Appendices
Contents
1. Output performance summaries
2. Administered legislation
3. Summary of key legislation
4. Operation of the Higher Education (General Provisions) Act 2003
5. Summary of Queensland state school disciplinary absences
6. Summary of directions and orders about conduct or movement
at, or entry to state and non-state school premises
7. Statutory authorities and entities controlled by the department
8. Boards, committees and management teams
Output performance summary
The following information reflects the performance measures as published in the Service Delivery Statement (SDS) 2008 09. Further information on school performance is available through the following Government publications: • Report on Government Services: www.pc.gov.au/gsp • ABS Schools Australia: www.abs.gov.au/AUSSTATS • National Report on Schooling in Australia: www.mceetya.edu.auEarly Phase of Learning
Provides children in their early years to Year 3 with strong educational foundations.
Measures Notes 2007–08 Target 2007–08 Actual Number of students in the Early Phase of Learning 1 141 930 144 410* Number of Preparatory Year students: • Total 36 700 38 550* • Indigenous 2 3 150 3 430* Proportion of Queensland Preparatory students enrolled in state Preparatory Year classes 68% 71%* Proportion of Queensland Preparatory to Year 3 students attending state schools 70% 71%* Year 2 Diagnostic Net — Percentage of Year 2 students mapped who did not require intervention in relation to their literacy and numeracy development: 3 • All: - reading 76% 75.7% - writing 86% 84.8% - numeracy 82% 81.2% • Indigenous: 2 - reading 56% 53.8% - writing 66% 64% - numeracy 61% 57.7% Year 3 Test — Percentage of students achieving the national benchmark: • All: 4 - reading 94% 92.2% - writing 89% 94.1% - numeracy 90% 88.2% • Indigenous: 2,4 - reading 86% 86.1% - writing 75% 88% - numeracy 75% 75.6% Satisfaction of parents with their child’s school 90% 88.6% Average cost of service per student ($) 5 9 372 9 244 * Mid-year enrolment numbers are estimated, using the Student Censes (August and February). Notes: 1. Student enrolments in state schools of Distance Education are distributed across the Early, Middle and Senior phase of learning outputs according to year level. 2. This is based on self-identified Aboriginal and Torres Strait Islander students. 3. Though some results decreased slightly from previous years, overall results for both student cohorts have been stable.
Output performance summary
Middle Phase of Learning
Provides students in Years 4 to 9 with learning opportunities that extend their skills and knowledge.
Measures Notes 2007–08 Target 2007–08 Actual Number of students in the Middle Phase of Learning 1 237 840 238 580* Proportion of Queensland Year 4 to 9 students attending state schools 69% 69%* Year 5 Test — Percentage of students achieving the national benchmark: 4 • All: 3 - reading 79% 76.8% - writing 95% 95.4% - numeracy 86% 81.3% • Indigenous: 2,3 - reading 56% 56.4% - writing 83% 91% - numeracy 64% 61.5% Year 7 Test — Percentage of students achieving the national benchmark: • All: 3 - reading 86% 81.7% - writing 94% 95.4% - numeracy 82% 73.1% • Indigenous: 2,3 - reading 65% 61.2% - writing 84% 91.1% - numeracy 54% 45.9% Satisfaction of parents with their child’s school 85% 83.6% Satisfaction of students with their school 78% 78.4% Percentage of students continuing school across the key juncture — Year 7 to Year 8: • All: 91% 91% • Indigenous 2 92% 94% Average cost of service per student ($) 5 8 973 8 926 * Mid-year enrolment numbers are estimated, using the Student Censes (August and February). Notes: 1. Student enrolments in state schools of Distance Education are distributed across the Early, Middle and Senior Phase of learning outputs according to year level. 2. This is based on self-identified Aboriginal and Torres Strait Islander students. 3. The 95% confidence intervals for these estimates are not included in this table. 4. The first national tests for literacy and numeracy will be conducted in May 2008, after which, states will reconfigure their performance measures. 5. As per SDS 2008 09
Output performance summary
Senior Phase of Learning
To provide students in Years 10 to 12 with relevant, flexible skills, and knowledge to succeed in their futures.
Measures Notes 2007–08 Target 2007–08 Actual Number of students in the Senior Phase of Learning 1 96 680 95 580* Proportion of Queensland Year 10 to 12 students attending state schools 62% 61%* Apparent retention rate from Year 10 to Year 12: 2 • Total 75% 72%* • Male 69% 68%* • Female 79% 76%* • Indigenous 3 59% 58%* Satisfaction of parents with their child’s school 81% 79.1% Satisfaction of students with their school 66% 64.4% Percentage of students who completed Year 12 and who are in full-time employment, or both part-time work and part-time education or training 4 92% 90.8% Percentage of OP eligible students with an OP 1-15 5 64% 61.7% Percentage of students with VET qualifications (who completed Year 12) 6 41% 49.8% Percentage of students who are OP eligible and/or have VET qualifications 6 82% 85.1% Average cost of service per student ($) 7 10 582 10 428 * Mid-year enrolment numbers are estimated, using the Student Censes (August and February). Notes: 1. Student enrolments in state schools of Distance Education are distributed across the Early, Middle and Senior Phase of Learning outputs according to year level. 2. The new Queensland Certificate of Education (QCE) will be issued to students for the first time in late 2008. The percentage of students who achieved a QCE will be reported in the SDS from 2009–10. 3. This is based on self-identified Aboriginal and Torres Strait Islander students. 4. This percentage is based on voluntary responses to the Next Step survey. 5. The variance in percentage of OP-eligible students with an OP 1-15 is related to fluctuations in student population and eligibility choices. 6. Vocational Education and Training (VET) qualifications are awarded through the Australian Qualification Framework (Certificate I to IV). 7. As per SDS 2008 09
Output performance summary
Students with Disabilities
Provides targeted educational support for students with additional learning difficulties and reduces barriers to learning.
Measures Notes 2007–08 Target 2007–08 Actual Number of state special schools 47 47 Number of students in special schools 2 950 3 050* Number of state schools providing: 1 • Special education units 333 Discontinued • Special education classes 141 Discontinued • Special education developmental programs 33 Discontinued • Special education programs 1 507 486 Number of students with disabilities identified as needing specialist support who are enrolled in state schools 2 16 250 16 410* Number of students with disabilities who have: 3 • Achieved a Certificate of Post-Compulsory School Education 540 501 • Completed 12 years of schools 700 801 Satisfaction of parents with their child’s: 4 • Special school 92% 91.4% • State school 84% 79.1% Average cost of service per student ($) 5 25 326 25 316 * Mid-year enrolment numbers are estimated, using the Student Censes (August and February). Notes: 1. For operational reasons, from 2008, Special Education Units, Special Education Classes and Special Education Development Programs will be known as Special Education Programs (SEP) and will be reported collectively. 2. This measure excludes students enrolled in special schools. 3. From 2009, a Certificate of Post-Compulsory School Education will be known as a Queensland Certificate of Individual Achievement (QCIA). 4. This measure relates to parents who have children with disabilities. 5. As per SDS 2008 09.
Output performance summary
Vocational Education and Training Services
Providing ongoing learning and skilling through targeted strategies that address Queensland’s skills shortages.
