department of education annual report · 2016. 4. 14. · department of education executive level...

AnnuAl RepoRtDepartment of Education

2012–13

© Northern Territory Government 2013

Northern Territory Department of Education GPO Box 4821 Darwin NT 0801

www.education.nt.gov.au

Published by the Department of Education

Reproduction of this work in whole or in part for educational purposes within an educational institution and on condition that it is not offered for sale is permitted by the Northern Territory Department of Education

ISSN 2202-929X

Design by Sprout Creative

www.nt.gov.auDEPARTMENT OF EDUCATION

EXECUTIVE Level 14, Mitchell Centre

55–59 Mitchell Street, Darwin Postal address GPO Box 4821

DARWIN NT 0801

Tel (08) 8999 5857 Fax (08) 8999 3537

[email protected]

Hon Peter Chandler MLA Minister for Education Parliament House DARWIN NT 0800

30 September 2013

Dear Minister

RE: Department of Education 2012–13 Annual Report

I am pleased to present this report on the activities of the Northern Territory Department of Education from 1 July 2012 to 30 June 2013 in line with section 28 of the Public Sector Employment and Management Act and section 10 of the Education Act.

To the best of my knowledge and belief as Accountable Officer, pursuant to section 13 of the Financial Management Act, the system of internal control and audit provides reasonable assurance that:

a) proper records of all transactions affecting the agency are kept and that the department’s employees observe the provisions of the Financial Management Act, the Financial Management Regulations and Treasurer’s Directions

b) department procedures provide proper internal control and a current description of those procedures is recorded in the Accounting and Property Manual, which has been prepared in accordance with the requirements of the Financial Management Act

c) no indication of fraud, malpractice, major breach of legislation or delegation, major error in or omission from the accounts and records exists

d) in accordance with the requirements of section 15 of the Financial Management Act, the internal audit capacity available to the agency is adequate and the results of internal audits have been reported

e) the financial statements in this annual report have been prepared from proper accounts and records and are in accordance with the Treasurer’s Directions

f) in accordance with the requirements of section 18 of the Public Sector Employment and Management Act, all Employment Instructions issued by the Commissioner for Public Employment have been satisfied and reported for 2012–13

g) procedures within the department complied with the requirements of the Information Act.

Yours sincerely

Ken Davies Chief Executive

Table of ConTenTs

oVeRVIeW ..............................................................................6

About the Annual Report ................................................... 7Legislative Requirements .................................................. 7Key Stakeholders and Partners ......................................... 7Chief Executive’s Foreword ............................................... 8Our Profile ....................................................................... 10 Our Context ................................................................. 10Strategic Plan .................................................................. 11 Our Vision and Systemic Targets ................................. 11 Our Values ................................................................... 11 Progress Against 2011–2014 Strategic Plan ............... 12 Quality Strategies and Programs ................................. 12 Quality People and Partnerships ................................. 15 Highlight: Working with Community ........................ 16 Quality Systems and Support ...................................... 17Looking Ahead ................................................................. 18Major Infrastructure Projects ........................................... 19

PeRfoRManCe RePoRT .............................................20

Output Performance Reporting........................................ 21 Overall Student Attendance ......................................... 21Government Education .................................................... 22 Early Years ................................................................... 22 Highlight: Integrated Early Years Services .............. 23 Preschool Education .................................................... 24 Primary Education ....................................................... 25 Highlight: Teaching and Learning

— A Focus on Literacy and Numeracy ................... 27 Middle Years Education ............................................... 28 Highlight: Re–Engagement in Learning .................. 29 Senior Years Education ............................................... 32 Highlight: Industry and Pathways Leading to Success ....33 International Education ................................................ 34 Tertiary Education ........................................................ 34Non–Government Education ........................................... 35 Primary and Middle Years Education ........................... 35Senior Years Education ................................................... 35 Highlight: Regulation for Quality Services .............. 36 Financial Assistance .................................................... 36 Operation of Non–Government Schools ...................... 36CDU/NTG Partnership Agreement .................................. 37

oUR PeoPle ......................................................................38

Workforce Profile ............................................................. 39 School–Based Employees ........................................... 42 Retention of School–Based Staff ................................. 42 Retention of School–Based Teaching Staff Across School Years ............................ 43 Retention of Teaching Staff in Remote

Schools Across School Years ...................................... 43 Equity and Diversity ..................................................... 44 Indigenous Staff Profile ................................................ 45 Work Health and Safety ............................................... 47 Workers’ Compensation ............................................... 47Human Resource Development ...................................... 48 Learning and Development .......................................... 48 Pre–Service Teacher Programs ................................... 48 Early Careers ............................................................... 48 Leadership Programs .................................................. 49

Highlight: Principal Capacity ................................... 50 Employee Relations ..................................................... 50Reporting Against Employment Instructions .................... 51

CoRPoRaTe GoVeRnanCe ...................................... 54

Corporate Governance Framework ................................. 55 Management and Decision Making ............................. 55Senior Management Team as at 30 June 2013 ............... 56Our Structure ................................................................... 57Executive Board and Standing Committees .................... 58 Executive Board ........................................................... 58 Highlight: Working with Our Partners ...................... 59 Audit and Risk Standing Committee ............................ 60 Budget Committee ....................................................... 60 Information Management Committee .......................... 60 Work Health and Safety Coordination Committee ....... 61 Emergency Management Committee .......................... 61 School Education and Training Operations Committee .....61Advisory Boards, Councils and Committees ................... 62 Northern Territory Board of Studies ............................. 62 Non–Government School Ministerial Advisory Council....62 Northern Territory Indigenous Education

Council (NTIEC) ........................................................... 63Legislative Framework..................................................... 63Compliance with the Information Act ............................... 64Risk management............................................................ 65Audits and Reviews ......................................................... 66Insurance ......................................................................... 67Communication................................................................ 68

fInanCIal RePoRT .......................................................69

Financial Statement Overview ......................................... 70Statement of Cash Flow .................................................. 73Certification of the Financial Statements ......................... 74Comprehensive Operating Statement ............................. 75Balance Sheet ................................................................. 76Statement of Changes in Equity ...................................... 77Cash Flow Statement ...................................................... 78Index of Notes to the Financial Statements ..................... 79

aPPenDIX 1: HoW To ConTaCT Us ...................104

aPPenDIX 2: aCRonYMs ......................................... 106D

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OVERVIEW

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aboUT THe annUal RePoRTThis report aims to inform the Minister for Education, the Northern Territory Parliament and the community on the scope of programs delivered by the Department of Education, its strategic intent and performance during the 2012–13 financial year.

This report provides a summary of the department’s progress in achieving planned outcomes as outlined in 2012–13 Budget Paper No. 3 and an account of the department’s expenditure.

During the term of this report, the agency was known as the Department of Education and Children’s Services, however is now known as the Department of Education as a result of changes made to Administrative Orders on 10 September 2013 and is represented as such in this report.

leGIslaTIVe ReqUIReMenTsPursuant to section 28 of the Public Sector Employment and Management Act, section 10 of the Education Act and section 13 of the Financial Management Act, this report contains information about the department’s:

• primary functions and responsibilities• unique education context and challenges, legislative

and organisational governance, workforce and strategic intent

• specific activities undertaken during the year against budget outputs, significant achievements and outcomes

• financial management and performance relative to the budget.

KeY sTaKeHolDeRs anD PaRTneRsYoung Territorians and their families are the department’s primary stakeholders. The department works in partnership with a range of non–government and government organisations to deliver children’s services and education from the early years through to the senior years of schooling across the Northern Territory. Partners include Catholic Education NT, the Association of Independent Schools of the Northern Territory, Council of Government School Organisations, the Australian Education Union, Charles Darwin University (CDU), the Northern Territory Indigenous Education Council (NTIEC), Department of Health and the Department of Education, Employment and Workplace Relations.

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CHIef eXeCUTIVe’s foReWoRD

I am pleased to present the 2012–13 Annual Report of the Department of Education (DOE).

The 2012–13 period has been a time of considerable change for the department. Despite the challenges that change can bring there have been a

number of important areas where significant progress has been made. These include:

• The implementation of a revised school review process in 2012-13, informed by the work of the Australian Council for Education Research. An updated Principal Performance and Development Framework, which aligns to the Australian Professional Standards for Principals, has been implemented alongside the school review process. Implementation of these new frameworks is assisting schools to target their efforts aimed at improving student outcomes.

• Between 2011 and 2012, the number of senior year students who achieved Vocational Education and Training (VET) units of competencies increased from 1729 to 1875. There was an increase in the number of senior students who completed Certificate I and II qualifications over the same period, from 604 to 650. Seventy-seven senior year students completed a Certificate III qualification in 2012 compared to 71 in 2011.

• Child and family services established in 21 large remote communities and a further 24 smaller very remote sites engaged 2455 children and 2294 adults in programs of early learning, literacy and numeracy at home, parent capacity building and transition to preschool.

• Diagnostic and data systems have been strengthened to support the use of data across the whole system and at regional, school and classroom levels. This includes the Student Achievement Information System which enables teachers to input and track student level data across a range of assessment tools, and the Diagnostic Tool Selector website which guides the selection and use of appropriate evidence based assessments relevant to individual school and student contexts.

• Twenty-five regionally based attendance and truancy officers held 1222 conferences with students and families, resulting in the development of 961 student attendance plans and the re-engagement of 834 students in schooling.

• Of all school-based staff (4164) employed towards the end of Term 2 in 2012, there were 2874 who continued to be employed within the same government school at the end of Term 2 in 2013. This was a retention rate of 69 per cent, which is incrementally increasing.

• The Non-Government Schools Ministerial Advisory Council finalised and implemented a more transparent and equitable funding model for non-government schools.

• With a focus on remote service delivery sites, 44 School Community Partnership Agreements are being implemented to ensure students are engaged in schooling and that education at these sites reflects local culture and understandings, preparing young people for pathways to local industry while continuing to increase achievement of literacy and numeracy outcomes.

These achievements are highlighted throughout this report.

However there is still much work to do to close the gap between Indigenous and non–Indigenous student attainment and improve the performance of all Northern Territory students, while building on the considerable strengths of our high performing schools. The Northern Territory faces challenges in significantly improving the literacy and numeracy outcomes for Indigenous students.

In the coming year we know we need to have a strong focus on writing and numeracy at all year levels.

In 2012–13, the establishment of a Literacy and Numeracy Panel is refocusing our commitment to this issue. Academic, government and educational experts have been appointed to review the department’s strategies for literacy and numeracy, in light of national and international best practice, and to deliver recommendations for improvement. A number of these recommendations will be implemented in the coming year.

If we are going to improve literacy and numeracy outcomes we must continue to find ways to increase attendance and engagement rates which have been hindering the progress

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of too many of our students. Our academic results will not significantly shift until there is a substantial change in attendance behaviour, particularly for a large proportion of our remote Indigenous students. We will continue to engage families and communities in the education of their children in our efforts to address this issue.

In conjunction with key partners in both government and non–government sectors, the integration of early years services is providing young people and families with the best start in life. The Northern Territory’s 2012 results against the Australian Early Development Index show positive progress against indicators of school readiness compared to 2009. This is evidence that outcomes for young people are improving. Underpinning this achievement has been the establishment of child and family service centres that bring together local education and health providers in remote towns across the Territory.

Under the National Partnership Agreement on Youth and Transitions, the Northern Territory was one of only two jurisdictions who met and exceeded its 2012 reward performance target for attainment of Year 12 or equivalent qualifications. A large gain was demonstrated in the proportion of students achieving Northern Territory Certifcate of Education and Training (NTCET) or equivalent qualification between 2007 and 2012.

Further, under the National Partnership Agreement on Improving Teacher Quality the Northern Territory was assessed as meeting 100 per cent of its reward reform milestones which focused on improved pay and reward structures for teachers and principals, particularly those working in remote schools, and improving school and community partnerships. Both these achievements have contributed reward funding to the Northern Territory.

At the close of the 2012–13 year, I would like to thank all staff in the department and each of our partners, communities and families who are dedicated to achieving the best possible educational outcomes and pathways for children and young people in the Northern Territory. Government has set us a big agenda into the future, and I look forward to working together with staff, communities, families and partners to achieve this.

Ken Davies Chief Executive

30 September 2013

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oUR PRofIle

Our COntextAcross the Northern Territory, education is delivered in diverse contexts, to students with varied levels and types of needs.

With 44 per cent of the Territory’s population living in remote and very remote locations, education services need to be delivered through flexible and innovative ways. Twenty–first century technologies provide opportunities to ensure that quality learning programs and services are available to all students.

The social, economic and health challenges in remote areas are significant: Fifty–three per cent of Northern Territory Government schools are classified nationally in the lowest decile on the Index of Relative Socio–economic Disadvantage. This requires that delivery of education services gives consideration to health and wellbeing factors and that training, both within school and for pathways beyond Year 12, aims to build local industry and support broader Northern Territory economic development.

Although a significant proportion of students are from disadvantaged backgrounds, or enter the schooling system without the English language capability to access learning, the Northern Territory also has some of the highest performing students in the country. This requires that education policies, programs and curriculum are developed and implemented to meet the needs of diverse learners. Each and every young person needs to be supported in order to achieve their full potential.

Table 1: Summary of Northern Territory Government Schools Demographic Data

Number of students enrolled in Northern Territory schools

33 339

Number of schools 154Proportion of students attending schools in remote and very remote areas

111

Proportion of students living in remote and very remote areas

47%

Proportion of Indigenous students 44%Average student attendance 81%Average Indigenous student attendance 68%Proportion of students with a language background other than English

29%

Sources: DOE

KATHERINE (23)

ARNHEM (17)

BARKLY (15)

PALMERSTON & RURAL (33)

ALICE SPRINGS (39)

DARWIN (27)

Figure 1: Number of Government Schools by Region in 2012

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sTRaTeGIC Plan

Our VisiOn and systemiC targetsThe strategies and initiatives under the department’s 2011–2014 Strategic Plan focus on delivering services from the early years through to senior years of schooling to maximise the educational and pathways outcomes and safety and wellbeing for children and young people in the Northern Territory. This includes working in partnership with a range of stakeholders, employing and developing quality people and having systems and services that support evidence based teaching and learning.

In order to measure progress towards this vision, ambitious systemic targets were set and progress towards these is provided on pages 12–18.

Our VisionThrough quality strategies, programs, people, partnerships and systems we will grow educated, skilled and smart Territorians.Quality strategies and programs at all stages of learning

Quality people and partnerships to get the right people, develop people and work in partnership

Quality systems and support that are aligned, transparent, and allow for data–driven decision making

• All stages of learning

• Early Years (up to Year 3)

• Primary and Middle Years (Years 4 to 9)

• Senior Years (Years 10 to 12)

• Getting the right people

• Developing people

• Partnerships

• Transparency and data –driven decision making

• Alignment and coherence

• Regulatory and cross–agency functions

Systemic TargetsAttendance and Participation

• At least 90 per cent for every child at school and every young person in school, training or employment pathways (up to and including age 17).

Student Outcomes• 20 per cent increase in NTCET completions.• 20 per cent completion rate for attaining a Vocational

Education and Training in Schools (VETiS) certificate.• 3 per cent increase in proportion of non–Indigenous

students at or above national minimum standard in all National Assessment Program Literacy and Numeracy (NAPLAN) tests.

• 9 per cent increase in proportion of Indigenous students at or above national minimum standard in all NAPLAN tests.

Our ValuesValues underpin our organisational culture and the way we work across the department:

PROFESSIONALISMWe are an organisation with a strong performance agenda that expects the achievement of high standards by all employees.

RESPECTOur day–to–day interactions with students, colleagues, parents and stakeholders are conducted honestly and respectfully. We value respect as an essential foundation for working collaboratively.

INNOVATIONWe are adaptive, proactive and innovative as we work together in our schools and workplaces to be able to create new approaches to meeting challenges in an ever changing environment.

DIVERSITYWe create inclusive work environments where people are valued for their cultures, experiences, skills, knowledge and capabilities. We provide culturally inclusive and responsive services.

EXCELLENCEWe have high expectations of our people, children and students to strive to achieve their best.

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Progress AgAinst 2011–2014 strAtegic PlAnThis section provides an overview of the progress and achievements against the 2011–2014 Strategic Plan over the past three years. This is the final report against this plan, as a new strategic plan will be in place from 2013–14.

Quality strategies and PrOgrams

ALL STAGES OF LEARNING• An accountability and performance improvement

framework supported improvement planning, including identifying explicit targets for literacy and numeracy that align to regional and systemic targets.

• Implementation of a new school review framework and process, informed by the work of the Australian Council for Education Research, assesses the core aspects of education services which are shown to lead to improved student outcomes. In 2012–13 reviews were undertaken in 42 government schools. The information gained from these reviews will be assessed to ascertain long–term trends and areas for improvement in schools and across the system.

• Amendment to the Northern Territory Education Act to strengthen provisions relating to enrolment and attendance.

• Schools, regions and central office staff worked with parents, communities, peak bodies and other agencies to implement the Every Child, Every Day strategy to improve the enrolment, attendance and participation of young Territorians. This included 25 attendance and truancy officers working directly with students and families to re–engage young people in schooling and offering flexible learning programs to target longer term participation in learning.

• Establishment of a Literacy and Numeracy Panel, comprising Australian and international experts, to progress the development of strategies and recommendations for the improvement of the teaching and learning of literacy and numeracy for Northern Territory students.

• All schools developed Whole School Curriculum Assessment Plans, which include school level targets, to support implementation of evidence based approaches for whole school improvement and classroom program development.

• Improved range and accessibility of online diagnostic tools, processes and systems that guide teachers and support the assessment of student learning to enable those at risk of not progressing in their learning to be identified and effective interventions implemented to meet their needs. This was complemented by the trial of an online On Entry Assessment for Year 1 students that enables teachers to track student progress in the early years, and the Student Assessment Information System which provides a central system for schools to record student assessment data that can be used as students move between schools. For more information, see the highlight on page 27.

• Professional learning and resources developed to support teachers to deliver improved outcomes for English as an Additional Language or Dialect (EALD) learners, particularly in remote locations. This includes an accredited English as a Second Language course,

developed in partnership with CDU and delivered to 54 participants in 2012–13.

• The majority of schools had personalised learning strategies in place for all students. These identify the specific learning needs of individual students and enable differentiated strategies to be implemented in the classroom. In addition, some schools develop formal plans with students and their families that reflect the student’s learning goals and current capabilities, including addressing barriers to learning and specific learning targets. Eleven focus schools, participating in the Next Steps initiative under the Aboriginal and Torres Strait Islander Education Action Plan, received additional funding to implement personalised learning plans for targeted students. The number of personalised learning plans in place in these focus schools increased from 35 per cent at the start of 2012 to 72 per cent at the end of 2012.

• The Australian Curriculum for English and Mathematics was implemented across all year levels in the Northern Territory with a range of contextually relevant support materials, resources and professional learning for teachers.

• Seven Strong Start, Bright Future colleges operated in large remote towns to deliver education and support services from birth to employment. Key features of this model are: improved community engagement; increased decision making by Indigenous people in school service delivery; strengthened partnerships between schools, families, communities and industry; improved readiness for schooling and increased learning opportunities and pathways to employment or further learning.

• Professional learning and team teaching e–resources supported schools in the development and assessment of Indigenous language and culture programs for students from Transition to Year 12, to build a better understanding and appreciation of Territory and local Indigenous culture. Schools were supported by regional Indigenous languages officers to ensure alignment with the Australian Curriculum and specific school contexts.

• All government schools implemented policy to enable school facilities to be used by communities after school hours for a range of activities such as club sports, adult literacy and numeracy programs, student tutoring and trade training.

• A range of music programs and services were offered in remote schools, through the Northern Territory School of Music, to improve student attendance and participation. These included teaching, advisory and support programs for teachers of music in schools and events such as the Battle of the School Bands.

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• A special education support service model was introduced across the Territory to provide quality and timely support for students in need of targeted learning programs, including early intervention. The service provided case management of students with disabilities, conductive hearing loss, behaviour as well as physical health or wellbeing issues and delivers targeted professional learning for school staff.

• Approximately 40 government schools use the Keeping Safe curriculum to skill students in relation to: the right to be safe, relationships, recognising and reporting abuse and protective behaviours. Staff have been provided training in mandatory reporting to support the protection of children. Protective behaviours education is embedded in Health and Physical Education curriculum through topics such as drug education, sexuality education, safe relationships and anti–bullying programs, including cyber–bullying, and resources relating to child protection are available online for schools, parents and communities.

• Clontarf Academies provided mentoring and wellbeing support to assist young Indigenous men to increase their school attendance to improve educational outcomes, discipline, self–esteem, life skills and employment prospects. Girls Academies operated with the same ethos, aiming to raise expectations of young Indigenous women for what they can achieve, and their lives beyond schooling. In 2012, Clontarf Academies catered for approximately 840 primary, middle and senior school students in 13 schools, including three in remote locations. Girls Academies supported approximately 670 girls in the middle and senior years of schooling.

EARLY YEARS (UP TO YEAR 3)• Average hours of preschool attended by young people

increased from 14.5 hours in 2011 to 15.6 hours in 2012, and more schools across the Territory are delivering preschool programs for a minimum of 15 hours per week. Programs such as remote mobile preschools, preschool outreach programs and Families as First Teachers supported the participation of young people and their families in early learning.

• A range of integrated programs have been implemented to support families of children prior to entering preschool, with a focus on children developing skills, knowledge and behaviours that will prepare them for successful learning and give them a strong start at school. For details of these programs and broader integration of early years services, see the highlight on page 23.

PRIMARY AND MIDDLE YEARS (YEARS 4 TO 9)• Contextualised tools, resources, materials

and professional learning were delivered to assist teachers to meet the needs of students in remote and very remote schools, including teaching EALD learners, enhancing cultural competency and supporting transition to the Australian Curriculum.

• The School–Wide Positive Behaviour Support program was embedded into school improvement planning processes to ensure all schools are positive learning places. The program applies an evidence based approach that aims to improve student academic and behaviour outcomes. Thirty–seven schools were involved with the program.

• Eight Positive Learning Centres across the Northern Territory provided alternative program options for students not able to engage in a mainstream school. Alongside general learning, students focused on building personal and social capacity.

• In partnership with several not–for–profit organisations, programs were targeted at preventing students from disengaging with schooling, assisted students to make positive choices and develop a future pathway through education, training and employment. For more information on the re–engagement focus across the department, see the highlight on page 29.

• VET pathways and opportunities for middle years students were available in urban, regional and remote schools. The range of VET programs offered aimed to build students’ core literacy and numeracy competencies in a vocational setting, as well as specialised skills that will prepare them for post–schooling pathways and employment. The number of students enrolled in VET in the Middle programs increased from 77 in 2011 to 154 in 2012. As at June 2013,197 students were enrolled in VET in the Middle programs.

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SENIOR YEARS (YEARS 10 TO 12)• The new NTCET was implemented, which combines

both academic and vocational subjects, allowing both these pathways to count towards not only the certificate but calculation of a student’s Australian Tertiary Admission Rank (ATAR).

• In partnership with CDU, the Department of Health, Menzies School of Health Research and Conoco Phillips, five Centres for Excellence have been established across the Territory. The centres offer extended learning opportunities for high achieving senior secondary students, including industry experience and fast–tracked university entry. Areas of focus are Medicine and Health Sciences (Casuarina Senior College), Science and Mathematics (Darwin High School), Sustainable Futures (Centralian Senior College), the Arts (Palmerston Senior College) and Business and Enterprise (Taminmin College).

