (including fair value levels)
Key judgement
The recognised fair value of non-financial assets is classified according to the fair value hierarchy that reflects the significance of the
inputs used in making these measurements.
Level 1 the fair value is calculated using quoted prices in active markets;
Level 2 the fair value is estimated using inputs other than quoted prices included in Level 1 that are observable for the asset or
liability, either directly (as prices) or indirectly (derived from prices); and
Level 3 the fair value is estimated using inputs for the asset or liability that are not based on observable market data.
The assets held for sale are carried at fair value less costs of disposal.
The building assets are written down against reserves if the building is classified as a specialised building. The non-specialised
buildings are retained at their current fair value at the time at which they were transferred to assets held for sale.
Where possible, assets have been valued on the basis of market value with reference to observable prices in an active market, using
traditional methods such as sales comparison (level 2 fair value basis). However, due to the nature of some of the Department’s
assets, including schools, they are unlikely to transact in the market for their existing use. Accordingly these assets have been valued
on a current replacement cost basis (level 3 fair value basis).
Department of Education Annual Report 2021–22
118
Carrying
value at
30 June
$’000
Fair value measurement
at end of reporting
period
Level 2
$’000
Level 3
$’000
2022
Land 712 712 ...
Buildings 2 795 2 795 ...
Total 3 507 3 507 ...
2021
Land 1 202 1 202 ...
Buildings 3 288 3 288 ...
Total 4 490 4 490 ...
8.4 Property, Plant and Equipment
Key estimate and judgement
(i) Valuation basis
Land, Buildings and leasehold improvements are recorded at fair value less accumulated depreciation. All other non-current physical
assets, including work in progress, are recorded at historic cost less accumulated depreciation and accumulated impairment losses.
All assets within a class of assets are measured on the same basis.
Cost includes expenditure that is directly attributable to the acquisition of the asset. The costs of self-constructed assets includes
the cost of materials and direct labour, any other costs directly attributable to bringing the asset to a working condition for its
intended use, and the costs of dismantling and removing the items and restoring the site on which they are located. Purchased
software that is integral to the functionality of the related equipment is capitalised as part of that equipment.
When parts of an item of property, plant and equipment have dierent useful lives, they are accounted for as separate items
(major components) of property, plant and equipment.
Fair value is based on the highest and best use of the asset. Unless there is an explicit Government policy to the contrary, the
highest and best use of an asset is the current purpose for which the asset is being used or build occupied.
(ii) Subsequent costs
The cost of replacing part of an item of property, plant and equipment is recognised in the carrying amount of the item if it is
probable that the future economic benefits embodied within the part will flow to the Department and its costs can be measured
reliably. The carrying amount of the replaced part is derecognised. The costs of day-to-day servicing of property, plant and
equipment are recognised in profit or loss as incurred.
(iii) Asset recognition threshold
The asset capitalisation thresholds adopted by the Department is $10,000 for plant and equipment and infrastructure and $150,000
for the combined land and building value. Assets valued at less than these thresholds are charged to the Statement of Comprehensive
Income in the year of purchase (other than where they form part of a group of similar items which are material in total).
(iv) Revaluations
Assets are grouped on the basis of having a similar nature or function in the operations of the Department. Assets are revalued
every five years to ensure they reflect fair value at balance date. The Department’s Land and Buildings were valued as at
31 December 2019 by independent valuers. The revaluation was undertaken in accordance with relevant Valuation and Accounting
Standards and is based on fair value.
Assets are assessed for material value movements regularly and indexed where necessary to reflect movements in fair value.
Based on a review of construction costs by the Oce of the Valuer General with appropriate allowance for regional influences
across Tasmania the preliminary percentage variation in building and infrastructure cost between 1 January 2020 and 30 June 2022
is calculated at 15% increase.
Department of Education Annual Report 2021–22
119
The market movement in value of residential land between 1 January 2020 and 30 June 2022 has shown a significant increase of
30%. Although schools are predominantly zoned “public purposes” their location is normally within residential areas and the market
change in value of surrounding residential land is considered the best evidence of value for land under school buildings.
Where possible, assets have been valued on the basis of market value with reference to observable prices in an active market, using
traditional methods such as sales comparison (level 2 fair value basis). However, due to the nature of some of the Department’s
assets, including schools, they are unlikely to transact in the market for their existing use. Accordingly these assets have been valued
on a current replacement cost basis (level 3 fair value basis).
These valuations take into account market prices for construction costs, the economic life of the buildings, the condition of the
buildings and any design aspects which would alter their value.
(v) Assets in respect of leases where the Department is the lessor
The Department leases buildings under operating leases with rental payments payable monthly in advance. Lease payments include
a CPI component.
(a) Carrying amount
2022
$’000
2021
$’000
Land
At fair value 342 585 290 277
Total la nd 342 585 290 277
Buildings
At fair value 3 583 832 3 180 014
Less: Accumulated Depreciation (1 891 973) (1 646 344)
Less: Impairment (240 671) (212 910)
1 451 189 1 320 760
Works in progress (at cost) 47 935 35 055
Total buildings 1 499 124 1 355 815
Leasehold improvements
At fair value 15 258 15 258
Less: Accumulated amortisation ( 2 116) (1 761)
Total 13 142 13 497
Plant and equipment
At cost 44 879 47 365
Less: Accumulated Depreciation (30 796) (36 270)
14 083 11 0 95
Works in progress (at cost) 143 1 076
Total plant and equipment 14 225 12 171
Total property, plant and equipment 1 869 076 1 671 760
Department of Education Annual Report 2021–22
120
(b) Reconciliation of movements (including fair value levels)
Reconciliations of the carrying amounts of each class of property, plant and equipment at the beginning and end of the current
and previous financial year are set out below. Carrying value means the net amount after deducting accumulated depreciation
and accumulated impairment losses. In accordance with advice by the Oce of the Valuer General, land has been indexed by 18%
(12% in 2021) to reflect the movement in value of residential land. Buildings have been indexed by 11.5% (3.5% in 2021) to reflect
increases to costs of construction. Capital works carried out in the current year are excluded from the indexation as they reflect
current replacement cost.
2022
Land
Level 2
Land
Level 3
Buildings
Level 2
Buildings
Level 3
Buildings
Work in
progress
$’000
Leasehold
improve-
ments
$’000
Plant and
equipment
$’000
Total
$’000Note
(vacant land
in active
markets)
$’000
(land with
no active
markets
and/or
significant
restrictions)
$’000
(general
oce
buildings)
$’000
(specific
purpose
/use
buildings)
$’000
Carrying
value at 1 July 23 267 267 010 37 580 1 283 179 35 055 13 497 12 171 1 671 760
Additions
1
… 537 ... ... 47 722 … 4 329 52 588
Assets
transferred to
held for sale … (56) ... ... .... … ... (56)
Disposals (360) … … … ... … (6) (366)
Capitalised
works to assets … … 397 34 421 (34 818) … ... ...
Change in asset
class
2
… … … … (25) … 25 ...
Gains/losses
recognised in
operating result
Depreciation
and amortisation 7. 2 ... ... (1 437 ) (49 066) ... (354) (2 294) (53 151)
Gains/losses
recognised
in other
comprehensive
income
Revaluation
increments
(decrements) 11.1 4 141 48 045 4 571 144 544 ... ... ... 201 301
Impairment
losses 11.1 … … … (3 000) … … ... (3 000)
Carrying
value at
30 June 27 048 315 536 41 111 1 410 078 47 935 13 142 14 225 1 869 076
*1 Land acquired for construction and development of New Legana Primary School.
*2 Public artwork previously carried within WIP projects were capitalised to Plant and equipment.
Department of Education Annual Report 2021–22
121
2021
Land
Level 2
Land
Level 3
Buildings
Level 2
Buildings
Level 3
Buildings
Work in
progress
$’000
Leasehold
improve-
ments
$’000
Plant and
equipment
$’000
Total
$’000
(vacant
land in
active mar
-
kets)
$’000
(land with
no active
markets
and/or
significant
restrictions)
$’000
(general
oce
buildings)
$’000
(specific
purpose/
use
buildings)
$’000 Note
Carrying
value at 1 July 21 151 219 241 45 380 1 260 408 32 276 537 9 173 1 588 166
Additions … … … … 48 906 … 4 157 53 063
Assets
transferred to
held for sale 8.3 (23) (372) (65) (464) .... … … (924)
Disposals … … … … … … (13) (13)
Capitalised
works to assets … … …. 46 034 (46 034) … … ...
Change in asset
class
*1
… … (435) (13 281) (93) 13 315 494 ...