Measures Notes 2007–08 Target 2007–08 Actual 1 Commencements for apprenticeships and traineeships: • Total 2 63 000-65 000 65 000-67 000 • 15-17 year olds 19 000-20 000 19 000-20 000 % of traineeships completed 57-62% 58-63% % of apprenticeships completed 65-70% 65-70% Number of apprentices and trainees in training 2 85 000-90 000 93 234 ° Total number of VET students • VET (All) 3,4 291 000-297 000 276 336 ° • Total TAFE 3,5 252 000-257 000 242 007 ° • Higher-level training (Cert IV and above) 4 62 000-64 000 62 186 • Mature age 4,6 56 000-58 000 53 009 ° • 15-17 year olds 4,7 40 000-42 000 45 513 ° Total qualifications completed: • VET (All) 4 96 000-100 000 92 820 ~ • Priority industry areas 8 45 000-50 000 49 582 • New and emerging industry areas 8 9 000-9 400 12 290
• Strategic Intervention Industries 8 N/A New Measure
Total competencies successfully completed: • VET (All) 4,9 1.5M-1.7M 1 572 555 • Total TAFE 5 1.3M-1.4M 1 337 034 • High-level training (Cert IV and above) 4 332 000-342 000 366 922 • Priority industry areas 8 930 000-945 000 980 972 • New and emerging industry areas 8 184 000-188 000 206 063
• Strategic Intervention Industries 8 N/A New Measure
Employment/further study outcome: • TAFE 86% 89% TAFE — non-government revenue ($) 5,10 154M 181M Queensland’s VET participation rate (to achieve the national average VET participation rate in the medium to long-term) 10.1% 9.4% ° Level of stakeholder satisfaction with VET training services and products: • Student Outcomes Survey 11 89% 89% • Survey of Employer Views - nationally recognised training 12 71% 88% - apprentices and trainees 13 81% 84% Compliance of training organisations with the Australia Quality Training Framework (AQTF): • Total number of registered training organisations in Queensland 13 1 114 1 230 • Number of organisations approved for registration as a 13 279 334
Measures Notes 2007–08 Target 2007–08 Actual • Number or qualifications approved to be added to the scope of existing registered training organisations 13 2 347 2 843 Compliance with the provisions of departmental training contracts: • Number of training contracts audited 80 80 Proportion of VET activity delivered in regional Queensland 15 34% 35% Average cost per competency successfully completed • VET (All) 630 634 • Total TAFE 5 496 493 Total Government funding ($’000) • TAFE (All) 5,16 645 000 659 382 ° It is expected that the targets will be met as indicated, however, a final figure will not be known subject to time-lags in recording of commencements, and completions. ~ Growth in the number of students undertaking higher level courses (especially apprenticeship related) which have comparatively more units of competency Notes: 1. The utilisation of ranges is an essential tool in providing realistic VET targets for measures subject to time-lags in reporting and market conditions. 2. The 2008–09 Target/Estimate factors in the additional apprenticeship training places per year identified in the Queensland Skills Plan. 3. The estimated actual student numbers for 2007–08 reflect the ready availability of employment opportunities impacting on the uptake of post-school education and training; as well as an increase in higher level training while the number of students undertaking lower level qualifications declined. 4. This measure covers all publicly funded training activity, comprising all training through public providers (TAFE, the Australian Agricultural College Corporation and Southbank Institute of Technology) including fee for service, plus government funded training by private providers, community based organisations and adult and community education (ACE) providers. 5. Southbank Institute of Technology (SBIT) became a statutory authority on 1 April 2008. To maintain comparability of reporting SBIT activity will continue to be included in the TAFE measures for the 2007–08 Target/Estimate and 2007–08 Estimated Actuals. SBIT has not been included in the 2008–09 TAFE targets. 6. The mature age group experienced increased employment opportunities in 2007–08 attracting students away from post-school education and training options and contributing to this measure falling short of target. 7. The success of Education and Training Reforms for the Future (ETRF) initiatives including young people in apprenticeships and traineeships (incorporating School-Based Apprentices and Trainees) has contributed to the strong performance in the number of 15-17 year old students in 2007–08. 8. A new measure, Strategic Intervention Industries, has been implemented to capture industry training in skill shortage areas. The Priority Industry Areas and New and Emerging Industry Areas measures have been discontinued. 9. There has been growth in the number of students undertaking higher level courses (especially apprenticeship related) which have comparatively more units of competency. 10. There is an increase in User Charges in line with additional revenue required to support the Queensland Skills Plan. The department is also recognising an increase in Other Revenue to reflect the reimbursement of labour costs from SBIT. 11. NCVER Student Outcomes Survey — the percentage of VET graduates satisfied with the overall quality of their training. 12. Employer satisfaction regarding VET is obtained from the biennial NCVER survey, Employers’ Use and Views of the VET System. 13. The measure does not include those registered training organisations operating in Queensland under the principles of national recognition. The figures include information provided by the Queensland Studies Authority. 14. The reduction in the 2008–09 Target/Estimate is because TAFE Queensland institutes renewed their registration in 2007–08 and accordingly, performance against this measure was significantly higher than usual in that year (this will reoccur every five years). 15. The department aims to ensure the percentage of VET activity delivered to regional Queensland is commensurate with the proportion of the 15-64 year old population living in these parts of the State. 16. Increase in TAFE funding reflects increased funding provided for facilities and infrastructure costs, increases in User Charges and growth in demand for apprenticeship and traineeship places.
Higher Education
Higher Education
Providing regulatory and State assistance to support the delivery of higher education.
Measures Notes 2007–08
Target Est. Actual2007–08
Number of: • Queensland universities 9 9 • Other approved higher education providers 1 30 30 Number of students enrolled at Queensland universities: • Total 187 500 190 660 • International 49 000 50 289 Stakeholders’ rating of departmental management of approval process: • Percentage of applicants rating satisfactory or better 2 75% 60% • Percentage of assessment panel members rating satisfactory or better 3 100% 100% Number of applications for higher education courses: • New 4 14 33 • Reaccredited/re-approval 4 14 23 Percentage of students at Queensland universities located in: • Brisbane 60% 60% • Other parts of Queensland 40% 40% Notes: 1. This measure includes interstate universities operating in Queensland, non-university providers, and overseas institutions. 2. This is based on a 44% response rate. 3. This is based on a 43% response rate. 4. Estimates are based on courses due for reaccreditation in the reporting period and are subject to strategic decisions by providers.
Output performance summary
Non-State Schools
Providing regulatory services and to administer funding to non-state schools.
Measures Notes 2007–08 Target 2007–08 Actual Number of accredited non-state schools in Queensland 468 467 Number of non-state students in the: • Early Phase of Learning (Preparatory – Year 3) 60 410 59 710* • Middle Phase of Learning (Years 4-9) 107 580 108 550* • Senior Phase of Learning (Years 10-12) 59 760 60 390* Number of applications received by the Non-State Schools Accreditation Board for: • New non-state schools 3 7 • Significantly modified non-state schools 1 5 6 • Change of accreditation attribute 2 20 30 Number of applications for government funding of non-state schools received by the Non-State Schools Eligibility for Government Funding Committee 18 21 Number of applications received or registration as a provider of courses for overseas students 35 32 Non-state schools involved in the cyclical review process: • Percentage reviewed 3 83% 73% • Of those reviewed, the percentage who complied with the legislated criteria 100% 100% Number of notices issued by the Non-State Schools Accreditation Board 4,5,7 NA 7 Percentage of applications for re-registration as course providers to overseas students approved 6, 7 NA 100% * Mid-year enrolment numbers are estimated, using the Student Censes (August and February). Notes: 1. In previous years, this measure has included those schools that have added ‘preschool’ as a type of education. The Prep Year is now included in Primary Education, accounting for the predicted drop in application of this type in 2007–08.