• A number of online courses were developed and trialled in government and non–government schools. These included: Ready to Run senior secondary education capturing Personal Learning Plan completion, Workplace Practices and Design and Technology Stages 1 and 2 and literacy and numeracy modules for all certificates in the Hospitality and Tourism Training Package.

• VET in Schools (VETiS) provided students with quality job aligned training in all senior secondary schools. It provided students with nationally accredited qualifications, while also allowing them to gain credits towards their NTCET. Schools worked with registered training organisations to deliver relevant qualifications that suit the needs of their student cohort and skill shortage areas.

• Students engaged in VET programs were provided with work placement opportunities to enhance their training and additional opportunities to develop specific skills sets designed to make students more attractive to employers and work ready. Future prospects of employment for these students is maximised through partnerships with industry and community organisations.

• In consultation with industry, two workplace literacy and numeracy programs were developed. These identify the literacy and numeracy needs of students and provide vocationally contextualised literacy and numeracy programs, enabling students to meet the requirements of Certificate I and II level courses.

• A range of pathways and programs were available to support students beyond Year 10 who undertake training or employment options, including VETiS programs, school based apprenticeships and traineeships, and structured work placements with industry.

• The Jobs Guarantee and Beyond School Guarantee initiatives were established to support senior secondary students achieving an NTCET into a pathway to work, university or further training. The Jobs Guarantee targeted Indigenous students in remote towns, assisting them into employment in the public sector. The Beyond School Guarantee commits to providing young school leavers assistance with pathways to employment, education or training choices in the first two years after leaving school.

• Twenty–three senior years students engaged in an Indigenous leadership program, delivered through the Foundation for Young Australians, to improve their access to tertiary education. The program focuses on confidence building, resilience, empowerment, communication, cultural identity and community contribution. The first five students graduated from Year 12 in 2012 and all are engaged in employment or intending to take up university offers in 2014.

• A range of scholarship programs were offered to encourage senior years students to study in the Territory, with a particular focus on teacher education and early childhood courses. Since 2010, 60 recipients of teacher education scholarships have graduated, including 27 in 2012–13.

• Establishing and maintaining close relationships with industry partners has enabled delivery of structured work placements and training for students engaged in VETiS programs. A focus on the construction of trade training centres is meeting the needs of local industry and communities and strengthening work prospects for students.

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Quality PeOPle and PartnershiPs

GETTING THE RIGHT PEOPLE • To improve attraction, recruitment and retention of the

early childhood workforce, the department continued to implement two major initiatives; the Northern Territory More Early Childhood Teachers Scholarship program and the Building the Remote Early Childhood Workforce Pilot. Eighty-eight participants in the scholarship program are supported to either upgrade diploma qualifications or obtain tertiary qualifications specialising in early childhood, 11 of these have completed. The workforce pilot aims to increase the number and quality of the local Indigenous workforce in remote communities. The pilot has delivered 33 Certificate I completions and one Certificate III completion.

• A focus on attracting, recruiting, supporting and retaining and developing quality people to teach in remote Indigenous schools saw changes to selection tools and processes, induction programs and ongoing training under the Remote Teaching Service. In addition to this, the Territory implemented the Teach for Australia program in two remote schools.

• The department led the National Alliance for Remote Indigenous Schools, which includes Western Australia, Queensland, South Australia, New South Wales, the Australian Government and the Stronger Smarter Institute. Jurisdictions have worked collaboratively to develop and implement 14 projects to attract, recruit, prepare, develop and retain teachers and leaders in remote Indigenous schools, six of which were led by the Northern Territory. More information is included in the highlight on page 59.

• A new transparent and equitable school staffing model for teaching staff was approved and will be implemented from 2014.

• Flexible staffing options enabled accredited trainers to be embedded in schools to deliver specialist programs to meet the needs of senior secondary students undertaking pathways to employment. Particular focus has been placed on building the relationship between the trainer their school and local industry.

DEVELOPING PEOPLE• The Centre for School Leadership, Learning and

Development, a collaborative venture between CDU and the department, provided a range of professional learning programs to build the capacity of school leaders to drive school improvement to deliver improved outcomes for students.

• New performance and development frameworks for principals and teachers were developed to enhance performance across all schools. The new framework for teachers has been informed by the Australian Teacher Performance and Development Framework and the Australian Professional Standards for Teachers. The Capability and Leadership Framework is a Northern Territory Public Sector wide framework used to enhance performance management of non–teaching staff. Senior Administrative Officers 1 and 2 also underwent annual assessment for pay progression increments.

• A range of initiatives supported Indigenous Territorians to become teachers. These provided scaffolded pathways for assistant teachers to a tertiary education qualification and offered financial and academic support for those undertaking study.

• As part of managing succession of staff in schools, the School Leaders in the Making program was delivered to 19 participants, of whom nine were provided opportunity for career progression after successful completion of the program in 2012.

• To acknowledge and remunerate quality teaching, opportunities were provided for high performing teachers to further develop their knowledge of current innovations and trends in education through the Highly Accomplished and Lead Teacher (HALT) program. In addition graduates of the HALT program and Specialist Teachers are remunerated for their system–wide leadership and delivery of strategic initiatives.

• A Technology Precinct was established in Nightcliff to provide learning technologies and resources. In–class support and professional learning opportunities for teachers across the Territory emphasised the application of rich Information and Communication Technology in the delivery of Australian Curriculum subjects and learning activities in the classroom.

• In partnership with the Centre for School Leadership, Learning and Development, Cultures of Collaboration programs were developed and implemented to assist people to enhance their inter–cultural competence and transform their workplace cultures. In addition cultural awareness, cultural competence and community engagement courses continue to be offered to support cross–cultural competency and foster local partnerships to enrich both school and workplace environments.

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PARTNERSHIPS• In partnership with the Council of Government

School Organisations, workshops, training and tools were delivered to 335 principals, school council members and other school community members to build their capacity and increase participation of communities in school governance, including decision making on local education service delivery. The training addresses school council functions and powers, finance, new work health and safety legislation, principal selection panels, workplace relations and governance versus management.

• Forty–four of the 55 focus schools identified under the Aboriginal and Torres Strait Islander Education Action Plan engaged with their communities to complete and sign a School Community Partnership Agreement. These agreements develop a shared vision for education at the local level, mapping out stakeholder roles, accountabilities for educating young people, preferred ways of working together and the mechanisms required for implementation. More information is included in the highlight below.

• In consultation with staff, key Indigenous groups and Reconciliation Australia, a Reconciliation Action Plan has been developed which sets out the approach and priority actions to maintain partnerships, respect and build opportunities for Aboriginal and Torres Strait Islander staff and students.

• Work continued with industry to develop school–to–work partnership agreements in sectors such as mining, oil and gas, tourism, community services and early childhood, rural industries and learning on country programs to provide structured work placements and better opportunities for employment. These are key skills shortage areas in the Northern Territory and represent real job pathways. More information is included in the highlight on page 33.

• Partnerships with a range of Australian and Northern Territory Government agencies are intended to strengthen the delivery of education, training and care services to young people. This included representation on key groups such as the Remote Training, Employment and Economic Development Cross–agency Working Group and the Stronger Futures in the Northern Territory Implementation Working Group.

• A commitment to strengthening partnerships with tertiary providers continue to build a responsive tertiary system and improve the quality and range of training opportunities available to Territorians. This includes the development and maintenance of partnership agreements with our primary tertiary providers: CDU and Batchelor Institute of Indigenous Tertiary Education (BIITE).

• The department continued to work in partnership across education sectors and with other government agencies within and beyond the Northern Territory for improved outcomes for all young Territorians. More information is included in the highlight on page 59.

HIGHlIGHT: WoRKInG WITH CoMMUnITY School and community collaboration is important to school planning and delivery of education services which provide education experiences for young people that are meaningful to the context in which they live.

With a focus on remote service delivery sites, 44 School Community Partnership Agreements are being implemented to ensure students are engaged in schooling and that education at these sites reflects local culture and understandings, preparing young people for pathways to local industry while continuing to increase achievement of literacy and numeracy outcomes.

For all schools, a renewed focus on school governance training has increased the skills of school council members to drive the strategic direction for their schools. In 2012, governance training was delivered to 335 participants including principals and school council members.

To support life–long learning and recognising that schools provide a valuable resource in all communities, school programs and school facilities are being opened up to community members. In Strong Start, Bright Futures colleges, ‘3 to 9’ programs have been established which provide courses such as financial management, dance, driver licence training and woodwork to community members and senior students after school hours. In addition to this, communities are welcomed to use school facilities beyond school hours for other activities and programs.

16

Quality systems and suPPOrt

TRANSPARENCY AND DATA–DRIVEN DECISION MAKING• An accessible online data portal, Fast Facts,

was developed to provide business units and schools access to a suite of information at system and school levels on student activity, NAPLAN data and staffing. This portal complements a new centralised system for student data collection across all government schools which is updated daily and allows for online validation of student enrolment and attendance data for the first time.

• Improved online data systems support planning, monitoring, reporting and decision making across the department, particularly in areas of student and school information, workforce data, financial management and school improvement.

• All business units, regions and schools are required to review and align business planning and targets with the relevant systemic and national policy. Through the new school review process, all schools and regions are required to align school targets for literacy, numeracy, attendance and exit qualifications with agreed systemic and national targets as relevant to their student cohort.

• After completing Year 10, a young person may enter into paid employment, training or a combination of employment and training as an alternative to full–time school. A process was established for schools to notify the department of students taking up one of these options to ensure they are monitored until age 17. In 2012–13, 186 young people, including 47 identifying as Indigenous, notified their participation in an eligible option.

• A review of initiatives to improve educational outcomes, particularly in literacy and numeracy, was undertaken by Professor Geoff masters of the Australian Council for Education Research. The report outlines 15 key recommendations that have been accepted and are being implemented, including the new school and principal review and improvement processes.

• Strengthened processes for research and evaluation were implemented to assist the department to engage in quality research aligned to priority areas. An evaluation to assess the impact of the Indigenous education reform agenda in very remote school contexts has been carried out by Menzies School of Health Research. This examined the factors affecting outcomes for young people as they develop from birth through to employment.

ALIGNMENT AND COHERENCE• Schools and business units operated under

accountability and performance improvement frameworks. These articulate business planning, monitoring and reporting processes with two web–based planning and reporting systems piloted to support the processes.

• Updates to the policy framework developed to improve policy governance and accountability are ensuring a consistent approach to planning, developing and implementing quality departmental policy. There is a strong emphasis on ensuring national policy is aligned and informed by the Territory’s strategic priorities and context.

• An enhanced regionalised service delivery model continues to strengthen capacity through more equitable, localised and integrated support to schools in teaching and learning, disability and engagement, human resources and finance.

• Through the regionalised service delivery model, remote schools received more targeted support. Work is focused on building the capacity of schools to work in partnership with local community and industry to enable sustainable educational service delivery in remote locations.

• Mechanisms are in place to monitor financial and program implementation aspects of externally funded programs across the department and cross sectorally. These mechanisms ensure funding is targeted at identified reform areas and that progress against outcomes is being made.

REGULATORY AND CROSS–AGENCY FUNCTIONS• The Northern Territory Early Childhood Plan was

drafted, aligning to new government priorities and ensuring a strategic, coordinated and integrated approach to delivery.

• A regulatory authority, Quality Education and Care Northern Territory (QECNT), was established to administer the new National Quality Framework (NQF), which comprises the Education and Care Services National Law (NT), Education and Care Services National Regulations and the National Quality Standards. The regulator has worked closely with services to ensure they operate within the regulatory framework and comply with the NQF. For more information, see the highlight on page 36.

• Integrated child and family service centres were established as a focal point for families and children from birth to eight years in remote towns. Child and family service leaders coordinated local education and health services in seven remote locations, with engagement officers supporting these services at a further four remote locations. In addition, parenting support programs and resources were available to assist families to prepare young children for school, with a particular focus on Indigenous families in remote locations. For more information, see the highlight on page 23.

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• A range of programs were provided to support community–based and budget–based child care services in the Northern Territory. These include the Northern Territory Early Childhood Services Subsidy scheme, Long Day Care Upgrade grants, Long Day Care Toy and Equipment grants and NQF Transitional Subsidy and Business Support Program for community–based childcare services, in partnership with the Department of Business.

• In partnership with the non–government sector, and through the Non–Government Schools Ministerial Advisory Council the department implemented revised legislation and reviewed the way non–government schools are funded to provide a more equitable and transparent funding model. For more information, see the highlight on page 36.

• By working closely with local schools, national and international industry stakeholders, 69 fee paying overseas students were supported to access school education across the Northern Territory.

looKInG aHeaDIn 2013–14 the department will commence implementation of the Department of Education’s 2013–2015 Strategic Plan. The plan is aligned to the government’s strategic priorities and policy directions and aims to strengthen efforts to improve the education and long–term life outcomes of Territorians through a range of strategies and programs at all stages of learning. We will continue to focus our efforts on improving the number of students achieving their NTCET and on improving NAPLAN results, particularly in numeracy.

Building on achievements already made, our major priorities going forward include increasing student attendance, enrolment and participation in schooling and providing high quality programs that are integrated, flexible and relevant to the learning needs of students from the early years through to the senior years of school. This will mean working with students and their families to address barriers to participation, continuing to support schools to effectively implement the Australian Curriculum and developing and implementing guidelines for the teaching and assessment of literacy and numeracy.

Essential to improving outcomes is embedding cultures of high performance and high expectations in all schools. Embedding sustainable school improvement practices through implementation of a refreshed strategic planning and accountability framework will be a key action in 2013–14. The framework will align strategic and operational planning, monitoring and reporting processes at all levels to promote transparent and accountable practices. The department will continue to work to strengthen the capacity of leadership and teaching staff in schools, through the continued implementation of performance and development processes for teachers and principals.

Key cross–agency partnerships will continue to increase access to, and engage families in, high quality evidence based early years education and care programs. Through enhancing the cohesion of place–based service delivery in remote areas, it is intended to further increase participation in early learning programs for children from birth to three years and in the year before full–time schooling.

Building productive local and regional partnerships that support the long–term employment and life outcomes of young Territorians and creating a stronger social and economic future for the Territory is a priority. This will see the department continue to collaborate with industry and training providers to align VET training to jobs in local industry. Looking beyond Territory borders, the development of a ten–year strategic plan for Darwin as an international education hub is key to meeting the Northern Territory Government’s agenda for economic development.

Closing the gap between Indigenous and non–Indigenous student attainment remains a priority for the department. We will continue to strive to improve literacy and numeracy results as well as NTCET completions for young Indigenous Territorians. All strategies, programs and initiatives will give consideration to enhancing these outcomes and will be informed by a major review of Indigenous education in the Territory.

The development of a new Education Act will commence in 2013–14 to underpin models of service delivery and governance models for schools that increase autonomy for communities in determining how their children are educated.

18

MajoR InfRasTRUCTURe PRojeCTsIn 2012–13, a significant infrastructure program was carried out to ensure schools have the right facilities in which to deliver services.

ChIld CaRE CEntREsCompleted: • Umbakumba (completed December 2012, $1.97 millionJ).Planned: • Ntaria ($2.13 millionJ).

ChIld and FamIly CEntREsUnderway: • Gunbalanya, Maningrida and Ngukurr (due for completion December 2013, each $4.42 millionAG).• Yuendumu and Palmerston (due for completion June 2014, each $4.42 millionAG).

nEW FaCIlItIEsCompleted: Malak Re–engagement Centre (completed October 2012, $0.81 million)

sChOOl UpgRadEs, InClUdIng spECIal EdUCatIOn sChOOls and FaCIlItIEsCompleted:

• New Year 7 to 12 Special Education Centre at Taminmin College (completed January 2013, $2.75 million).• Double classroom and early learning centre at Kintore Street School (completed January 2013, $1.8 million).• Classroom block at Kalkaringi School (completed January 2013, $1.6 million).• Upgrade facilities for special education classes at Palmerston Senior College (completed December 2012,

$1.25 million).• Administration block at Walungurru School (completed April 2013, $0.9 million).• Relocatable double classroom at Wanguri Primary School (completed February 2013, $0.87 million).• Finalise relocation of Nemarluk School (completed May 2013, $0.07 million).Underway:

• Canteen facility at Taminmin College (due for completion September 2013, $1 million).• Hydrotherapy pool at Acacia Hill School (due for completion July 2013, $0.9 million).• External courtyard works at Sanderson Middle School (due for completion October 2013, $0.09 million).• Two classrooms at Girraween Primary School (due for completion September 2013, $0.6 million).• Upgrade Rona Glynn Preschool at Ross Park Primary School (due for completion July 2013, $0.26 million).Planned:

• Refurbish administration block at Yuendumu School (completion is subject to land tenure, $0.88 million).• Upgraded facilities for special education classrooms at Palmerston Senior College (due for completion June 2014,

$0.87 million).

tRadE tRaInIng CEntREsUnderway:

• Groote Eylandt Trade Training Centre kitchen refurbishment at Alyangula and new emergency shelters and training facilities at Angurugu and Umbakumba (due for completion April 2014 and August 2013 respectively, $5.9 millionJ).

• Training facility at Ngukurr ($3.88 millionAG).• West Arnhem College Trade Training Centre construction of new training facilities at Gunbalanya and Jabiru (due for

completion December 2013, $3 millionJ).

Notes: J Joint Northern Territory Government and Australian Government funding AG Australian Government funded

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pERFORmanCE REpORt

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oUTPUT PeRfoRManCe RePoRTInGThis section describes the department’s performance against outputs identified in Budget Paper No. 3, the 2012–13 Mini Budget and systemic targets outlined in the department’s Strategic Plan. This includes government and non–government schools in early years, preschool, primary, middle and senior years. (Further enrolment and attendance information is available on the department’s website: www.education.nt.gov.au. Further NAPLAN information is available online at www.nap.edu.au.)

OVerall student attendanCeAn ambitious systemic attendance target was set for 90 per cent average attendance for every child at school and every young person in school, training or employment pathways. Since 2010, average student attendance in provincial areas has slightly increased but shown no improvement in remote and very remote locations. There remains a significant gap in the average attendance between non–Indigenous students and Indigenous students, particularly those in very remote locations where average attendance is 58 per cent, well below the target. This is an area of great complexity and although improvements may be seen in some schools, a longer–term commitment to continuous improvement is needed to achieve systemic change.

Figure 2: Systemic Targets by 2012 — Government student attendance by geolocation1

62%

85%

89%90%

60%

65%

70%

75%

80%

85%

90%

95%

2008 2009 2010 2011 2012

Ave

rage

Atte

ndan

ce R

ate

Very Remote Actual Very Remote Target (Curve)

Remote Actual Remote Target (Curve)

Provincial Actual Provincial Target (Curve)

Source: DOE

Note: 1 Categories are based on the MCEETYA Geographic Location Classification

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HIGHlIGHT: THe aUsTRalIan eaRlY DeVeloPMenT InDeXis a population measure that shows how children have developed by the time they start full–time school. It looks at five areas of early childhood development: physical health and wellbeing; social competence; emotional maturity; language and cognitive skills and communication skills and general knowledge. As a tool, this helps governments and communities to understand the needs of young people and families as children enter school. In 2012, children were tested nationwide using the AEDI for the second time.

2012 results indicate there has been an increase in the proportion of Northern Territory children ‘on track’ across four of the five domains since 2009.

Table 2: Proportion of Students on Track against AEDI Domain, 2009 to 2012

Domain 2009 2012Physical health and wellbeing 66.3% 71.8%Communication skills and general knowledge 65.2% 68.4%Emotional maturity 66.0% 67.4%Social competence 64.6% 66.6%Language and cognitive skills 60.2% 62.0%

GoVeRnMenT eDUCaTIonOutcome: Improve educational outcomes for students, particularly Indigenous students, in all key learning areas.

early yearsThe department provides financial assistance to, and regulation of, child care services as well as providing preschool, play groups and parenting support and information programs.

The NQF for Early Childhood Education and Care is the Council of Australian Government’s commitment to establishing a jointly governed, uniform national approach to the regulation and quality assessment of education and care services. In 2012–13 a regulatory authority, QECNT, was established to be responsible for administering the Education and Care Services National Law and Regulations across the Northern Territory.

There are approximately 200 long day care centres, preschools, outside school hours and family day care services in the Northern Territory that are regulated under NQF. QECNT has worked closely with services to establish a regulatory presence and to assist services in building their knowledge and capacity to operate within a regulatory framework and comply with the NQF. The assessment and rating of long day care services and outside school hours care services against the National Quality Standards commenced in June 2012, with the assessment and rating of government preschools to commence in Term 3, 2013.

Table 3: Approved Long Day Care and Three–year Old Kindy by Region, June 2013

Region

Approved Long Day Care Places

Total

Three–year old

kindyLong day

careAlice Springs 30 390 420Arnhem 0 181 181Barkly 0 50 50Darwin 22 1 870 1 892Katherine 0 253 253Palmerston and Rural

0 1 425 1 425

Total 52 4 169 4 221Source: NQATS

Note: Following the introduction of the Education and Care Services (National Uniform Legislation) Act 2011, Australian Government services previously licensed by the Northern Territory are no longer included

22

HIGHlIGHT: InTeGRaTeD eaRlY YeaRs seRVICesFocus on the early years prior to schooling is paramount to ensure young people enter the schooling system ready to participate in learning. Effective service delivery in early years needs to consider the factors of health and wellbeing, and work closely in partnership with families, other government agencies and non–government service providers to ensure the delivery of integrated services.

Child and family services have been established in 21 large remote communities, providing local co–ordination for families to increase the health, wellbeing and school–readiness of young people. Mobile services provide support to a further 24 smaller, very remote sites. The Families as First Teachers (FaFT) program has engaged 2455 children and 2294 adults in programs of early learning, literacy and numeracy at home, parent capacity building, and transition to preschool over the past 12 months. This integrated approach works with a range of government agencies and non–government organisations to collaboratively support families and ensure the healthy development of children from birth.

Resources have been developed to engage families in a range of activities to support their child’s health, wellbeing and early learning. The Working Together for Good Hearing: Resource and Activity Kit is designed to engage families

and agencies in prevention and management strategies for Otitis Media. The Northern Territory Learning Games resource explicitly prepares young children for learning by building knowledge, skills and behaviours to support their success in school. Four bilingual baby board books have been developed in partnership with Northern Territory Libraries and with FaFT programs at Gunbalanya, Papunya, Yuendumu and Maningrida.

In partnership with the University of Melbourne, the FaFT program has implemented the Abecedarian approach to teaching and learning to increase the rigour of early learning programs and to prepare children for schooling, particularly those from low socio–economic backgrounds. This approach is an evidence based strategy comprising four key elements: learning games; conversational reading; language priority; and enriched care giving. This is the first time this approach has been delivered in remote Australian contexts and the University of Melbourne was recently awarded a three year Australian Research Council grant of $750 000 to enable a comprehensive evaluation of this approach in partnership with the department.

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PresChOOl eduCatiOnThe department provides access to pre–compulsory part–time or full–time preschool services for children aged from four years in urban areas and from three years in remote areas.

Although the average attendance of Indigenous preschool students reduced by 1 percentage point in 2012, there was a 4 percentage points improvement in those attending preschool over 80 per cent of the time, which can be attributed to the increased focus on early years education.