Transfer to
Infrastructure
*2
… … (1 699) (144 658) … … … (146 358)
Gains/losses
recognised in
operating result
Depreciation
and amortisation 7. 2 … … (729) (47 703) … (355) (1 640) (50 427)
Gains/losses
recognised
in other
comprehensive
income
Revaluation
increments
(decrements)
*3
11.1 2 361 48 559 (4 872) 185 393 ... ... ... 231 441
Impairment
losses
*4
11.1 ... ... ... (2 151) ... ... ... (2 151)
Assets held for
sale 11.1 (222) (418) … (398) ... ... ... (1 038)
Carrying
value at
30 June 23 267 267 010 37 580 1 283 179 35 055 13 497 12 171 1 671 760
*1 There were three assets reclassified from buildings to leasehold improvements (Bridgewater Library, West Coast Community and George Town Hub)
as part of the revaluation process. In addition there were Public artwork previously carried within WIP projects were capitalised to Plant and Equipment,
and building infrastructure such as internal roads and underground infrastructure have been separately disclosed as Infrastructure Assets - see note 8.5.
*2 Infrastructure such as internal roads and walkways previously recorded within Building assets was re-classified as Infrastructure in note 8.5.
*3 The revaluation increments (decrements) in land and building assets is a combination of revaluations and indexation.
*4 Impairment losses have been recognised in relation to significant fire damages sustained at Cosgrove High School.
Department of Education Annual Report 2021–22
122
c) Level 3 significant valuation inputs and relationship to fair value
Description
Fair value at
30June
$’000
Significant unobservable inputs
used in valuation
Possible
alternative
values for level
3 inputs
Sensitivity of fair value to
changes in level 3 inputs
Land – with no
active markets
and/or significant
restrictions)
315 536 A – economic conditions
B – availability of and demand for similar
assets for sale
C – costs of credit
Note 1 Land values have increased over the
last 12 months. Interest rates are at
historical lows and are expected to
remain at those levels. As a result
land values have been indexed at 18%
based on assessment by the Oce of
the Valuer General.
Buildings –
specific purpose
/ use buildings
1 410 078 A – Construction costs
B – Design life
C – Age and condition of asset
D – Remaining useful life
E – Utility factor for school buildings
Note 1 Tasmanian construction indexes have
increased over the last 12 months.
Design and useful lives are reviewed
regularly but generally remain
unchanged. As a result, building values
have been indexed at 11.5% based on
assessment by the Oce of the Valuer
General.
Note 1: When valuing these assets, their existing use and unlikely alternative uses, are taken into account by valuers. As a result, it is most unlikely
that alternative values will arise unless there are more changes in known inputs.
(d) Assets where current use is not the highest and best use
The Department holds land and building assets that are used specifically for the provision of services to the community.
Unless there is an explicit government policy to the contrary, the highest and best use of an asset is the purpose for which that
asset is currently being used / occupied.
8.5 Infrastructure
The Department recognises Infrastructure assets where:
• it is probable that an expected future benefit attributable to the asset will flow to the Department; and
• the cost of the asset can be reliably measured.
Infrastructure assets held by the Department are valued at fair value less any subsequent accumulated depreciation and any
subsequent impairment losses where an active market exists.
Infrastructure is recognised with useful lives ranging from 40 – 60 years.
Assets are grouped based on having a similar nature or function in the operations of the Department. Infrastructure assets are
revalued every five years to ensure they reflect fair value at balance date. The Department’s Infrastructure assets were last
revalued as at 31 December 2019 by independent valuers. The revaluation was undertaken in accordance with relevant Valuation
and Accounting Standards and is based on fair value.
Assets are assessed for material value movements regularly and indexed where necessary to reflect movements in fair value.
Based on a review of construction costs by the Oce of the Valuer General with appropriate allowance for regional influences
across Tasmania the preliminary percentage variation in building and infrastructure cost between 1 January 2020 and 30 June 2022
is calculated at 15% increase, the indexation for this financial year is calculated at 11.5% (2022: 3.5%).
Where possible, assets have been valued on the basis of market value with reference to observable prices in an active market,
using traditional methods such as sales comparison (level 2 fair value basis). However, due to the nature of some of the
Department’s assets, including schools, they are unlikely to transact in the market for their existing use. Accordingly, these assets
have been valued on a current replacement cost basis (level 3 fair value basis).
These valuations consider market prices for construction costs, the economic life of the buildings, the condition of the buildings and
any design aspects which would alter their value.
Department of Education Annual Report 2021–22
123
(a) Carrying amount
2022
$’000
2021
$’000
At fair value - underground infrastructure 348 465 306 487
Less: Accumulated depreciation (186 097) (159 642)
Works in progress 773 814
163 141 147 659
(b) Reconciliation of movements (including fair value levels)
2022
Level 2
$’000
Level 3
$’000
Total
$’000
Carrying value at 1 July
1 982 145 677 147 659
Additions
... 5 997 5 997
Revaluation increments
222 16 524 16 746
Depreciation expense
(50) ( 7 211) (7 261)
Carrying value at 30 June
2 154 160 987 163 141
2021
Level 2
$’000
Level 3
$’000
Total
$’000
Carrying value at 1 July ... ... ...
Transfer from Buildings 1 699 14 4 658 146 357
Additions 264 3 005 3 269
Revaluation increments 67 4 899 4 966
Depreciation expense (48) (6 885) (6 933)
Carrying value at 30 June 1 982 145 677 147 659
(c) Level 3 significant valuation inputs and relationship to fair value
Description
Fair
value at
30June
$’000
Significant unobservable
inputs used in valuation
Possible
alternative
values for
level 3
inputs Sensitivity of fair value to changes in level 3 inputs
Infrastructure
– specific
purpose / use
buildings
160 987 A – Construction costs
B – Design life
C – Age and condition of asset
D – Remaining useful life
Note 1 Tasmanian construction indexes have increased over the last
12 months. Design and useful lives are reviewed regularly but
generally remain unchanged. As a result, building values have
been indexed at 11.5% based on assessment by the Oce of
the Valuer General.
Department of Education Annual Report 2021–22
124
8.6 Right of Use Assets
AASB 16 requires the Department to recognise a right-of-use asset, where it has control of the underlying asset over the lease
term. A right-of-use asset is measured at the present value of initial lease liability, adjusted by any lease payments made at or before
the commencement date and lease incentives, any initial direct costs incurred, and estimated costs of dismantling and removing the
asset or restoring the site.
The Department has elected not to recognise right-of-use assets and lease liabilities arising from short-term leases, rental
arrangements for which Finance-General has substantive substitution rights over the assets and leases for which the underlying
asset is of low-value. Substantive substitution rights relate primarily to oce accommodation. An asset is considered low-value
when it is expected to cost less than $10 000.
Right-of-use assets are depreciated over the shorter of the assets’ useful life and the term of the lease. Where the Department
obtains ownership of the underlying leased asset or if the cost of the right-of-use asset reflects that the Department will exercise a
purchase option, the Department depreciates the right-of-use asset overs its useful life.
Buildings
Plant and
Equipment Total
2022
Carrying value at 1 July 6 850 2 083 8 933
Additions 604 1 010 1 615
Depreciation and amortisation (1 637) (1 140) (2 777)
Carrying value at 30 June 5 818 1 953 7 771
Buildings
Plant and
Equipment Total
2021
Carrying value at 1 July 2 274 2 323 4 597
Additions 6 180 1 045 7 225
Depreciation and amortisation (1 604) (1 285) (2 889)
Carrying value at 30 June 6 850 2 083 8 933
8.7 Library Book Stock
(a) Carrying amount
2022
$’000
2021
$’000
At Cost 23 017 22 977
Less: Accumulated depreciation (19 249) (18 859)
Total Library book stock 3 768 4 118
(b) Reconciliation of movements
2022
$’000
2021
$’000
Carrying Value at 1 July 4 118 4 741
Additions 2 077 1 851
Disposals (472) (532)
Depreciation expense (1 955) (1 942)
Carrying Value at 30 June 3 768 4 118
Department of Education Annual Report 2021–22
125
8.8 Heritage Collections
All heritage assets are considered to be level 2 in the fair value hierarchy.
The Department holds a number of heritage assets. These assets were revalued eective 30 June 2022 by Astrolabe Books,
Warwick Oakman and Wright Valuers. These items are not depreciated as they do not have limited useful lives as appropriate
curatorial policies are in place.
A significant component of these assets relate to the Allport Library and Museum of Fine Arts and the Crowther Library.
The State Library of Tasmania is the beneficiary of the Crowther Collectionthrough the donation of the WL Crowther Library,
and of the Allport collection by bequest of theAllport Library and Museum of Fine Arts.
The Allport library, donated by the late Henry Allport, comprises books, pamphlets, prints, historical maps and charts relating to
Australia and the Pacific including art works by convict and colonial landscape artists.
Dr (later Sir) William Edward Lodewyk Hamilton Crowtherdonated his large collection of books, manuscripts, pictures and
objects to the State Library of Tasmania in 1964. This generous gift shows his passion and determination for saving records that now
paint a rich picture of colonial life, including important evidence of the mistreatment of Tasmanian Aboriginal people. Crowther
descendants were instrumental in the return of land at Oyster Cove to the Tasmanian Aboriginal community in the 1980s.