2. Attributes are defined in section s16 (3) of the Education (Accreditation of Non-State Schools) Act 2001 and include items such as: the curriculum model the school is to follow, boarding facilities etc. 3. This measure indicates the percentage of non-state schools that have participated in a cyclic review in the previous five yeas. Since the program began in 2005, the percentage has been increasing and is expected to level in the top decile, with only newly established schools yet to engage in the process. 4. This measure includes Compliance, Show Cause and Cancellation notices. 5. Actuals will be reported under the Est. Actual for 2007–08. It is not appropriate to set a target, as this will be determined solely by due processes in relation to identified breaches of the criteria for accreditation. 6. Actuals will be reported under the Estimated Actual for 2006–07. It is not appropriate to set a target, as this will be determined solely by due process.
Output performance summary
Arts and Culture
Provides services to maximise the impact and reach of government investment in arts and cultural activities in Queensland.
Measures Notes 2007–08
Target Est. Actual2007–08
Number of public arts projects completed 1 10 31 Number of arts activities funded 16 425 16 570 Number of statutory agencies and companies funded 9 9 Level of attendance in subsidised arts sector events 2 1 905 400 4 091 871 Level of client satisfaction with Arts Queensland’s funding program and services 3 85% 65% Percentage of funding decisions informed by industry peer assessment 4 60% 73.8% Percentage of grant approvals processed within required timeframes 5 95% 89% Percentage of grant acquittals processed within required timeframes 6 90% 50% Percentage of regional communities accessing specific regional grants 95% 93.4% Percentage of funding provided to people from target groups 7 45% 34.5% Proportion of funding allocated to artists, arts workers and non-government arts and cultural organisations 77% 81% Notes: 1. Arts Queensland is transitioning from the former Art Built-In policy to the new Queensland Public Art art+place fund. The Est. Actual for 2007–08 refers to 31 projects completed under the former Art Built-In policy. Projects under the art+place fund were first approved in the later half of 2007–08. 2. The increase in the 2007–08 Est. Actual is due to an increased focus on community outcomes in funding decisions, and the introduction of a new data collection system which has enabled data to be collected for the first time about number of attendees through Development and Presentation Grants projects and Industry Development Initiatives. The measure also includes estimated television and radio audiences for some projects. 3. The variation between the 2007–08 Target and Est. Actual is attributed to the introduction of a new policy direction and funding guidelines for grant applicants responding to this survey. 4. The variation between the 2007–08 Target and Est. Actual is due to a change in types of funding decisions included in this measure following the introduction of new grant programs. The Est. Actual of 73.8% refers to funding decisions made as part of competitive or open grant programs (s2m, Development and Presentation Grants and Career Development Grants) and does not include targeted funding initiatives. 5. The introduction of the new Career Development Grants involved a more complex assessment process than the smaller Individual Professional Development Grants which they superseded. The assessment process for Career Development Grants has now been revised to ensure the target of 95% can be consistently met. 6. The variation between the 2007–08 Target and Est. Actual is due to the simultaneous introduction of a new grants program structure and a new automated grants system which resulted in delays in moving acquittal reports through the system. 7. Measure refers to grant recipients who themselves identify with one or more of the target groups. Arts Queensland also funds a number of other organisations that deliver programs to people from the target groups — e.g. through Indigenous Regional Arts Development Fund, Backing Indigenous Arts Program, and child and youth programs. 8. Original Budget recast for additional functions as a result of machinery-of-Government changes incorporating the Festival of Ideas.
Administered legislation
The Department of Education, Training and the Arts is a department of government
established by the Governor in Council pursuant to Section 13 (now repealed) of the
Public Service Act 1996. The department commenced operation on 1 October 2006
under Public Service Arrangement Notice (No. 9) 2006 which amalgamated the former
Department of Education and the Arts with the training activities undertaken by the
former Department of Employment and Training.
The department administers the following legislation and subordinate legislation on
behalf of the Queensland Government.
Principal legislation
Name Objective
Agricultural College Act 2005 An Act to establish the Australian Agricultural College Corporation and provide for an agricultural college, and for other purposes.
Australian Catholic University (Queensland) Act
2007 To provide statutory recognition of the Australian Catholic University and to facilitate its operation in Queensland. Bond University Act 1987 To provide in relation to the operation of a university in
Queensland under the name and style Bond University. Central Queensland University Act 1998 An Act about the Central Queensland University.
Education (Capital Assistance) Act 1993 An Act relating to the grant of capital assistance for capital projects to certain non-State schools, and for other purposes. Education (Accreditation of Non-State Schools) Act
2001 An Act to provide for the accreditation of non-State schools, and deciding the eligibility of non-State schools’ governing bodies for Government funding for the schools, and for other purposes.
Education (General Provisions) Act 2006 An Act about the education of children and the participation of young people in education and training, and for other purposes.
Education (Overseas Students) Act 1996 An Act to provide for the registration of persons providing courses to overseas students and for registration of the courses, and for related purposes.
Education (Queensland Studies Authority) Act 2002 An Act to establish the Queensland Studies Authority, to confer functions on the authority including functions about developing, purchasing and accrediting 1–12 syllabuses and preparatory guidelines, testing, assessment, moderation, certification, vocational education and training and tertiary entrance, to establish the Office of the Queensland Studies Authority, and for other purposes.
Education (Queensland College of Teachers) Act
2005 An Act to establish the Queensland College of Teachers, to confer functions on the college including functions about the registration of teachers in Queensland and related matters, to establish the Office of the Queensland College of Teachers, and for other purposes.
Education (Work Experience) Act 1996 An Act regulating work experience provided to students as part of their education.
Appendix two
Name Objective
Libraries Act 1988 An Act about the State library and to promote libraries, and for related purposes.
Higher Education (General Provisions) Act 2003 An Act to provide for the approval of the establishment or recognition of universities, approval of the operation of overseas higher education institutions or interstate universities, accreditation of courses offered by non university providers, and for other purposes.
James Cook University Act 1997 An Act about the James Cook University.
Queensland Art Gallery Act 1987 An Act to make provision with respect to the administration of the Queensland Art Gallery and for other purposes.
Queensland Museum Act 1970 An Act to make provision with respect to the administration of the Queensland Museum and for other purposes.
Queensland Performing Arts Trust Act 1977 An Act to provide for the establishment and incorporation of a body to be known as the Queensland Performing Arts Trust, to make provision with respect to the administration of that body and for purposes incidental thereto.
Queensland Theatre Company Act 1970 An Act to provide for the establishment and incorporation of a body to be known as the Queensland Theatre Company, to make provision with respect to the administration of that body, and for purposes incidental thereto.