Table 4: Preschool Education Output Budget Paper No. 3 Key Deliverables

Performance Measures 2011–12 actual

2012–13 estimate

2012–13 actual

Quantity Total preschool student enrolments 3 334 3 440 3 440Indigenous preschool student enrolments 1 394 1 347 1 347Attendance rates: – non–Indigenous 88% 88% 88% – Indigenous 62% 61% 61%Students attending over 80%: – non–Indigenous 81% 80% 80% – Indigenous 26% 30% 30%

Sources: DECS 2011–12 Annual Report and 2013–14 Budget Paper No. 3

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Primary eduCatiOnComprehensive education programs are provided for government primary school students from Transition to Year 6. These foundation years of schooling prepare students for their future learning.

Table 5: Primary Education Output Budget Paper No. 3 Key Deliverables

Performance Measures 2011–12

actual2012–13 estimate

2012–13 actual

Quantity

Total primary student enrolments 18 618 18 819 18 819Indigenous primary student enrolments 8 964 8 953 8 953Quality Average attendance rates −non–Indigenous 93% 93% 93%− Indigenous 70% 71% 71%Students attending over 80% − non–Indigenous 92% 93% 93%− Indigenous 38% 42% 42%Students achieving national minimum standard in NAPLANReading — non–Indigenous students – Year 3 87% 89% 89% – Year 5 86% 85% 85%Reading —Indigenous students – Year 3 46% 50% 50% – Year 5 29% 28% 28%Writing — non–Indigenous students – Year 3 91% 93% 93% – Year 5 85% 87% 87%Writing — Indigenous students – Year 3 43% 48% 48% – Year 5 28% 30% 30%Numeracy — non–Indigenous students – Year 3 91% 90% 90% – Year 5 91% 88% 88%Numeracy — Indigenous students – Year 3 59% 48% 48% – Year 5 47% 35% 35%

Source: DECS 2011–12 Annual Report and 2013–14 Budget Paper No. 3

Student ENROLMENT increased by 201 students in 2012

Student ATTENDANCE remained stable but there was an increase in 2012 of 4 per cent for Indigenous students attending school over 80 per cent of the time

Student ACHIEVEMENT in Year 3 reading and writing improved, but there is more work to do in numeracy

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Systemic Targets for Primary Years Education

Ambitious systemic targets were set to improve NAPLAN test results for both Indigenous and non–Indigenous students. These have not been reached, despite incremental improvement being seen in a number of year levels and test domains.

Figure 3: Systemic Targets by 2012 — Proportion of Year 3 Students At or Above National Minimum Standard (NMS) in Reading, 2009 to 2012

Source: DOE

Figure 4: Systemic Targets by 2012 — Proportion of Year 3 Students At or Above National Minimum Standard (NMS) in Writing (persuasive writing), 2011 to 2012

Source: DOENote: Due to a change in writing test genre in 2011, results prior to

2011 are not comparable.

Figure 5: Systemic Targets by 2012 — Proportion of Year 3 Students At or Above National Minimum Standard (NMS) in Numeracy, 2009 to 2012

Source: DOE


Source: DOE

50%53%

89%91%

30%

20%

40%

50%

60%

70%

80%

90%

100%

2009 2010 2011 2012

Indigenous Yr 3 Actual Indigenous Yr 3 Target (Curve)

non-Indigenous Yr 3 Actual

non-Indigenous Yr 3 Target (Curve)

% A

chie

ving

NM

S




94%

93%

49%48%

2009 2010 2011 2012

30%

20%

40%

50%

60%

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100%

% A

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93%90%

52%48%

2009 2010 2011 2012

40%

30%

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28%

42%

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89%

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2009 2010 2011 2012

% A

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highlight: teaching and learning — a Focus on literacy and numeracyFollowing a review of literacy and numeracy approaches by the Australian Council of Education Research in 2011–12, there has been a strong focus on developing evidence based planning and program delivery.

Providing the strategic direction within each school, Whole School Curriculum and Assessment Plans have been introduced. These provide a framework for planning literacy and numeracy teaching, meeting the needs of individual student cohorts and allowing for the delivery of English and mathematics curriculum content. The plans identify system and school–based sources of information and data that will inform assessment to lead teaching.

Diagnostic and data systems have been strengthened to support the use of data across the whole system and at regional, school and classroom levels. These include:

• the Student Achievement Information System which enables teachers to input and track student level data across a range of assessments;

• the enhancement of the Assessment of Student Competencies which young people take on entry to schooling, as well as the development and trial of the Year 1 online assessment. These provide critical

information assessing and monitoring students in the early years to inform targeted teaching and learning strategies prior to the first nationally administered tests in Year 3; and

• the Diagnostic Tool Selector website. The website guides the selection and use of appropriate evidence based assessments relevant to individual school and student contexts.

Figure 7: Systemic Targets by 2012 — Proportion of Year 5 Students At or Above National Minimum Standard (NMS) in Writing (Persuasive Writing), 2011 to 2012


2011 are not comparable.


Source: DOE




89%

87%

39%

30%

2009 2010 2011 2012

30%

40%

50%

60%

70%

80%

90%

100%

20%

% A

chie

ving

NM

S

94%88%

61%

35%




2009 2010 2011 2012

% A

chie

ving

NM

S40%

30%

50%

60%

70%

80%

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20%

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middle years eduCatiOnThe department delivers quality education in government schools, which is tailored to the specific needs of students from Year 7 to Year 9.

Middle years total student enrolments remained relatively steady. There still remains a significant gap between the attendance rate of Indigenous students (65 per cent) compared with non–Indigenous students (90 per cent). In 2012, there was an improvement in the percentage of students attending middle school over 80 per cent, for both Indigenous students (5 per cent) and non–Indigenous students (3 per cent).

Table 6: Middle Years Output Budget Paper No. 3 Key Deliverables



2012–13 actual

Quantity Total middle years student enrolments1 5 903 5 895 5 895Indigenous middle years student enrolments1 2 686 2 708 2 708Quality Average attendance rates − non–Indigenous 90% 90% 90%− Indigenous 64% 65% 65%Students attending over 80% − non–Indigenous 80% 83% 83%− Indigenous 25% 30% 30%Students achieving national minimum standard NAPLAN*Reading — non–Indigenous students – Year 7 90% 87% 87% – Year 9 83% 84% 84%Reading — Indigenous students – Year 7 52% 44% 44% – Year 9 41% 37% 37%Writing — non–Indigenous students – Year 7 80% 83% 83% – Year 9 72% 71% 71%Writing — Indigenous students – Year 7 25% 29% 29% – Year 9 22% 21% 21%Numeracy — non–Indigenous students – Year 7 90% 89% 89% – Year 9 88% 90% 90%Numeracy — Indigenous students – Year 7 47% 47% 47% – Year 9 45% 54% 54%

Source: DECS 2011–12 Annual Report and 2013 –14 Budget Paper No. 3

Student ENROLMENT remained stable in 2012

Student ATTENDANCE showed little overall change, but there was improvement in the proportion of students attending over 80 per cent of the time

Student ACHIEVEMENT also remained stable

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HIGHlIGHT: Re–enGaGeMenT In leaRnInGThe Every Child, Every Day strategy focuses on increasing enrolment, attendance and participation of young Territorians. In 2012–13, a range of services were delivered under this strategy.

Twenty–five attendance and truancy officers, based in Darwin, Palmerston, Nhulunbuy, Katherine, Tennant Creek and Alice Springs worked with students and their families to improve school attendance. In 2012, 1222 conferences were held between officers, students and families resulting in the development of 961 student attendance plans. Of these students, 834 were re–engaged in schooling.

Four new positive learning centres were established in 2012 bringing the total operating across the Northern Territory to eight. Positive learning centres provide an alternative program option for students demonstrating

extreme behavior and provide an environment in which they can access learning. Positive learning centres are based at Sanderson Middle School, Malak Re–engagement Centre, Gray Primary School, Rosebery Middle School, Taminmin College, Callistemon House, Centralian Middle School and an outreach service operates to support Alice Springs primary school students. These services provided alternative program options for 144 students in 2012.

Clontarf and Girls Academy programs aim to engage and retain young people in education, particularly Indigenous young people, throughout the middle and senior years of schooling when risk of disengagement is high. Clontarf Academies engaged with 838 young Indigenous men in 13 schools in 2012 and Girls Academies engaged 670 Indigenous girls.

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Source: DOE


Source: DOE

Systemic Targets for Middle Years Education

Systemic targets were set to significantly improve NAPLAN test results for all students in Year 7 and Year 9. Incremental improvement has been seen in both Year 9 reading and numeracy, although not at the rate required to meet the systemic targets. Writing performance in 2012 is of concern, and work has been undertaken to identify the issues impacting on student achievement in this domain. The Northern Territory has not achieved these targets


Source: DOE



2011 are not comparable. Target based on narrative test genre.




91%

87%

49%44%

2009 2010 2011 2012

30%

20%

40%

50%

60%

70%

80%

90%

100%

% A

chie

ving

NM

S




88%83%

39%

29%

2009 2010 2011 2012

30%

40%

50%

60%

70%

80%

90%

100%

20%

% A

chie

ving

NM

S

94%89%

56%

47%




2009 2010 2011 2012

40%

30%

20%

50%

60%

70%

80%

90%

100%

% A

chie

ving

NM

S




89%

84%

44%37%

2009 2010 2011 2012

30%

20%

40%

50%

60%

70%

80%

90%

100%

% A

chie

ving

NM

S

30



2011 are not comparable


Source: DOE




82%

71%

36%

21%

2009 2010 2011 2012

30%

40%

50%

60%

70%

80%

90%

100%

20%

% A

chie

ving

NM

S

95%

90%

57%54%




2009 2010 2011 2012

40%

30%

20%

50%

60%

70%

80%

90%

100%

% A

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NM

S

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seniOr years eduCatiOnThe department provides full–time and part–time senior secondary schooling for students in government schools from Year 10 to Year 12. Students are offered Year 10 curriculum, SACE Stage 1 and 2 subjects and access to VETiS. The education delivered promotes and enhances the intellectual, personal and social development of senior years students.

The total number of students enrolled in the senior years of education decreased by 149 in 2012, compared with 2011. However, there was growth in the number of students achieving NTCET qualifications:

• 875 students, including 111 Indigenous students, qualified for the NTCET in 2012 (56 more students compared with 2011) and the proportion of senior years students achieving an NTCET has increased by 16 per cent since 2008.

• 1875 students achieved one or more VET competencies.• 727 completed a Certificate I, II or III qualification.• 111 enrolled in school–based new apprenticeships• 648 (74%) NTCET completers gained an Australian Tertiary Admission Rank (ATAR).

Table 7: Senior Years Education Outputs Budget Paper No. 3 Key Deliverables



2012–13 actual

Quantity Total senior years student enrolments 5 304 5 155 5 155Indigenous senior years student enrolments 1 820 1 628 1 628Students who achieved one or more VET competencies 1 729 1 875 1875Students who completed a Certificate I or II qualification 604 650 650Students who completed a Certificate III qualification 71 77 77Students enrolled in school–based new apprenticeships 93 111 111Quality Average attendance rates − non–Indigenous 87% 87% 87%− Indigenous 65% 64% 64%Students attending over 80% − non–Indigenous 67% 71% 71%− Indigenous 22% 27% 27%Students who qualified for the NTCET 8191 875 875Indigenous students who qualified for the NTCET 106 111 111


Notes: 1 Data updated subsequent to DECS 2011–12 Annual Report publication

Student ENROLMENT decreased by 149 students in 2012

Student ATTENDANCE remained stable overall but increased for students, particularly Indigenous students, attending over 80 per cent of the time

Student ACHIEVEMENT increased for both VET qualifications and NTCET

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Systemic Targets for Secondary Years Education

Systemic targets were set to improve NTCET and VETiS completions for students in secondary years. Senior secondary targets for the completion of VETiS certificate completions more than doubled the 2012 target. In 2011 the NTCET was introduced replacing the previous Northern Territory Certificate of Education (NTCE). While completion rates for the NTCET appear higher than NTCE, VETiS completions count towards NTCET completions and therefore contribute to the change.

Figure 15: Systemic Targets by 2012 — Senior Secondary Certificate of Education and Training (NTCE/NTCET)

Source: DOE

Figure 16: Systemic Targets by 2012 — Completion Rate for Attaining VETiS Certificate

Source: DOE

Target (Curve)Actual

2008 2009 2010 2011 2012

906875

Num

ber o

f Stu

dent

s

600

700

800

900

1 000

HIGHlIGHT: InDUsTRY anD PaTHWaYs leaDInG To sUCCessCompletion of meaningful VET programs and strong connections with local industries are key to enhancing post–school options and pathways for young people.

Between 2011 and 2012, the number of senior year students who achieved VET units of competencies increased from 1729 to 1875. There was an increase in the number of senior students who completed Certificate I and II qualifications over the same period, from 604 to 650. Seventy–seven senior year students completed a Certificate III qualification in 2012, compared to 71 in 2011.

Work with registered training organisations, industry and employers allows students to undertake job aligned and nationally accredited VET training while gaining credits towards their NTCET. The following was implemented in 2012–13:

• the embedded trainer model saw accredited trainers working within schools, providing both quality training and closer links to industry and employers;

• School–Based Apprenticeships supported students to gain essential knowledge and skills to equip them to transition to the workforce beyond school. In 2012, 111 students (compared to 93 in 2011) were enrolled in these apprenticeships; and

• structured work placements were offered to students by 420 businesses across the Northern Territory.

Additionally, through the Remote Training Employment and Economic Development Working Group, formal partnership agreements were established with five key mining organisations, which committed to developing post–school pathways for our students living in remote and very remote areas.

41%

20%

Com

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50%

40%

30%

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Target (Curve)Actual

2008 2009 2010 2011 2012

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internatiOnal eduCatiOnThe department facilitates education services for overseas students and provides opportunities for Territory students and teachers to learn from other cultures.

The department, on behalf of the Australian Government, is responsible for the administration and regulatory functions of the Education Services for Overseas Students Act.

Table 8: International Education Outputs Budget Paper No. 3 Key Deliverables



2012–13 actual

Quantity Fee–paying overseas students

59 69 69

Study tours 3 3 3Student and teacher exchange program

3 3 3

Sources: DECS 2011–12 Annual Report, 2011–12 Budget Paper. No. 3 and 2013–14 Budget Paper No. 3

The number of international student enrolments in Northern Territory Government schools remained relatively steady despite a decline in student numbers Australia–wide. Vietnam remains the major source of international student enrolments.

tertiary eduCatiOnThe department provides $7.6 million funding to CDU for operational expenses and VET programs.

In 2012, the Australian Government took over the registration of higher education providers and the evaluation of their performance. The independent Tertiary Education Quality Standards Agency carries out these functions on behalf of the Australian Government and has established a timeline to review the registration of all higher education providers. BIITE is in the first cohort for review, with results expected in 2013–14. CDU’s registration review is due in 2018.

The performance standards for higher education providers are being reviewed by the national Higher Education Standards Panel to ensure quality service delivery across the country. In consultation with the Northern Territory’s CDU and BIITE, the department has continued to provide comment on the standards.

The department has assisted BIITE to implement legislative amendments to the Batchelor Institute of Indigenous Tertiary Education Act, which commenced in May 2012. BIITE’s governance structure has been significantly modernised and strengthened by the inclusion of a nominations committee and the Institute Advisory Board.

Table 9: Tertiary Education Output Budget Paper No. 3 Key Deliverables


2012–13 estimate

2012–13 actual

Quantity Operating grant to CDU $9.4M $7.6M $7.6M


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non–GoVeRnMenT eDUCaTIonQuality alternative education choices for Territory students.

Primary and middle years eduCatiOnThe department administers Australian and Northern Territory Government grants for non–government primary and middle schools.

Between 2011 and 2012, the number of students enrolled in non–government primary schools increased by 184, including an increase of 130 Indigenous primary student enrolments.

Middle school enrolments in the non–government sector increased by 206 in 2012, compared with 2011. Of the total 3316 middle school students enrolled, 34 per cent were Indigenous.

Table 10: Primary and Middle Years Education Non–Government Schools Outputs Budget Paper No. 3 Key Deliverables


2012–13 estimate

2012–13 actual

Primary yearsQuantityTotal primary student enrolments

5 148 5 332 5 332

Indigenous primary student enrolments

1 294 1 424 1 424

Quality Grants administered in accordance with policy

100% 100% 100%

Middle yearsQuantityTotal middle years student enrolments

3 110 3 316 3 316

Indigenous middle years student enrolments

989 1 138 1 138

Quality Grants administered in accordance with policy

100% 100% 100%


seniOr years eduCatiOnThe department administers Australian and Northern Territory Government grants for non-government senior schools.

In 2012, there was a relatively small decrease in the total number of students enrolled in the senior years, compared with 2011. However, there was growth in the number of students achieving the NTCET: 334 students qualified for the NTCET; 625 students achieved one or more VET competencies; 330 completed a Certificate I, II or III qualification; and 43 enrolled in school–based new apprenticeships.

Table 11: Senior Years Education Non–Government Schools Output Budget Paper No. 3 Key Deliverables


2012–13 estimate

2012–13 actual

Quantity Total senior years student enrolments1

1 989 1 942 1 942

Indigenous senior student enrolments

608 525 525

Students who achieved one or more VET competencies

579 625 625

Students who completed a Certificate I or II qualification

268 290 290

Students who completed a Certificate III qualification

29 40 40

Students enrolled in School Based New Apprenticeships

39 43 43

Quality Students who qualified for the NTCET

3251 334 334

Indigenous students who qualified for the NTCET

42 23 23

Grants administered in accordance with policy

100% 100% 100%


Note: 1 Data updated subsequent to DECS 2011–12 Annual Report publication

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highlight: regulation For Quality servicesResponsible for the regulation of early childhood services and the non–government education sector, the department is committed to ensuring its regulatory powers are exercised openly, consistently and transparently. This provides assurance to stakeholders that activities are undertaken in accordance with defined procedures, are lawful and are of the highest quality. As part of this approach, the QECNT regulatory authority within the department assesses the standards and performance of approximately 200 outside school hours care services and family day care schemes against the NQF.

The revision of Part 7 (non–government schools) of the Education Act in 2010 resulted in non–government schools undergoing routine assessments every five years to ensure they comply with the requirements and conditions of their registration. By the end of 2012–13, routine assessments were completed for 20 out of 38 non–government schools. The current assessment methodology was further reviewed during this period. A review of the recurrent funding model to non–government schools was also finalised during 2012–13, which takes into account phases of schooling, socio–economic status and geo–location to provide equitable resourcing across non–government schools.

Although the Australian Government holds responsibility for regulation for higher education institutes, the department is committed to working with both CDU and BIITE to support the economic, social and environmental development of the Northern Territory. The department is responsible for the CDU/NTG partnership agreement, and developed a partnership with BIITE in 2012 to provide a strategic framework for our ongoing work with the institution.

FinanCial assistanCeThe Non Government Schools Ministerial Advisory Council managed and finalised the review of Northern Territory Government funding to non–government schools during 2012–13, achieving the implementation of an equitable and transparent funding model.

The Capital and Interest Subsidy Scheme was also revised in 2013, moving to a capital only model for future subsidy applications. The scheme assists non–government schools with funding for planned capital works in priority areas.

In 2012–13:

• classrooms for the senior years were completed at Good Shepherd Lutheran College

• preschool facilities were provided at The Essington School Darwin.

OPeratiOn OF non–government schoolsIn 2012–13, registration variations were made to three non–government schools regarding their education service delivery:

• In 2012, MacKillop Catholic College commenced offering education services for students in Years 7 to 9. In 2013, the College offered Year 10 for the first time.

• The Northern Territory Christian College was registered to provide Year 10 at the campuses of Palmerston Christian School and Nhulunbuy Christian College from 2013.

• In 2013, St Joseph’s Catholic College in Katherine was registered to offer the senior years 11 and 12, and will commence with year 11 in Semester 2, 2013.

Eight routine assessments were conducted in non–government schools during 2012–13 and the routine assessment process was reviewed to ensure that the methodology continues to meet legislative requirements.

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CDU/nTG PaRTneRsHIP aGReeMenTCDU, and under it the Menzies School of Health Research, the Centre for Child Development and Education and the Centre for School Leadership, Learning and Development have worked with the department on a range of projects in 2012–13. These included a focus on:

• pre–service teacher education, including Indigenous workforce development, and building capacity of teachers and leaders;

• VET;• research and evaluation, in particular for early

childhood and indigenous education; and• building the capacity of the Northern Territory

to grow the local economy and forge stronger partnerships with Asia, through the development of the CDU campus at the waterfront and the Chinese language immersion program.

Under the requirements of the CDU/NTG Partnership Agreement, projects which accessed the certificate of exemption under NTG procurement directions are required to be reported in departmental annual reports and the following three projects require this reporting in 2012–13:

EdUCatIOnal mOdUlEs FOR OnlInE VOCatIOnal lEaRnIngPreVET modules to scaffolding literacy and numeracy concepts for remote Indigenous students in middle years

Progress to June 2013

This project was completed in May 2013, and is now in a second round of piloting with schools.

Value of Contract: $227 439

Contribution to DOE and CDU/NTG Partnership Agreement objectives, outcomes and achievements

DOE: More sustainable delivery of VET in remote and very remote schools, with a focus on ensuring students meet required literacy and numeracy standards.

CDU/NTG Partnership Agreement: Building local teaching staff in the Northern Territory and a focus on VET to provide relevant educational programs which will drive economic development in the Northern Territory.

mORE EaRly ChIldhOOd tEaChERs sChOlaRshIp pROgRamSupport for childhood educators to upgrade their qualifications by obtaining a four–year university degree with an early childhood specialisation.


121 scholarships awarded, with 75 currently enrolled in study. The first four completions from the program graduated in May 2013.

Value of Contract: $1 178 205


DOE: Contribution to the Early Childhood Workforce Development Plan, with qualifications enabling educators to meet the National Quality Standards.

CDU/NTG Partnership Agreement: Increasing CDU student enrolments, in particular participation by Indigenous Territorians and building local teaching staff and the local capacity in education and training.

EaRly ChIldhOOd and sChOOl lEadERs COnFEREnCEProfessional development and networking for leaders across all regions.


The conference on Driving School Improvement was delivered in Semester 1, 2013 and was attended by 166 educators, with 58% travelling from outside of Darwin to participate.

Value of Contract: $50 000


DOE: Provision of high quality, relevant and motivating programs to develop leaders across the department.

CDU/NTG Partnership Agreement: Building local teaching staff and enhancing local capacity to meet the needs of the NTG in education and training.

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OUR pEOplE

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WoRKfoRCe PRofIleAs at June 2013, the number of employees (head count) of the department was 5255, a decrease of 145 (or 2.71 per cent) when compared to June 2012. The full–time equivalent (FTE) for these employees was 4536, a decrease of 111 FTE (or 2.4 per cent) since June 2012.