As a cultural institution, the State Library of Tasmania respectfully acknowledges the lasting trauma experienced by palawa /
Tasmanian Aboriginal people that has resulted from the actions of W L Crowther,Morton Allportand other individuals in the
name of scientific research.
(a) Carrying amount
2022
$’000
2021
$’000
At fair value 69 975 43 819
Total heritage collections 69 975 43 819
(b) Reconciliation of movements
2022
$’000
2021
$’000
Carrying Value at 1 July 43 819 43 472
Additions 15 347
Revaluation increments 19 837 ...
Assets recognised through statement of comprehensive income
6 304 ...
Carrying Value at 30 June 69 975 43 819
Department of Education Annual Report 2021–22
126
8.9 Intangibles
An intangible asset is recognised where:
• it is probable that an expected future benefit attributable to the asset will flow to the Department; and
• the cost of the asset can be reliably measured.
Intangible assets held by the Department are valued at fair value less any subsequent accumulated amortisation and any subsequent
impairment losses where an active market exists. Where no active market exists, intangibles are valued at cost less any accumulated
amortisation and any accumulated impairment losses.
All intangible assets are recorded at cost and amortised over 7 - 10 years.
(a) Carrying amount
Intangibles with a finite useful life
2022
$’000
2021
$’000
Software at cost 21 140 19 506
Less: Accumulated amortisation (13 04 4) (12 076)
8 096 7 430
Work in progress ... 1 259
Total intangibles 8 096 8 689
(b) Reconciliation of movements
2022
$’000
2021
$’000
Carrying Value at 1 July 8 689 7 846
Additions 375 1 663
Amortisation (968) (820)
Carrying Value at 30 June 8 096 8 689
8.10 Other Assets
The Department recognises some other small assets such as prepayments of expenditure and inventories.
(a) Carrying amount
Other current assets
2022
$’000
2021
$’000
Prepayments 4 279 3 789
Inventories 3 193 2 048
Total 7 472 5 837
Recovered within 12 months 7 472 5 837
Total 7 472 5 837
(b) Reconciliation of movements
2022
$’000
2021
$’000
Carrying Value at 1 July 5 837 5 589
Additions 1 145 3 789
Prepayments and other assets expensed 490 (3 541)
Carrying Value at 30 June 7 472 5 837
Department of Education Annual Report 2021–22
127
Note 9: Liabilities
Liabilities are recognised in the Statement of Financial Position when it is probable that an outflow of resources embodying
economic benefits will result from the settlement of a present obligation and the amount at which the settlement will take place
can be measured reliably.
9.1 Payables
Payables, including goods received and services incurred but not yet invoiced, are recognised at amortised cost, which due to the
short settlement period, equates to face value, when the Department becomes obliged to make future payments as a result of a
purchase of assets or services.
2022
$’000
2021
$’000
Creditors 12 90 0 7 875
Accrued expenses 2 433 1 397
Total 15 333 9 272
Settled within 12 months 15 333 9 272
Total 15 333 9 272
Settlement is usually made within 30 days.
9.2 Lease Liabilities
A lease liability is measured at the present value of the lease payments that are not paid at that date. The discount rate used to
calculate the present value of the lease liability is the rate implicit in the lease. Where the implicit rate is not known and cannot be
determined the Tascorp indicative lending rate including the relevant administration margin is used.
The Department has elected not to recognise right-of-use assets and lease liabilities arising from short-term leases, rental
arrangements for which Finance-General has substantive substitution rights over the assets and leases for which the underlying
asset is of low-value. Substantive substitution rights relate primarily to oce accommodation. An asset is considered low-value
when it is expected to cost less than $10 000.
The Department has entered into the following leasing arrangements:
Class of right-of-use asset Details of leasing arrangements
Plant and equipment Oce equipment leased at between 2-5 years
Property leases Buildings leased up to 50 years
Department of Education Annual Report 2021–22
128
2022
$’000
2021
$’000
Carrying value at 1 July 8 819 4 374
Additions 1 615 7 225
Lease payments excluding interest (2 842) (2 780)
Total 7 592 8 819
Maturity analysis of lease liabilities
2022
$’000
2021
$’000
One year or less 2 637 2 569
From two to three years 3 801 3 740
From four to five years 1 745 2 043
More than five years 662 1 311
Total 8 845 9 664
The lease liability in the maturity analysis is presented using undiscounted contractual amounts before
deducting finance charges.
The following amounts are recognised in the Statement of Comprehensive income
2022
$’000
2021
$’000
Interest on lease liabilities included in note 7.5 218 208
Lease expenses included in note 7.3 3 603 3 574
3 822 3 782
9.3 Employee Benefits
Liabilities for wages and salaries and annual leave are recognised when an employee becomes entitled to receive a benefit. Those
liabilities expected to be realised within 12 months are measured as the amount expected to be paid. Other employee entitlements
are measured as the present value of the benefit at 31 May, where the impact of discounting is material, and at the amount
expected to be paid if discounting is not material.
A liability for long service leave is recognised and is measured as the present value of expected future payments to be made in
respect of services provided by employees up to the reporting date.
2022
$’000
2021
$’000
Accrued salaries 22 969 17 766
Annual leave 16 526 16 400
Long service leave 156 808 163 267
State Service Accumulated Leave Scheme 1 156 1 241
Total 197 459 198 675
Expected to settle wholly within 12 months 61 051 55 230
Expected to settle wholly after 12 months 136 408 143 445
Total 197 459 198 675
Department of Education Annual Report 2021–22
129
9.4 Contract Liabilities
A Contract Liability relates to the Department’s obligation to transfer goods or services to a customer for which the Department
has received consideration in advance. Contract liabilities relate to Teachers’ registration fees and international student fees paid for
future years. The transaction dates occur at the time the receipt was made, and the performance obligations occur evenly over the
period of the registration or enrollment.
2022
$’000
2021
$’000
Revenue received in advance
Revenue received in advance 3 159 2 648
Settled within 12 months 2 671 2 182
Settled in more than 12 months 488 466
Total 3 159 2 648
9.5 Other Liabilities
2022
$’000
2021
$’000
Provision for Workers compensation 2 601 2 695
Other liabilities 158 162
Total 2 759 2 857
Settled within 12 months 560 552
Settled in more than 12 months 2 199 2 305
Total 2 759 2 857
Department of Education Annual Report 2021–22
130
Note 10: Commitments and Contingencies
10.1 Schedule of Commitments
Commitments represent those contractual arrangements entered by the Department that are not reflected in the Statement
of Financial Position.
Leases are recognised as right of-use assets and lease liabilities in the Statement of Financial Position, excluding short-term
leases and leases for which the underlying asset is of low value, which are recognised as an expense in the Statement of
Comprehensive Income.
Property and tenancies include major accommodation and other arrangements held between the Department and other
Government Agencies, including the Department of Treasury and Finance. These agreements do not meet the reporting
requirements of AASB 16 Leases and are excluded from the Right of Use Asset and Lease Liability calculations.
2022
$’000
2021
$’000
By type
Capital commitments
Buildings 28 480 47 230
Total capital commitments
28 480 47 230
Other commitments
Property and tenancies
34 480 38 624
Motor vehicle fleet
3 942 2 622
Total other commitments
38 422 41 246
By maturity
Capital commitments
One year or less 398 23 194
From one to five years
28 082 24 036
Total capital commitments
28 480 47 230
Other commitments
One year or less
3 059 4 842
From one to five years
14 843 12 756
More than five years
20 520 23 648
Total other commitments
38 422 41 246
Note: Commitments are GST inclusive where relevant.
Capital commitments generally relate to the outstanding contractual amounts on building works but may be subject to contract variations.
Department of Education Annual Report 2021–22
131
10.2 Contingent Assets and Liabilities
Contingent assets and liabilities are not recognised in the
Statement of Financial Position due to uncertainty regarding
the amount or timing of the underlying claim or obligation.
(a) Unquantifiable contingencies
During 2018-19 the Tasmanian Government agreed to
participate in the Australian Government’s National Redress
Scheme for Institutional Child Sexual Abuse. The Scheme
allows for redress to be provided to individuals who suered
abuse (sexual abuse and related non-sexual abuse) which
occurred when the person was a child while in the care of an
institution. Survivors are able to lodge an application with the
Scheme, including where they suered abuse in more than
one institution.
The National Scheme will operate for a period of 10 years,
from 1 July 2018 to 30 June 2028.
The Scheme is operated by the Australian Government’s
Department of Social Services. The Department provides
verifying information for applications via the Department of
Justice and delivers elements of the redress as requested.
The Department of Education has received a number of
applications for redress from individuals who have suered
abuse under the National Redress Scheme for Institutional
Child Sexual Abuse. Additionally, a number of civil claims have
been made against various Government agencies, including the
Department of Education relating to child abuse in state care.
The fund to meet the cost of claims is held within the
Department of Justice.
