Reports
Actions for Information and Communication Technologies in schools for teaching and learning
Information and Communication Technologies in schools for teaching and learning
Several factors are reducing effective use of information and communication technology (ICT) in the classroom.
These are primarily:
Parliamentary reference - Report number #289 - released 6 July 2017
Actions for Vocational education and training reform
Vocational education and training reform
The Department’s framework for VET reform has the potential to effectively achieve the government’s immediate objectives for the reform, which are associated with meeting its commitments under the National Partnership Agreement for Skills Reform without spending more. We found that the government is addressing VET reform objectives in the following order of priority: no extra cost (budget neutrality), TAFE viability, quality VET, access to VET for regions and equity groups, more contestability, student choice. Overall, we conclude that a more balanced approach, by putting more emphasis on increased contestability and student choice, is more likely to maximise the public value for the government’s investment in VET.
Parliamentary reference - Report number #249 - released 29 January 2015
Actions for Freedom of Information
Freedom of Information
Freedom of Information (FOI) Coordinators and their staff were supportive of the legislation. However, the agencies examined can do considerably more to fully achieve the intentions of the Act. On the positive side, all three agencies had processes in place to handle requests and had made a number of changes to improve the effectiveness of the FOI process. Fees and charges had also been kept to a minimum. No processing fees were requested in the majority of cases, and if charged, were not unreasonable.
Parliamentary reference - Report number #114 - released 28 August 2003
Actions for Managing Teacher Performance
Managing Teacher Performance
Some form of teacher performance assessment has been in place in NSW public schools for the past 40 years and the scheme has been significantly enhanced through its inclusion in the 2000 Award. We welcome these changes. However, we are of the opinion that further changes are required to improve its effectiveness. We have two issues of concern. Firstly, that the scheme may not provide for fair and consistent assessments across all schools. Secondly, that the annual performance review does not allow a teacher who is not a probationer or on a formal improvement program to be rated as anything other than ‘efficient’.
Parliamentary reference - Report number #109 - released 14 May 2003