Queensland University of Technology Act 1998 An Act about the Queensland University of Technology. Schools of Arts (Winding Up and Transfer) Act 1960 An Act relating to the winding up and transfer of schools of
arts. Schools of Arts (Winding Up and Transfer) Act
Amendment Act 1981
An Act to amend the Schools of Arts (Winding Up and Transfer) Act 1960 in certain particulars.
University of Queensland Act 1998 An Act about The University of Queensland.
University of Southern Queensland Act 1998 An Act about the University of Southern Queensland.
University of the Sunshine Coast Act 1998 An Act establishing the University of the Sunshine Coast, and for other purposes.
Vocational Education, Training and Employment Act 2000
An Act to provide for vocational education, training and employment.
Appendix two
Administered legislation
Subordinate legislation LAL1/07
Education (Accreditation of Non-State Schools) Regulation 2001 Education (Capital Assistance) Regulation 2005
Education (General Provisions) Regulation 2006 Education (Overseas Students) Regulation 1998
Education (Queensland Studies Authority) Regulation 2002 Education (Queensland College of Teachers) Regulation 2005 Grammar Schools Regulation 2004
Higher Education (General Provisions) Regulation 2004
Vocational Education, Training and Employment Regulation 2000
Statutes of:
Central Queensland University James Cook University
Queensland University of Technology University of Queensland
University of Southern Queensland University of the Sunshine Coast
Primary legislation passed during the 2007–08 financial year
Education Legislation Amendment Act 2008
Vocational Education, Training and Employment and Other Legislation Amendment Act 2007 Higher Education (General Provisions) Act 2008
Significant subordinate legislation made during the 2007–08 financial year
No significant subordinate legislation was made during the 2007–08 financial year
Legislation coming into effect after 1 July 2008
Summary of key legislation
The key legislation administered by the department includes:
Education (General Provisions) Act 2006
An Act about the education of children and the participation of young people in education and training, and for other purposes.
Act binds all persons
(1) This Act binds all persons including the State and, as far as the legislative power of the Parliament permits, the Commonwealth and the other States.
(2) Subsection (1) does not make the State, the Commonwealth or another State liable to be prosecuted for an offence.
Interaction with other legislation
(1) This Act includes: (a) provisions requiring young people to continue their schooling until they are 16 years or have completed year 10, whichever happens first; and (b) provisions requiring young people to continue in education and training for a further period for the purpose of achieving a certificate of achievement, senior statement, certificate III or certificate IV. (2) The VETE Act includes provisions about some of the eligible options available to young people during this further period of learning. (3) The QSA Act includes provisions about keeping student accounts for young people to record their participation in education and training.
The objects of this Act are:
(a) to make available to each Queensland child or young person a high-quality education that will: (i) help maximise his or her educational potential; and (ii) enable him or her to become an effective and informed member of the community; and (b) to provide universal access to high-quality State education; and (c) for compulsory participation in education or training: (i) to implement initiatives to ensure young people participate in a period of education or training after they turn 16 years or complete year 10; and (ii) to outline a range of education and training options for them during this period. Outputs Departmental outputs responsible for achieving these objects are: • State Schooling Outputs - Early Phase of Learning - Middle Phase of Learning - Senior Phase of Learning - Students with Disabilities - Non-State Education
Vocational Education, Training and Employment Act 2000
An Act to provide for vocational education, training and employment.
Act binds all persons
(1) This Act binds all persons including the State and, so far as the legislative power of the Parliament permits, the Commonwealth and the other States.
(2) However, nothing in this Act makes the State, the Commonwealth or another State liable to be prosecuted for an offence.
Summary of key legislation
The objects of this Act are:(a) to establish a system for the effective and efficient provision of high-quality vocational education and training to meet the immediate and future needs of industry and the community; and (b) to provide mechanisms for employees, employers, associations of employees or employers and the community to advise government on vocational education and training needs and priorities to meet those needs; and (c) to support the continued development of high quality training by and within industry; and (d) to facilitate the provision of vocational education and training that is relevant to employment and encourages the generation of employment opportunities; and (e) to regulate the registration of training organisations within the State; and (f) to further the commitment by the States, the Territories and the Commonwealth, in partnership with industry, to work together to increase the participation of Australians in an integrated national vocational education and training system that allows for local diversity; and (g) to promote a community commitment towards supporting young people in the compulsory participation phase; and (h) to implement initiatives that are consistent with the ministerial declaration ‘Stepping forward: improving pathways for all young people’. Outputs The departmental outputs under this legislation include: • Vocational Education and Training Services
Higher Education (General Provisions) Act 2003
An Act to provide for the approval of the establishment or recognition of universities, approval of the
operation of overseas higher education institutions or interstate universities, accreditation of courses offered by non-university-providers, and for other purposes.
Act binds all persons
(1) This Act binds all persons, including the State, and, as far as the legislative power of the Parliament permits, the Commonwealth and the other States. (2) Nothing in this Act makes the Commonwealth or a State liable to be prosecuted for an offence. The objects of this Act are: (a) to uphold the standard of education delivered by higher education institutions operating in Queensland; and (b) to maintain public confidence in the higher education sector in the State. Outputs The departmental output under this legislation include: • Higher Education Full versions of the Acts can be found on www.legislation.qld.gov.au
Operation of the
Higher Education (General Provisions) Act 2003
Under the Higher Education (General Provisions) Act 2003 and the Higher Education
(General Provision), Regulation 2004, the responsibilities of the Minister for Education
and Training and Minister for the Arts, include approving new universities, authorising
overseas institutions to operate in Queensland, accrediting higher education courses
offered by providers other than universities, and approving the operation of interstate
universities through third parties. (A more extensive list of the objects of The Act is
provided in Appendix three.)
Approving new universities
During 2008–09, two new enquiries regarding the legislative requirements and processes for becoming a university in Queensland were received.
Authorising overseas institutions
to operate in Queensland
Under the Act, overseas institutions may not operate in Queensland without the Minster’s approval. In 2007–08, no applications from overseas institutions for approval to operate in Queensland were received, although four enquiries were received.Accrediting higher education
courses
During 2007–08, the Minister accredited or reaccredited 53 higher education courses offered by 12 non-university providers. Thirty-five of these courses were approved through an interstate recognition process, which is applied when a course is accredited in another state, and Queensland recognises the accredited status. As at 30 June 2008, a total of 24 non-university providers offered 166 approved higher education courses in Queensland.Approving the operation of
interstate universities through
third parties
In 2007–08, no interstate university applications were approved to operate in Queensland through arrangements with a third party, leaving the total number currently approved at six.