A number of these claims have been assessed as quantifiable
contingent liabilities, however an additional number of these
claims have not yet been assessed and it is not possible at the
reporting date to accurately estimate the amounts of any
eventual payments that may be required in relation to these
claims, as a result they are currently classified as unquantifiable
contingent liabilities. As the Department of Justice will meet
the cost of these civil claims, all quantifiable contingent
liabilities regarding legal claims related to child abuse in state
care can be found in the financial statements within the
Department of Justice 2021-22 Annual Report.
At 30 June 2022, the Department had 10 legal claims
against it for negligence. The Crown Solicitor has advised
the Department that the estimated potential liability to be
$1.55 million for 2021-22 ($0.624 million for 2020-21). It is
not possible at the reporting date to accurately estimate the
amounts of any eventual payments that may be required in
relation to these claims.
The Department has a number of leases on property
it occupies, these are predominately managed through
the Department of Treasury and Finance. Some of these
leases contain a “make good provision”. A liability for these
provisions has not been recognised in the Statement of
Financial Position as they are managed by the Department
of Treasury and Finance. Leases managed through the
Department are reported through notes 8.6 Right of Use
Assets and 9.2 Lease Liabilities.
Department of Education Annual Report 2021–22
132
Note 11: Reserves
11.1 Reserves
Land
$’000
Buildings
$’000
Infrastructure
$’000
Heritage
$’000
Total
$’000
2022
Asset Revaluation Reserve
Balance at the beginning of financial year 88 155 584 690 4 966 1 247 679 058
Indexation 52 126 14 9 115 16 746 ... 217 987
Revaluation increments (decrements) ... ... ... 19 837 19 837
Reversals of impairment losses ... (3 000) ... ... (3 000)
Balance at end of financial year 140 281 730 805 21 712 21 084 913 882
2021
Asset Revaluation Reserve
Balance at the beginning of financial year 37 875 404 474 ... 1 247 443 596
Indexation 31 101 44 665 4 966 ... 80 732
Revaluation increments (decrements) 19 179 135 761 ... ... 154 940
Reversals of impairment losses ... (210) ... ... (210)
Balance at end of financial year 88 155 584 690 4 966 1 247 679 058
(a) Nature and purpose of reserves
Asset revaluation reserve
The asset revaluation reserve is used to record increments and decrements on the revaluation of non-financial assets.
Department of Education Annual Report 2021–22
133
Note 12: Cash Flow Reconciliation
Cash means notes, coins, any deposits held at call with a bank or financial institution, as well as funds held in the Special Deposits
and Trust Fund, being short term of three months or less and highly liquid. Deposits are recognised at amortised cost, being their
face value.
12.1 Cash and Cash Equivalents
Cash and cash equivalents include the balance of the Special Deposits and Trust Fund Accounts held by the Department, and other
cash held, excluding those accounts which are administered or held in a trustee capacity or agency arrangement.
2022
$’000
2021
$’000
Special Deposits and Trust Fund balance
Department of Education Operating Account 43 419 25 633
Department of Education School Banking Account 64 410 59 023
Total 107 829 84 656
Other bank accounts 169 92
Cash floats 123 114
Total 292 206
Total cash and deposits 108 121 84 861
12.2 Reconciliation of Net Result to Net Cash from Operating Activities
2022
$’000
2021
$’000
Net result from transactions (net operating balance) 19 898 (3 204)
Non-Operational capital funding (29 234) (31 181)
Non-cash contributions and provisions (27 730) (1 531)
Covid supplies distributed free of charge 21 368 ...
Depreciation and amortisation 66 115 65 176
(Gain)/Loss from sale of non-financial assets 1 876 1 351
Expected credit and impairment losses 797 1 989
Decrease/(increase) in Prepayments (490) (313)
Decrease/(increase) in Accrued revenue (3 598) 591
Decrease/(increase) in Inventories (1 147) 53
Decrease/(increase) in tax assets (189) (380)
Increase/(decrease) in Employee benefits (1 216) 15 992
Increase/(decrease) in Payables 2 601 5 007
Increase/(decrease) in Accrued expenses 1 036 (5 464)
Increase/(decrease) in Other liabilities 413 (147)
Net cash from / (used by) operating activities 50 496 47 940
Department of Education Annual Report 2021–22
134
12.3 Acquittal of Capital Investment and Special Capital Investment Funds
The Department received Works and Services Appropriation funding to fund specific projects.
Not all projects listed below are capitalised as they may not meet the Department’s capitalisation threshold of $150,000 or have
been deemed maintenance projects and are expensed through the Statement of Comprehensive Income.
Cash outflows relating to these projects are listed below by category.
Budget information refers to original estimates and has not been subject to audit.
(a) Project expenditure
Budget
$’000
2022
Actual
$’000
2021
Actual
$’000
Capital Investment Program
New Projects
Bothwell District School – Agriculture in Schools
2
100 75 ...
Cambridge Primary School – Major School Redevelopment
2
100 80 ...
Campbell Town District School - Agriculture in Schools
2, 3
100 ... ...
Contemporary Classrooms
3
200 150 ...
Eastern Shore Multi-sports Facility
3
500 ... ...
Exeter High School - Major School Redevelopment
2
150 100 ...
Glen Dhu Pool
2
1 500 ... ...
Hobart City Partner Schools (Ogilvie and New Town High)
1
800 950 ...
Lauderdale Primary School – Major School Redevelopment
2
200 80 ...
Montello Primary School – Major School Redevelopment
2
150 45 ...
Mt Nelson School Oval
2
50 ... ...
Renewable Energy Schools Program
2
250 70 ...
Support School Package including North West Support School
1
2 000 2 850 ...
Supporting Safer Schools 500 55 ...
Woodbridge School Oval
2
40 ... ...
Continuing Projects
Devonport High 4 602 4 602 5 300
Legana Primary
2
2 570 1 800 280
New Brighton High School 2 000 1 210 2 890
New K-12 Sorell School
2
3 500 3 000 1 000
School Farm Redevelopment (Brighton/JRLF) 3 787 3 787 433
School Farm Redevelopment (Sheeld) 242 242 2 358
Education Act – Capital 1 800 1 375 4 255
Penguin School – New K-12 School
1
5 719 8 119 6 620
Revitalising Cosgrove High School
1
550 600 450
School Infrastructure Upgrades 1 700 1 700 1 200
Six New Child and Family Learning Centres
2
6 000 2 622 1 420
Sorell School 2 836 2 836 479
Springfield Gardens Primary School
3
1 425 95 25
Year 7 - 12 Implementation Plan
1
2 515 2 652 2 993
Department of Education Annual Report 2021–22
135
Budget
$’000
2022
Actual
$’000
2021
Actual
$’000
Completed Projects
East Launceston Primary School
4
624 487 101
Lansdowne Crescent Primary School 127 127 4 232
Montagu Bay Primary School 36 36 214
Southern Support School 355 355 3 236
Taroona High School ... ... 3 000
Spreyton Primary School ... ... 1 520
Riverside High School ... ... 100
Molesworth Primary School ... ... 1 650
Hobart College ... ... 69
47 028 40 100 43 825
1. Funding was brought forward from the Forward Estimates into 2021-22 for these projects due to progressing ahead of schedule. The
variation represents a change in the timing of project expenditures and does not reflect any overall change in the project appropriation.
2. The balance of funds for these projects were rolled forward into 2022-23 under section23 of the Financial Management Act2016. The
variation represents a change in the timing of project expenditures and does not reflect any overall change in the project appropriation.
Expected project cash flows have been pushed out into the forward estimates in line with expected project timing.
3. The actual is lower than budget for these projects due to unexpended rollover funding from 2021-22 under section23 of the Financial
Management Act2016, which will be re-appropriated to the Department in 2022-23
4. There was a minor saving in the East Launceston Primary School project, which is being transferred to meet additional costs incurred in the
Year 7-12 Implementation capital project to be expended.
(b) Classification of cash flows
The project expenditure above is reflected in the Statement of Cash Flows as follows.
2022
$’000
2021
$’000
Cash outflows from operating activities
Consultants 4 525 4 342
Total cash outflows from operating activities
4 525 4 342
Cash outflows from investing activities
Buildings and infrastructure - works and service 35 575 39 483
Total cash outflows from investing activities 35 575 39 483
Total cash outflows 40 100 43 825
12.4 Reconciliation of liabilities arising from financing activities
Liabilities arising from financing activities are liabilities for which cash flows were, or future cash flows will be, classified in the
Statement of Cash Flows as cash flows from financing activities.
2022
$’000
2021
$’000
Balance as at 1 July 8 819 4 374
New Leases 1 615 7 225
Changes from financing cashflows:
Lease payments (2 842) (2 780)
Balance as at 30 June 7 592 8 819
Department of Education Annual Report 2021–22
136
Note 13: Financial instruments
13.1 Risk exposures
(a) Risk management policies
The Department has exposure to the following risks from its use of financial instruments:
• credit risk;
• liquidity risk; and
• market risk.