Table 12: Workforce At A Glance, June 2012 to June 2013

Employees 2011–12 2012–13Number (head count) 5 400 5 255Full–time equivalent 4 647 4 536Part–time 11.4% 12.1%Ongoing (permanent) 68.7% 74.4%Fixed period (temporary/contract) 31.3% 25.6%Average age (years) 43.6 43.8Female 77.4% 78.1%Male 22.6% 21.9%

Source: Personnel Information and Payroll System (PIPS) Pay 26 2011-12 and 2012-13

Notes: These figures include fixed–period positions funded by the Australian Government. Employees on paid and unpaid leave have been included in calculating the head count. 1 In this section, FTE, percentage and rate workforce measures are reported to one decimal place to accurately reflect minor changes

In 2012–13, there was a significant decrease in the proportion of fixed–period employees from 31.3 per cent in June 2012 to 25.6 per cent in June 2013. There was also a shift in the proportion of part–time employees from 11.4 per cent in June 2013 to 12.1 per cent in June 2013, an increase of 0.7 percentage points.

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Classroom teachers account for the majority (44.4 per cent) of staff. Senior teachers and administrative officers at level 2, 3 and 4 make up 27.8 per cent of the workforce. These positions are predominately supporting schools.

Table 13: Staff by classification, 2011–12 and 2012–13

2011–12 Headcount

2011–12 FTE

2012–13 Headcount

2012–13 FTE

Administrative Officer 1 8 2.7 9 4.7Administrative Officer 2 460 365.9 450 362.2Administrative Officer 3 203 174.6 190 169.7Administrative Officer 4 388 335.8 378 331.4Administrative Officer 5 139 125 132 119.9Administrative Officer 6 121 106.6 109 99Administrative Officer 7 73 66 65 57.9NTPS Trainee and Apprenticeship 2 1.8 NTPS Adult Apprenticeship AQ3S Level A 9 9 NTPS Adult Apprenticeship AQ3S Level C 1 1 NTPS Adult Apprenticeship AQ4S Level A 1 1NTPS Apprenticeship AQF3 Level A 6 5.8 9 9NTPS Apprenticeship AQF4 Level A 2 0.8 NTPS Apprenticeship S3 Level A 1 0.9Assistant Teacher 267 163.4 268 167.3Classroom Teacher 2 356 2 044 2 352 2 015.7Executive Contract Principal 1A 1 1 3 3Executive Contract Principal 2 4 3.4 3 2Executive Contract Principal 3 4 4 1 1Executive Contract Principal Level 2 63 62.5 55 52.9Executive Contract Principal Level 3 24 23.5 18 18Executive Contract Principal Level 4 11 11 11 10.4Executive Contract Principal Level 5 3 3 2 2Executive Principal Level 2 13 13Executive Principal Level 3 3 3Executive Principal Level 5 1 1Executive Officer 1C 18 17.1 15 14.5Executive Officer 2C 21 21 22 22Executive Officer 3C 9 8.5 5 5Executive Officer 4C 4 4 4 4Executive Officer 5C 1 1 1 1Executive Officer 6C 1 1 1 1Graduate Trainee 2 1.8 2 2Indigenous Cadet Support 11 0 10 1Indigenous Trainee Teacher 1 10 10 22 20.8Indigenous Trainee Teacher 2 5 4 3 3Indigenous Trainee Teacher 3 7 6 4 4Professional 2 4 4 6 5.3Professional 3 46 42.4 50 46.7Physical 2 71 50.3 84 62.7Physical 3 31 25.3 21 19.1Physical 4 28 22.7 21 19.4

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2011–12 Headcount

2011–12 FTE

2012–13 Headcount

2012–13 FTE

Principal Level 1 6 5.1 5 5Principal Level 2 1 1 Senior Administrative Officer 1 62 59.6 52 47.7Senior Administrative Officer 2 39 36 37 34.5School College Administrator 2 8 6.8 6 5.6School College Administrator 5 3 2 2 2Senior College Teacher 36 32 38 32.6Senior Professor Officer 1 15 14.3 14 12.3Senior Professor Officer 2 1 1Senior Teacher 1 457 421.2 421 395.9Senior Teacher 2 69 63.6 53 50.3Senior Teacher 3 113 108.6 108 104.6Senior Teacher 4 61 59.3 58 56.7Senior Teacher 5 3 3 1 1Senior Teacher 6 2 2 3 3Specialist Teacher 2 23 21.7 23 23Specialist Teacher 3 13 13 11 10Technical 2 2 2 1 1Technical 3 2 2 2 2Teaching Principal 1 56 50.5 56 55Teaching Principal 2 15 13.5 18 16.4Total 5 400 4 647.1 5 255 4 536.1

Source: PIPS

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sChOOl–Based emPlOyeesAt June 2013, the number of school–based employees (head count) was 4432, a decrease of 15 (or 0.3 per cent) when compared to the previous year. However, the actual paid full–time equivalent (FTE) at June 2013 increased to 3848 FTE, a slight increase of 5.6 FTE compared to the corresponding pay period in the previous financial year.

Table 14: School–Based Workforce At A Glance, June 2012 to June 2013

School–Based Employees 2011–12 2012–13Number (head count) 4 447 4 432Full–time equivalent 3 843 3 848Part–time employees 12.9% 13.7%Ongoing (permanent) 69.3% 75.0%Fixed period (temporary/contract) 30.7% 25.0%Average age (years) 43.6 43.9Female 77.4% 77.7%Male 22.6% 22.3%

Classroom Teachers 2011–12 2012–13Number (head count) 2 356 2 348Full–time equivalent 2 044 2 011Part–time employees 9.9% 10.7%Ongoing (permanent) 74.0% 84.3%Fixed period (temporary/contract) 26.0% 15.7%Average age (years) 42.1 42.4Female 77.2% 78.3%Male 22.8% 21.7%

Source: PIPS Pay 26 2012-13

Notes: Total paid FTE of 50 (of staff who had ceased between pay periods or were permanent unattached officers as at June 2013) were excluded from the school–based FTE

Senior College Teachers are not included in classroom teacher figures. In 2013, these were 38 (32 FTE) compared to 37 (33 FTE) in the previous year

For 2012–13, the proportion of fixed–period employees in schools (25 per cent) was less than the composition of the overall workforce (25.6 per cent). The most significant change in the school–based workforce was the decreased proportion of classroom teachers in fixed–term employment, a decline of 10.3 percentage points in 2012–13. This can be attributed to a commitment by the department to increase the number of teachers with ongoing (permanent) employment.

retentiOn OF sChOOl–Based staFFFor 2012–13, of all school–based staff (4164) employed at week 8 of Term 2 2012, there were 2874 who continued to be employed within the same school at the end of week 8 of Term 2, 2013. This was a retention rate of 69 per cent, and this is incrementally increasing.

Table 15: School–Based Staff Year–to–Year Retention Rate within School, 2010–11 to 2012–13

Staff 2010–11 2011–12 2012–13All staff 66.0% 68.3% 69.0%Teaching staff 63.7% 67.6% 68.9%Non–teaching staff 70.9% 69.7% 69.3%

Source: PIPS

Notes: Retention figures represent the percentage of staff who remained in the school at week 8, Term 2 in the reporting year, compared to week 8 Term 2 in the preceding year

Teaching staff includes executive contract principals, principals, assistant principals, teachers and senior teachers

For teaching staff, retention continues to show improvement, with an increase of 5.2 percentage points since 2010–11; providing greater workforce stability in schools.

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retentiOn OF sChOOl–Based teaChing staFF aCrOss sChOOl yearsThe retention rate of teaching staff within the same school slightly increased by 0.2 percentage points. However, there was a decrease (1.9 percentage points) in the retention of teaching staff across the whole department compared to 2011–12, with 2353 (84.9 per cent) of school–based teaching staff retained within the department.

Figure 17: Retention of School–Based Teaching Staff Between School Years, 2010–11, 2011–12 and 2012–13

Source: PIPS

Notes: Retention figures represent the percentage of staff who remained in the system from week 8, Term 4 of the preceding year to week 4, Term 1 of the reporting year


retention of teAching stAff in remote schools Across school YeArsSince 2011, differentiated selection and screening processes have been implemented for teachers applying for vacancies in remote Indigenous schools, known as remote teaching schools. New recruits are provided with orientation and induction programs that support them to work in in these remote contexts.

There has been improvement over the last three years in the retention of teaching staff, across school years, both within the same school, and within the category of remote teaching schools. Of the 635 teaching staff employed at week 8 of Term 2 2012, 539 (or 84.9 per cent) had remained within the department, 495 (or 78 per cent) remained at remote teaching schools and 442 (or 70 per cent) were in the school to which they were recruited.

Figure 18: Retention of Teaching Staff in Remote Schools Between School Years, 2010–11, 2011–12 and 2012–13

Source: PIPS

Notes: Retention figures represent the percentage of staff who remained in the system from week 8, Term 4 of the preceding year to week 4, Term 1 of the reporting year


RTS – Remote Teaching Schools

0%

20%

40%

60%

80%

100%

Within department Within school

Ret

entio

n R

ate

(%) 73.383.8 86.8 84.9 76.5 76.7

2010–11 2011–12 2012–13

0%

20%

40%

60%

80%

100%

Within department Within schoolWithin RTS school

Ret

entio

n R

ate

(%)

2010–11 2011–12 2012–13

70.7

84.7 84.9

63.9

74.2 78.0

54.6 62.769.6

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eQuity and diVersityThe department values the diversity of its workforce and is committed to the principle of equal employment opportunity (EEO) and creating inclusive work environments where people are valued for their diverse cultures, experiences, skills, knowledge and capabilities to provide culturally inclusive and responsive services.

Table 16: Equal Employment Opportunity, June 2012 and June 2013

June 2012 June 2013

Indigenous Employees

People with a Disability

Non–English speaking

BackgroundIndigenous employees

People with a Disability

Non–English

Speaking Background

DOE total 656 72 191 636 72 190DOE % 12% 1% 4% 12% 1% 4%NTG % 8% 1% 6% 8% 1% 7%

Source: PIPS

Note: The nominating equal opportunity status continues to be voluntary for all NTPS staff

The proportion of Indigenous employees in the department’s workforce remained constant at 12 per cent, which is significantly higher than across the Northern Territory Public Sector at 8 per cent; despite the number of Indigenous employees decreasing by 20.

At June 2013, there was no change in the number of employees with a disability (72 employees) or the proportion of employees from a non–English speaking background (4 per cent of total head count).

It is likely that these figures are under stated as they rely on staff self–identifying their EEO status in the payroll system.

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indigenOus staFF PrOFileAs at June 2013, there were 636 Indigenous employees across a wide range of classifications within the department. The most common classification was assistant teacher, with 268 employees (42 per cent of all Indigenous employees). Eighty–three per cent of Indigenous employees were female.

Table 17: Indigenous Employees by Classification (Head Count), June 2013

Classification Female Male TOTALAdministrative Officer 1 0 1 1Administrative Officer 2 34 3 37Administrative Officer 3 18 3 21Administrative Officer 4 69 21 90Administrative Officer 5 8 1 9Administrative Officer 6 8 0 8Administrative Officer 7 6 3 9Assistant Teacher 238 30 268Classroom Teacher 74 12 86Executive Contract Principal Level 2 1 1 2Executive Contract Principal Level 3 0 1 1Executive Contract Officer 1 0 1 1Indigenous Cadetship Support 10 0 10Indigenous Training Teacher 1 15 3 18Indigenous Training Teacher 2 5 0 5Indigenous Training Teacher 3 4 1 5NTPS Apprentice 1 0 1Physical 2 5 15 20Physical 3 1 2 3Physical 4 0 2 2Principal Level 1 3 2 5Professional 3 2 0 2Senior College Teacher 1 0 1Senior Teacher 1 13 1 14Senior Teacher 3 2 1 3Senior Teacher 4 1 0 1Senior Administrative Officer 1 3 1 4Senior Administrative Officer 2 3 4 7Specialist Teacher 2 2 0 2TOTAL 527 109 636


Note: Includes employees on paid and unpaid leave

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In 2012–12, the proportion of Indigenous assistant teachers increased by 1.4 percentage points, while the proportion of Indigenous administration officers decreased by 1.3 percentage points.

Figure 19: Indigenous Employees by Classification Group (Head Count), 2011–12 and 2012–13


2011–12 2012–13

30.529.2

40.742.1

0.6 0.23.7 3.9

0.2 0.3

18.9 18.1

5.5 6.1

48%

40%

32%

24%

16%

8%

0%

Indi

geno

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taff

(%)

Admini

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Assist

ant T

each

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Execu

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ontra

ct Offic

er

Physic

al

Profes

siona

l

Teach

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taff

Traine

e and

App

rentic

es

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WOrk health and saFetyThe department commits to creating safe workplaces and to continually improve health, safety and wellbeing policies, procedures and systems for employees, students, volunteers and other persons entering departmental workplaces. These support the national uniform Work Health and Safety Act and assist school and corporate leaders and employees to understand their responsibilities and meet compliance requirements. Regional awareness sessions were conducted at 24 sites across the Territory delivering key messages centered on the new legislation, shared responsibilities and contribution, levels of involvement and reporting requirements.

Table 18: Number of Reported Incidents of Work Health and Safety, June 2010 to June 2013

IncidentsJune 2010

June 2011

June 2012

June 2013

Number 317 247 287 322% of employees 6% 5% 5% 6%

Source: Department of Corporate and Information Services FIGTREE Incident Management System

While there has been a slight increase in the number of reported incidents, it is anticipated this is due to increased awareness of the reporting process.

WOrkers’ COmPensatiOnThe department continues to work proactively with the Department of Corporate and Information Services and Territory Insurance Office to achieve a higher rate of resolution of claims. An increased awareness of work health and safety programs across the department has resulted in earlier reporting of injuries and access of treatment, which has resulted in shorter recovery timeframes.

2012–13 saw the introduction of school council employees and volunteers under the Northern Territory Government self–insured policy arrangement.

Table 19: Number of Reported Injuries and Claims, 2010 to 2013

Total Cost

June 2010

June 2011

June 2012

June 2013

$4 333 915 $4 266 246 $3 672 825 $4 894 361NewInjuries 317 247 287 294Claims 118 104 103 108StressClaims 29 20 20 9

Source: Department of Corporate and Information Services FIGTREE Incident Management System

Of the total costs as at June 2013, $0.565 million was incurred in resolving long–term claims. The significant reduction in the number of stress claims from 20 in 2011–12 to nine in the 2012–13 period is a positive indicator of human resources intervention, early reporting and management of work–related issues.

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HUMan ResoURCe DeVeloPMenT

learning and deVelOPmentThe department’s focus for workforce development is on building a capable and high–performing workforce, both in schools as well as corporate and support service areas, through a range of learning and development programs. Support is also provided to encourage Territorians to undertake teacher training through a range of scholarship programs.

In 2012–13, $7.101 million was spent on learning and development, with 692 learning events delivered to 4536 staff across the department. Of these, 229 learning events had participants who are continuing to be supported in 2013–14.

Orientation and induction programs are provided to ensure all new staff have an appropriate level of professional support and are prepared to work in the various contexts of the Northern Territory. The principals’ orientation was delivered to seven new principals over two days and the Remote Teaching Service provided targeted support to ensure teachers are prepared to work in the various school contexts in the Northern Territory.

The Centre for School Leadership, Learning and Development, located as part of the CDU, continues to provide instructional leadership programs that aim to build the capacity of principals, school leaders and emerging leaders, with programs targeted at those working in remote contexts.

Table 20: Learning and Development Expenditure, 2011–12 and 2012–13

Learning and Development Expenditure 2011–12 2012–13Total employees — FTE 4 647 4 536Total learning and development expenditure

$5 742 207 $7 101 253

Total employee expenditure

$432 526 865 $453 932 080

Learning and development costs as a percentage of employee expenditure

1.30% 1.6%

Average training expenditure per FTE employee

$1 236 $1 566

Source: Government Accounting System

Pre–serViCe teaCher PrOgramsA suite of programs is available to support people wanting to undertake a teaching qualification, including local community members.

Through the More Indigenous Teachers Initiative, a range of scholarships were provided to support 45 Indigenous students enrolled in a teaching qualification to increase the number of Indigenous teachers in Territory schools. These students will continue to be supported until they complete their studies.

The Teacher Education Scholarships supported 43 students in 2012–13 to study an education qualification full–time, with 27 successfully completing their teacher training through CDU. The department was able to support local Territorians by employing 50 students who had previously received the Teacher Education Scholarship.

The Remote Indigenous Teacher Education pilot, an intensive site–based pre–service program for assistant teachers studying a Bachelor of Teaching and Learning, was delivered in 2012. The program at Maningrida School combined formal study with full–time employment for Indigenous assistant teachers. Three participants have their final practicum to complete and a further two assistant teachers have academic units to complete as well as their final practicum to obtain their degree. Lessons learnt from the pilot will inform a new sustainable model of on–site delivery in teacher education.

early Careers As part of a group of early careers initiatives that support entry into the Northern Territory Public Sector, the following programs are offered.

The Northern Territory Public Service Apprenticeship Program addresses supply gaps and provides supported on–the–job training opportunities for people wanting to pursue careers in the public service. Across school and corporate settings, 13 apprentices commenced in 2012–13 and are working towards completing qualifications including Information Technology, Laboratory Skills and Business Administration.

The Graduate Program is designed to increase the capacity and capability of the Northern Territory Public Sector. In 2012–13, two graduates were employed in the fields of information technology and finance.

Developing the capacity of school principals, in the first years of employment, is addressed by the Early Career Principals Program. It provides new principals the opportunity to familiarise themselves with the Australian Professional Standard for Principals in their context and build professional networks. This twelve–month program was completed by 12 participants in 2012 and five participants are undertaking the program in 2013.

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leadershiP PrOgramsThe Office of the Commissioner for Public Employment offers a range of leadership development programs including the Public Sector Management Program, Discovery – Women as Leaders program and the Executive Leadership Program. Five departmental staff participated.

The HALT program recognises high performing teachers and provides opportunities to further develop their knowledge of current innovations and trends in education. In 2012–13, an additional nine participants completed the HALT program, bringing the total number of HALT graduates to 41, ten of whom are working in remote and very remote schools.

The Centre for School Leadership, Learning and Development continues to deliver high quality programs for school leaders. The annual School Leaders’ Conference, attended by school leaders and educators from across the Northern Territory for two days, focused on driving school improvement.

The nine–month Coaching Accreditation Program was completed by 22 participants in 2012, and 23 in 2013. The program is designed for leaders and managers in the education sector, building coaching and leadership skills to improve performance.

School Leaders in the Making, a twelve–month program designed to enhance the leadership capacity of those aspiring to principal roles, was completed by 19 participants in 2012 and 15 commenced the program in 2013. The program aims to build participants’ skills and knowledge of current innovations and trends, to lead effective schools and improve student learning outcomes within their own schools.

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HIGHlIGHT: PRInCIPal CaPaCITYStrong school leadership in our schools is central to improving educational outcomes for Territory students. In order to support school leaders to drive improvement, a number of revised frameworks and processes have been implemented, alongside extension of quality training opportunities, to enhance their capacity and accountability for delivering quality education services.

A revised school review framework and process was implemented in 2012–13, informed by the work of the Australian Council for Education Research. It assesses the core aspects of education services, which are shown to lead to improved student outcomes. An updated Principal Performance and Development Framework, aligned to the Australian Professional Standard for Principals, has been implemented alongside the school review process. Implementation of these new frameworks will help schools to target their efforts to improve student outcomes.

Professional learning and development programs and activities were delivered through the Centre for School Leadership, Learning and Development. These targeted aspiring leaders and early career principals, as well as established school leaders. In 2012:

• 12 participants completed the twelve–month Early Career Principals Program;

• 19 principals completed the twelve–month School Leaders in the Making Program;

• three principals attended the Leaders in Education Program International offered by the National Institute of Education in Singapore; and

• 150 school leaders and educators attended the 2013 School Leaders’ Conference on ‘Driving School Improvement’.

eMPloYee RelaTIonsA focus on ensuring the department complies with Territory and national employment instruments continued in 2012–13. Negotiations commenced for the replacement of the 2010–2013 Teacher and Educator Enterprise Agreement and the NTPS 2010–2013 (General) Enterprise Agreement. These were informed by a comprehensive review of remote entitlements and options to amend the package offered to teachers in remote schools.

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RePoRTInG aGaInsT eMPloYMenT InsTRUCTIonsUnder the Public Sector Employment and Management Act, Employment Instructions provide direction on human resource management matters. Performance against each instruction is provided below.

Table 21: Actions against the Public Sector Employment Instructions

Employment Instruction ActionsNumber 1 Filling vacancies

Chief Executive must develop a procedure for the filling of vacancies

• Merit selection guidelines are readily available to all staff.

• The department requires that all selection panel chairpersons have received training in merit–based selection processes to ensure panels are familiar with and follow correct selection processes.

• Training is provided to principals and other staff as needed.

Number 2 Probation

Chief Executive must develop a probation procedure

• Probation procedures are available for teaching and non–teaching staff.

• The initial period of probation for new teachers in twelve months. For experienced teachers, with at least five years of successful practice, the probation period may be completed in a period of six months.

Number 3 Natural Justice

A person who may be adversely affected by an impending decision must be afforded natural justice before a final decision is made

• The principles of natural justice are applied to dealings with employees and employment policies and procedures reflect these principles.

• As part of the orientation process, employees are made aware of the principles of natural justice.

Number 4 Employee performance management and development systems

Chief Executive must develop and implement an employee performance management and development procedure

• Information and supporting documentation on the performance management and development process is accessible to all staff.

• Performance agreements include training and development needs of staff.

• In 2012–13, 1.6 per cent of the department’s annual FTE budget was used for formal training and development activities.

• An online performance and development systems for recording and performance goals and evidencing outcomes will be made available in 2013–14.

• In 2012–13, the Teacher Performance and Development Framework was developed, focussing on performance enhancement, career development and the professional learning and support required by teachers to achieve enhanced student outcomes.

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Employment Instruction ActionsNumber 5 Medical examinations

Chief Executive may engage a health practitioner to undertake an examination of an employee in the case of inability, unsatisfactory performance or breach of discipline matters

• Medical examinations are rarely required and when they are, managers liaise with Human Resources for advice.

Number 6 Employee performance and inability

Chief Executive may develop employee performance and inability procedures

• Policy on inability to discharge duties and guidance on unsatisfactory performance are accessible by all staff.

Number 7 Discipline

Chief Executive may develop discipline procedures

• The department has a policy on inappropriate workplace behaviours including disciplinary processes where required, and this is accessible to all staff.

• In individual matters arising, the provisions of the Public Sector Employment and Management Act and Employment Instruction 7 are provided to employees to ensure understanding of the process.

Number 8 Internal agency complaints and section 59 grievance reviews

Chief Executive must develop an internal employee grievance handling policy and procedure

• The department has policy and procedures in place for handling employee complaints and these are accessible by all staff.

• As part of the orientation process, employees are made aware of their rights to seek review of decisions affecting them.

Number 9 Employment Records

Chief Executive is responsible for keeping employees’ records of employment

• Employee personnel files are maintained by the Department of Corporate and Information Services.

Number 10 Equality of employment opportunity programs

Chief Executive must develop an Equality of Employment Opportunity Program integrated with corporate, strategic and other agency planning processes

• As part of the orientation process, employees are made aware of the department’s equal employment policies and programs.

• Equality of employment opportunity principles are built into relevant policy and procedures.

• Cross cultural training programs are available to all staff.

• The department has an Indigenous employment and career development strategy, which is currently under review and will reflect the new Northern Territory Public Sector Indigenous employment and career development strategy and will address cross–cultural training requirements.