Protection of the title ‘university’
and higher education award
titles
The Act controls the use of the term ‘university’ and protects the capacity to confer higher education awards. Institutions established as universities in Queensland are authorised to use that title, and to accredit and confer protected awards upon their own Acts of Parliament. Universities and non-university providers of higher education courses operating in Queensland are listed in the following table. Any other institution purporting to be a university, or holding out that is it authorised to confer higher education awards, is liable for prosecution under the Act. Seven alleged breaches of the Act were followed up in 2007–08. All of the seven instances resulted in the provider ceasing to advertise unauthorised awards in Queensland. There were no outstanding alleged breaches under further investigation as at 30 June 2008.Queensland universities and non-university providers of higher education
courses 2007–08
Universities Non‑university providers
Australian Catholic University (Queensland) Australian College of Applied Psychology Central Queensland University Australian College of Natural Medicine Griffith University Australian College of Theology James Cook University Australian Institute of Management Queensland University of Queensland Australian Institute of Professional Counsellors The University of Queensland Brisbane College of Theology University of Southern Queensland Chartered Secretaries Australia Ltd University of the Sunshine Coast Christian Heritage College Bond University (private) College of Law, The College of Nursing, The Finsia Education Gestalt Therapy Brisbane Pty Ltd Holmes Institute Institute of Chartered Accountants in Australia Institute of Technology Australia JMC Academy, The Melbourne Institute for Experiential and Creative Arts Therapy (MIECAT) Qantm College Queensland Institute of Business and Technology Royal Australian College of General Practitioners Sarina Russo Schools Australia Shafston Institute of Technology Southbank Institute of Technology Sydney College of Divinity
Higher Education courses accredited by the Minister for Education and Training during
2007–08
Non-university provider Accredited to Course name
Australian College of Applied Psychology 11/03/2012 Graduate Diploma of Applied Social Science 11/03/2012 Graduate Diploma of Applied Social Science (Management) 11/03/2012 Master of Applied Social Science 11/03/2012 Master of Applied Social Science (Counselling) 11/03/2012 Master of Applied Social Science (Management) 31/12/2012 Graduate Certificate in Counselling Skills 31/12/2012 Graduate Diploma of Counselling Australian College of Natural Medicine 30/06/2013 Bachelor of Health Science (Acupuncture) 30/06/2013 Bachelor of Health Science (Naturopathy) Australian Institute of Management 31/12/2012 Graduate Certificate Professional Management 31/12/2012 Graduate Diploma Management Innovation Australian Institute of Professional Counsellors 31/12/2012 Bachelor of Counselling Brisbane College of Theology 31/12/2009 Bachelor of Theology Christian Heritage College 31/12/2009 Master of Counselling (Hons) 31/12/2012 Graduate Certificate in Couple Counselling 31/12/2012 Graduate Certificate in Human Behaviour 31/12/2012 Graduate Diploma in Counselling Studies 31/12/2012 Graduate Diploma in Human Studies 31/12/2012 Graduate Diploma in Youth Studies 31/12/2012 Master of Counselling Finsia Education 31/12/2008 Graduate Certificate of Applied Finance and Investment 31/12/2008 Graduate Certificate of Financial Planning 31/12/2008 Graduate Diploma of Applied Finance and Investment 31/12/2008 Graduate Diploma of Financial Planning 31/12/2008 Master of Applied Finance and Investment JMC Academy, The 23/10/2010 Associate Degree of Audio Engineering and Sound Production 23/10/2010 Bachelor of Creative Technology (Audio Engineering and Sound Production) 23/10/2010 Diploma of Audio Engineering and Sound Production 30/06/2011 Associate Degree of Digital Animation 30/06/2011 Associate Degree of Digital Television Production 30/06/2011 Associate Degree of Entertainment Business Management 30/06/2011 Associate Degree of Popular Music and Performance 30/06/2011 Bachelor of Creative Technology (Digital Animation)
Higher Education courses accredited by the Minister for Education and Training
during 2007–08
Non university provider Accredited to Course name
30/06/2011 Bachelor of Creative Technology (Digital Television Production) 30/06/2011 Bachelor of Entertainment (Business Management) 30/06/2011 Bachelor of Entertainment (Popular Music and Performance) 30/06/2011 Diploma of Digital Animation 30/06/2011 Diploma of Digital Television Production 30/06/2011 Diploma of Entertainment Business Management 30/06/2011 Diploma of Popular Music and Performance Qantm College 31/12/2012 Master of Digital Games Leadership 31/12/2012 Master of Digital Media Leadership Queensland Institute of Business and Technology 31/12/2012 Diploma of Information Technology 31/12/2012 Diploma of Commerce Shafston Institute of Technology 31/12/2012 Diploma of Business Sydney College of Divinity 30/04/2009 Graduate Certificate in Theological Studies 31/12/2012 Bachelor of Theology 31/12/2012 Diploma of Theology 31/12/2012 Graduate Diploma of Arts 31/12/2012 Master of Arts 31/12/2012 Master of Divinity 31/12/2012 Master of Theology 27/05/2013 Graduate Certificate in Arts
Summary of Queensland state school disciplinary absences
By reason of absence — Term 3, 2007 to Term 2, 2008
Reason Short Suspension Long Suspension Exclusion Cancellation
Total
incidents Ave. rate per 1 000
students per term
Total
incidents Ave. rate per 1 000
students per term
Total
incidents Ave. rate per 1 000
students per term
Total
incidents Ave. rate per 1 000
students per term Absences 1 088 0.6 94 0.0 6 0.0 - -Other conduct or prejudicial to the good order and management of school 4 342 2.2 445 0.2 117 0.1 - -Persistently disruptive behaviour adversely affecting others 6 283 3.2 784 0.4 132 0.1 18 0.0 Physical misconduct 15 667 8.1 1 637 0.8 296 0.2 - -Property misconduct 3 339 1.7 446 0.2 54 0.0 - -Refusal to participate in the program of instruction 6 046 3.1 574 0.3 52 0.0 308 0.2 Substance misconduct involving tobacco and other legal substances 1 893 1.0 200 0.1 17 0.0 - -Substances misconduct involving an illicit substance 206 0.1 187 0.1 73 0.0 - - Verbal or non-verbal misconduct 11 082 5.7 989 0.5 119 0.1 - -All reasons 49 946 25.8 5 356 2.8 866 0.4 326 0.2 - Nil
0.0 Rounded to 0.0 (less than 0.05)
Notes: 1. School Disciplinary Absence (SDA) data has been collected centrally from Term 4 2002 with the introduction of the School Disciplinary Absence Collection System. The School Disciplinary Absence data presented comprises the total of Short Suspensions (1-5 days), Long Suspensions (6-20 days), Suspensions with recommendation for Exclusion and Suspensions with recommendation for Cancellation of Enrolment. 2. The information is displayed in terms of aggregate counts of incidents and the rate of SDAs per 1 000 students. The data do not represent the outcomes of any related appeal decisions. 3. The enrolments used to calculate the SDA rates for Term 3, 2007 are based on August 2007 enrolment data. Term 4, 2007 are based on November 2007 enrolment data, and Terms 1 and 2, 2008 are based on February 2008 enrolment data. 4. Due to rounding, discrepancies may occur between sums of the component items and totals in the average rate per thousand figures. Incidents: Count of incidents of SDAs from Term 3 2007 to Term 2 2008.