The Head of Agency has overall responsibility for the establishment and oversight of the Department’s risk management
framework. Risk management policies are established to identify and analyse risks faced by the Department, to set appropriate risk
limits and controls, and to monitor risks and adherence to limits.
(b) Credit risk exposures
Credit risk is risk of financial loss to the Department if a customer or counterparty to a financial instrument fails to meet its
contractual obligations.
Financial Instruments Accounting and strategic policies
Nature of underlying
instrument
Financial Assets
Receivables The Department has established an allowance for expected credit losses
that are reassessed each year.
Bad debts written-o during the year are used to determine the
allowance for credit loss. Before any write-o, debtors are sent reminder
notices and debts may be forwarded to a collection agency.
Standard debtor terms are
30 days net.
Individual debtors tend to be small in
nature with no significant credit risk
exposure to any individual debtor.
Cash and deposits and
other financial assets
Counterparty failure is managed by dealing with financially sound and
reputable banks.
Cash means notes, coins and any
deposits held at call.
The carrying amount of financial assets recorded in the Financial Statements, net of any allowances for losses, represents the
Department’s maximum exposure to credit risk. The Department is not exposed to concentration of credit risk of any significance.
The Department does not hold any collateral or other security against any financial assets.
Expected Credit Loss Analysis of Receivables
The simplified approach to measuring expected credit losses is applied, which uses a lifetime expected loss allowance for all trade
receivables.
The expected loss rates are based on historical observed loss rates adjusted for forward looking factors that will have an impact
on the ability to settle the receivables. The loss allowance for trade debtors as at 30 June are as follows.
2022
Not past
due
$’000
Past due
30-59 days
$’000
Past due
60-89 days
$’000
Past due
90+ days
$’000
Total
$’000
Expected credit loss rate (A) 0.4% 1.9% 33.2% 47. 5%
Total gross carrying amount (B) 3 290 1 433 190 6 463 11 37 5
Expected credit loss (A x B) 12 27 63 3 067 3 169
2021
Not past
due
$’000
Past due
30-59 days
$’000
Past due
60-89 days
$’000
Past due
90+ days
$’000
Total
$’000
Expected credit loss rate (A)
0.6% 2.4% 25.3% 42.6%
Total gross carrying amount (B) 4 769 823 348 5 245 11 18 5
Expected credit loss (A x B) 27 20 88 2 236 2 371
Department of Education Annual Report 2021–22
137
(c) Liquidity risk
Liquidity risk is the risk that the Department will not be able to meet its financial obligations as they fall due. The Department’s
approach to managing liquidity is to ensure that it will always have sucient liquidity to meet its liabilities when they fall due.
Financial
Instruments Accounting and strategic policies Nature of underlying instrument
Financial Liabilities
Payables The Department’s liquidity is managed on a whole-of-government basis
by the Department of Treasury and Finance. The Department uses the
annual budget to assist in liquidity management.
The majority of Departmental suppliers
oer 14 day terms of trade.
Other financial
liabilities
Other financial liabilities include revenue received in advance. Revenue
received for future periods are held as a liability and recognised in the
statement of comprehensive income as services are provided.
Revenue received in advance per the
nature of the revenue.
The following tables detail the undiscounted cash flows payable by the Department by remaining contractual maturity for its
financial liabilities. It should be noted that as these are undiscounted, totals may not reconcile to the carrying amounts presented in
the Statement of Financial Position:
2022
1 year
$’000
2 years
$’000
3 years
$’000
4 years
$’000
5 years
$’000
5+ years
$’000
Undis-
counted
total
$’000
Carrying
Amount
$’000
Financial liabilities
Payables 15 333 ... ... ... ... ... 15 333 15 333
Other financial liabilities 2 671 254 167 66 ... ... 3 159 3 159
Total 18 004 254 167 66 ... ... 18 492 18 492
2021
1 year
$’000
2 years
$’000
3 years
$’000
4 years
$’000
5 years
$’000
5+ years
$’000
Undis-
counted
total
$’000
Carrying
Amount
$’000
Financial liabilities
Payables 9 272 ... ... ... ... ... 9 272 9 272
Other financial liabilities 2 182 260 114 92 ... ... 2 648 2 648
Total 11 4 54 260 114 92 ... ... 11 920 11 920
(d) Market risk
Market risk is the risk that the fair value of future cash flows of a financial instrument will fluctuate because of changes in market
prices. The primary market risk, that the Department is exposed to, is interest rate risk.
At reporting date, the interest profile of the Department’s interest-bearing financial instruments was:
2022
$’000
2021
$’000
Variable rate instruments
Financial assets 64 579 59 111
Total 64 579 59 111
Department of Education Annual Report 2021–22
138
Sensitivity analysis of Department’s Exposure to Possible Changes in Interest Rates
Changes in variable rates of 100 basis points at reporting date would have the following eect on the Department’s profit or loss
and equity:
Statement of Comprehensive income Equity
100 basis points
increase $’000
100 basis points
decrease $’000
100 basis points
increase $’000
100 basis points
decrease $’000
30 June 2022
Financial assets 649 (649) 649 (649)
Net sensitivity 649 (649) 649 (649)
30 June 2021
Financial assets 591 (591) 591 (591)
Net sensitivity 591 (591) 591 (591)
This analysis assumes all other variables remain constant. The analysis was performed on the same basis for 2021.
13.2 Categories of Financial Assets and Liabilities
2022
$’000
2021
$’000
Financial assets
Amortised cost 125 933 104 683
Total
125 933 104 683
Financial liabilities
Amortised cost 18 492 11 9 2 0
Total
18 492 11 92 0
13.3 Net Fair Values of Financial Assets and Liabilities
Financial assets
The net fair values of cash and non-interest bearing monetary financial assets approximate their carrying amounts.
The net fair value of receivables are approximated by their carrying values.
Financial liabilities
The net fair values of payables and other financial liabilities are based on the amortised cost, which due to the short settlement
period, equates to face value, when the Department becomes obliged to make future payments as a result of a purchase of assets
or services.
Department of Education Annual Report 2021–22
139
Note 14: Details of Consolidated Entities
14.1 List of Entities
The following reporting entities have been consolidated by the Department:
• Teachers Registration Board
• Oce of Tasmanian Assessment, Standards and Certification.
Although the above are separate reporting entities for administrative purposes, they operate as part of the Department and are
reported in Output 3.1. These entities have separate financial statements prepared. For details of their financial activities please
refer to these financial statements.
14.2 Statement of Payments for the Oce of the Education Registrar
The Oce of the Education Registrar (OER) was established under the Education Act 2016. Although the OER is an independent
authority, for administrative purposes, it operates as part of the Department and is reported in Output 3.1. It isresponsible for the
registration and monitoring of home education in Tasmania, administering the non-government schools registration process and
for the operational aspects of the regulatory process and managing the compulsory conciliation conference for non-attendance at
school. This disclosure is provided as there are no separate financial statements prepared for this entity.
2022
$’000
2021
$’000
Salaries 1 652 1 570
Travel 72 103
Consultants 210 151
Maintenance and Property Services 206 153
Supplies and Consumables 121 113
Miscellaneous 56 58
Total Expenditure 2 317 2 149
Department of Education Annual Report 2021–22
140
Note 15: Notes to Administered Statements
For significant Accounting Policies in relation to material variances please refer to Note 3.
15.1 Explanations of Material Variances between Budget and Actual Outcomes
Material variances between budget estimates and actual outcomes for the administered statements for 2021-22 are considered
material where the variance exceeds the greater of 10 per cent of Budget estimate and $1.5 million. Where such a variance exists it
is discussed in the relevant note below.
15.2 Administered Revenue from Government
For significant Accounting Policies relating to Administered Revenue from Government please refer to Note 5.1.
Notes
2022
Budget
$’000
2022
Actual
$’000
2021
Actual
$’000
Continuing operations
Appropriation revenue – recurrent 441 038 462 973 416 657
Total administered revenue from Government 441 038 462 973 416 657
The increase in Appropriation revenue – recurrent of $21.934 million compared to budget is as follows:
$’000
Requests for additional funding
Quality Schools Quality Outcomes - State government component
1
4 612
Quality Schools Quality Outcomes - Australian government component
1
16 858
Capital Assistance Program 464
21 934
1 The increases in funding relate to increases in contributions in accordance with the National School reform agreement.
15.3 Administered Sales of Goods and Services
For significant Accounting Policies relating to sales of goods and services please refer to Note 5.3.
Notes
2022
$’000
2021
$’000
State Library services ... 2
Total ... 2
15.4 Administered Other Revenue
For significant Accounting Policies relating to other revenue please refer to Note 5.5.
Notes
2022
$’000
2021
$’000
Other revenue
1
... 1 721
Total ... 1 721
*1 Other revenue accrued in 2020-21 related to Commonwealth Non-Government School Funding
Department of Education Annual Report 2021–22
141
15.5 Administered Grants and Subsidies
For significant Accounting Policies relating to Administered Grants please refer to Note 7.4.
