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

Unqualified audit opinions were issued on the following financial statements for the year ended 30 June 2013: Department of Education and Communities (including the TAFE Commission), Technical and Further Education Commission, Board of Studies, Office of the Board of Studies, Board of Studies Casual Staff Division, Institute of Teachers, Office of the Institute of Teachers, NSW Board of Vocational Education and Training.

A key issue of focus was around the revaluation of School and TAFE NSW buildings. The report found that the Department’s approach to revaluing its buildings addressed previous concerns, however more work is required to refine the revaluation model and to build on the evidence available for cost rates.

Ten years ago, the then Department of Education and Training responded to concerns about classes without teachers by:

• increasing the number of teachers approved to teach casually

• giving temporary employment to extra teachers in hard-to-staff schools

• running a call centre that helped schools find casual teachers at short notice.

These measures significantly improved the supply of casual teachers to schools in South Western and Western Sydney.

Parliamentary reference - Report number #237 - released 3 October 2013

NSW public sector sick leave is higher than other States. The NSW public sector has the highest reported public sector sick leave in Australia. Public sector efforts to reduce sick leave over the last five years has seen a fall of a quarter of a day since 2004-05, less than its target of one day. On average, public sector workers take just over eight days sick leave annually. Recent surveys of public and private sector organisations show that sick leave in the public sector is higher than the private sector.

Parliamentary reference - Report number #209 - released 8 December 2010

The report includes a review on the Building the Education Revolution and outcomes of his financial audits on NSW Government agencies for Education and Communities 2009-10. Whilst the Department of Education appears to have achieved its key objective of rapidly constructing school facilities, costs were higher than business as usual and the preferences of local communities were not always met.

In reviewing both the severance pay guidelines and a sample of payments, we found the guidelines to be clear and all except two payments were made in accordance with them. In these two cases the severance payment was stipulated in the employment contract guaranteeing the STE a minimum of six months pay on termination, irrespective of the length of service.

Parliamentary reference - Report number #201 - released 16 June 2010

We found that during Working Together, agencies reduced the impact of workplace injuries. Most of the results have been positive in both our sample agencies and the public sector, and savings have been achieved. Between 2005 and 2008, while the number of claims in the sample agencies remained at around 15,000, the average cost of claims reduced by around 22 per cent from $22,349 to $17,360. The incidence rate of claims for the sample agencies also decreased by nine per cent to 7.3 claims per 100 staff.

Parliamentary reference - Report number #199 - released 31 March 2010

Special education programs so far have been able to support schools to accommodate these students and as a result, we have an inclusive education system. Our concern is that as the number of students with disabilities increases, pressure will be placed on both funding and the capacity of schools to provide quality services.

The Government’s special education initiative is a positive step towards addressing these problems. Nevertheless, other changes need to be made to improve services to meet the needs of individual students. For example, the department needs to develop a common assessment tool to capture the additional support needs of students with disabilities on enrolment and improve accountability for services and results after enrolment.

Parliamentary reference - Report number #158 - released 6 September 2006

Realisation of the Government’s objectives for integrating computers into the school environment is a major change that will take some time to achieve. The logistics of equipping schools with computers and making them operational have been approached energetically by the Department. Four years into the Computers in Schools Program, student and teacher access to computer hardware, software and the Internet is now substantially greater and teachers are now better placed to integrate computers into teaching and learning. But while much has been achieved there are significant challenges that still remain.

Parliamentary reference - Report number #73 - released 7 June 2000