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Employment Instruction ActionsNumber 11 Occupational health and safety standards program

Chief Executive must ensure the application of appropriate occupational health and safety standards and programs, and report annually on these programs

• A Work Health and Safety Framework supports the strategic, tactical and operational activity in the department. A range of policies and procedures provide guidance to staff on workplace health and safety matters.

Key elements of the Work Health and Safety Framework are:

– Communication, consultation and employee involvement

– Induction and training

– Injury reporting and investigation

– Emergency Management

– Hazard and risk management

– Health and wellbeing

• Workplace health and safety matters are addressed as part of orientation.

Number 12 Code of conduct

Chief Executive Officer may issue an agency–specific code of conduct

• As part of the orientation process, employees are made aware of the Code of Conduct.

• Performance and conduct principles are reflected in relevant policies and procedures.

Number 13 Appropriate workplace behaviour

Chief Executive must develop and implement an agency policy and procedure to foster appropriate workplace behaviour and a culture of respect, and to deal effectively with inappropriate workplace behaviour and bullying.

• Policy and procedures are in place for dealing with inappropriate workplace behavior, including bullying and are accessible to all staff.

• Direct support is offered to provide advice on matters associated with appropriate workplace behaviours.

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CORpORatE gOVERnanCE

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CoRPoRaTe GoVeRnanCeCorporate governance is the manner in which strategic goals and objectives are defined and managed. It encompasses authority, accountability, stewardship, leadership, direction and control exercised in the agency. Additionally, the corporate governance structure and principles inform how decisions are made, and facilitate appropriate delegation of accountability and responsibility within and outside the agency.

The department’s corporate governance principles are accountability, integrity, due diligence, transparency, and economy and efficiency.

Through good corporate governance, the department aims to ensure all employees are able to:

• understand roles, responsibilities and accountability.• continually improve performance and manage risk.• enhance individual, stakeholder and public confidence.• meet legal, ethical and public service obligations.

CoRPoRaTe GoVeRnanCe fRaMeWoRK

management and deCisiOn makingThe department’s Executive Board is responsible for delivering the strategic direction of the agency through decision making and policy setting for the agency and its internal processes.

Strategic initiatives and policies to deliver on key educational outcomes are referred to the Executive Board which is advised by standing committees on specific areas of accountability.

strategiC gOals• Quality strategies and programs• Quality people and partnerships

• Quality systems and support

ChieF exeCutiVe

exeCutiVe BOard

Accountability

Budget Audit and Risk Work Health and Safety

School Education and Training

Information Management

Emergency Management

Indigenous Employment and

Career Development

Integrity Due Diligence Transparency Economy and Efficiency

PrinCiPles

standing COmmittees

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senIoR ManaGeMenT TeaM as aT 30 jUne 2013

ken daVies Chief Executive

Ken began as Chief Executive of the Department of Education on 2 April 2013. He has a strong education background having previously served in senior roles within the department. Ken began his career in the Northern Territory as a teacher at Papunya in 1978. He became a school principal in Alice Springs and Katherine and regional superintendent in Tennant Creek. In 1999, he moved from Central Australia to Darwin, taking a position in the Department of the Chief Minister, and was soon appointed General Manager Indigenous Education in the Department of Education.

More recently, he has served as Chief Executive for the Department of Lands, Planning and Environment (DLPE), the Department of Housing, Local Government and Regional Services and as Deputy Chief Executive of the Department of the Chief Minister. In these roles he implemented a significant restructure of DLPE; established the new Northern Territory Planning Commission, the Environment Protection Authority and one of the largest housing programs ever undertaken in remote Australia; and worked extensively with local government to deliver good governance and services through the Northern Territory.

Ken is a former Chair of the Northern Territory Board of Studies and former Northern Territory Principal’s Association President. He has also held appointments to the boards of the Australian Children’s Television Foundation, the Menzies School of Health Research, the Waterfront Development Corporation and the Land Development Corporation. Ken has degrees in education and public sector management.

Catherine WeBerDeputy Chief Executive Organisational Services

Catherine has worked on strategic initiatives in the Office of the Commissioner for Public Employment, following two and a half years as Deputy Chief Executive in the former Department of Housing, Local Government and Regional Services and 17 years in Northern Territory Treasury, including a number of years as Assistant Under Treasurer (Corporate and Superannuation). At the executive level since 1998, Catherine held positions in Treasury’s public finance, strategic policy, financial management and intergovernmental areas. Prior to this, Catherine worked in several Territory Government agencies, in Darwin and Alice Springs, including Education in the early 1980s. Catherine has a Master of Public Policy and a Bachelor of Economics and is a Member of the Australian Human Resources Institute.

susan BOWden Acting Deputy Chief Executive, School Education and Training Operations

Susan has worked in education for 25 years. She began her career in Queensland working in schools and office based positions. For the last ten years she has worked in the Northern Territory as a principal and in senior office based positions including General Manager Student Services,

Senior Director Centre for School Leadership, Learning and Development, Director School Performance and Executive Director School Support Services. She strongly believes in Territory schools enabling every student to achieve their own unique potential, teachers excelling in their profession and whole school improvement. She sees community engagement as an essential component to school improvement. Susan is the Minister’s representative on the Australian Curriculum, Assessment and Reporting Authority’s Board and is a member of the Northern Territory Board of Studies. She has a Bachelor of Education and a Masters of Educational Leadership.

anna kingActing Executive Director, Strategic Services

Since the late 1970s Anna has been living in the Northern Territory, raising a family and working in remote towns across the Top End before moving to Darwin at the end of 1999. Since leaving the secondary school classroom, Anna has worked in central office across early childhood policy and regulations, disability, wellbeing and strategic services. She has represented the Northern Territory on a number of national education groups. Anna authored the original Accountability Performance Improvement Framework, developed the Northern Territory–wide Early Childhood Workforce Plan and has worked collaboratively to produce a range of other reviews and strategies for the department over the years. Anna’s main work interests lie in the creation of systems and frameworks that enable organisations to deliver high quality services and achieve improvement goals. Anna has a Graduate Diploma Education (Secondary) and a Graduate Diploma Organisational Leadership and Change Management.

daVid Cummins Executive Director, Central Australia

David moved to the Northern Territory in 2010 after a successful career spanning 35 years with the Victorian Department of Education and Early Childhood Development. During his career David has been a teacher in small rural schools; a principal for 20 years; a Senior Education Officer and an Assistant Regional Director, responsible for School Improvement across all education sectors. David has worked in supporting school improvement through strategic planning with schools and the implementation of systemic improvement and intervention approaches. He has particular interests in the development of instructional leadership, the use of Information Communication Technology in classrooms and the provision of secondary education to remote students. Prior to taking up his current role in Central Australia, David was the Director of School Performance in the Katherine region. David has a demonstrated passion and commitment to education and the importance of maintaining the right of every child to the best educational opportunities.

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oUR sTRUCTUReThere are three core functions of the department. Support and services are delivered across the Territory, in Darwin, Palmerston, Katherine, Arnhem, Alice Springs and the Barkly regions.

DEPARTMENT OF EDUCATION Chief Executive

SCHOOL EDUCATION AND TRAINING OPERATIONS Deputy Chief Executive

ORGANISATIONAL SERVICES Deputy Chief Executive

OFFICE OF THE CHIEF EXECUTIVE General Manager

Provides support services for schools, education and training providers to deliver education services across the Territory.

Provides systems and services to support delivery of education services across the Territory.

Provides high level support to the Chief Executive and the department.

Key areas of delivery are:

• School and regional operations and performance

• School support services

• Community driven school support

• Teaching and learning policy and support services

• Disability services

• Industry engagement and employment

• VET pathways

• Behaviour and mental health services

• School leadership and development programs


• Strategic services

• Early childhood, policy and regulations

• Performance and data management

• Strategic policy and intergovernmental relations

• Legislation and portfolio services

• Non–government schools

• Higher education

• Planning and Infrastructure

• Legal services

• Financial services

• Human Resource services

• Information services


• Ministerial Liaison and executive services

• Internal communications, media and marketing services

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executive Board and standing committeesThe department’s Executive Board sets the strategic direction for the department and members have responsibility for ensuring the effective delivery of services. Several internal standing committees ensure good governance and effective leadership in key strategic and operational areas. Each committee is chaired by a member of the Executive Board.

EXECUTIVE BOARDPurpose

Primary responsibility for strategic leadership and management of the Department of Education rests with the Chief Executive who is supported in this by the Executive Board.

The Executive Board is the key strategic planning and decision making body for the agency. It determines strategic directions, key performance indicators and policies at the highest level, oversees departmental operations, monitors performance and manages outcomes. It is advised by a series of function specific standing committees.

Membership

Chief Executive (Chair)

Deputy Chief Executive Organisational Services

Deputy Chief Executive School Education and Training Operations

Executive Director Arnhem, Palmerston and Rural

Executive Director Central Australia

Executive Director Darwin and Katherine

Executive Director School Support Services

Executive Director Strategic Services

General Manager Human Resource Services

General Manager Office of the Chief Executive

Senior Director Planning and Infrastructure

General Manager Participation, Pathways and Engagement

Chief Financial Officer

Chief Information Officer

NTIEC Chair (ex officio)

Protocol

Observers, including school principals, are invited to attend and participate in Executive Board meetings. In addition, staff or external stakeholders may be invited to attend to address the board on particular issues.Meetings

The board met 12 times in 2012–13.

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HIGHlIGHT: WoRKInG WITH oUR PaRTneRsWorking with partners is key to addressing the range of factors affecting students’ readiness for schooling and attainment of educational outcomes. In 2012–13, in partnership with the Australian Government, quality programs and services under 17 national partnership agreements across a range of key reform areas were delivered. Negotiation of two significant agreements was successfully completed during this period: the National Partnership Agreement on Universal Access to Early Childhood Education and the National Partnership Agreement on Stronger Futures in the Northern Territory. These agreements have an emphasis on supporting disadvantaged, and in particular Indigenous, students and will assist the Northern Territory to address issues impacting on the achievement of education outcomes.

Partnerships continued with other jurisdictions to progress issues of mutual importance. For example, in conjunction with South Australia, Western Australia and the Australian Government, work continued on the Tri Border Attendance Strategy to ensure that mobility of students across borders does not cause unnecessary discontinuity in their education pathway. The strategy allows jurisdictions to map and monitor student enrolment and attendance across borders.

Another area of collaborative working relates to the recruitment and retention of quality teachers and leaders in remote Indigenous schools. The National Alliance of Remote Indigenous Schools is a partnership between the Northern Territory, New South Wales, Queensland, South Australia,

Western Australia, the Australian Government and the Stronger Smarter Institute that provides the opportunity for jurisdictions to work collaboratively in this area. The Northern Territory led six projects. They are selection tools and processes, Indigenous student support, virtual professional networks for teachers, online numeracy modules, community and cultural orientation and the annual leaders conference for leaders in remote Indigenous schools.

Drawing on the expertise and local knowledge of non–government organisations, work has continued with a range of partners to deliver localised support services for schools, families and young people. For example, work with the Central Australian Aboriginal Congress has been fundamental to addressing some of the challenges faced in Central Australia, including those related to health and wellbeing factors which impact on the ability of young people to actively participate in schooling.

Cross–agency partners within the Northern Territory Government remain important to ensure service delivery is meaningful. For example, the collaborative development and implementation of the Summer in Alice Action Plan integrated the work of Police, the Department of Health, the Office of Children and Families and other agencies into a broader strategy addressing the needs of the Alice Springs town. Under this plan, the department increased the patrol hours of attendance and truancy officers by 37 per cent to improve attendance of students at school.

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Audit And risk stAnding committee

PURPOSEThe Audit and Risk Standing Committee was established as a standing committee of the department’s Executive Board in accordance with the Financial Management Act and Treasurer’s Directions.

This committee provides independent assurance and assistance to the Chief Executive and the Executive Board on the department’s risk, control and compliance framework, and its financial reporting responsibilities.

MEETINGSThe Audit and Risk Committee met three times in 2012–13.

MEMBERSHIPExternal Member (Chair)Executive Director Central Australia Executive Director Strategic Services Director School Performance DarwinGeneral Manager Office of the Chief Executive.

Budget COmmittee

PURPOSEThe Budget Committee advises on effective resource allocation, controls and measures to prevent any budget deficit.

MEETINGSThe committee met nine times in 2012–13.

MEMBERSHIPChief Executive (Chair)Deputy Chief Executive Organisational Services Deputy Chief Executive School Education and Training OperationsExecutive Director Strategic ServicesGeneral Manager Office of the Chief ExecutiveExecutive Director Central Australia

In addition to the membership, the following advisory officers attend meetings:

Chief Financial OfficerDirector Budget Development and ManagementSenior Director Strategic Policy and Intergovernmental Relations.

informAtion mAnAgement committee

PURPOSEThe Information Management Committee oversees the development and implementation of information management and information technology governance arrangements, policies and strategies to ensure that they align with the department’s strategic directions and priorities and provide advice and investment recommendations to senior management.

The committee also reviews and prioritises major information management and information technology projects and monitors their progress against agreed features, budgets and schedules. The committee is responsible for reviewing emerging technologies and their potential to enhance the department’s business capabilities, and approves and monitors compliance with information technology risk management, records management, and security and privacy policies.

MEETINGSThe committee met twice in 2012–13.

MEMBERSHIPDeputy Chief Executive Organisational Services (Chair)Executive Director SchoolsGeneral Manager Teaching, Learning and Inclusion Urban PrincipalRemote PrincipalChief Information OfficerChief Financial OfficerGeneral Manager Human Resource ServicesSenior Director Performance and Data Management Director Teaching and Learning with ICTDirector Information Technology Services.

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WOrk health and saFety coordinAtion committee

PURPOSEThe Work Health and Safety Coordination Committee monitors and provides advice on strategic work health and safety issues, develops objectives to reduce injuries, addresses departmental–wide concerns and raises employee awareness and capability on work health and safety matters.

MEETINGSThe committee met twice in 2012–13.

MEMBERSHIPExecutive Director Corporate Services (Chair)Director Work Health and SafetyGeneral Manager Human Resource ServicesGeneral Manager School Operations Director School Support (Central Australia)Assistant Director Planning and InfrastructureAssociation of Northern Territory School Educational Leaders representativeAustralian Education Union NT representativeCommunity and Public Sector Union representative.

emergencY mAnAgement committee

PURPOSEThe Emergency Management Committee reviews risk and improves and promotes preparedness for and recovery from a major emergency event, in accordance with the Northern Territory All Hazards Emergency Management Arrangements.

MEETINGSThe committee met four times in 2012–13.

MEMBERSHIPDeputy Chief Executive Organisational Services (Chair)Senior Director Planning and InfrastructureGeneral Manager Office of the Chief ExecutiveAssistant Director Planning and Infrastructure Executive Director Arnhem, Palmerston and RuralChief Information OfficerGeneral Manager Human Resource ServicesDirector School OperationsDirector Internal Communications, Media and Marketing.

sChOOl eduCatiOn and training OPeratiOns COmmittee

PURPOSEThe committee provides guidance and direction to the Executive Board on matters of strategic and operational importance in the delivery of school education and training operations and is a mechanism for strengthening the strategic and operational alignment of business areas, school regions and directorates. It considers and may approve operational policies that impact on school management and education delivery in the Northern Territory.

MEETINGSThe committee met 13 times in 2012–13.

MEMBERSHIPDeputy Chief Executive School Education and Training Operations (Chair)

Executive Director Central Australia Regions

Executive Director Darwin and Katherine Regions

Executive Director Arnhem, Palmerston and Rural

Executive Director School Support Services

General Manager Participation, Pathways and Engagement

General Manager Teaching, Learning and Inclusion

General Manager School Operations.

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aDVIsoRY boaRDs, CoUnCIls anD CoMMITTeesIndependent advisory boards, councils and committees have been established under Acts of Parliament to support the Minister for Education, the Chief Executive and Executive Board. They report directly to the Minister.

northern territorY BoArd of studies

PURPOSEThe Northern Territory Board of Studies is an independent authority established under section 10 of the Education Act that advises the Minister for Education and the Chief Executive on curriculum policy. It also works with other authorities on education matters, issues certificates of educational attainment and maintains records of student assessment.

MEETINGSThe board met five times in 2012–13.

MEMBERSHIPThe Northern Territory Board of Studies has 16 members, representing parents, employers, principals, teachers, post–school educators, unions, government and non–government schools and the Indigenous community. It has an independent chair appointed by the Administrator of the Northern Territory.

Board membership as at 30 June 2013:

Ralph Wiese ChairpersonSusan Wright Government school parent memberMartin Glass Non–government school parent

memberWendy Troe Remote schools parent memberShelley Martin Teacher representativeMaree Bredhauer Primary principal representativeLyn Elphinstone Secondary principal representativeProfessor Peter Kell Post–school education representativeSusan Bowden Department of Education representativeMatthew Cranitch Australian Education NT representativeVacant Unions NT representativeDavid Cannon Association of Independent Schools

of the NT representativeSharon Duong NT Catholic Education Office

representativeHugh Roberts Employer representativeVacant Employer representativePauline Schober Indigenous representative

nOn–gOVernment sChOOl ministerial adVisOry COunCil

PURPOSEThe Non–Government School Ministerial Advisory Council was established under Section 19 of the Education Act in 2002 to provide policy advice to the Minister for Education on the registration, regulation and standards of non–government schools.

MEETINGSThe Council met four times in 2012–13.

MEMBERSHIPCouncil membership as at 30 June 2013:

John Cossons ChairGail Barker Association of Independent Schools

of the NTGreg O’Mullane NT Catholic Education OfficeJulian Denholm Lutheran Schools AssociationGeoff Bateman Northern Territory Christian Schools

AssociationAnna King Department of EducationSusan Macpherson Department of Education

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nOrthern territOry indigenOus eduCatiOn COunCil (ntieC)

PURPOSEThe council provides strategic policy advice and recommendations to the Northern Territory and Australian Government Ministers on education for Indigenous students in the Northern Territory. The council is funded by the Australian Government and is independent from the Department of Education.

A key role of the council is to consult directly with Aboriginal and Torres Strait Islander people across the Northern Territory on a regular basis and reflect Aboriginal and Torres Strait Islander people’s views, aspirations and concerns on education services and outcomes for Aboriginal and Torres Strait Islander students.

MEETINGSThe council met five times in 2012–13.

MEMBERSHIPCouncil membership as at 30 June 2013:

Mark Motlop Chair (Darwin)Patrick Anderson Deputy Chair (BIITE)Jacqueline Amagula Groote Eylandt Board Miriam – Rose Baumann Catholic Education Office, Daly River Clarissa Burgen Health, Tennant Creek Miriam Charlie Community Development, BorroloolaJannette McCormack Teacher, Alice Springs Donna McMasters Housing, Alice Springs John Morgan Health, MilingimbiNalwarri Ngurruwutthun Indigenous Liaison Officer, Yirrkala HomelandsMarius Puruntatameri Indigenous Engagement Officer,

Tiwi Islands Ian Woods Justice and Health, KatherineVacant Warlpiri representative

leGIslaTIVe fRaMeWoRKThe Department of Education, on behalf of the Minister for Education, is responsible for the administration of several Acts of the Northern Territory Parliament and subordinate legislation. They are:

eduCatiOn aCt 2012Covers the provision for the availability of education to all people of the Northern Territory and in particular to provide for the access of all children to educational programs appropriate to their individual needs and abilities.

regulatiOnsEducation (Board of Studies) RegulationsEducation (College and School Councils) RegulationsEducation (Infringement Notice) RegulationsEducation (Non–Government Schools) Regulations

eduCatiOn and Care serViCes (natiOnal uniFOrm legislatiOn) aCt 2011Provides for a national law to regulate education and care services for children, and for related purposes.

regulatiOnEducation and Care Services National Regulations

eduCatiOn serViCes FOr OVerseas students aCt 2000Regulates education services for overseas students, and for related purposes.

higher eduCatiOn aCt 2004Covers approvals and accreditations for providing higher education in the Northern Territory.

regulatiOnHigher Education Regulations

teaCher registratiOn (nOrthern territOry) aCt 2010Provides for the registration of teachers and the regulation of the teaching profession and for related purposes.

regulatiOnTeacher Registration (Northern Territory) Regulations

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CoMPlIanCe WITH THe InfoRMaTIon aCTThe department operates in line with the requirements of the Information Act to ensure information is appropriately managed.

inFOrmatiOn aCCess and COrreCtiOnPolicies and procedures assist with accessing information and facilitating requests to correct personal information under the Information Act. These are available online.

The following table shows the total number of formal applications accepted by the department between 1 July 2012 and 30 June 2013, in line with the access and correction provisions of the Information Act.

Table 22: Applications under the Information Act, 2008–09 to 2012–13

Application Type 2008–09 2009–10 2010–11 2011–12 2012–13

Access government information 5 10 9 5 6

Access personal information 7 5 3 17 25

Correct personal information – – – – –

Internal review 2 1 1 3 3

Note: Only applications that met the formal requirements for acceptance under the Information Act are counted. Although some applications may be dealt with and finalised over several reporting periods, applications are only counted in the reporting period in which they were accepted

PriVaCyThe Information Privacy Principles contained within the Information Act outline the requirements that public sector organisations must adhere to when collecting and handling personal information. The privacy statement of the department is available on its website.

In 2012–13, the department did not receive any privacy complaints. There has been a focus on the provision of advice to business areas regarding their use and disclosure of personal information and providing professional learning for incoming teaching staff and principals.

reCOrds and arChiVes managementRecords management practices were enhanced through the introduction of the Tower Records Information Management (TRIM) electronic document and records management procedures for ministerial correspondence. Use of TRIM electronic records is now offered as the preferred option for all new file requests, enabling records to be more readily accessible and reducing the potential to misplace important organisational information.

Managed document services, using SharePoint 2010, were introduced allowing staff to collaborate on the drafting, review and approval of documents. The process permits multiple staff to work concurrently on documents, supports sequential reviews and approvals of documents and provides accurate version control. This system supports more accountable processes for collating information for key reporting requirements.

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RIsK ManaGeMenT

risk management PrOCessRisk management practices and processes are undertaken in accordance with AS/NZS ISO 31000:2009 Risk Management — Principles and Guidelines.

Management of risk is embedded in all levels and areas of the department and applied as:

• Strategic Risk Assessment methodology identifies whole–of–agency risk issues. This relates to risk associated with carrying out business objectives as stated in the department’s Strategic Plan. Risks are identified and monitored through the Strategic Risk Register and Strategic Action Plan by the Audit and Risk Committee.

• Tactical Risk Assessment supports both strategic and operational risk management. Standing committees ensure effective management of risks associated with emergency management, work health and safety, information technology, and financial management. Policies and procedures are also in place to further ensure effective management of risks in the delivery of educational services.

• Operational Risk Assessment manages risks associated with business units and individual schools meeting their specific objectives, as reflected in plans developed under the Accountability and Performance Improvement Framework. These risks are identified and documented in a Risk Register and managed through a Risk Action Plan, monitored by principals and senior managers.

Figure 20: Risk Management Framework

Future direCtiOnsEnhanced consideration of risk in all business functions and in the delivery of key education initiatives is evolving to create an increased culture of understanding and managing risk in the agency.