Notes
2022
$’000
2021
$’000
Non-government schools: Grants by Australian Government 370 704 330 928
Non-government schools: Grants by State Government 91 216 86 507
Non-government schools: Capital assistance 1 173 1 173
Total 463 093 418 608
15.6 Administered Accrued Revenue
For significant Accounting Policies relating to Accrued Revenue please refer to Note 8.2.
Notes
2022
$’000
2021
$’000
Accrued Revenue
1
... 1 721
Total ... 1 721
*1 Accrued revenue 2020-21 related to Commonwealth Non-Government School Funding
Note 16: Transactions and Balances Relating to a Trustee or
Agency Arrangement
The Department acts under a trustee arrangement in the administration of certain library and student funds. These funds are
neither administered nor controlled. Accordingly, they are not recognised in the financial statements. However, disclosure is made
in aggregate of the amount collected and distributed to external parties during the reporting period and any amount undistributed
on 30 June 2022.
Account Name
Opening
balance
1 July 2021
Net
Transactions
during
2021-22
Closing
balance 30
June 2022
$’000
Critchley Parker Junior Student Loan Fund 23 ... 23
Sir John Morris Memorial Fund 1 272 (78) 1 194
TM Crisp Memorial Sporting Library 15 ... 15
1 310 (78) 1 232
Note 17: Events occurring after balance date
On 24 February 2022, the Government announced it would strengthen departmental administrative structures to deliver better
services and outcomes. This restructure moves major functions pertaining to children and young people from the Department
of Communities Tasmania to the Department of Education, which will be renamed the Department for Education, Children and
Young People.
Department of Education Annual Report 2021–22
142
Note 18: Other Significant Accounting Policies and Judgements
18.1 Objectives and Funding
The Department is responsible for the delivery of public early
years and school education, adult and community education
and library and archive services throughout Tasmania. The
Department is responsible to Minister for Education, Children
and Youth.
The Department’s overarching objective is that all learners
succeed as connected, resilient, creative and curious thinkers.
It is these attributes that research shows will prepare learners
for further education and the world of work in the 21st
Century.
Further details on the divisions are provided in the Annual
Report.
Departmental activities are classified as either controlled or
administered.
Controlled activities involve the use of assets, liabilities,
revenues, and expenses controlled or incurred by the
Department in its own right. Administered activities involve
the management or oversight by the Department on behalf
of the Government, of items controlled or incurred by the
Government, reported at Note 2.4.
The Department is a Tasmanian Government not-for-profit
entity that is predominantly funded through Parliamentary
appropriations. It also provides services on a fee for
service basis, as outlined in Note 5.3. The financial report
encompasses all funds through which the Department
controls resources to carry on its functions.
Outputs of the Department
The individual outputs of the Department are provided
under the following output groups:
Output group 1: Education;
Output group 2: Libraries Tasmania;
Output group 3: Education Regulation;
Output group 89: Public Building Maintenance Program;
Output group 90: COVID-19 School excursions
Output group 1: Education
Description
The purpose of this output group is to provide a range
of educational services that will help students develop
intellectually, socially, morally, emotionally, and physically in a
stimulating, inclusive and supportive environment.
Output group 2: Libraries Tasmania
Description
This output provides contemporary library and archives
services to all Tasmanians. Libraries Tasmania provides places
of welcome, learning and exploration. The service connects
Tasmanians with information, heritage, ideas and each other,
through real and virtual spaces, physical and digital resources,
and relevant and engaging activities.
Output group 3: Education Regulation
Description
This Output provides for the operation of the independent
regulatory authorities for education including: the Teacher’s
Registration Board; Oce of Tasmanian Assessment
Standards and Certification; the Oce of the Education
Registrar; and the Non-Government Schools Registration
Board. These authorities regulate and drive quality in the
Tasmanian education system across all sectors including:
government; Catholic; independent school sectors; some
parts of the Vocational Education and Training sector; and
Home Education.
18.2 Basis of Accounting
The Financial Statements are a general purpose financial
report and have been prepared in accordance with:
• Australian Accounting Standards and Interpretations
issued by the Australian Accounting Standards Board;
and
• The Treasurer’s Instructions issued under the provisions
of the Financial Management Act 2016.
The financial statements were signed by the Secretary on
23 September 2022.
Compliance with the Australian Accounting Standards (AAS)
may not result in compliance with International Financial
Reporting Standards (IFRS) as the AAS include requirements
and options available to not-for-profit organisations that are
inconsistent with IFRS. The Department is considered to
be not-for-profit and has adopted some accounting policies
under the AAS that do not comply with IFRS.
The financial statements have been prepared on an accrual
basis and, except where stated, are in accordance with
the historical cost convention. The accounting policies are
generally consistent with the previous year except for those
changes outlined in Note 18.5.
Department of Education Annual Report 2021–22
143
The financial statements have been prepared as a going
concern. The continued existence of the Department in its
present form, undertaking its current activities, is dependent
on Government policy and on continuing appropriations by
Parliament for the Department’s administration and activities.
The Department has made no assumptions concerning the
future that may cause a material adjustment to the carrying
amounts of assets and liabilities within the next reporting
period.
18.3 Reporting Entity
The Financial Statements include all the controlled activities
of the Department. The Financial Statements consolidate
material transactions and balances of the Department and
entities included in its output groups. Material transactions
and balances between the Department and such entities have
been eliminated.
The Oce of Tasmanian Assessment, Standards and
Certification, Oce of the Education Registrar and Teachers
Registration Board transactions and balances are included in
these financial statements.
18.4 Functional and Presentation
Currency
These financial statements are presented in Australian dollars,
which is the Department’s functional currency.
18.5 Changes in Accounting Policies
(a) Impact of new and revised Accounting
Standards
In the current year there are no new or revised Standards
and Interpretations issued by the Australian Accounting
Standards Board that are relevant to the Department’s
operations and eective for the current annual reporting
period.
(b) Impact of new and revised Accounting
Standards yet to be applied
The Department has reviewed the pending Standards and
Interpretations issued by the Australian Accounting Standards
Board and conclude they will not have a material impact on
the Department’s operations
18.6 Unrecognised Financial Instruments
The Department has no unrecognised financial instruments.
18.7 Foreign Currency
Transactions denominated in a foreign currency are
converted at the exchange rate at the date of the transaction.
Foreign currency receivables and payables are translated at
the exchange rates current as at balance date.
18.8 Comparative Figures
Comparative figures have been adjusted to reflect any
changes in accounting policy or the adoption of new
standards. Details of the impact of changes in accounting
policy on comparative figures are at note 18.5.
Where amounts have been reclassified within the financial
statements, the comparative statements have been restated.
Restructures of outputs within the Department (internal
restructures) that do not aect the results shown on the face
of the financial statements are reflected in the comparatives
in the Output Schedule at Note 2.
The comparatives for administrative restructures are not
reflected in the financial statements.
18.9 Rounding
All amounts in the financial statements have been rounded
to the nearest thousand dollars unless otherwise stated.
As a consequence, rounded figures may not add to totals.
Amounts less than $500 are rounded to zero and are
indicated by the symbol “…”.
18.10
Departmental Taxation
The Department is exempt from all forms of taxation except
Fringe Benefits Tax and Goods and Services Tax (GST).
18.11 Goods and Services Tax
Revenue, expenses and assets are recognised net of the
amount of Goods and Services Tax (GST), except where the
GST incurred is not recoverable from the Australian Taxation
Oce (ATO). Receivables and payables are stated inclusive
of GST.
The net amount recoverable, or payable, to the ATO is
recognised as an asset or liability within the Statement of
Financial Position.
In the Statement of Cash Flows, the GST component of
cash flows arising from operating, investing or financing
activities which is recoverable from, or payable to, the ATO
is, in accordance with the Australian Accounting Standards,
classified as operating cash flows.
Department of Education Annual Report 2021–22
144
Statement of Certification
The accompanying financial statements of the Department
of Education and its related bodies are in agreement with the
relevant accounts and records and have been prepared in com-
pliance with Treasurer’s Instructions issued under the provisions
of the Financial Management Act 2016 to present fairly the
financial transactions for the year ended 30 June 2022
and the financial position as at the end of the year.
At the date of signing, I am not aware of any circumstances
which would render the particulars included in the financial
statements misleading or inaccurate.
Tim Bullard
SECRETARY
Date 23 September 2022
Department of Education Annual Report 2021–22
145
1
Auditor’s Report
To the Members of Parliament
Department of Education
Report on the Audit of the Financial Statements
Opinion
I have audited the financial statements of the Department of Education (the Department),
which comprises the statement of financial position as at 30 June 2022 and statements of
comprehensive income, changes in equity and cash flows for the year then ended, notes to
the financial statements, including a summary of significant accounting policies, other
explanatory notes and the statement of certification by the Secretary of the Department.