Summary of directions and orders about conduct or movement at, or entry to, state and
non-state school premises
Type of direction or order Directions or orders
given to persons other than children
Directions or orders given to children State and Non‑state school
Prohibition from entering premises of all state educational institutions and non-state schools for up to 1 year – section 352 0 0 State schools Direction about conduct or movement –section 337 166 8 Direction to leave and not re-enter – section 339 9 0 Prohibition from entering premises for up to 60 days – section 340 4 0 Prohibition from entering premises for more than 60 days but not more than 1 year — section 341 1 0 Review of direction — section 338 the number of review applications made 11 1 the number of directions confirmed 9 1 the number of directions cancelled 2 0 Prohibition from entering premises of all state education institutions for up to 1 year — section 353 0 0 Non‑state schools Direction about conduct or movement — section 346 11 7 Direction to leave and not re-enter — section 348 0 0 Prohibition from entering premises for up to 60 days — section 349 3 0 Prohibition from entering premises more than 60 days but not more than 1 year — section 350 0 0 Review of direction — section 347 the number of review applications made 4 0 the number of directions confirmed 4 0 the number of directions cancelled 0 0
Statutory bodies and entities within the portfolio
The following statutory bodies and committees produce their own annual report to be
tabled in Parliament.
Name and Type of Entity
Objective/Function Constituting
Act Financial reporting arrangement
Australian Agricultural College Corporation
The Agricultural College Act 2005 amalgamated four agricultural colleges to form the Australian Agricultural College Corporation from 1 July 2005. The Corporation operates as a separate statutory body with an advisory board providing advice to the corporation on the training needs of agribusiness, the needs of communities served by the Corporation and the needs of agricultural and rural industries. Note: To assist in addressing skills shortages in rural and regional Queensland affecting agriculture and primary industries, the administrative responsibility for AACC was transferred to the Department of Primary Industries and Fisheries from the Department of Education, Training and the Arts on July 1 2008.
Agricultural College Act 2005 Australian Agricultural College Corporation tables its own annual report. Energy Skills Queensland (ESQ) ESQ aims to provide information about the Energy Industry Training Sector from a Queensland perspective. ESQ tables its own annual report. Board of the Queensland Museum The Board of the Queensland Museum controls and manages the Museum’s heritage and cultural collections. The Board is also responsible for maintaining and administering the Museum to meet the needs and demands of the community in the areas of natural sciences, applied sciences, technology and history. Queensland Museum Act 1970 Board of the Queensland Museum tables its own annual report. Library Board of Queensland The Library Board of Queensland is the governing body of the State Library. The Library Board contributes to the cultural, social and intellectual development of all Queenslanders. Its functions include: controlling, maintaining and managing the State Library; enhancing, arranging and preserving the Library and its archival and other resources; collecting, arranging, preserving and providing access to a comprehensive collection of library, archival and other resources relating to Queensland (or produced by Queensland authors); and promoting the advancement and effective operation and coordination of public libraries of all descriptions throughout the State. Libraries Act 1988 The Library Board of Queensland tables its own Annual Report.
Name and Type of Entity
Objective/Function Constituting
Act Financial reporting arrangement
Grammar schools
A school that has either obtained ministerial approval to establish as a grammar school or is established by the Grammar School Act 1975 and which has met the accreditation criteria prescribed by the Education (Accreditation of Non-State Schools) Act 2001.
Grammar Schools Act 1975 The following boards table their own annual report: Board of Trustees of the Brisbane Girls Grammar School Board of Trustees of the Brisbane Grammar School Board of Trustees of the Ipswich Girls Grammar School Board of Trustees of the Ipswich Grammar School Board of Trustees of the Rockhampton Girls Grammar School Board of Trustees of the Rockhampton Grammar School Board of Trustees of the Toowoomba Grammar School Board of Trustees of the Townsville Grammar School Non-State Schools Accreditation Board The Non-State Schools Accreditation Board is established under the Act as an independent statutory body. The board’s functions include the accreditation of new non-state schools, and monitoring the ongoing compliance of non-state schools with the requirements for accreditation under the Act. Education (Non-State Schools Accreditation) Act 2001 The Non-State Schools Accreditation Board tables its own annual report. Non-State Schools Eligibility for Government Funding Committee The Non-State Schools Eligibility for Government Funding Committee is established under the Act as an independent committee of the Non-State Schools Accreditation Board. The Funding Committee assesses applications for government funding eligibility for non-state schools and makes recommendations to the Minister. Education (Non-State Schools Accreditation) Act 2001 Expenditure related to the Funding Committee is included in the annual report tabled by the Non-State Schools Accreditation Board. Pacific Film and Television Commission The Queensland Government’s Pacific Film and Television Commission (PFTC) facilitates and celebrates quality film and television production in Queensland. Its key role is to develop and support the local film industry, attract production to Queensland, and celebrate an active screen culture across the State. PFTC is a company limited by shares, with the Minister for Education and Training and Minister for the Arts being the sole shareholder. The Pacific Film and Television Commission tables its own annual report.
Name and Type of Entity
Objective/Function Constituting
Act Financial reporting arrangement
Queensland Art Gallery Board of Trustees The role of the Queensland Art Gallery Board of Trustees is to control, manage and maintain the Queensland Art Gallery (and its collections and buildings including the Gallery of Modern Art - GoMA). The Board promotes the display of works of art, artistic taste and achievement by Queensland artists, the development of cultural educational material and research in the visual arts. Queensland Art Gallery Act 1987 Queensland Art Gallery Board of Trustees tables its own annual report. Queensland Performing Arts Trust The Trust manages the Queensland Performing Arts Centre (QPAC). Its major functions encompass venue management, presentation of theatrical productions and the development of the performing arts in Queensland. A significant part of the Centre’s operation is the hiring of the four auditoria and ancillary areas. Queensland Performing Arts Trust Act 1977 Queensland Performing Arts Trust tables its own annual report. Queensland College of Teachers (QCT) The QCT is an independent, professional body that represents all members of the Queensland teaching profession. Education (Queensland College of Teachers) Act 2005 The QCT tables its own annual report. The QCT must develop a budget for each financial year and provide the budget to the Minister for approval. Queensland Studies Authority (QSA) The QSA is responsible for the provision of a range of services and materials relating to syllabuses, testing, assessment, moderation, certification, accreditation, vocational education, tertiary entrance and research. Education (Queensland Studies Authority) Act 2002 QSA tables its own annual report. The QSA must develop a budget for each financial year and provide the budget to the Minister for approval. Queensland Theatre Company (QTC) The functions of the Company include promoting and encouraging public interest and participation in the arts of theatre, and appreciation and enjoyment of drama; producing and managing plays and other types of theatre; establishing and conducting lectures and courses; and promoting education and research in the arts of the theatre. Queensland Theatre Company Act 1970 QTC tables its own financial report — per calendar year. Southbank Institute of Technology (SBIT) Following machinery-of-Government changes, SBIT was established as a statutory institute on 1 April 2008. The Institute’s mission is to ‘empower people for rewarding careers in the global community’ as Queensland’s lead VET provider of high-level skills training. SBIT offers a range of high-level vocational qualification, associate degrees, university pathways and articulation arrangement in key industries. Vocational Education, Training and Employment Act 2000 Southbank Institute of Technology tables its own annual report.