A heightened risk management profile in the department’s decision making protocols is in progress, with current initiatives including:

• a newly formed high–level external/internal membership Audit and Risk (Standing) Committee, with greater emphasis on risk management in core business functions;

• establishment of a dedicated Risk Management Branch; collocating work health and safety, procurement, freedom of information, risk, audit and ethical standards functions;

• alignment of risk assessments against delivery of the department’s Strategic Plan key goals and objectives; and

• development of an enhanced Risk Management Review Program inclusive of high–level core business functions, that have internal and external risk profiles; such as school councils accountability, regulatory risk and financial management.

Strategic Risk Assessment

Tactical Risk Assessment

Operational Risk Assessment

dOe strategiC Plan

sPeCialist areas, PrOjeCts and strategies

sChOOl and Business unit Plans

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aUDITs anD ReVIeWsIn 2011–12 the department undertook five internal reviews to improve program performance and systems improvements to better support school functions. The department was also subject to external audits as part of the Auditor General’s annual audit program.

Table 23: Internal Audits and Reviews

Internal Review Progress / OutcomeNon–Government Schools Funding Model

Implementation of a new funding model to provide equitable distribution of funds. The new model consolidates funding from a range of grant programs reducing the level of administration required.

Induction and Online Orientation Refreshed induction checklist for new employees in school and non–school settings was launched in 2012–13 after review and consultation with key stakeholders. The on–line orientation ensures greater access for all employees.

Empowering Local Schools This e–tool and its contents will informed resource management decisions, improve risk management and governance practices. Stage 1, includes Finance, Procurement, Property Management and Infrastructure and is expected to be available in 2014.

Government Schools Funding Model A funding methodology for government schools funding according to key indicators, which provide greater flexibility for schools to enable greater focus on educational activities relevant to their local school community.

School Managed Funding Allocation A School Finance Database is currently in development, which will improve the level of transparency, analysis and reporting for schools. Improved reporting will assist schools to make informed decisions on the allocation of funds at the school level.

external audits and reVieWsIn accordance with the Financial Management Act and the associated Treasurer’s Directions an Agency Compliance Audit to 30 June 2013 was conducted by the Auditor General’s Office in May 2013. The audit tests internal control systems to ensure operation at a sufficient level, to manage financial resources. The audit found the accounting and control procedures provided reasonable assurance, with minor issues regarding the Accounting and Property Manual requiring attention.

In August 2013, the Auditor General’s Office conducted an End of Financial Year Review to determine the adequacy of the end of financial year controls over reporting, accounting and material financial transactions and balances. The review found that the agency’s accounting and control procedures to be generally satisfactory, with minor procedural matters noted for improvement.

Future direCtiOnThe department’s capacity going forward will be greatly enhanced in its management of this function with the establishment of the new Risk Management Branch. The whole of agency strategic risk assessment program, aligned to the newly released 2013–15 Strategic Plan, will set the building blocks for future reviews and a strengthened internal audit program.

Some of the areas currently being considered for review and potential inclusion in future internal audit programs include: strategic plan priorities, budget management, school council accountability, regionalised school support structures, regulatory risk, business continuity and mitigation of reputational risk.

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InsURanCeIn accordance with Treasurer’s Direction M2.1 Insurance Arrangements, the following information provides an overview of the department’s insurance arrangements and details the key mitigation strategies and processes for each insurable risk category identified in the Treasurer’s Direction.

In accordance with Northern Territory Government policy, the department self–insures for risk exposures under the categories of workers’ compensation, property and assets, public liability and indemnities.

Mitigation strategies in relation to the insurance risk categories identified in Treasurer’s Direction M2.1 are detailed below.

Table 24: Insurable Risk and Mitigation Strategies

Insurable Risk Category Mitigation StrategiesWorkers’ Compensation • Early reporting, intervention and management of work–

related issues are assisting to reduce stress claims.

• Work–place health and safety policy, guidelines and professional development in place.

Property and Assets • Northern Territory Government construction contracts ensure contractors and service providers have appropriate levels of skill and insurance in place.

• Capital works and minor new works are managed by the Department of Infrastructure.

• A repairs and maintenance program is in place for property and asset management and is implemented by both the Department of Infrastructure and schools.

• School council procurement guidance is being redeveloped to enhance repairs and maintenance program outcomes.

Public Liability • Processes and procedures are in place to regulate use of Northern Territory Government school assets by the broader community.

• A review of school council risk profiles is anticipated to inform development of further mitigation strategies.

Indemnities • Risk assessment is conducted for each new agreement, legal review and policies and processes for recording, monitoring and reporting.

• School council guidance is under review.

The total cost for self–insurance claims and number of claims for vehicles and buildings are detailed below.

Table 25: Claims — Self–Insured Risks

Self–Insured RiskTotal Value

of ClaimsNumber

of ClaimsAverage Cost

of ClaimsProperty and Assets — Vehicles2011–2012 $155 000 5 $31 0002012–2013 $80 000 4 $20 000Property and Assets — Buildings*2011–2012 $9 728 000 98 $99 0002012–2013 $9 049 000 95 $96 000

Note: *Annual claims by schools

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CoMMUnICaTIonInternal communications include messages from the Chief Executive and the department’s executive team, usually delivered to staff via internal newsletters. School principals are kept informed through the Principals’ Weekly Update, an electronic newsletter provided to all school principals to deliver key messages. Other information for internal use is posted on the department’s intranet home page where it can be accessed by all staff as required.

Information on the department’s activities, strategic direction, policies, projects and achievements is available online for external audiences. The department’s website is also a tool for feedback and comments from the community. In addition, parents can utilise Electronic Student Profile pages to view their child’s enrolment history, attendance records, assessments, achievements, certificates, awards and samples of their work. Most Northern Territory schools have their own website, which is administered and managed by the school, carrying information about school events, policies, procedures and student achievements.

Information emanating from media outlets is responded to as accurately as possible. These channels are also used to promote successes and achievements and to inform the public about changes to policies, new initiatives and innovations.

Communication with external organisations and parents is also achieved through a number of websites and events. These include the MySchool website and the Australian Curriculum, Assessment and Reporting Authority’s NAPLAN website. Information regarding progress against national partnerships is provided online through Australian Government websites. Displays at annual regional shows, career expos and the School Leaders’ Conference provide an opportunity for face–to–face connection with the department.

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FInanCIal REpORt

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fInanCIal sTaTeMenT oVeRVIeWFor the Year Ended 30 June 2013

ChieF FinanCial OFFiCer’s rePOrtThe 2012–13 budget and financial statements for the Department of Education have been prepared on an accrual basis and provide information in respect of the financial operations, balance sheet, changes in equity and cash flow of the department for the year.

Budgets and performance are established by output, ensuring that resource allocation decisions are directed towards achieving the results intended by Government. Details of the department’s financial performance by output group are provided at Note 3 to the financial statements. Performance against budget by output group is provided in the Performance Reporting section of this Annual Report.

In 2012–13, the department reported an operating deficit of $50.5 million. This was $10.4 million greater than the budgeted deficit of $40.1 million. Factors contributing to this result include the write down of assets not controlled by the department due to land lease arrangements, increased expenditure against the repairs and maintenance program and income lower than budget.

As at 30 June 2013, the department reported equity of $981.6 million. This was a decrease of $28.3 million compared with 2011–12. This was largely the net result of an operating deficit of $50.5 million and a transfer to the department of completed assets from the Department of Infrastructure of $23.4 million.

The department’s overall cash position was $64.2 million at 30 June 2013, an increase of $0.9 million over the previous year.

OPerating statement

The operating result for 2012–13 was in line with the department’s budget targets. Revenue was 1 per cent under budget and expenses within 0.2 per cent of budget.

Table 26: Operating Statement Summary

2012-13Original Budget

Revised Budget Change Actuals Variance

$M $M % $M %

reVenue

NT Government Output Appropriation 562.2 557.2 (0.9) 557.2 –Commonwealth Appropriation 215.6 225.3 4.5 222.1 (1.4)Commonwealth Own Purpose Expenditure Grants

13.6 18.2 33.8 18.5 1.6

Commonwealth Capital Grant Revenue – – – 0.1 –Fees, Charges and other Revenue 12.9 22.4 73.6 16.6 (25.9)Total Income 804.3 823.1 2.3 814.5 (1.0)

exPenses

Operating Expenses 849.6 863.2 1.6 864.9 0.2Total Expenses 849.6 863.2 1.6 864.9 0.2

Net Operating Result (Deficit) (45.3) (40.1) 11.5 (50.5) (25.9)

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OPerating inCOmeTotal operating income for 2012–13 was $814.5 million, an increase of $5.2 million over 2011–12. Operating income was $8.6 million short of budget due to a delay in the process to convert a grant to a loan and timing differences with National Partnership revenue which will now be received in 2013–14. Operating income primarily comprised output appropriation (68 per cent – $557.2 million) from the Northern Territory Government, Commonwealth appropriation (27 per cent – $222.0 million) and income from grants and subsidies (2 per cent – $18.6 million) mainly from the Commonwealth Government. In addition, there was notional income to recognise the corporate service value, provided free of charge, by the Department of Corporate and Information Services (DCIS) of $14.3 million. Other minor sources of income amounted to $2.4 million.

Major items of appropriation from the Commonwealth include Specific Purpose Payments of $148.9 million and National Partnership Payments of $73.2 million, including funding under the National Partnership on Stronger Futures in the Northern Territory and National Partnership on Low Socio-Economic Status School Communities.

Figure 21: Composition of Operating Income for 2012–13

Grants and SubsidiesNT Output Appropriation

Operating Income $814.5M

Commwealth Output AppropriationServices Received Free of Charge

69%

27%

2% 2%

OPerating exPensesTotal operating expenses for 2012–13 were $864.9 million, an increase of $41.1 million over 2011–12 and within 1 per cent of planned budget. The major component of the department’s costs were employee expenses of $453.9 million (52 per cent), the majority of which relate to direct delivery of frontline services in schools. Grants and subsidies expenses for 2012–13 were $258.7 million (30 per cent), mainly comprising grant payments to government schools for operational requirements and grants for non-government schools provided by both the Commonwealth and the Territory.

Figure 22: Distribution of Operating Expenses for 2012–13

Employee ExpensesAdministrative Expenses

Operating Income $814.5M

Depreciation and AmortisationGrants and Subsidies

52%

30%

14%

4%

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Table 27 summarises expenditure trends by category. There was an overall increase in expenditure during the year of 5 per cent compared to 2011–12. Variances within expense categories are attributed to:

• Employee expenses higher by $21.4 million in 2012–13, mainly due to Enterprise Bargaining Agreement salary increases;

• Purchases of goods and services combined with property management expenses decreased by $8.4 million in 2012–13, primarily due to efficiencies in travel, marketing, IT expenses and other costs;

• Repairs and maintenance expenses increased by $11.6 million in 2012–13 due to increased funding under the repairs and maintenance program; and

• Grants and subsidies expenses in 2012-13 were similar to 2011-12. There was a significant decrease in grants and subsidies between 2010-11 and 2011-12, mainly due to the transfer of the training function to the Department of Business and a decrease in Commonwealth Government stimulus funding under the Building the Education Revolution program.

Table 27: Expenditure Trend

2010-11 2011-12 2012-13Actuals Change Actuals Change Actuals Change

$M % $M % $M %

OPerating exPenses

Employee Expenses 405.9 8.7 432.5 6.6 453.9 4.9Purchases of Goods and Services1 67.8 11.5 60.7 (10.5) 52.3 (13.8)Repairs and Maintenance 34.5 28.3 31.3 (9.3) 42.9 37.1Depreciation and Amortisation 27.5 16.5 29.0 5.5 30.7 5.9Other Administrative Expenses 14.2 9.2 13.4 (5.6) 26.4 97.0Grants and Subsidies - Current 345.7 10.1 253.0 (26.8) 256.4 1.3Grants and Subsidies - Capital 30.0 (55.6) 3.9 (87.0) 2.3 (41.0)Total 925.6 5.3 823.8 (11.0) 864.9 5.0

Movement Year on Year 46.5 (101.8) 41.11 Includes property management expenses

BalanCe sheetThe Balance Sheet shows the department’s financial position. The balances reported are the net worth to Government of the department’s asset holdings (what is owned) against liabilities (what is owed). A positive balance in the Balance Sheet indicates that the department owns sufficient assets to meet any debts it owes as a result of operation. This balance is known as “Net Equity”.

Table 28: Balance Sheet Trend

2008-09 2009-10 2010-11 2011-12 2012-13Actuals Actuals Actuals Actuals Actuals

$M $M $M $M $M

FinanCial POsitiOn

Total Assets 745.5 805.8 970.2 1 075.3 1 058.0Total Liabilities 53.8 56.3 63.4 65.4 76.4Net Equity 691.7 749.5 906.8 1 009.9 981.6

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Table 29: Balance Sheet Trend by Percentage Change

2008-09 2009-10 2010-11 2011-12 2012-13Change Change Change Change Change

% % % % %

FinanCial POsitiOn

Total Assets 6.8 8.1 20.4 10.8 (1.6)Total Liabilities (2.5) 4.6 12.6 3.2 16.8Net Equity 7.6 8.4 21.0 11.4 (2.8)

The majority of the department’s assets comprise land and buildings which are used by Northern Territory Government schools. The decrease in the value of assets in 2012-13 was predominately due to depreciation expense. In prior years, the increase in asset values was primarily due to the capitalisation of school construction projects funded by the Commonwealth under the Building the Education Revolution program.

The department held liabilities totalling $76.4 million at 30 June 2013, an increase of $10.9 million on 2011–12 predominantly due to the recognition of Long–term land lease assets on Aboriginal land and an increase in employee provisions.

In 2012–13, the department continued to maintain a strong financial position, with liabilities representing 7 per cent of total assets, which is consistent with prior financial years.

statement OF Cash FlOWThe statement of cash flows shows how cash was received and applied during the year impacting on the cash balances held at year end. Table 30 summarises the movement of cash over the year.

Cash at bank of $64.2 million at the end of 2012–13 was $0.9 million higher than the previous year. The cash and deposits held will be utilised in future years to meet obligations of the department under externally funded programs.

Table30: Statement of Cash Flow Summary

2011-12 2012-13 Variance VarianceActuals Actuals

$M $M $M %

Cash FlOW

Cash at beginning of year 50.2 63.3 13.1 26.0Cash received 828.7 827.1 (1.6) (0.2)Less cash spent (815.6) (826.3) (10.6) 1.3Cash at End of Reporting Period 63.3 64.2 0.9 1.4

Shaun O’Brien Chief Financial Officer

September 2013

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CeRTIfICaTIon of THe fInanCIal sTaTeMenTsWe certify that the attached financial statements for the agency have been prepared from proper accounts and records in accordance with the prescribed format, the Financial Management Act and Treasurer’s Directions.

We further state that the information set out in the Comprehensive Operating Statement, Balance Sheet, Statement of Changes in Equity, Cash Flow Statement, and notes to and forming part of the financial statements, presents fairly the financial performance and cash flows for the year ended 30 June 2013 and the financial position on that date.

At the time of signing, we are not aware of any circumstances that would render the particulars included in the financial statements misleading or inaccurate.

Ken Davies Shaun O’Brien Chief Executive Chief Financial Officer

September 2013 September 2013

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CoMPReHensIVe oPeRaTInG sTaTeMenTFor the year ended 30 June 2013

Note2013 $000

2012 $000

inCOme

Grants and subsidies revenueCurrent 18 539 18 412Capital 89 –

AppropriationOutput 557 181 542 072Commonwealth 222 050 232 227

Sales of goods and services 1 200 466Interest revenue 27 316Goods and services received free of charge1 4 14 292 13 632Assets acquired for nil consideration 349 –Other income 741 2 099TOTAL INCOME 3 814 468 809 224

exPenses

Employee expenses 5 453 932 432 527Administrative expenses

Purchases of goods and services 6 48 487 59 034Repairs and maintenance 42 931 31 317Property Management 3 854 1 714Depreciation and amortisation 7 30 690 29 024Services Received Free of Charge1 4 14 292 13 632Assets donated/gifted 8 998 –Assets written down 2 588 –Other administrative expenses 467 (309)

Grants and subsidies expensesCurrent 256 396 253 007Capital 2 286 3 908

TOTAL EXPENSES 3 864 921 823 854NET SURPLUS/(DEFICIT) (50 453) (14 630)

Other COmPrehensiVe inCOme

Items that will not be reclassified to net surplus/deficitAsset Revaluation Reserve (5 528) (10 615)TOTAL OTHER COMPREHENSIVE INCOME (5 528) (10 615)

COMPREHENSIVE RESULT (55 981) (25 245)1 Includes DCIS service charges

Note: The Comprehensive Operating Statement is to be read in conjunction with the notes to the financial statements

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balanCe sHeeTAs at 30 June 2013

Note2013 $000

2012 $000

assets

Current AssetsCash and deposits 8 64 177 63 319Receivables 9 4 437 7 224Prepayments 936 1 512

Total Current Assets 69 550 72 055

Non–Current AssetsProperty, plant and equipment 10 988 417 1 003 258Heritage and cultural assets 11 1 2

Total Non–Current Assets 988 418 1 003 260TOTAL ASSETS 1 057 968 1 075 315

liaBilities

Current LiabilitiesDeposits held – 5Payables 12 15 384 14 216Borrowings and advances 13 111 –Provisions 14 46 123 43 059

Total Current Liabilities 61 618 57 280

Non–Current LiabilitiesBorrowings and advances 13 6 148 –Provisions 14 8 605 8 167

Total Non–Current Liabilities 14 753 8 167TOTAL LIABILITIES 76 371 65 447

NET ASSETS 981 597 1 009 868

eQuity

Capital 1 173 795 1 146 085Asset Revaluation Reserve 15 81 273 86 801Accumulated funds (273 471) (223 018)

TOTAL EQUITY 981 597 1 009 868

Note: The Balance Sheet is to be read in conjunction with the notes to the financial statements

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sTaTeMenT of CHanGes In eqUITYFor the year ended 30 June 2013

NoteEquity at 1

July Comprehensive

result

Transactions with owners

in their capacity as

ownersEquity at 30 June

$000 $000 $000 $000

2012–13

Accumulated Funds (223 018) (50 453) – (273 471)

ReservesAsset Revaluation Reserve 15 86 801 (5 528) 81 273

Capital – Transactions with Owners 1 146 085 – – 1 146 085Equity injections

Equity transfers in – – 27 528 27 528Other equity injections – – 722 722

Equity withdrawalsCapital withdrawal – – (371) (371)Equity transfers out – – (169) (169)

1 146 085 – 27 710 1 173 795

Total Equity at End of Financial Year 1 009 868 (55 981) 27 710 981 597

2011–12

Accumulated Funds (208 388) (14 630) – (223 018)

ReservesAsset Revaluation Reserve 15 97 416 (10 615) – 86 801

Capital – Transactions with Owners 1 017 705 – – 1 017 705Equity injections

Capital appropriation – – 1 870 1 870Equity transfers in – – 177 345 177 345Other equity injections – – 175 175

Equity withdrawalsCapital withdrawal – – (6 800) (6 800)Equity transfers out – – (44 210) (44 210)

1 017 705 – 128 380 1 146 085

Total Equity at End of Financial Year 906 733 (25 245) 128 380 1 009 868

Note: The Statement of Changes in Equity is to be read in conjunction with the notes to the financial statements

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CasH floW sTaTeMenTFor the year ended 30 June 2013

Note2013 $000

2012 $000

Cash FlOWs FrOm OPerating aCtiVities

Operating ReceiptsGrants and subsidies received

Current 18 539 18 412Capital 89 –

Appropriation Output 557 181 542 072Commonwealth 222 050 232 227

Receipts from sales of goods and services 28 219 33 458Interest received 343 502Total Operating Receipts 826 421 826 671

Operating PaymentsPayments to employees 450 242 429 048Payments for goods and services 116 534 121 876Grants and subsidies paid

Current 256 847 252 556Capital 2 286 3 908

Total Operating Payments 825 909 807 388Net Cash From/(Used in) Operating Activities 16 512 19 283

Cash FlOWs FrOm inVesting aCtiVities

Investing PaymentsPurchases of assets – 1 442Total Investing Payments – 1 442Net Cash From/(Used in) Investing Activities – (1 442)

Cash FlOWs FrOm FinanCing aCtiVities

Financing ReceiptsDeposits received (5) (2)Equity injections

Capital appropriation – 1 870Other equity injections 722 175

Total Financing Receipts 717 2 043

Financing PaymentsEquity withdrawals 371 6 800Total Financing Payments 371 6 800Net Cash From/(Used in) Financing Activities 346 (4 757)Net increase/(decrease) in cash held 858 13 084Cash at beginning of financial year 63 319 50 235CASH AT END OF FINANCIAL YEAR 8 64 177 63 319

Note: The Cash Flow Statement is to be read in conjunction with the notes to the financial statements

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InDeX of noTes To THe fInanCIal sTaTeMenTsNote

1. Objectives and Funding

2. Statement of Significant Accounting Policies

3. Comprehensive Operating Statement by Output Group

inCOme

4. Goods and Services Received Free of Charge

exPenses

5. Employee Expenses

6. Purchases of Goods and Services

7. Depreciation and Amortisation

assets

8. Cash and Deposits

9. Receivables

10. Property, Plant and Equipment

11. Heritage and Cultural Assets

liaBilities

12. Payables

13. Borrowings and Advances

14. Provisions

eQuity

15. Reserves

Other disClOsures

16. Notes to the Cash Flow Statement

17. Financial Instruments

18. Commitments

19. Contingent Liabilities and Contingent Assets

20. Events Subsequent to Balance Date

21. Write–offs, Postponements, Waivers, Gifts and Ex Gratia Payments

22. Schedule of Territory Items

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1. objeCTIVes anD fUnDInGThe role of the Department of Education is to improve the educational outcomes, safety and wellbeing of Territory children from their early years through to senior years.

Additional information in relation to the agency and its principal activities may be found in earlier sections of this report.

The Department is predominantly funded by, and is dependent on, the receipt of Parliamentary appropriations. The financial statements encompass all funds through which the agency controls resources to carry on its functions and deliver outputs. For reporting purposes, outputs delivered by the agency are summarised into two output groups as follows:

• Government education; and

• Non–government education.

Note 3 provides summary financial information in the form of a Comprehensive Operating Statement by output group.

2. sTaTeMenT of sIGnIfICanT aCCoUnTInG PolICIes

a) Basis OF aCCOuntingThe financial statements have been prepared in accordance with the requirements of the Financial Management Act and related Treasurer’s Directions. The Financial Management Act requires the agency to prepare financial statements for the year ended 30 June based on the form determined by the Treasurer. The form of agency financial statements is to include:

(i) a Certification of the Financial Statements;

(ii) a Comprehensive Operating Statement;

(iii) a Balance Sheet;

(iv) a Statement of Changes in Equity;

(v) a Cash Flow Statement; and

(vi) applicable explanatory notes to the financial statements.

The financial statements have been prepared using the accrual basis of accounting, which recognises the effect of financial transactions and events when they occur, rather than when cash is paid out or received. As part of the preparation of the financial statements, all intra–agency transactions and balances have been eliminated.

Except where stated, the financial statements have also been prepared in accordance with the historical cost convention.

The form of the agency financial statements is also consistent with the requirements of Australian Accounting Standards. The effects of all relevant new and revised Standards and Interpretations issued by the Australian Accounting Standards Board (AASB) that are effective for the current annual reporting period have been evaluated. The Standards and Interpretations and their impacts are:

AASB 2011–9 Amendments to Australian Accounting Standards – Presentation of Items of Other Comprehensive Income [AASB 1, 5, 7, 101, 112, 120, 121, 132, 133, 134, 1039 & 1049]

The amendments, as reflected on the comprehensive operating statement, require entities to group items presented in other comprehensive income on the basis of whether they are potentially re-classifiable to profit or loss subsequently.