In my opinion, the accompanying financial statements:
(a) present fairly, in all material respects, the Department’s financial position as at
30 June 2022 and its financial performance and its cash flows for the year then ended
(b) are in accordance with the Financial Management Act 2016 and Australian
Accounting Standards.
Basis for Opinion
I conducted the audit in accordance with Australian Auditing Standards. My responsibilities
under those standards are further described in the Auditor’s Responsibilities for the Audit of
the Financial Statements section of my report. I am independent of the Department in
accordance with the ethical requirements of the Accounting Professional and Ethical
Standards Board’s APES 110 Code of Ethics for Professional Accountants (including
Independence Standards) (the Code) that are relevant to my audit of the financial
statements in Australia. I have also fulfilled my other ethical responsibilities in accordance
with the Code.
The Audit Act 2008 further promotes the independence of the Auditor-General. The Auditor-
General is the auditor of all Tasmanian public sector entities and can only be removed by
Parliament. The Auditor-General may conduct an audit in any way considered appropriate
and is not subject to direction by any person about the way in which audit powers are to be
exercised. The Auditor-General has for the purposes of conducting an audit, access to all
documents and property and can report to Parliament matters which in the Auditor-
General’s opinion are significant.
I believe that the audit evidence I have obtained is sufficient and appropriate to provide a
basis for my opinion.
Department of Education Annual Report 2021–22
146
2
My audit is not designed to provide assurance on the accuracy and appropriateness of the
budget information in the Department’s financial statements.
Responsibilities of the Secretary for the Financial Statements
The Secretary is responsible for the preparation and fair presentation of the financial
statements in accordance with Australian Accounting Standards, and the financial reporting
requirements of Section 42 (1) of the Financial Management Act 2016. This responsibility
includes such internal control as determined necessary to enable the preparation of the
financial statements that are free from material misstatement, whether due to fraud or
error.
In preparing the financial statements, the Secretary is responsible for assessing the
Department’s ability to continue as a going concern unless the Department’s operations will
cease as a result of an administrative restructure. The assessment must disclose, as
applicable, matters related to going concern and the appropriateness of using the going
concern basis of accounting.
Auditor’s Responsibilities for the Audit of the Financial Statements
My objectives are to obtain reasonable assurance about whether the financial statements as
a whole are free from material misstatement, whether due to fraud or error, and to issue an
auditor’s report that includes my opinion. Reasonable assurance is a high level of assurance,
but is not a guarantee that an audit conducted in accordance with the Australian Auditing
Standards will always detect a material misstatement when it exists. Misstatements can
arise from fraud or error and are considered material if, individually or in the aggregate, they
could reasonably be expected to influence the economic decisions of users taken on the
basis of the financial statements.
As part of an audit in accordance with the Australian Auditing Standards, I exercise
professional judgement and maintain professional scepticism throughout the audit. I also:
• Identify and assess the risks of material misstatement of the financial statements,
whether due to fraud or error, design and perform audit procedures responsive to
those risks, and obtain audit evidence that is sufficient and appropriate to provide a
basis for my opinion. The risk of not detecting a material misstatement resulting
from fraud is higher than for one resulting from error, as fraud may involve
collusion, forgery, intentional omissions, misrepresentations, or the override of
internal control.
• Obtain an understanding of internal control relevant to the audit in order to design
audit procedures that are appropriate in the circumstances, but not for the purpose
of expressing an opinion on the effectiveness of the Department’s internal control.
• Evaluate the appropriateness of accounting policies used and the reasonableness of
accounting estimates and related disclosures made by the Secretary.
• Conclude on the appropriateness of the Secretary’s use of the going concern basis of
accounting and, based on the audit evidence obtained, whether a material
uncertainty exists related to events or conditions that may cast significant doubt on
the Department’s ability to continue as a going concern. If I conclude that a material
Department of Education Annual Report 2021–22
147
3
uncertainty exists, I am required to draw attention in my auditor’s report to the
related disclosures in the financial statements or, if such disclosures are inadequate,
to modify my opinion. My conclusion is based on the audit evidence obtained up to
the date of my auditor’s report. However, future events or conditions may cause the
Department to cease to continue as a going concern.
• Evaluate the overall presentation, structure and content of the financial statements,
including the disclosures, and whether the financial statements represent the
underlying transactions and events in a manner that achieves fair presentation.
I communicate with the Secretary regarding, among other matters, the planned scope and
timing of the audit and significant audit findings, including any significant deficiencies in
internal control that I identify during my audit.
Rod Whitehead
Auditor-General
Tasmanian Audit Office
28 September 2022
Hobart
Department of Education Annual Report 2021–22
148
APPENDICES
6
Department of Education Annual Report 2021–22
149
Abbreviations and Acronyms
Acronym In full
ABS Australian Bureau of Statistics
ACARA Australian Curriculum, Assessment and Reporting
Authority
ALIA Australian Library and Information Association
ADR Alternative Dispute Resolution
ARR Apparent Retention Rate
ASbA Australian School-based Apprenticeships
CMP Case Management Platform
CFLC Child and Family Learning Centre
DoE Department of Education
DRIS Decision Regulation Impact Statement
ECEC Early Childhood Education and Care
FTE Full-Time Equivalent
GETI Government Education and Training International
Tasma nia
GST Goods and Services Tax
HESP Home Education Summary and Program
ICT Information and Communication Technology
ITS Information Technology Services
L AT Limited Authority to Teach
LIFT Learning in Families Together
LiL Launching into Learning
LLIS Lifelong Learning Information Systems
LOTE Language other than English
MP Member of Parliament
NAPLAN National Assessment Program –
Literacy and Numeracy
NCCD Nationally Consistent Collection of Data
NDIS National Disability Insurance Scheme
NMS National Minimum Standard
NQS National Quality Standards
OER Oce of Education Registrar
Acronym In full
OSA Oce of the State Archivist
PAT Progressive Achievement Tests
PDP Performance and Development Plan
PESRAC Premier’s Economic Social and Recovery
Advisory Council
PIPS Performance Indicators in Primary Schools
PISA Program for International Student Assessment
PLI Professional Learning Institute
PWAP Principal Wellbeing Action Plan
RiMAC Risk Management and Audit Committee
R ATS Rapid Antigen Tests
RTI Right to Information
RTOs Registered Training Organisations
SSS Student Support System
STEM Science, Technology, Engineering and Mathematics
SRB Schools Registration Board
TASC Oce of the Tasmanian Assessment,
Standards and Certification
TCE Tasmanian Certificate of Education
TFA Teach for Australia
THEAC Tasmanian Home Education Advisory Council
TIMSS Trends in International Mathematics and
Science Study
TIPP Teacher Intern Placement Program
TLAB Tasmanian Library Advisory Board
TRB Teachers Registration Board
TRMF Tasmanian Risk Management Fund
UTAS University of Tasmania
VET Vocational Education and Training
VLC Virtual Learning Centre
VLT Virtual Learning Tasmania
WCAG Web Content Accessibility Guidelines
Department of Education Annual Report 2021–22
150
Compliance Index
This index identifies compliance with the statutory disclosure requirements for annual reporting of:
• Education Act 2016
• Financial Management Act 2016
• State Service Act 2000
• Right to Information Act 2009
• Public Interest Disclosures Act 2002
• State Service Regulations 2011
• Integrity Commission Act 2009
• Various Treasurer’s Instructions and whole-of-government directions
• National Education Agreement (2012).
Requirement Section Page
AIDS TO ACCESS
Table of contents Contents 1
Compliance Index Appendices – Compliance Index 150 - 152
List of abbreviations Appendices – Abbreviations and Acronyms
HEAD OF AGENCY PERFORMANCE
A report on the performance of the functions and powers of the Head of
Agency under any written law
Annual Report 149
STRATEGIC PLANNING
An overview of agency’s strategic plan including its aims, functions and
related programs
Overview 2 - 9
MAJOR CHANGES
Details of any major changes that have taken place in relation to the
programs, aims, functions or organisational structure of the agency
Required Reporting – New Arrangements 54
ORGANISATIONAL STRUCTURE
Organisational chart as at the end of the reporting year showing
administrative structure
Overview - Organisational Chart 5
A description of the relationship between the organisational structure and
the program management structure of the agency
Overview – Our Services 4
PERFORMANCE INFORMATION
A narrative summary together with quantitative measures where relevant,
of the functions and targets of programs or projects
Key Projects and Programs
Libraries Tasmania
10 - 21
22 - 29
A report of the findings on school reviews undertaken to ensure
developmentally appropriate learning frameworks are being delivered
in schools
Improvement and Performance 18
Department of Education Annual Report 2021–22
151
Requirement Section Page
Economic and other factors that have aected the achievement of
operational objectives
Key Projects and Programs
Libraries Tasmania
10 - 21
22 - 29
MAJOR INITIATIVES
Details of major initiatives taken by the Department to develop and give
eect to Government policy
Key Projects and Programs
Libraries Tasmania
10 - 21
22 - 29
STATUTORY OFFICES
A report by any statutory oce holder employed in or attached to the
Department except where required to report under any other Act
Other Annual Reports 70 - 86
STATUTORY/NON STATUTORY BODIES
A list of names of organisations Required Reporting – Statutory and
Non-Statutory Bodies
51 - 52
LEGISLATION ADMINISTERED
A list of legislation administered by the Department Required Reporting –
Legislation Administered
50
COMMUNITY AWARENESS
Details of activities to develop community awareness of the Department
and the services it provides
Required Reporting – Public Access to
the Department
48
WHOLE-OF-GOVERNMENT POLICIES
Accessible Island: Disability Framework for Action 2018-21 Required Reporting – Inclusion and Diversity 45
RIGHT TO INFORMATION
Right to Information details Required Reporting – Public Access to
the Department
48 - 49
Public Interest disclosures Required Reporting – Public Access to
the Department
48
The location of procedures for public interest disclosures Required Reporting – Public Access to
the Department
48
ASSET MANAGEMENT, RISK MANAGEMENT AND PRICING POLICIES
Statement of pricing policies of goods and services Required Reporting – Pricing Policies 53
Statement of administered payments Required Reporting –
Administered payments
95
Information on major capital projects Required Reporting – Major capital projects 57 - 59
Statement of risk management policies, activities or initiatives Required Reporting – Risk management 54
Statement of asset management policies, strategies and initiatives Required Reporting – Asset management 54
Statement of debts written o Required Reporting – Debts written o 136
Statement of loss and damage Required Reporting – Loss and damage 53
APPENDICES
Department of Education Annual Report 2021–22
152
Requirement Section Page
HUMAN RESOURCES MANAGEMENT
Details of recruitment policies and programs, including statistical information Required Reporting – Employment
Required Reporting –
Building our Workforce
31 - 38
39
Information on workforce composition Required Reporting – Employment 31 - 38
Information relating to employee training and development activities Required Reporting –
Building our Workforce
40 - 41
Outline of training provided to sta in relation to ethical conduct Required Reporting – Employee Conduct 44
Summary of internal grievance procedures Required Reporting – Grievance
Resolution Procedures
44
Outline of occupational health and safety strategies Required Reporting – Health and Safety 43
Outline of processes available against decisions made by the agency Required Reporting – Public Access to
the Department
48
GOVERNMENT PROCUREMENT
A narrative statement regarding the Department’s support for local business Required Reporting –
Contracts and Tenders
60 - 69
Table summarising Department support for local business, including the
number of procurement contracts awarded, the number of tenders called
and the number of bids received and the extent of local participation in
procurement activities
Required Reporting –
Contracts and Tenders
60 - 69
Detailed information on all contracts awarded, including consultancy contracts,
including a description of the contract, the total value of the contract and the
name and locality of contractors
Required Reporting –
Contracts and Tenders
60 - 69
FINANCIAL STATEMENTS
Financial statements of the Department including statements of any public
body not required to report under any other Act, together with the audit
opinion on those statements
Financial Statements 88 - 147
AGENCY PUBLICATIONS
A list of major publications produced by the Department Appendices – Publications and Websites 153 - 154
CONTACTS
A list of contact ocers and points of public access in relation to services
provided by the Agency
Appendices – Contact Details 156
Department of Education Annual Report 2021–22
153
Publications and Websites
Aboriginal Education Services
• Explore Sea Country resources –the Orb
Child and Student Wellbeing
• Wellbeing for Learning – Child and Student
Wellbeing Strategy
• Good Teaching: Trauma Informed Practice in
Action workbook
• You’ve Got the Data… Now Get Going resource packs
• Approach to Student Engagement
• 2021 Student Wellbeing and Engagement Survey
resources, updated with 2021 data
• School Food Plan toolkit
COVID-19 Support Team
• COVID Return to Schools Overview Plan Term 1,
Weeks 1 to 5
• COVID Return to Schools Overview Plan Term 1,
Weeks 6 to 10
• COVID Return to Schools Overview Plan Term 2
• COVID Operational Plan Term 1, Weeks 1 to 5
• COVID Operational Plan Term 1, Weeks 6 to 10
• COVID Operational Plan Term 2
• How to talk to your child about COVID-19 – Infosheet
• Supporting Your Wellbeing – Back to School – Infosheet
Early Years
A range of online and printed material to support families
with children in the early years was developed including:
• Passport to Learning
• Print promotion and information resources including
Launching into Learning and Pre Kinder postcards
• Online resources including Launching into Learning
Online sessions and Playing Together videos.
Education and Care
The Education and Care Unit produced a range of
information sheets, newsletters and online resources
to support the implementation of the National Quality
Framework (NQF) in Education and Care Services.
This includes:
• Early Childhood Education and Care COVID-19
guidelines
• Regular Early Childhood Education and Care sector
newsletters
• Additional information published to our website on
Function Control Processes
• Information sheets inclusive of but not limited to;
Regulation 97 - Emergency and Evacuation Procedures,
Strict Liability, Working With Vulnerable People
registrations, key changes or practice.
GETI
• 2022 Tasmanian Government Schools Guide for
International Students
• 2022-23 TasTAFE International Course Guide
Learning Services
• Respectful Schools – The Line campaign posters
APPENDICES
Department of Education Annual Report 2021–22
154
Libraries Tasmania
• Libraries Tasmania Strategic Directions booklet
• Tasmanian Library Advisory Board (TLAB) Strategic
Action Plan
• A range of promotional material for Libraries Tasmania’s
campaigns and events:
- Cadbury campaign
- Stories After Dark
- Follow your curiosity
- The Lanney Pillar
- Vision of a palawa campaign
- Celebrating 150 years of Tasmanian railways
campaign
- National Family History Month campaign
- Libraries Tasmania Top 10s campaign
- 91 Stories – The Toreador and Around the Globe
• Generic DLs for:
- Allport Library and Museum of Fine Arts
- New Release Express Service
- Home Library Service
- Little Explorers x 4 kinds
- Little Explorers Generic
- Learn at the Library
Strategic Marketing, Communications
and Media*
• Annual Report 2020-21
• Key Data Report - March 2022
Strategic Policy and Planning
• Strategic Plan 2022-2024
Teaching and Learning
• Virtual Learning Centre - A range of quality online
lessons and resources to support students learning form
home for short periods due to COVID-19 - Over 1600
video recordings of explicit teaching and 2,200 lessons
focussed on Reading and Writing, Number, Physical
Activity and Wellbeing from Kindergarten to Year 10.
• A range of resources to support quality teaching
focussed on curriculum, pedagogy and assessment
• 2021-2025 Numeracy Framework
• Numeracy Plan for Action 2021-2025
• ‘Let’s Talk’ website and public campaign – a range
of resources and advertising (television and social
media) to educate the Tasmanian community on the
importance of talking to our children and how this
supports their development.
Department of Education Annual Report 2021–22
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Websites
Website name URL
B4 Early Years Coalition www.b4.education.tas.gov.au
PLI (Professional Learning Institute) www.pli.education.tas.gov.au
Education and Care www.educationandcare.tas.gov.au
Great Start www.greatstart.tas.gov.au
Oce of the Education Registrar www.oer.tas.gov.au
STEM www.stem.education.tas.gov.au
Year s 11&12 ww w.11and12.education.tas.gov.au
The Orb www.theorb.tas.gov.au
DoE public www.education.tas.gov.au
GETI (Government Education & Training International) www.study.tas.gov.au
TASC www.tasc.tas.gov.au
Premier’s Reading Challenges www.premiersreadingchallenge.tas.gov.au
Teachers Registration Board www.trb.tas.gov.au/Pages/Home.aspx
Respectful Relationships www.respectfulrelationships.education.tas.gov.au
Anything Can Happen www.anything.tas.gov.au
Careerify www.careerify.tas.gov.au
My Education www.my.education.tas.gov.au
Lets Talk www.talk.tas.gov.au
DoE Intranet -
Teaching & Learning Centre tlc.education.tas.gov.au
Emergency App -
Libraries Tasmania sites
Libraries Tasmania www.libraries.tas.gov.au
26Ten www.26ten.tas.gov.au
26Ten Chat www.26ten.tas.gov.au
Oce of the State Archivist www.informationstrategy.tas.gov.au
All Tasmanian Government schools manage their own website.
APPENDICES
Department for Education, Children and Young People
Salamanca Building, Parliament Square
Level 8, 4 Salamanca Place,
Hobart Tasmania 7000
GPO Box 169
Hobart Tasmania 7001
Telephone 1800 816 057
Email servicecentre@decyp.tas.gov.au
Website www.decyp.tas.gov.au
ISSN 1449-1575
creativecommons.org/licenses/by/4.0
With the exception of logos, trade mark protected and other
third-party material as indicated this content is licensed under
Creative Commons Attribution 4.0 International.
We request attribution as: © State of Tasmania (Department for
Education, Children and Young People) 2022.