Name and Type of Entity
Objective/Function Constituting
Act Financial reporting arrangement
The Building and Construction Industry Training Fund (BCITF) (Qld) trading as Construction Skills Queensland The BCITF (Qld) Limited was established on 1 January 1999 to assist in the acquisition and enhancement of the knowledge, skills, training and education of workers in the building and construction industry. On 1 September 2005, the company revised its constitution to establish the Minister as sole shareholder. BCITF tables its own annual report. Universities Queensland universities provide university services across the State. Queensland universities have their own constituting Act (refer to Appendix two - Administered legislation) Each university tables its own annual report. Central Queensland University Griffith University James Cook University Queensland University of Technology University of Queensland University of Southern Queensland University of the Sunshine Coast Queensland Tertiary Education Foundation
Statutory bodies and entities within the portfolio
The following entities and councils are included within the department’s financial
statements
Name and Type of
Entity Objective/Function Constituting Act Financial reporting
arrangement Aboriginal Centre for the
Performing Arts (ACPA) A not-for-profit company, ACPA is a registered training organisation that develops and trains Indigenous performing artists in acting, singing, dance and music. ACPA is a single-member company limited by shares owned by the State. Included in the financial statements of this report. Australian Music Examination Board (AMEB) AMEB was constituted by agreement between the Ministers for Education of Queensland, New South Wales and Tasmania and the Universities of Melbourne, Adelaide and Western Australia. Included in the financial statements of this report. Aviation Australia In 2001, Aviation Australia Pty Ltd was established by the department and the Department of State Development, Trade and Innovation to provide aviation training. Included in the financial statements of this report. Major Brisbane Festivals Pty Ltd The Board of Major Brisbane Festivals Pty Ltd produces the world-class Brisbane Festival and Riverfestival, provides strategic leadership in the festival sector in South-East Queensland, and encourages celebration and community involvement in diverse cultural and environmental events. Included in the financial statements of this report. Parents and Citizens’
Associations (P&Cs) P&Cs play an important role in education service delivery through their participation in school activity and their assistance in community engagement. P&Cs are regulated under the Education (General Provisions) Act 2006 Included in the financial statements of this report. Queensland Music
Festival Pty Ltd The Board of Queensland Music Festival Pty Ltd is committed to producing and promoting a biennial music festival that achieves both international excellence and accessibility for all Queenslanders. It is a company limited by shares, with the Minister for Education and Training and Minister for the Arts being the sole shareholder. Included in the financial statements of this report. Training Ombudsman The Training Ombudsman was established to provide an impartial and independent office for resolving complaints pertaining to apprenticeships and traineeships, particularly matters relating to the quality of training received and the environment in which it is received. Vocational Education, Training and Employment Act 2000 Included in the financial statements of this report.
Name and Type of
Entity Objective/Function Constituting Act Financial reporting
arrangement Training and Employment Recognition Council The Training and Employment Recognition Council (The Council) provides strategic advice to the Minister on current vocational education and training and employment issues and strategies, and provides recommendations on policy and guidelines. The Council is responsible for a large number of activities, including: (a) registration of training organisations (b) registration, completion and cancellation of apprenticeships and traineeships (c) course accreditation (d) registration and regulation of vocational placements (e) regulation of issuing qualifications and statements of attainment (f) approving apprenticeship and traineeship programs (g) determination of probationary periods and nominal timelines for apprenticeships and traineeships (h) issuing skills recognition certificates (i) recognition of group training organisations and industry training advisory bodies. Vocational Education, Training and Employment Act 2000 Included in the financial statements of this report.
Boards and committees
Name/Function Achievements Cost
Ministerial Advisory Committee – Students with Disabilities Was established in February 2005, for a period of three years, and comprised key stakeholder representatives from: Education Queensland Isolated Children’s Parents’ Association Queensland Catholic Education Commission Queensland Secondary Principals’ Association Independent Schools Qld Qld Teachers’ Union Association of Special Education Administrators in Qld Qld Council of Parents and Citizens’ Associations Inc. Disability Councils of Qld Qld Association of State School Principals Inc. Early Childhood Intervention Australia Parent representative Qld Parents for People with a Disability Inc Ministerial Appointment The MAC-SWD has fulfilled its terms of reference and has now been wound up. The committee provided valuable feedback to the department on important issues related to the support of students with disabilities, including: • resourcing models and concerns • staffing qualifications and allocations • the Disability Services Plan • key departmental policies $23 146
Tomorrow’s Schools – Providing for a smarter Future Chief Executive Officer’s Governance Meeting — a cross agency committee that provides strategic governance of the Tomorrow’s Schools program, and monitors and evaluates performance throughout the planning and implementation. Senior Officers’ Steering Committee — a cross-agency committee that monitors operational frameworks, strategies and program deliverables throughout the planning and implementation of Tomorrow’s Schools. • Overseeing implementation of the $50 million School Community Development Fund (100% complete as of 30 June 2008) • Overseeing implementation of $850 million State Schools of Tomorrow initiative. Four round one projects in progress. Round 2 planning underway.
$10 400 (combined)
TAFE Queensland Institute Councils
Broadly, the functions of Institute Councils are to support TAFE institute management by developing and approving broad directions within the framework of government policies and strategic progress for vocational education and training, and to report to the Minister on institute activities. Councils will help provide leadership and drive transitional change to new governance models consistent with key recommendations of the Queensland Skills Plan.
• Vision, strategic direction, guidance and support to institute’s long-term best business interests in Queensland. • Guidance for progression towards more commercial governance arrangements and development of significant industry partnerships $19 250
Ministerial Advisory Committee for Educational Renewal (MACER)
MACER was officially wound up in August 2006, however, its term was extended until August 2007, after which it ceased to function.
Name/Function Achievements Cost Queensland Indigenous Education Consultative
Committee (QIECC) • Consults with Indigenous peoples on educational issues • Provides independent advice to the State and Commonwealth Education Ministers on: - key issues impacting upon Indigenous education outcomes - potential solutions and strategies that, on the basis of evidence, expert opinion and experience in the field, demonstrate results - Indigenous Queenslanders’ concerns and views on the effectiveness of Queensland and Australian Government education programs. • the Committee met four times during 2007-08. Meetings took place in Brisbane, Thursday Island, Bundaberg and Ipswich. • community forums were held at the Thursday Island, Bundaberg and Ipswich meetings and the reports of each of these meetings have been circulated to key stakeholders and posted on the website. • a contractor was engaged to undertake community consultation regarding Indigenous education issues in South East Queensland and the report was finalised in November 2007. • the QIECC hosted a two-day annual forum which showcased success within Indigenous education across Queensland. Major outcomes are posted on the website and a DVD of highlights is under development. • a quarterly newsletter is also published and posted on the website at www.qiecc.eq.edu.au $286 112
Governance committees and management teams
Corporate governance subcommittees support the role of the department’s Executive
Management Group by providing recommendations on a range of departmental strategic
activities and issues. The following table outlines the responsibilities and membership
of each.
Strategic Leadership Group
Responsibilities: • Scan the environment for trends and opportunities through discussion, research, community engagement and performance data and reflect on the information with respect to the departments strategic direction and strategy and policy formulation. • Discuss topics of a strategic nature taking a whole-of-department perspective. Membership: Director‑General (Chair); Deputy Director-General (DDG) Education; DDG Training; DDG Arts Queensland; DDG Corporate Strategy and Resourcing; Assistant Director-General (ADG) TAFE Queensland; ADG Strategic Information and Technologies; ADG Shared Services; ADG Strategic Human Resources; ADG Education Queensland; ADG Curriculum; ADG Student Services; ADG Strategic Policy and Performance; ADG Indigenous Education, Training and the Arts; ADG Education Program and Services; Executive Director (ED) Corporate Communications and Marketing; ED Arts Development; ED Governance Strategy and Planning; ED Industry Development; General Manager, VET Policy Development; Institute Director Metro South; Regional Director South West; and includes two Education portfolio representatives to be advised on an issues basis.