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B) australian aCCOunting standards and interPretatiOns issued But nOt yet eFFeCtiVeAt the date of authorisation of the financial statements, the Standards and Interpretations listed below were in issue but not yet effective.

Standard/Interpretation Summary

Effective for annual reporting periods beginning on or after

AASB 9 Financial Instruments (Dec 2010), AASB 2010–7 Amendments to Australian Accounting Standards arising from AASB 9 (Dec 2010) [AASB 1, 3, 4, 5, 7, 101, 102, 108, 112, 118, 120, 121, 127, 128, 131, 132, 136, 137, 139, 1023 & 1038 and Interpretations 2, 5, 10, 12, 19 & 127], AASB 2012–6 Amendments to Australian Accounting Standards – Mandatory Effective Date of AASB 9 and Transition Disclosures [AASB 9, 2009–11, 2010–7, 2011–7 & 2011–8]

AASB 9 incorporates revised requirements for the classification and measurement of financial instruments resulting from the IASB’s project to replace IAS 39 Financial Instruments: Recognition and Measurement (AASB 139 Financial Instruments: Recognition and Measurement).

1 Jan 2015

AASB 10 Consolidated Financial Statements, AASB 2011–7 Amendments to Australian Accounting Standards arising from the Consolidation and Joint Arrangements Standards [AASB 1, 2, 3, 5, 7, 101, 107, 112, 118, 121, 124, 132, 133, 136, 138, 139, 1023 & 1038 and Interpretations 5, 9, 16 & 17], AASB 2012–10 Amendments to Australian Accounting Standards – Transition Guidance and Other Amendments [AASB 1, 5, 7, 8, 10, 11, 12, 13, 101, 102, 108, 112, 118, 119, 127, 128, 132, 133, 134, 137, 1023, 1038, 1039, 1049 & 2011–7 and Interpretation 12]

Requires a parent to present consolidated financial statements as those of a single economic entity, replacing the requirements previously contained in AASB 127 Consolidated and Separate Financial Statements.AASB 2012–10 defers the mandatory application of AASB 10 Consolidated Financial Statements and related Standards to not–for–profit entities until annual reporting periods beginning on or after 1 January 2014.

1 Jan 2013

AASB 12 Disclosure of Interests in Other Entities Requires the extensive disclosure of information that enables users of financial statements to evaluate the nature of, and risks associated with, interests in other entities and the effects of those interests on its financial position, financial performance and cash flows.

1 Jan 2013

AASB 13 Fair Value Measurement, AASB 2011–8 Amendments to Australian Accounting Standards arising from AASB 13 [AASB 1, 2, 3, 4, 5, 7, 9, 2009–11, 2010–7, 101, 102, 108, 110, 116, 117, 118, 119, 120, 121, 128, 131, 132, 133, 134, 136, 138, 139, 140, 141, 1004, 1023 & 1038 and Interpretations 2, 4, 12, 13, 14, 17, 19, 131 & 132]

Replaces the guidance on fair value measurement in existing AASB accounting literature with a single standard. The Standard defines fair value, provides guidance on how to determine fair value and requires disclosures about fair value measurements.

1 Jan 2013

AASB 119 Employee Benefits (2011), AASB 2011–10 Amendments to Australian Accounting Standards arising from AASB 119 (2011) [AASB 1, 8, 101, 124, 134, 1049 & 2011–8 and Interpretation 14]

Changes the definition of short–term employee benefits and the measurement and recognition of defined benefit superannuation obligations.

1 Jan 2013

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Standard/Interpretation Summary

Effective for annual reporting periods beginning on or after

AASB 2012–2 Amendments to Australian Accounting Standards – Disclosures – Offsetting Financial Assets and Financial Liabilities (Amendments to AASB 7)

Amends AASB 7 Financial Instruments: Disclosures to require an entity to disclose information about rights of offset and related arrangements for financial instruments under an enforceable master netting agreement or similar arrangement.

1 Jan 2013

AASB 2012–3 Amendments to Australian Accounting Standards – Offsetting Financial Assets and Financial Liabilities (Amendments to AASB 132)

Addresses inconsistencies in current practice when applying the offsetting criteria in AASB 132 Financial Instruments: Presentation.

1 Jan 2014

AASB 2012–5 Amendments to Australian Accounting Standards arising from Annual Improvements 2009–2011 Cycle [AASB 1, 101, 116, 132 & 134 and Interpretation 2]

Amends a number of pronouncements as a result of the 2009–2011 annual improvements cycle. Amendments include clarification of the requirements for comparative information in AASB 101 Presentation of Financial Statements and classification of servicing equipment in AASB 116 Property, Plant and Equipment.

1 Jan 2013

C) agenCy and territOry itemsThe financial statements of the agency include income, expenses, assets, liabilities and equity over which the agency has control (Agency items). Certain items, while managed by the agency, are controlled and recorded by the Territory rather than the agency (Territory items). Territory items are recognised and recorded in the Central Holding Authority as discussed below.

Central hOlding authOrity

The Central Holding Authority is the ‘parent body’ that represents the Government’s ownership interest in Government–controlled entities.

The Central Holding Authority also records all Territory items, such as income, expenses, assets and liabilities controlled by the Government and managed by agencies on behalf of the Government. The main Territory item is Territory income, which includes taxation and royalty revenue, Commonwealth general purpose funding (such as GST revenue), fines, and statutory fees and charges.

The Central Holding Authority also holds certain Territory assets not assigned to agencies as well as certain Territory liabilities that are not practical or effective to assign to individual agencies such as unfunded superannuation and long service leave.

The Central Holding Authority recognises and records all Territory items, and as such, these items are not included in the agency’s financial statements. However, as the agency is accountable for certain Territory items managed on behalf of Government, these items have been separately disclosed in Note 22 – Schedule of Territory Items.

d) COmParatiVesWhere necessary, comparative information for the 2011–12 financial year has been reclassified to provide consistency with current year disclosures.

e) PresentatiOn and rOunding OF amOuntsAmounts in the financial statements and notes to the financial statements are presented in Australian dollars and have been rounded to the nearest thousand dollars, with amounts of $500 or less being rounded down to zero.

F) Changes in aCCOunting POliCiesThere have been no changes to accounting policies adopted in 2012–13 as a result of management decisions.

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g) aCCOunting judgments and estimates The preparation of the financial report requires the making of judgments and estimates that affect the recognised amounts of assets, liabilities, revenues and expenses and the disclosure of contingent liabilities. The estimates and associated assumptions are based on historical experience and various other factors that are believed to be reasonable under the circumstances, the results of which form the basis for making judgments about the carrying values of assets and liabilities that are not readily apparent from other sources. Actual results may differ from these estimates.

The estimates and underlying assumptions are reviewed on an ongoing basis. Revisions to accounting estimates are recognised in the period in which the estimate is revised if the revision affects only that period, or in the period of the revision and future periods if the revision affects both current and future periods.

Judgments and estimates that have significant effects on the financial statements are disclosed in the relevant notes to the financial statements. Notes that include significant judgments and estimates are:

• Employee Benefits – Note 2(r) and Note 14: Non–current liabilities in respect of employee benefits are measured as the present value of estimated future cash outflows based on the appropriate Government bond rate, estimates of future salary and wage levels and employee periods of service.

• Contingent Liabilities – Note 19: The present value of material quantifiable contingent liabilities are calculated using a discount rate based on the published 10–year Government bond rate.

• Allowance for Impairment Losses – Note 2(m), 9: Receivables and 17: Financial Instruments.

• Depreciation and Amortisation – Note 2(k), Note 7: Depreciation; Note 10: Property, Plant and Equipment, and Note 11: Heritage and Cultural Assets.

h) gOOds and serViCes taxIncome, expenses and assets are recognised net of the amount of Goods and Services Tax (GST), except where the amount of GST incurred on a purchase of goods and services is not recoverable from the Australian Tax Office (ATO). In these circumstances the GST is recognised as part of the cost of acquisition of the asset or as part of the expense.

Receivables and payables are stated with the amount of GST included. The net amount of GST recoverable from, or payable to, the ATO is included as part of receivables or payables in the Balance Sheet.

Cash flows are included in the Cash Flow Statement on a gross basis. The GST components of cash flows arising from investing and financing activities, which are recoverable from, or payable to, the ATO are classified as operating cash flows. Commitments and contingencies are disclosed net of the amount of GST recoverable or payable unless otherwise specified.

i) inCOme reCOgnitiOnIncome encompasses both revenue and gains.

Income is recognised at the fair value of the consideration received, exclusive of the amount of GST. Exchanges of goods or services of the same nature and value without any cash consideration being exchanged are not recognised as income.

grants and Other COntriButiOns

Grants, donations, gifts and other non–reciprocal contributions are recognised as revenue when the agency obtains control over the assets comprising the contributions. Control is normally obtained upon receipt.

Contributions are recognised at their fair value. Contributions of services are only recognised when a fair value can be reliably determined and the services would be purchased if not donated.

aPPrOPriatiOn

Output appropriation is the operating payment to each agency for the outputs they provide and is calculated as the net cost of agency outputs after taking into account funding from agency income. It does not include any allowance for major non–cash costs such as depreciation.

Commonwealth appropriation follows from the Intergovernmental Agreement on Federal Financial Relations, resulting in Special Purpose Payments (SPPs) and National Partnership (NP) payments being made by the Commonwealth Treasury to state treasuries, in a manner similar to arrangements for GST payments. These payments are received by the Department of Treasury and Finance on behalf of the Central Holding Authority and then on–passed to the relevant agencies as Commonwealth appropriation.

Revenue in respect of appropriations is recognised in the period in which the agency gains control of the funds.

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sale OF gOOds

Revenue from the sale of goods is recognised (net of returns, discounts and allowances) when:

• the significant risks and rewards of ownership of the goods have transferred to the buyer;

• the agency retains neither continuing managerial involvement to the degree usually associated with ownership nor effective control over the goods sold;

• the amount of revenue can be reliably measured;

• it is probable that the economic benefits associated with the transaction will flow to the agency; and

• the costs incurred or to be incurred in respect of the transaction can be measured reliably.

rendering OF serViCes

Revenue from rendering services is recognised by reference to the stage of completion of the contract. The revenue is recognised when:

• the amount of revenue, stage of completion and transaction costs incurred can be reliably measured; and

• it is probable that the economic benefits associated with the transaction will flow to the entity.

interest reVenue

Interest revenue is recognised as it accrues, taking into account the effective yield on the financial asset.

gOOds and serViCes reCeiVed Free OF Charge

Goods and services received free of charge are recognised as revenue when a fair value can be reliably determined and the resource would have been purchased if it had not been donated. Use of the resource is recognised as an expense.

disPOsal OF assets

A gain or loss on disposal of assets is included as a gain or loss on the date control of the asset passes to the buyer, usually when an unconditional contract of sale is signed. The gain or loss on disposal is calculated as the difference between the carrying amount of the asset at the time of disposal and the net proceeds on disposal.

COntriButiOns OF assets

Contributions of assets and contributions to assist in the acquisition of assets, being non–reciprocal transfers, are recognised, unless otherwise determined by Government, as gains when the agency obtains control of the asset or contribution. Contributions are recognised at the fair value received or receivable.

j) rePairs and maintenanCe exPenseFunding is received for repairs and maintenance works associated with agency assets as part of output revenue. Costs associated with repairs and maintenance works on agency assets are expensed as incurred.

k) dePreCiatiOn and amOrtisatiOn exPenseItems of property, plant and equipment, including buildings but excluding land, have limited useful lives and are depreciated or amortised using the straight–line method over their estimated useful lives.

Amortisation applies in relation to intangible non–current assets with limited useful lives and is calculated and accounted for in a similar manner to depreciation.

The estimated useful lives for each class of asset are in accordance with the Treasurer’s Directions and are determined as follows:

2013 2012

leased land term OF lease term OF lease

Public Buildings 50 years 50 yearsSheds/demountables 10–20 years 10–20 yearsPlant and Equipment 3–10 years 3–10 yearsComputer hardware 3–6 years 3–6 yearsComputer software 2–5 years 2–5 yearsTransport equipment 2–5 years 2–5 years

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Assets are depreciated or amortised from the date of acquisition or from the time an asset is completed and held ready for use.

l) Cash and dePOsitsFor the purposes of the Balance Sheet and the Cash Flow Statement, cash includes cash on hand, cash at bank and cash equivalents. Cash equivalents are highly liquid short–term investments that are readily convertible to cash.

m) reCeiVaBlesReceivables include accounts receivable and other receivables and are recognised at fair value less any allowance for impairment losses.

The allowance for impairment losses represents the amount of receivables the agency estimates are likely to be uncollectible and are considered doubtful. Analyses of the age of the receivables that are past due as at the reporting date are disclosed in an aging schedule under credit risk in Note 17 Financial Instruments. Reconciliation of changes in the allowance accounts is also presented.

Accounts receivable are generally settled within 30 days.

n) PrOPerty, Plant and eQuiPment

aCQuisitiOns

All items of property, plant and equipment with a cost, or other value, equal to or greater than $10 000 are recognised in the year of acquisition and depreciated as outlined below. Items of property, plant and equipment below the $10 000 threshold are expensed in the year of acquisition.

The construction cost of property, plant and equipment includes the cost of materials and direct labour, and an appropriate proportion of fixed and variable overheads.

COmPlex assets

Major items of plant and equipment comprising a number of components that have different useful lives, are accounted for as separate assets. The components may be replaced during the useful life of the complex asset.

suBseQuent additiOnal COsts

Costs incurred on property, plant and equipment subsequent to initial acquisition are capitalised when it is probable that future economic benefits in excess of the originally assessed performance of the asset will flow to the agency in future years. Where these costs represent separate components of a complex asset, they are accounted for as separate assets and are separately depreciated over their expected useful lives.

COnstruCtiOn (WOrk in PrOgress)

As part of the financial management framework, the Department of Infrastructure is responsible for managing general government capital works projects on a whole of Government basis. Therefore appropriation for the Agency’s capital works is provided directly to the Department of Infrastructure and the cost of construction work in progress is recognised as an asset of that Department. Once completed, capital works assets are transferred to the agency.

O) reValuatiOns and imPairment

reValuatiOn OF assets

Subsequent to initial recognition, assets belonging to the following classes of non–current assets are revalued with sufficient regularity to ensure that the carrying amount of these assets does not differ materially from their fair value at reporting date:

• land; and

• buildings.

Fair value is the amount for which an asset could be exchanged, or liability settled, between knowledgeable, willing parties in an arms–length transaction.

Plant and equipment are stated at historical cost less depreciation, which is deemed to equate to fair value.

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imPairment OF assets

An asset is said to be impaired when the asset’s carrying amount exceeds its recoverable amount.

Non–current physical and intangible agency assets are assessed for indicators of impairment on an annual basis. If an indicator of impairment exists, the agency determines the asset’s recoverable amount. The asset’s recoverable amount is determined as the higher of the asset’s depreciated replacement cost and fair value less costs to sell. Any amount by which the asset’s carrying amount exceeds the recoverable amount is recorded as an impairment loss.

Impairment losses are recognised in the Comprehensive Operating Statement. They are disclosed as an expense unless the asset is carried at a revalued amount. Where the asset is measured at a revalued amount, the impairment loss is offset against the asset revaluation surplus for that class of asset to the extent that an available balance exists in the asset revaluation surplus.

In certain situations, an impairment loss may subsequently be reversed. Where an impairment loss is subsequently reversed, the carrying amount of the asset is increased to the revised estimate of its recoverable amount. A reversal of an impairment loss is recognised in the Comprehensive Operating Statement as income, unless the asset is carried at a revalued amount, in which case the impairment reversal results in an increase in the asset revaluation surplus. Note 15 provides additional information in relation to the asset revaluation surplus.

P) leased assetsLeases under which the agency assumes substantially all the risks and rewards of ownership of an asset are classified as finance leases. Other leases are classified as operating leases.

FinanCe leases

Finance leases are capitalised. A lease asset and lease liability equal to the lower of the fair value of the leased property and present value of the minimum lease payments, each determined at the inception of the lease, are recognised.

Lease payments are allocated between the principal component of the lease liability and the interest expense.

Long–term land lease assets on Aboriginal land are recognised on the balance sheet of the Northern Territory/ Agency and amortised accordingly over the term of the lease arrangements. A corresponding liability is recognised under Borrowings.

OPerating leases

Operating lease payments made at regular intervals throughout the term are expensed when the payments are due, except where an alternative basis is more representative of the pattern of benefits to be derived from the leased property. Lease incentives under an operating lease of a building or office space is recognised as an integral part of the consideration for the use of the leased asset. Lease incentives are to be recognised as a deduction of the lease expenses over the term of the lease.

Q) PayaBlesLiabilities for accounts payable and other amounts payable are carried at cost, which is the fair value of the consideration to be paid in the future for goods and services received, whether or not billed to the agency. Accounts payable are normally settled within 30 days.

r) emPlOyee BeneFits Provision is made for employee benefits accumulated as a result of employees rendering services up to the reporting date. These benefits include wages and salaries and recreation leave. Liabilities arising in respect of wages and salaries, recreation leave and other employee benefit liabilities that fall due within twelve months of reporting date are classified as current liabilities and are measured at amounts expected to be paid. Non–current employee benefit liabilities that fall due after twelve months of the reporting date are measured at present value, calculated using the Government long–term bond rate.

No provision is made for sick leave, which is non–vesting, as the anticipated pattern of future sick leave to be taken is less than the entitlement accruing in each reporting period.

Employee benefit expenses are recognised on a net basis in respect of the following categories:

• wages and salaries, non–monetary benefits, recreation leave, sick leave and other leave entitlements; and

• other types of employee benefits.

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As part of the financial management framework, the Central Holding Authority assumes the long service leave liabilities of Government agencies, including the Department of Education and as such no long service leave liability is recognised in agency financial statements.

sPeCial remOte study leaVe

According to the Public Sector Employment and Management Determination 2 of 2003, employees who have undertaken periods of service in designated remote localities since 1 January 1990 are eligible to accumulate credit points towards Special Remote Study Leave at the rates specified in the determination. Employees can accumulate a maximum of 40 credit points and must have accumulated a minimum of 20 credit points before applying for leave under this provision. The leave cannot be cashed out and ceases with the departure of the employee from the Northern Territory Public Sector.

Twenty credit points is the equivalent of taking leave on full pay for one school semester, or on half pay for two school semesters. Forty credit points is the equivalent of taking leave on full pay for two school semesters.

The agency recognised a liability for employees who have accumulated points since 1 January 2005 (excludes points for leave already taken) and has been measured at and restricted to the following:

(i) Liability calculated for those employees who have 20 or 40 study leave points, or employees who will accrue enough points based on their locality at 30 June 2013 to reach 20 or 40 points by 30 June 2014;

(ii) No recognition for probability and actuarial estimates of staff availing the benefit, mortality, employee turnover, disability, retirement etc; and

(iii) Non–inclusion of data from prior years.

Current liability represents the value of leave for employees who have reached entitlement (i.e. 20 or 40 points), whereas non–current liability encompasses the value of study leave accrued for employees who have not yet reached entitlement at 30 June 2013.

s) suPerannuatiOnEmployees’ superannuation entitlements are provided through the:

• Northern Territory Government and Public Authorities Superannuation Scheme (NTGPASS);

• Commonwealth Superannuation Scheme (CSS); or

• non–government employee–nominated schemes for those employees commencing on or after 10 August 1999.

The agency makes superannuation contributions on behalf of its employees to the Central Holding Authority or non–government employee–nominated schemes. Superannuation liabilities related to government superannuation schemes are held by the Central Holding Authority and as such are not recognised in agency financial statements.

t) COntriButiOns By and distriButiOns tO gOVernmentThe agency may receive contributions from Government where the Government is acting as owner of the agency. Conversely, the agency may make distributions to Government. In accordance with the Financial Management Act and Treasurer’s Directions, certain types of contributions and distributions, including those relating to administrative restructures, have been designated as contributions by, and distributions to, Government. These designated contributions and distributions are treated by the agency as adjustments to equity.

The Statement of Changes in Equity provides additional information in relation to contributions by, and distributions to, Government.

u) COmmitmentsDisclosures in relation to capital and other commitments, including lease commitments are shown at Note 18.

Commitments are those contracted as at 30 June where the amount of the future commitment can be reliably measured.

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3. CoMPReHensIVe oPeRaTInG sTaTeMenT bY oUTPUT GRoUP

Government Education

Non–Government Education Total

Note2013 $000

2012 $000

2013 $000

2012 $000

2013 $000

2012 $000

inCOme

Grants and subsidies revenueCurrent 18 539 18 206 – 206 18 539 18 412Capital 89 – – – 89 –

Appropriation Output 501 516 495 265 55 665 46 807 557 181 542 072Commonwealth 129 295 138 369 92 755 93 858 222 050 232 227

Sales of goods and services 1 151 401 49 65 1 200 466Interest revenue 27 316 – – 27 316Goods and services received free of charge1

4 10 930 10 426 3 362 3 206 14 292 13 632

Assets acquired for nil consideration 349 – – – 349 –Other income 601 1 757 140 342 741 2 099TOTAL INCOME 662 497 664 740 151 971 144 484 814 468 809 224

exPenses

Employee expenses 446 301 424 027 7 631 8 500 453 932 432 527Administrative expenses

Purchases of goods and services 6 42 631 52 031 5 856 7 003 48 487 59 034Repairs and maintenance 42 867 31 302 64 15 42 931 31 317Property Management 3 441 1 613 413 101 3 854 1 714Depreciation and amortisation 7 30 688 29 022 2 2 30 690 29 024Services Received Free of Charge1 4 10 930 10 426 3 362 3 206 14 292 13 632Assets donated/gifted 8 998 – – – 8 998 –Assets written down 2 588 – – – 2 588 –Other administrative expenses 397 (233) 70 (76) 467 (309)

Grants and subsidies expenses Current 119 316 135 188 137 080 117 819 256 396 253 007Capital 370 2 592 1 916 1 316 2 286 3 908

TOTAL EXPENSES 708 527 685 968 156 394 137 886 864 921 823 854NET SURPLUS/(DEFICIT) (46 030) (21 228) (4 423) 6 598 (50 453) (14 630)

OTHER COMPREHENSIVE INCOME Items that will not be reclassified to net surplus/deficit

Asset Revaluation Reserve (5 528) (10 615) – – (5 528) (10 615)TOTAL OTHER COMPREHENSIVE INCOME

(5 528) (10 615) – – (5 528) (10 615)

COMPREHENSIVE RESULT (51 558) (31 843) (4 423) 6 598 (55 981) (25 245)1 Includes DCIS service charges

Note: This Comprehensive Operating Statement by output group is to be read in conjunction with the notes to the financial statements

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2013 $000

2012 $000

4. GooDs anD seRVICes ReCeIVeD fRee of CHaRGeCorporate and information services 14 292 13 632

14 292 13 632

5. eMPloYee eXPensesSalaries and related expenses 386 294 370 698Payroll tax 23 368 22 287Fringe benefits tax 4 253 3 700Superannuation expenses 35 076 32 097Workers compensation 4 941 3 745

453 932 432 527

6. PURCHases of GooDs anD seRVICesThe net surplus/(deficit) has been arrived at after charging the following expenses:

gOOds and serViCes exPenses:

Consultants (1) 3 251 2 744Advertising (2) 72 70Marketing and promotion (3) 465 778Document production 907 1 086Legal expenses (4) 679 104Recruitment (5) 1 186 2 530Training and study 2 437 2 672Official duty fares 2 313 3 538Travelling allowance 1 047 1 407Information technology charges, hardware & software expenses 19 531 23 946Motor vehicle expenses 8 188 8 097Relocation Expenses 2 316 2 181Other goods and services 6 095 9 881

48 487 59 034(1) Includes marketing, promotion and IT consultants

(2) Does not include recruitment or marketing and promotion advertising

(3) Includes advertising for marketing and promotion but excludes marketing and promotion consultants’ expenses, which are incorporated in the consultants’ category

(4) Includes legal fees, claim and settlement costs

(5) Includes recruitment related advertising costs

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2013 $000

2012 $000

7. DePReCIaTIon anD aMoRTIsaTIonBuildings 29 035 27 657Plant and equipment 1 257 1 098Computer hardware 368 257Transport equipment 16 10Computer Software 13 1Cultural assets 1 1

30 690 29 024

8. CasH anD DePosITsCash on hand 5 10Cash at bank 64 172 63 309

64 177 63 319

9. ReCeIVablesCurrent

Accounts receivable 1 469 1 677Less: Allowance for impairment losses (417) (183)

1 052 1 494Interest receivables – 316GST receivables 3 385 5 408Other receivables – 6

3 385 5 730Total Receivables 4 437 7 224

10. PRoPeRTY, PlanT anD eqUIPMenTland

At fair value 68 814 64 658

leased land

At capitalised cost 6 259 –Less: Accumulated amortisation – –

6 259 –

Buildings

At fair value 1 559 030 1 557 013Less: Accumulated depreciation (648 934) (622 330)

910 096 934 683

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2012 $000

Plant and eQuiPment

At cost 9 447 9 013Less: Accumulated depreciation (7 098) (6 121)

2 349 2 892

COmPuter sOFtWare

At cost 162 40Less: Accumulated amortisation (14) (1)

148 39

COmPuter hardWare

At cost 1 345 1 316Less: Accumulated depreciation (693) (330)

652 986

transPOrt eQuiPment

At cost 227 112Less: Accumulated depreciation (128) (112)

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Total Property, Plant and Equipment 988 417 1 003 258

PrOPerty, Plant and eQuiPment ValuatiOns

The latest revaluations as at 30 June 2011 were independently conducted. The valuer was the Australian Valuation Office. The revaluation was based on either market value or fair value which was assessed with reference to the asset’s replacement cost less accumulated depreciation where there was no established, identifiable market for the asset.

imPairment OF PrOPerty, Plant and eQuiPment

Agency property, plant and equipment assets were assessed for impairment as at 30 June 2013. No impairment adjustments were required as a result of this review.

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10. PRoPeRTY, PlanT anD eqUIPMenT (ConTInUeD)

2013 PrOPerty, Plant and eQuiPment reCOnCiliatiOns A reconciliation of the carrying amount of property, plant and equipment at the beginning and end of 2012–13 is set out below:

LandLeased

Land BuildingsPlant and

EquipmentComputer Software

Computer Hardware

Transport Equipment Total

$000 $000 $000 $000 $000 $000 $000 $000Carrying Amount as at 1 July 2012

64 658 – 934 683 2 892 39 986 – 1 003 258

Additions – 6 259 – – – – – 6 259Depreciation/Amortisation

– – (29 035) (1 257) (13) (368) (16) (30 689)

Additions/(Disposals) from administrative restructuring

– – (169) – – – – (169)

Additions/(Disposals) from asset transfers

4 156 – 21 730 714 122 34 115 26 871

Revaluation increments/(decrements)

– – (5 528) – – – – (5 528)

Assets donated/gifted – – (8 998) – – – – (8 998)Assets written down – – (2 587) – – – – (2 587)Carrying Amount as at 30 June 2013 68 814 6 259 910 096 2 349 148 652 99 988 417

2012 PrOPerty, Plant and eQuiPment reCOnCiliatiOnsA reconciliation of the carrying amount of property, plant and equipment at the beginning and end of 2011–12 is set out below:

LandLeased

Land BuildingsPlant and

EquipmentComputer Software

Computer Hardware

Transport Equipment Total

$000 $000 $000 $000 $000 $000 $000 $000Carrying Amount as at 1 July 2011

65 620 – 838 639 4 912 – 141 10 909 322

Additions – – – 301 40 1 102 – 1 443Depreciation/Amortisation

– – (27 657) (1 098) (1) (257) (10) (29 023)

Additions/(Disposals) from administrative restructuring

(980) – (39 208) – – – – (40 188)

Additions/(Disposals) from asset transfers

18 – 162 909 (1 223) – – – 161 704

Carrying Amount as at 30 June 2012 64 658 – 934 683 2 892 39 986 – 1 003 258

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2013 2012$000 $000

11. HeRITaGe anD CUlTURal asseTsCarrying amOuntAt valuation 12 12Less: Accumulated depreciation (11) (10)Written down value – 30 June 1 2

reCOnCiliatiOn OF mOVementsCarrying amount at 1 July 2 11Depreciation (1) (1)Additions/(Disposals) from administrative restructuring – (8)Carrying amount as at 30 June 1 2

12. PaYablesAccounts payable 2 196 2 530Accrued expenses 13 188 11 236Other payables – 450Total Payables 15 384 14 216

13. boRRoWInGs anD aDVanCesCurrent Finance lease liabilities 111 –

111 –nOn–CurrentFinance lease liabilities 6 148 –

6 148 –Total Borrowings and Advances 6 259 –

14. PRoVIsIonsCurrent Employee benefits

Recreation leave 28 594 27 936Special remote study leave 5 454 4 189Leave loading 3 454 3 628Recreational leave fares 898 929

Other current provisionsEmployer super contribution 3 586 2 456Fringe benefits tax 1 038 937Payroll tax 3 099 2 984

Total Current 46 123 43 059

nOn–CurrentEmployee benefits

Recreation leave 6 970 6 612Special remote study leave 1 635 1 555

Total Non–Current 8 605 8 167Total Provisions 54 728 51 226

The Agency employed 4 536 employees as at 30 June 2013 (4 647 employees as at 30 June 2012).

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15. ReseRVes 2013 2012$000 $000

asset reValuatiOn surPlus

(i) Nature and purpose of the asset revaluation surplus The asset revaluation surplus includes the net revaluation increments and decrements arising from the revaluation of non–current assets. Impairment adjustments may also be recognised in the asset revaluation surplus.

(ii) Movements in the asset revaluation surplus Balance as at 1 July 86 801 97 416 Increment/(Decrement) – buildings (5 528) (10 615)Balance as at 30 June 81 273 86 801

16. noTes To THe CasH floW sTaTeMenTreCOnCiliatiOn OF Cash

The total of agency ‘Cash and deposits’ of $64.177 million recorded in the Balance Sheet is consistent with that recorded as ‘Cash’ in the Cash Flow Statement.

reCOnCiliatiOn OF net surPlus/(deFiCit) tO net Cash FrOm OPerating aCtiVities

Net Surplus/(Deficit) (50 453) (14 630)Non–cash items:Depreciation and amortisation 30 690 29 024Asset donated/gifted 8 998 –Asset write–offs/write–downs 2 588 –Assets acquired for nil consideration (349) –R&M – Minor new works non cash 1 005 1 011

Changes in assets and liabilities:Decrease/(Increase) in receivables 2 787 2 105Decrease/(Increase) in prepayments 576 (247)(Decrease)/Increase in payables 1 168 577(Decrease)/Increase in provision for employee benefits 2 156 2 100(Decrease)/Increase in other provisions 1 346 (657)Net Cash from Operating Activities 512 19 283

nOn–Cash FinanCing and inVesting aCtiVities

Finance Lease TransactionsDuring the financial year the agency acquired land with an aggregate fair value of $6.259 million (nil in 2012) by means of finance leases.

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17. fInanCIal InsTRUMenTsA financial instrument is a contract that gives rise to a financial asset of one entity and a financial liability or equity instrument of another entity. Financial instruments held by the agency include cash and deposits, receivables, payables and finance leases. The agency has limited exposure to financial risks as discussed below.

a) CategOrisatiOn OF FinanCial instrumentsThe carrying amounts of the agency’s financial assets and liabilities by category are disclosed in the table below.

2013 2012$000 $000

FinanCial assets

Cash and deposits 64 177 63 319Receivables

Accounts Receivable 1 052 1 494Other Receivables 3 385 5 730

Total financial assets 68 614 70 543

FinanCial liaBilities

Payables 15 384 14 216Finance lease liabilities 6 259 –Deposits held – 5Total financial liabilities 21 643 14 221

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B) Credit riskThe agency has limited credit risk exposure (risk of default). In respect of any dealings with organisations external to Government, the agency has adopted a policy of only dealing with credit worthy organisations and obtaining sufficient collateral or other security where appropriate, as a means of mitigating the risk of financial loss from defaults.

The carrying amount of financial assets recorded in the financial statements, net of any allowances for losses, represents the agency’s maximum exposure to credit risk without taking account of the value of any collateral or other security obtained.

Receivables

Receivable balances are monitored on an ongoing basis to ensure that exposure to bad debts is not significant. A reconciliation and aging analysis of receivables is presented below.

Aging of Receivables

Aging of Impaired Receivables Net Receivables

$000 $000 $000

internal reCeiVaBles

2012–13Not overdue – – –Overdue for less than 30 days 5 – 5Overdue for 30 to 60 days 18 – 18Overdue for more than 60 days – – –Total 23 – 23

Reconciliation of the Allowance for Impairment LossesOpening –Written off during the year –Recovered during the year –Increase/(Decrease) in allowance recognised in profit or loss

–

Total –

2011–12Not overdue – – –Overdue for less than 30 days – – –Overdue for 30 to 60 days – – –Overdue for more than 60 days 1 – 1Total 1 – 1

Reconciliation of the Allowance for Impairment LossesOpening –Written off during the year –Recovered during the year –Increase/(Decrease) in allowance recognised in profit or loss

–

Total –

96

Aging of Receivables

Aging of Impaired Receivables Net Receivables

$000 $000 $000

external reCeiVaBles

2012–13Not overdue 934 124 810Overdue for less than 30 days 10 – 10Overdue for 30 to 60 days 5 – 5Overdue for more than 60 days 497 293 204Total 1 446 417 1029

Reconciliation of the Allowance for Impairment LossesOpening 183Written off during the year (26)Recovered during the year 5Increase/(Decrease) in allowance recognised in profit or loss

255

Total 417

2011–12Not overdue 396 – 396Overdue for less than 30 days 441 – 441Overdue for 30 to 60 days 107 – 107Overdue for more than 60 days 732 183 549Total 1 676 183 1 493

Reconciliation of the Allowance for Impairment LossesOpening 119Written off during the year –Recovered during the year –Increase/(Decrease) in allowance recognised in profit or loss

379

Total 498

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C) liQuidity riskLiquidity risk is the risk that the agency will not be able to meet its financial obligations as they fall due. The agency’s approach to managing liquidity is to ensure that it will always have sufficient liquidity to meet its liabilities when they fall due.

2013 Maturity analysis for financial assets and liabilitiesInterest Bearing

Fixed or Variable

Less than a Year

1 to 5 Years

More than 5 Years

Non-Interest Bearing Total

Weighted Average

$000 $000 $000 $000 $000 %

assets

Cash and deposits – – – 64 177 64 177Receivables – – – 4 437 4 437Total Financial Assets – – – 68 614 68 614

liaBilities

Payables – – – 15 384 15 384Finance lease liabilities – – – 6 259 6 259Total Financial Liabilities – – – 21 643 21 643

2012 Maturity analysis for financial assets and liabilitiesInterest Bearing

Fixed or Variable

Less than a Year

1 to 5 Years

More than 5 Years

Non-Interest Bearing Total

Weighted Average

$000 $000 $000 $000 $000 %

assets

Cash and deposits – – – 63 319 63 319Receivables – – – 7 224 7 224Total Financial Assets – – – 70 543 70 543

liaBilities

Payables – – – 14 216 14 216Deposits held – – – 5 5Total Financial Liabilities – – – 14 221 14 221

d) market riskMarket risk is the risk that the fair value of future cash flows of a financial instrument will fluctuate because of changes in market prices. It comprises interest rate risk, price risk and currency risk.

(i) interest rate risk

The agency is not exposed to interest rate risk as agency financial assets and financial liabilities, with the exception of finance leases are non–interest bearing. Finance lease arrangements are established on a fixed interest rate and as such do not expose the agency to interest rate risk.

(ii) PriCe risk

The Agency is not exposed to price risk as it does not hold units in unit trusts.

(iii) CurrenCy risk

The Agency is not exposed to currency risk as it does not hold borrowings denominated in foreign currencies or transactional currency exposures arising from purchases in a foreign currency.

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(e) net Fair ValueThe fair value of financial instruments is estimated using various methods. These methods are classified into the following levels:

Level 1 – derived from quoted prices in active markets for identical assets or liabilities.

Level 2 – derived from inputs other than quoted prices that are observable directly or indirectly.

Level 3 – derived from inputs not based on observable market data.

Total Carrying Amount

Net Fair Value Level 1



Net Fair Value Total

$000 $000 $000 $000 $000

2013

Financial AssetsCash and deposits 64 177 64 177 – – 64 177Receivables 4 437 4 437 – – 4 437Total Financial Assets 68 614 68 614 – – 68 614

Financial LiabilitiesPayables 15 384 15 384 – – 15 384Finance lease liabilities 6 259 6 259 – – 6 259Total Financial Liabilities 21 643 21 643 – – 21 643

2012

Financial AssetsCash and deposits 63 319 63 319 – – 63 319Receivables 7 224 7 224 – – 7 224Total Financial Assets 70 543 70 543 – – 70 543

Financial LiabilitiesPayables 14 216 14 216 – – 14 216Deposits held 5 5 – – 5Total Financial Liabilities 14 221 14 221 – – 14 221

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18. CoMMITMenTs2013 2012

Internal External Internal External$000 $000 $000 $000

(i) CaPital exPenditure COmmitments

Capital expenditure commitments primarily related to the construction of buildings. Capital expenditure commitments contracted for at balance date but not recognised as liabilities are payable as follows:Within one year – 28 408 – 5 047Later than one year and not later than five years – – – 12 000Later than five years – – – –

– 28 408 – 17 047

(ii) OPerating lease COmmitments

The agency leases property under non–cancellable operating leases. Leases generally provide the agency with a right of renewal at which time all lease terms are renegotiated. The agency also leases items of plant and equipment under non–cancellable operating leases. Future operating lease commitments not recognised as liabilities are payable as follows: Within one year 4 661 – 5 804 102Later than one year and not later than five years 5 356 – 3 858 102Later than five years – – – –

10 017 – 9 662 204

(iii) Other exPenditure COmmitments

Other non–cancellable expenditure commitments not recognised as liabilities are payable as follows:Within one year 3 819 31 573 6 477 40 776Later than one year and not later than five years 3 867 21 196 15 551 54 969Later than five years – 9 122 – 11 618

7 686 61 891 22 028 107 363

19. ConTInGenT lIabIlITIes anD ConTInGenT asseTs a) COntingent liaBilities

The agency had no contingent liabilities as at 30 June 2013 or 30 June 2012.

B) COntingent assets

The agency had no contingent assets as at 30 June 2013 or 30 June 2012.

20. eVenTs sUbseqUenT To balanCe DaTeNo events have arisen between the end of the financial year and the date of this report that require adjustment to, or disclosure in these financial statements.

100

21. WRITe–offs, PosTPoneMenTs, WaIVeRs, GIfTs anD eX GRaTIa PaYMenTs

Agency Agency Territory Items Territory Items

2013No. of Trans. 2012

No. of Trans. 2013

No. of Trans. 2012

No. of Trans.

$000 $000 $000 $000Write–offs, Postponements and Waivers Under the Financial Management ActRepresented by:Amounts written off, postponed and waived by DelegatesIrrecoverable amounts payable to the Territory or an agency written off

12 10 10 17 – – – –

Losses or deficiencies of money written off – 1 – – – – – –Public property written off 1 13 – 2 – – – –Total Written Off, Postponed and Waived by Delegates

13 24 10 19 – – – –

Amounts written off, postponed and waived by the Treasurer Irrecoverable amounts payable to the Territory or an agency written off

9 1 – – – – – –

Total Written Off, Postponed and Waived by the Treasurer

9 1 – – – – – –

Gifts Under the Financial Management Act 8 998 1 – – – – – –

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22. sCHeDUle of TeRRIToRY ITeMsThe following Territory items are managed by the agency on behalf of the Government and are recorded in the Central Holding Authority (refer Note 2(c)).

2013 2012$000 $000

territOry inCOme and exPenses

IncomeGrants and subsidies revenueCapital 284 2 189Fees from regulatory services 531 395Total Income 815 2 584

ExpensesCentral Holding Authority income transferred 815 2 584Total Expenses 815 2 584Territory Income less Expenses – –

territOry assets and liaBilities

AssetsOther receivables 18 – Total Assets 18 –

LiabilitiesCentral Holding Authority income payable 18 –Total Liabilities 18 –Net Assets – –

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appEndICEs

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aPPenDIX 1: HoW To ConTaCT UsDivisions Location Phone FaxChief Executive Level 14, Mitchell Centre

DARWIN NT 080108 8999 5857 08 8999 3537

Office of the CE Level 14, Mitchell Centre DARWIN NT 0801

08 8999 5623 08 8999 3537

Indigenous Education Level 13, Mitchell Centre DARWIN NT 0801

08 8901 1359 08 8999 5640

Ministerial Liaison and Executive Services Unit Level 14, Mitchell Centre DARWIN NT 0801

08 8999 5762

National Alliance for Remote Indigenous Level 10, Mitchell Centre DARWIN NT 0801

08 8999 3533 08 8999 5843

School Education & Training Operations Level 14, Mitchell Centre DARWIN NT 0801

08 8999 5785 08 8999 3537

Arnhem, Palmerston and Rural Regions Level 13, Mitchell Centre DARWIN NT 0801

08 8999 5609 08 8999 3537

Central Australia Regions Alice Springs Plaza 1 ALICE SPRINGS NT 0831

08 8951 1601 08 8951 1699

Darwin and Katherine Regions Level 13, Mitchell Centre DARWIN NT 0801

08 8999 3593 08 8999 5640

School Operations and Performance Level 13, Mitchell Centre DARWIN NT 0801

08 8999 5630 08 8999 5640

School Operations Level 13, Mitchell Centre DARWIN NT 0801

08 8901 1385 08 8999 5640

Operational Projects Level 14, Mitchell Centre DARWIN NT 0801

08 8999 5735 08 8999 5788

The Centre for School Leadership, Learning and Development

Casuarina Campus CASUARINA NT 0810

08 8946 7333 08 8946 7177

School Support Services 08 8944 9234Participation, Pathways and Engagement Harbour View 3,4

DARWIN NT 080108 8944 9351 08 8999 4363

Industry Engagement and Employment Pathways

Harbour View 3 DARWIN NT 0801

08 8944 9300 08 8999 4399

VETiS Harbour View 3 DARWIN NT 0801

08 8944 9300 08 8999 4399

Share Support Services Harbour View 3 DARWIN NT 0801

08 8944 9300 08 8999 4399

Teaching, Learning and Inclusion Harbour View 1 DARWIN NT 0801

08 8944 9234 08 8999 1361

Teaching and Learning with ICT Nightcliff Middle School NIGHTCLIFF NT 0810

08 8963 5502 08 8999 5788

Online Vocational Education Nightcliff Middle School NIGHTCLIFF NT 0810

08 8963 5529 08 8999 5788

Community Driven Schools Support 08 8944 9260Organisational Services Level 14, Mitchell Centre 08 8999 5859 08 8999 3537Finance Level 12, Mitchell Centre

DARWIN NT 080108 89014 949 08 8901 4976

Human Resource Services Level 10, Mitchell Centre DARWIN NT 0801

08 8999 5618 08 8999 5843

Information Services Level 12, Mitchell Centre DARWIN NT 0801

08 8999 5737 08 8999 5693

Internal Communications, Media and Marketing Level 11 ,Mitchell Centre DARWIN NT 0801

08 8901 4916 08 8901 4917

104

Divisions Location Phone FaxPlanning and Infrastructure Level 12, Mitchell Centre

DARWIN NT 080108 8901 4933 08 8999 3559

Legal Services Level 11 , Mitchell Centre DARWIN NT 0801

08 8999 5850 08 8999 5709

Risk Management 08 8901 4994Strategic Services Level 14, Mitchell Centre

DARWIN NT 080108 8999 5712 08 8999 5788

Strategic Policy and Intergovernmental Relations

Level 14, Mitchell Centre DARWIN NT 0801

08 8999 5729 08 8999 5788

Performance and Data Management Level 14, Mitchell Centre DARWIN NT 0801

08 8999 5743 08 8999 5788

Legislation and Portfolio Services Level 14, Mitchell Centre DARWIN NT 0801

08 8999 5648 08 8999 5788

Early Childhood and Regulations Level 13, Mitchell Centre DARWIN NT 0801

08 8901 4906 08 8999 5677

NT Board of Studies Harbour View 1 08 8944 9204 08 8999 4363NT Indigenous Education Council Level 14, Mitchell Centre

DARWIN NT 080108 8999 5612 08 8999 5645

NT Music School Nightcliff Middle School NIGHTCLIFF NT 0810

08 8985 0872 08 8948 1778

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aPPenDIX 2: aCRonYMsAEDI Australian Early Development Index

AITSL Australian Institute for Teaching and School Leadership

AQF Australian Qualification Framework

ASC Assessment of Student Competencies

ATAR Australian Tertiary Admission Rank

BIITE Batchelor Institute of Indigenous Tertiary Education

CDU Charles Darwin University

CSS Commonwealth Superannuation Scheme

DCIS Department of Corporate and Information Services

DECS Department of Education and Children’s Services

DLPE Department of Lands, Planning and Environment

DOE Department of Education

EAL English as an Additional Language

EEO Equal Employment Opportunity

FaFT Families as First Teachers

FTE Full–time equivalent

GST Goods and Services Tax

HALT Highly Accomplished and Lead Teacher

ICT Information Communication Technology

NAPLAN National Assessment Program Literacy and Numeracy

NGSMAC Non-Government School Ministerial Advisory Council

NMS National Minimum Standard

NTCE Northern Territory Certificate of Education

NTCET Northern Territory Certificate of Education and Training

NTG Northern Territory Government

NTGPASS Northern Territory Government and Public Authorities Superannuation Scheme

NTIEC Northern Territory Indigenous Education Council

NTPS Northern Territory Public Sector

NP National Partnership

NQF National Quality Framework

QECNT Quality Education and Care Northern Territory

RITE Remote Indigenous Teacher Education

RTO Registered Training Organisations

RTS Remote Teaching Schools

SAIS Student Achievement Information System

SPP Special Purpose Payments

TEQSA Tertiary Education Quality Standards Agency

VET Vocational Education and Training

VETiS Vocational Education and Training in Schools

106

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department of education annual report · 2016. 4. 14. · department of education executive level...

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