Reports
Actions for Education 2016
Education 2016
The Auditor-General, Margaret Crawford released a report today highlighting the impact of the growing student population on school infrastructure and the increasing cost of psychological injury workers' compensation claims in Education. The report also gives updates on an initiative designed to create new out of school hours care (OSHC) places and on the expected final cost and completion date for the Learning Management and Business Reform (LMBR) program.
Actions for Planning and Environment 2016
Planning and Environment 2016
Auditor-General, Margaret Crawford released a report on the planning and environment cluster today, concluding that the quality of financial reporting is improving. However, the cluster can improve its financial controls and governance framework.
Actions for Implementation of the NSW Government’s program evaluation initiative
Implementation of the NSW Government’s program evaluation initiative
The NSW Government’s ‘program evaluation initiative’, introduced to assess whether service delivery programs achieve expected outcomes and value for money, is largely ineffective according to a report released today by NSW Auditor-General, Margaret Crawford.
Government services, in areas such as public order and safety, health and education, are delivered by agencies through a variety of programs. In 2016–17, the NSW Government estimates that it will spend over $73 billion on programs to deliver services.
Parliamentary reference - Report number #277 - released 3 November 2016
Actions for Early childhood education
Early childhood education
Enrolments in quality early childhood education programs in New South Wales are increasing but are below the national benchmark, according to a report released today by the NSW Auditor-General, Margaret Crawford.
Ninety-five per cent of children should be enrolled in at least 600 hours in the year before school, but according to the latest NSW figures 77 per cent of children were enrolled in quality early childhood education programs. This 2015 figure is below the benchmark, but is a significant improvement on 2013 when 59 per cent were enrolled.
Parliamentary reference - Report number #271 - released 26 May 2016
Actions for Supporting students with disability in NSW public schools
Supporting students with disability in NSW public schools
The Department of Education is doing a reasonable job in managing how well students with disability transition to a new school and supporting teachers to improve these students’ educational outcomes, according to a report released today by the NSW Auditor-General, Margaret Crawford.
The level of support provided to students with disability can vary between schools. This is partly due to cultural resistance in some schools and teachers not always having the necessary skills to support children with disability.
Parliamentary reference - Report number #270 - released 12 May 2016
Actions for Improving Literacy and Numeracy in Public Schools
Improving Literacy and Numeracy in Public Schools
During the course of the audit we were impressed by the dedication and efforts of teachers in NSW public schools, particularly when dealing with the needs of students with learning difficulties. Although NSW schools perform well nationally and internationally, NSW has a high concentration of poor outcomes in some schools and some regions. Each year a group of between 5 and 15 per cent of children are at risk of not reaching the minimum level of achievement needed to progress at school. In this group, indigenous students are over represented.
Parliamentary reference - Report number #183 - released 22 October 2008
Actions for Ageing Workforce - Teachers
Ageing Workforce - Teachers
The Department of Education and Training including TAFE NSW is faced with the loss of large numbers of retiring teachers and their associated skills and the need to replace this loss in an increasingly competitive labour environment. While the overall impact of the ageing workforce is likely to be gradual, there is still a risk of shortages. This will particularly apply to specialist secondary school teachers and TAFE teachers in certain skill sets or at specific locations.
Parliamentary reference - Report number #174 - released 13 February 2008
Actions for Managing Grants
Managing Grants
In our view, the agencies we studied cannot be sure that the grants they allocate align with their corporate objectives, and that program outcomes are achieved. This is mainly due to problems with grant selection and the evaluation of results. It was good to see that most of the grants programs had funding objectives which were fairly clear. But we found problems across most programs which could affect the fair and equitable selection of grants, such as, often no procedures for assessing applications, no assessment guidelines for advisory committees, often no clear rationale for assessments and poor documentation of the reasons for decisions.
Parliamentary reference - Report number #104 - released 4 December 2002