Audit and Risk Management Committee
Responsibilities: • Assess and contribute to the audit planning processes. • Evaluate and facilitate the practical discharge of the internal audit function. • Oversee and appraise the department’s financial and operational reporting processes. • Establish, monitor, manage, evaluate and report on risk limits and tolerances including the appraisal of the department’s risk management framework in terms of sections 83 and 84 of the Financial Management Standard 1997. • Encourage the development of transparent performance standards. • Monitor compliance with the State Government Information standards. • Include a summary of the role and achievements of the Committee in the department’s Annual Report each year together with a statement that the committee has observed the terms of its charter and had due regard to Queensland Treasury’s Audit Committee Guidelines. Membership:
ADG Strategic Policy and Performance (Chair);
DDG Corporate Strategy and Resourcing; Director-General;
DDG Arts Queensland; ADG Shared Services; Director Internal Audit;
ADG Education Queensland; General Manager, Training, Quality and Regulation; Institute Director Wide Bay; Regional ED, Wide Bay Burnett Region; Chair of the Brisbane Festival (external member); Director Internal Audit PartnerOne (external member).
Governance committees and management teams
Workforce Committee Responsibilities: • Endorse workforce priorities and agree on the distribution of available human resources. • Consider the impact of workforce learning strategies from a whole of department perspective. • Develop and refine strategies to support the department’s need for a quality workforce. • Monitor the implementation of the department’s Workforce Strategy 2004–2008. • Monitor the workforce impacts of departmental strategic initiatives and intervene where appropriate. • Review and monitor workplace health and safety and other organisational health related performance across the department through the Education Workplace Health and Safety Group (a sub-committee of the Workforce Committee). Membership:ADG Strategic Human Resources (Chair);
DDG Corporate Strategy and Resourcing; ADG Shared Services; ADG Education Queensland; ADG Curriculum; ED HR Strategy (Education); ED HR Strategy (Training); Director, Office of Training; Institute Director Southern Queensland; Regional Executive Director Schools - Far North Queensland. Finance Committee Responsibilities: • Provide advice on strategic budget and financial investment issues; monitor the financial performance of the department. Membership:
DDG Corporate Strategy and Resourcing (Chair);
DDG Education; DDG Training Queensland; ADG Shared Services; ADG Strategic Information and Technologies; ED Arts Infrastructure and Services; ED Strategic Resource Management; ED VET Resource Management; Institute Director Metropolitan South. Information Committee Responsibilities: • Guide the business transformation required to achieve benefits realisation from automation. • Guide the policy and optimal use of information and knowledge resources. • Guide the information and knowledge strategic planning, ensuring that it is aligned with whole-of-Government and departmental priorities. Membership:
ADG Strategic Information and Technologies (Chair);
DDG Corporate Strategy and Resourcing; ADG Shared Services; ADG Curriculum; ADG Education Program and Services; ED Information Technology and Product Services; Institute Director Sunshine Coast; Regional Executive Director South Coast Region.
Governance committees and management teams
Strategic Assets Planning Committee
Responsibilities: • Set the strategic asset planning and investment strategy that reflects the department’s priorities, outputs and outcomes. • Be the department’s strategic, coordination and endorsement group regarding capital (non information technology), maintenance and operations including both capital and recurrent expenditure. • Provide a framework for governance and processes for decision making, communication and procurement. • Review monthly reports on adjustments to the Capital Works Program (CWP) and other programs within the tolerances agreed and provide timely approval of required adjustments. Membership:
DDG Corporate Strategy and Resourcing (Chair);
ADG Shared Services; ADG Infrastructure Strategy Branch; ED Regional Services and Infrastructure Training; ED Arts Infrastructure and Services; Institute Director Brisbane North; Regional ED, Fitzroy-Central West Queensland Region Governance Committee Responsibilities: • Review and endorse the department’s Corporate Governance Framework. • Oversee and coordinate corporate planning and reporting activities. • Monitor the external business environment for governance challenges and trends. • Monitor corporate change and identify any potential blockages and suggest required interventions to EMG. • Provide advice on any governance issues to the Director-General to achieve business outcomes. • Ensure arrangements are in place to monitor the governance effectiveness of departmental reports. • Monitor the effectiveness of departmental linkages across business areas. • Monitor departmental conformance with internal and external legislation, standards and policies. • Monitor the departmental audit, risk management and assurance processes to ensure effective operation. Membership:
DDG Corporate Strategy and Resourcing (Chair);
Director-General; DDG Arts Queensland; DDG Education; ADG Strategic Information and Technologies; ADG Strategic Human Resources; Director, Legal and Administrative Law Branch;
ED Governance, Strategy and Planning; Director, Office of Training; General Manager, VET Policy Development; Institute Director Gold Coast
Boards, committees and management teams
Strategic Management teams provide leadership, direction and oversight to their
respective portfolio areas.
Education Portfolio Group
Responsibilities: • Provide strategic advice to the Minister, the Director-General and Executive Management Group on the development of the educational agenda in Queensland. • Formulate the strategic direction for the Education portfolio within the department. • Engage other governance committees as appropriate. • Ensure activities within the Education portfolio align with and focus on this strategic direction. • Identify exposure to risks and develop mitigation strategies. • Provide advice to executive leaders on the development of policies and strategies. • Endorse key documents, policies and practices relevant to the Education portfolio. • Monitor and evaluate the Education portfolio’s performance against the department’s Strategic Plan. • Strengthen relationships and communication between central office and Regional Executive Directors/Executive Directors (Schools). Membership: DDG Education (Chair); ADG Education Queensland; ADG Student Services; ADG Curriculum; ADG Indigenous Education, Training and the Arts; ADG Strategic Policy and Performance; ADG Education Programs and Services.
Training Strategic Management Group
Responsibilities: • Provide advice to the Deputy Director-General on aspects of the operation of the portfolio. • Monitor service provision by other units of the department to the Training portfolio. • Monitor overall performance of units of the Training portfolio. • Identify areas of synergy or new value which may be developed for cross-departmental and portfolio activities. Membership:
Deputy Director‑General, Training (Chair);
ADG, TAFE Queensland; ED Industry Development; ED Regional Services and Infrastructure; ED VET Policy Development; ED Training, Quality and Regulation; ED VET Resource Management; ED Information, Technology and Product Services; ED Human Resources, Strategy and Performance; Director, Office of the Deputy Director-General.
Arts Strategic Management Team
Responsibilities: • Formulate Arts Queensland’s strategic direction. • Approve business proposals/projects. • Monitor and evaluate Arts Queensland’s performance against the Strategic Plan. • Identify exposure to risks and develop mitigation strategies. • Ensure corporate decision making is consistent with the department’s strategy and stakeholder expectations. • Monitor organisational culture. • Ensure regulatory requirements and executive accountability are met. Membership: