2010 - South Metropolitan · PDF fileKPI 1 — Student Satisfaction ... programs and...

— 1 —

ANNUAL REPORT2010

Your future. Our business.

GOVERNMENT OFWESTERN AUSTRALIA

— 2 —

The report has been prepared in accordance with the provisions of the Financial Management Act, 2006.

Further enquiries should be directed to:

Polytechnic West Marketing Department PO Box 1336 MIDLAND WA 6936

Telephone 9442 8373 Facsimile 9267 7118 Email [email protected]

— 3 —

CONTENTS

STATEMENT FROM THE CHAIR OF THE GOVERNING COUNCIL .............................................................................. 4

MANAGING DIRECTOR’S REPORT ............................................................................................................................... 5

STATEMENT OF COMPLIANCE ..................................................................................................................................... 6

EXECUTIVE SUMMARY .................................................................................................................................................. 7

ORGANISATIONAL STRUCTURE .................................................................................................................................. 8

VISION, MISSION AND VALUES .................................................................................................................................... 9

CAMPUS LOCATIONS .................................................................................................................................................... 10

COMPLIANCE WITH WRITTEN LAWS ........................................................................................................................... 11

PERFORMANCE MANAGEMENT FRAMEWORK ......................................................................................................... 12

AGENCY PERFORMANCE ............................................................................................................................................. 13

Key Priority — Outstanding Student Experience ........................................................................................................ 14

Key Priority — Industry Relationships ......................................................................................................................... 16

Key Priority — Diversified Revenue Sources ............................................................................................................. 18

Key Priority — Social Responsibility .......................................................................................................................... 20

SIGNIFICANT ISSUES IMPACTING THE AGENCY ....................................................................................................... 23

STUDENT AND POLYTECHNIC AWARD WINNERS ..................................................................................................... 24

DISCLOSURES AND LEGAL COMPLIANCE ................................................................................................................. 26

ADDITIONAL KEY PERFORMANCE INDICATOR INFORMATION ............................................................................... 27

KPI 1 — Student Satisfaction ...................................................................................................................................... 27

KPI 2 — Graduate Achievement ................................................................................................................................. 28

KPI 3 — Graduate Destination .................................................................................................................................... 28

KPI 4 — Achievement of non-profile delivery .............................................................................................................. 29

KPI 5 — Achievement of profile delivery (by Industry Group) ..................................................................................... 29

KPI 6 — Delivery Cost per Student Curriculum Hour (SCH) ....................................................................................... 31

OTHER LEGAL REQUIREMENTS .................................................................................................................................. 33

DISABILITY ACCESS AND INCLUSION PLAN .............................................................................................................. 35

FINANCIAL STATEMENTS .............................................................................................................................................. 37

— 4 —

On behalf of the Governing Council, I am pleased to present Polytechnic West’s (PWA) Annual Report for 2010, highlighting our strategic priorities and key achievements for the year.

The Governing Council remains committed to PWA’s long term strategy of growth and diversification that will

ensure the organisation has the required resilience to meet the challenges ahead linking investment in education and economic growth.

In 2010, the Department of Training and Workforce Development released their new Strategic Plan which shows a marked move towards increased industry control over the level and direction of training dollars. While PWA will continue our strong partnerships with industry in this regard, I am also cognisant of the role that PWA has to play in offering support programs to the community and achieving the aspirations of all Western Australians.

2010 will be remembered as a year of significant transformation for PWA. Following our re-positioning as a Polytechnic in 2009, the organisation has continued to claim its place as the leading dual sector provider of both vocational education and training programs and applied higher education Associate Degree programs. In addition, to new governance arrangements set by the State, the move into the Higher Education arena has meant that additional academic governance is required to ensure the continuation of our higher education provider status and the quality of our products to students. As such, in late 2010 the Governing Council endorsed the creation of a new Directorate of Higher Education to oversee this process and the establishment of a specialist, high quality Academic Board.

PWA has also identified a strategic need to increase the level and frequency of teaching methodologies that incorporate e-Learning strategies. For many students this will be a beneficial point of difference. Training organisations that provide the flexibility people are now accustomed to in their secondary education, and in the workplace, have new expectations of their learning experience. In 2010, PWA invested heavily in e-Learning technology and in providing lecturing staff

with the skills that this new and emerging teaching environment requires. In 2011 we will again make these opportunities, and more, available to staff. I implore all staff to take advantage of the training opportunities available, which ultimately will result in a better quality of learning, either in the classroom, the home or in the workplace for our students.

Retention of staff, particularly educators and trainers, will again be a major challenge for this organisation. This staff cohort is in danger of not being replaced at the required rate, particularly as the Western Australian economy looks set to experience another boom with many major resource projects coming on line in 2011. The executive team at PWA has worked tirelessly to create an organisation that is flexible and able to adapt to rapid change, however, the ability to retain our highly skilled staff and attract industry expertise into new teaching roles in the face of strengthening labour market will remain a focus for PWA.

I would like to take this opportunity to thank each and every staff member for their individual and collective contributions to our past year of success and the learning experience of our students.

In closing, I would like to warmly welcome our new Governing Council members Angela Edwards, Blake McCarthy and Majella Franzmann and farewell departing member Karl Howard, who has contributed greatly throughout his term. I extend my warmest thanks to all of the members of the Governing Council and our executive management team at PWA for their dedication and commitment to achieve the fantastic results outlined in this report.

2011 is sure to be another challenging yet exciting year for PWA. The organisation will play a leading role in the State’s workforce development strategy and we look forward to working with our partners to deliver the skills they need to power the State’s economic growth.

Keith Vuleta Chairman Polytechnic West Governing Council

STATEMENT FROM THE CHAIR OF THE GOVERNING COUNCIL

— 5 —

2010 marked an exciting period of transition for Polytechnic West (PWA). A period when we continued our transition from a recognised leading provider of high quality vocational education and training (VET) to a dual sector provider extending our pathways for students in applied VET to higher education qualifications.

Our State training delivery target was again achieved in 2010, an incredible outcome in light of the dynamic economic and workforce environment we operate in. This reflects our strong position in the market as a training provider of choice. We also exceeded our higher education enrolment targets and continued to broaden our scope of offerings in this area.

Our provision of training to international students has again remained strong despite a range of uncertainties beyond the sector’s control, and our training to new migrants through the Adult Migrant English Program continues to go from strength to strength.

We have improved our facilities across the five major campuses, which has included the refurbishment of the automotive training centre at Carlisle campus to a state of the art ‘green’ facility. In addition to providing training resources for the new electric and hybrid vehicle technology, the campus now hosts a 100kW capacity photovoltaic installation that will improve energy efficiency and reduce our energy costs.

Our students continue to gain honours with noteworthy successes both at our internal awards and further afield. Narrogin apprentice Lucas Kickett, who completed his Certificate III in Engineering Fabrication, was awarded PWA’s Geof Gale Medal for Most Outstanding Student of the Year and Apprentice of the Year Award. Lucas was also a finalist in the Aboriginal and Torres Strait Islander category of the WA Training Awards and won the National NAIDOC Apprentice of the Year Award. Jake Hall was successful at the National Worldskills Competition in Brisbane in Floor and Wall Tiling and as a result will represent Australia at the International Worldskills Competition in London in 2011.

The development of staff through our professional development, lecturer induction and succession and leadership programs has continued to be a focus with significant results. Furthermore, our staff continue to achieve and be recognised as world class, with lecturer, Anne Ottaway, being successful in her second Endeavour Scholarship to China where she worked on programs helping rural workers to transition into employment in the cities.

I would like to sincerely thank Keith Vuleta, Chair, Doug Hall, Deputy Chair and our Governing Council members for their contribution to the good governance and strategic direction of Polytechnic West.

I also want to thank our industry and community partners, who without their support and valuable input we would not be able to deliver the high quality of training we are recognised for. Finally, I would like to thank all Polytechnic West staff for their passion, professionalism and dedication throughout 2010, and for achieving the many milestones outlined in this annual report.

Wayne Collyer Managing Director Polytechnic West

MANAGING DIRECTOR’S REPORT

— 7 —

In 2010, Polytechnic West (PWA) successfully delivered a record 7,203,919 million student curriculum hours (SCH) exceeding the profile delivery target for the sixth year in succession. The revenue from commercial activities increased by 18.6% to $26 million.

A major highlight during the year was the upgrade of facilities across PWA’s key campuses including the automotive ‘green’ training facility at the Carlisle campus and the establishment of the AeroSpace Training Centre, equipped with its own Boeing 737 aircraft, at Jandakot Airport.

A continuing focus on developing PWA’s capacity for flexible training delivery saw a significant increase in the number of students who participated in e-Learning programs and undertook recognition of prior learning (RPL). At the same time, the expansion of the Transforming Trade Training strategy with over 1,950 enrolled apprentices under this strategy has positioned PWA to make a significant contribution to improving trade training relevance and responsiveness to WA industry.

New industry partnerships were established and existing ones strengthened, both domestically and internationally. These included partnering with the:

• Royal Australian Navy to deliver training in refrigeration and air conditioning equipment service and repair.

• Burswood and Accor Hotels Group to provide jobs ready skills to young Indigenous participants.

• Clontarf College to provide training and support to Year 12 Clontarf graduates in their transition to employment based training.

• Chevron Australia to deliver animal handling training to staff and contractors working on Barrow Island as part of the Gorgon Project.

The development and implementation of a range of services and programs aimed at social and educational inclusion has continued to strengthen Polytechnic West’s role as an integral part of our local community. These have included the:

• Children’s Services Team working alongside the Gosnells Early Years Action Group on the Bonding with Books project.

• Horticulture lecturing staff and students supporting a range of community based projects including the Hills Community Support Group, RSPCA and Undercliffe Nursing Home.

Staff development initiatives during the year were targeted to ensure that staff are provided with the opportunity to enhance their skills and knowledge to the benefit of students, industry and the community.

The succession and leadership program for non teaching staff continued in 2010. Participants were provided with the opportunity to attend sessions on a wide range of topics including: applied research, identifying and developing commercial business opportunities, client service delivery, strategic and operational planning, marketing and senior level writing skills.

The programs and services discussed above, together with the many other achievements outlined in this report, ensure that PWA is well positioned to continue to meet the challenges that lie ahead in delivering quality vocational education and training to industry, individuals and the broader community.

EXECUTIVE SUMMARY

— 8 —

ORGANISATIONAL STRUCTURE

Establishment of the Polytechnic

Polytechnic West was established under Section 35 of the Vocational Education and Training Act, 1996. PWA is a body corporate with a Governing Council established as the accountable authority.

Functions of the Governing Council

The Governing Council has legislative authority to perform the following functions:• Prepare a PWA training profile for approval by the

Minister.• Develop and implement strategic and

management plans for PWA.• Ensure that courses, programs and services are

responsive to and meet the needs of students, industry and the community.

• Ensure that PWA meets its commitments under its Delivery and Performance Agreement and any other contractual arrangements.

Minister for Training and Workforce Development

The Honourable Peter Collier MLC, Minister for Training and Workforce Development, is the Minister responsible for training and workforce development.

Organisational Structure

PWA’s organisational structure consists of three major professional teams:

Education and Training DeliveryEducation and Training Delivery provides a range of quality teaching and learning programs and services to meet the needs of students, industry and the community.

Organisational ServicesOrganisational Services provide a range of services to support the needs of lecturers and students across the organisation.

Resources and Corporate ServicesResources and Corporate Services provide the business systems and resources that support the organisation’s overall business operations and governance requirements.

— 9 —

Vision

Your future. Our business. Inspiring individuals and business to create their future today.

Mission

To provide innovative and flexible education and training services that promote the acquisition of skills and knowledge to enhance the career opportunities and community engagement of individuals and support the development and productivity of business.

Values

Responsiveness — We are responsive to our clients, providing services that meet their needs in a friendly and courteous manner.

Excellence — We support the pursuit of excellence, creativity and the sharing of knowledge by our staff to nurture a culture of sustained improvement.

Sustainability — We work to protect the environment, promote social advancement and contribute to the economic prosperity of Western Australia.

Integrity — We conduct our business in an ethical, open and honest manner that treats our clients and colleagues with respect and understanding.

Diversity — We recognise and build on the strength and understanding that comes from working with, and for, people from different backgrounds, circumstances and life experiences.

Our Beliefs

Great lecturers are essential for an outstanding learner experience.

Development of skills is best achieved through a holistic, task-oriented approach to learning.

Employability is maximised by learning that occurs in a real, or closely simulated

workplace environment reflecting industry standards.

Meaningful close relationships with industry ensures training is relevant.

VISION, MISSION AND VALUES

— 10 —

Polytechnic West has campuses in Armadale, Balga, Bentley, Carlisle, the Perth CBD, Midland and Thornlie. The organisation also has a specialist AeroSpace Training Centre at Jandakot Airport and an Equine Training Centre, in Armadale.

Polytechnic West employs over 2,000 full-time, part-time and casual staff of which approximately two-thirds are involved in training delivery and support for learning programs. In 2010, PWA enrolled approximately 32,000 full-time, part-time, overseas and short course students.

CAMPUS LOCATIONS

— 11 —

In the performance of its function, Polytechnic West exercised controls that provided reasonable assurance that it complied with the following relevant written laws:

• Aboriginal and Torres Strait Islander Commission Ammendment Act, 2005.

• Anti-Corruption Commission Act, 1988.• Archive Act, 1983.• Building and Construction Industry Training Fund

and Levy Collection Act 1990. • Copyright Act, 1968.• Commercial Tenancy (Retail Shops) Agreements

Act, 1985.• Corruption and Crime Commission Act, 2003;• Criminal Code Act, 1995.• Disability Discrimination Act, 1992.• Disability Services Act, 1993.• Education Services for Overseas Students

(Registration Charges) Act, 1997. • Education Act, 1928.• Electoral Act, 1907.• Employment Dispute Resolution Act, 2008.• Employment, Education and Training Act, 1988.• Equal Opportunity Act, 1987. • Evidence Act, 1995.• Fair Work Act, 2009.• Financial Management and Accountability Act,

1997.• Freedom of Information Act, 1982.• Government Employees Superannuation Act,

1987.• Immigration (Education) Act, 1971.• Immigration (Education) Charge Act, 1992.• Income Tax Assessment Act, 1997.• Industrial Relations and Other Legislation

Amendment Act, 1995.• Limitation Act, 2005.• Library Board of Western Australia Act, 1951.• Minimum Conditions of Employment Act, 1993.• Occupational Safety and Health Act, 1984.

• Privacy Act, 1988.• Public and Bank Holidays Act, 1972.• Public Interest Disclosure Act, 2003.• Public Sector Management Act, 1994.• Public Sector Code of Ethics.• SPAM Act, 2003.• State Records Act, 2000.• State Supply Commission Act, 1991.• Trade Practices Act, 1974.• Vocational Education and Training Act, 1996.

(Colleges Amalgamation Order 2002).• Workers Compensation and Injury Management

Act, 1981.• Working with Children (Criminal Record Checking)

Act, 2004.

COMPLIANCE WITH WRITTEN LAWS

— 12 —

Outcome Based Management Framework

STATE GOVERNMENT GOALSOutcomes Based Service Delivery

Greater focus on achieving results in key service delivery areas for the benefit of all Western Australians.

Training WA: Planning for the future 2009 — 2018

A skilled workforce

A contemporary apprenticeship

system

Individual participation in training

Support for regional

communities

A vibrant and diverse

training market

Training system capability

and capacity

Polytechnic West (PWA) Strategic Plan 2010 — 2012Key Priority Areas

Outstanding Student Experience

Outcomes• Excellent student

services are provided.

• Students achievement is enhanced through the provision of quality, flexible training delivery and assessment methods.

• Training facilities, equipment and resources support a quality learning environment.

• Lecturing staff facilitate an engaging learning experience.

Industry Relationships

Outcomes• New business

opportunities are identified as a result of the development and maintenance of strategic industry and provider partnerships.

• Training products and services are of a high quality and meet industry needs.

• Industry recognises Polytechnic West as a leading provider of training services.

Diversified Revenue Sources

Outcomes• New sustainable

and profitable sources of revenue ensure the ongoing viability and growth of PWA.

Social Responsibility

Outcomes• PWA’s carbon

footprint is reduced.• Training programs

incorporate sustainable and environmentally friendly technologies and practices.

• Indigenous enrolments and achievements are increased.

• Members of priority target groups are supported to access further training and employment.

• ACE programs provide a pathway to further training and employment opportunities.

PERFORMANCE MANAGEMENT FRAMEWORK

— 13 —

Delivery Performance Agreement

PWA’s 2010 Delivery Performance Agreement (DPA) with the Department of Training and Workforce Development identified a range of priority training delivery targets which included:

• Employment based training.• Institutional-based training in priority qualifications. • General institutional training.

The 2010 DPA delivery target set for PWA was 6,813,602 student curriculum hours (SCH). PWA delivered 7,203,919 SCH for the year ending 31 December 2010.

Employment-based training delivery was 2,247,775 SCH which was below the planned delivery target of 2,460,238. However, this was offset with increased delivery in institutional based training in priority qualifications with 2,758,795 SCH delivered compared to a planned target of 2,391,533. General Institutional delivery was 2,197,349 SCH compared to a planned delivery target of 1,961,831.

AGENCY PERFORMANCE

2010 Planned Delivery Actual DeliveryApprentices and Trainees 2,460,238 2,247,775Institutional Skills Shortage 2,391,533 2,758,795General Institutional 1,961,831 2,197,349

0

500000

1000000

1500000

2000000

2500000

3000000Planned Delivery

Actual Delivery

Apprenticesand

Trainees

InstitutionalSkills Shortage

GeneralInstitutional

— 14 —

PWA focuses on providing students with a flexible, supportive and responsive learning environment. During 2010, PWA delivered a range of programs and services to achieve this key priority.

Quality Flexible Delivery

e-Learning

PWA’s e-Learning Continuum Strategy which seeks to provide students with 24 hour online access to course, learning and assessment information, and the capability for lecturers and fellow students to interact through computers and / or other mobile devices, was further developed in 2010.

Professional development for staff in new technologies resulted in the integration of digital learning and assessment resource systems such as ‘Clickview’ and ‘CDX Automotive’ into a range of training programs. As a result of the strategy, e-Learning delivery increased from 21,700 SCH in 2009 to 84,146 SCH in 2010.

Recognition of Prior Learning

Recognition of Prior Learning (RPL) allows students with existing skills and knowledge to receive credit through an upfront assessment process. During 2010, there was an increase in RPL enrolments of over 33%. A significant number of RPL applications were received from construction trades in the northern regions of the State; skilled (subclass 457) visa holders; culturally and linguistically diverse clients; and secondary school teachers. Development has commenced for customised assessment models for each of these client groups along with an electronic RPL application and referral process which will be ready for implementation in 2011.

Higher Education

PWA is the only publicly funded training provider in Western Australia delivering Associate Degree courses. These sub-degree qualifications, accredited against higher education requirements, provide alternative pathways for students wishing to progress to a university Bachelor Degree by capitalising on their VET qualifications.

136 students enrolled in one of the following Associate Degree programs in 2010:• Hospitality Management• Business• Aviation (Aeronautics)• Aviation (Management)• Aviation (Maintenance).In Semester 2, 2010, a new Associate Degree in Network Technology was developed and will be introduced in Semester 1, 2011.

Student ServicesVocational Education and Training for School (VETfS) program

PWA is committed to developing and enhancing opportunities for school students to engage in VET and provide alternative pathways to university, increasing the number of courses offered under the VETfS program at Certificate III level and above. Programs in 2010 included:

• Certificate IV in Information Technology, with 18 students successfully completing the two-year program.

• Certificate IV in Business, with 34 students currently enrolled in this 18-month course, which will be completed in 2011.

• Certificate III in Engineering was offered for the first time in 2010, with 18 students applying for the course.

Scholarship

Polytechnic West, in partnership with Interstaff International (an employment company) offered scholarships to 39 apprentices in 2010.

Training Information

In 2010, Polytechnic West’s information centre handled in excess of 59,000 telephone, web and email enquiries from members of the public keen to find out more information about PWA and the courses it offers. In addition, the schools and community liaison team gave presentations to, or had contact with, over 23,900 high school students and 10,350 adults from across the State.

KEY PRIORITY — OUTSTANDING STUDENT EXPERIENCE

— 15 —

Training Facilities

During the year PWA invested in the upgrade of facilities and equipment across several key campuses. PWA’s Carlisle campus has seen major refurbishments to its automotive workshop area to include a ‘green’ automotive training area providing a ‘state of the art’ hybrid, electric vehicle and common-rail diesel training facility for these emerging technologies.

PWA’s new AeroSpace Training Centre, at Jandakot Airport, is in response to industry’s need for upgraded facilities to cater for flying theory, engineering and maintenance and ground operations training.

Central to the facility is PWA’s Boeing 737 aircraft. The former airliner is fully equipped and configured with business class and economy seating for 100 passengers. The aircraft is maintained in a fully serviceable condition to facilitate non-flying static training for students undertaking a range of engineering and non-engineering skills training, including cabin crew safety and ground handling.

PWA’s aircraft training fleet also includes a Beech Baron, Cessna 340 and Robinson Helicopter. These aircraft ensure a broad range of training resources which complement a wide cross section of aviation, engineering and technical skills.

Governing Council Chair Keith Vuleta and Managing Director Wayne Collyer accept the keys to a Camry hybrid donated for training by David Waldron from Toyota.

— 16 —

PWA’s focus in working with industry and enterprises is to meet the State’s workforce development plans for building, attracting and retaining a skilled workforce.

In 2010, PWA delivery units worked closely with industry to address and produce solutions to industry-wide challenges targeting workforce development, transition to employment programs, skills migration and the introduction of innovative systems and practices.

Industry Responsive TrainingTransforming Trade Training (TTT)

PWA’s Transforming Trade Training (TTT) strategy offers employers and apprentices a flexible and responsive apprenticeship system. In 2010, TTT was expanded to 19 qualifications with approximately 2,000 enrolled apprentices. The TTT model continues to attract international and national interest with a Welsh delegation visiting PWA on a fact-finding, mission and both Swinburne University (Victoria) and Canberra Institute of Technology seeking to form partnerships with PWA in their quest to implement the strategy.

Resource Sector Training

PWA works closely with a number of mine operators to deliver the Certificate IV and Diploma of Mine Management (Open Cut). These include McMahon, Christmas Island Mining, Alcoa, Brockman, Tom Price Mining, CP Mining and Ngarda (one of the largest Indigenous owned and operated contracting companies in Australia). Supervisors and inspectors are taught and assessed on-the-job at mine sites. Qualifications which include the Certificate IV and Diploma qualifications are tailored to ensure that each company can train their staff according to their specific mining program.

Defence Force Training

PWA delivers training to the Royal Australian Navy (in the Advanced Diploma of Refrigeration and Air Conditioning and, units of competency from the Certificate IV in Engineering, Fluid Power) to service and repair refrigeration and air conditioning equipment on Navy ships at sea.

Adult Migrant English Program (AMEP)

PWA through the Adult Migrant English Program (AMEP) delivered the Employment Pathways Program (EPP) and the Traineeship in English and Work Readiness (TEWR) programs for new migrants, giving them work-ready language skills and knowledge, and an understanding of Australian workplace culture.

Real Jobs Project

PWA through a partnership with the Burswood Entertainment Complex and the Accor Hotels Group has trained 31 students with 21 successfully transitioned into a range of positions. The program was acknowledged by both Burswood Entertainment Complex and Crown Entertainment in 2010 with a Diversity at Work Award. This award recognises the employment and inclusion of Indigenous Australians in the workforce. The program will continue in 2011.

KEY PRIORITY — INDUSTRY RELATIONSHIPS

Real Jobs Program

— 17 —

Trade Training to International Students

PWA became the first public training provider to commence delivery of Bricklaying, Wall and Floor Tiling and Solid Plastering for international students. A total of 31 students completed the training and the first round of work experience. Industry feedback is very positive. Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS) coding has recently been established for Carpentry, with students commencing in the program in 2011.

Workplace Culture and Literacy Program

A Workplace Culture and Literacy program was developed and delivered to migrant workers in the air-conditioning industry which included an understanding of Australian workplace culture and practices including supporting occupational health and safety outcomes.

Training Services

Changes to the Electro-technology Training Package and VET legislation in electrical trades required the development of a profile tracking tool for the Capstone Assessment part of the course. Q-Tracker, a web-

based evidence gathering program, was designed in order to track practical work tasks completed by students on the job, and signed off by the employer. Q-Tracker has since been deployed at both the Balga and Thornlie campuses with approximately 650 students currently using the system. Polytechnic West has received interest from other stakeholders and training providers about the system.

Maintaining Strategic Partnerships

With the newly approved and operational Gorgon Gas Project on Barrow Island, PWA has established a strong partnership with Chevron Australia. A highly specialised training program has been developed to meet strict animal conservation requirements for staff and contractors working on the island. In partnership with industry specialists and experts in the field, the training ensures that the strict legislative and mandatory reporting requirements for this important State project are encompassed in the training. The training is aimed at assisting sick, injured or trapped indigenous wildlife and the minimisation of any environmental impact of employees on site.

Trade Training toInternational Students

Cultural Training toInternational Students

— 18 —

AMEP

PWA’s Adult Migrant English Program (AMEP) exceeded all key performance indicators during the 2010 financial year. Client numbers increased by 25% and SCH delivered by 46% over the previous reporting year. These results were attributed to the range of locations offered by PWA and enhanced promotional activities. During the same time, AMEP achieved a client satisfaction rating of 98.2%.

International Customised Training

Customised training programs were successfully delivered to three international clients in 2010, generating additional revenue and leading to satisfied clients requesting repeat delivery in 2011. The International team also delivered nationally accredited VET courses through an auspicing arrangement with new clients in China and Malaysia. These will continue into 2011.

Job Ready Program

Polytechnic West was successful in tendering for the delivery of Professional Development Services as part of the Commonwealth Government’s ‘Job Ready’ program. All local Job Ready participants will undertake training at PWA before they can progress to the next stages of the program.

Polytechnic West is well on track to achieve its key strategic objective of increasing the level of revenue from non profile sources to 40% by 2012. In 2010, commercial revenue increased by 18.6%, to $26.12m.

The following chart illustrates the key non profile revenue areas.

International

Polytechnic West has continued its expansion of course products for international students with two further VET courses receiving CRICOS code approval (Diploma in Applied Environmental Arts and Certificate III in Carpentry). These courses will commence delivery in 2011. Overall, the International Centre saw international student enrolments up 4% from 2009.

KEY PRIORITY — DIVERSIFIED REVENUE SOURCES

FFS General10.9% ($2.86M)

AMEP42.7% ($11.14M)

International -Main31.7% ($8.27M)

International Higher Ed

2.3% ($597K)

State Gov3.6% ($927K)

Comm Gov3.5% ($904K)

ACE Fees3.1% ($821K)

Higher Ed Domestic

0.8% ($213K)

CAT0.8% ($219K)

Others0.6% ($165K)Other

5.3% ($1.42M)

— 19 —

Workplace English Language and Literacy project

In October 2010, PWA commenced the delivery of a Department of Education Employment and Workplace Relations funded Workplace English Language and Literacy (WELL) project in conjunction with Westralia Airports Corporation (WAC) at Perth Airport. Through the program, 120 WAC employees have developed their language, literacy, numeracy, technology and safety skills.

Higher Education

Higher Education is a key business priority and in 2010 there was a significant increase in Associate Degree student enrolments; up 68% from 2009. The Higher Education Strategic Plan 2010–2013, was established to strengthen the governance arrangements around academic integrity and the quality of course delivery and student administration. The plan also provides for the expansion of PWA’s higher education delivery through the introduction of additional courses, as well as increasing participation in the existing courses.

Platinum

Platinum, PWA’s commercial sub-brand, was officially launched in September 2010. Situated at the new Wellington Street campus, Platinum offers workforce training through customised solutions including professional short courses, training needs analysis, pathways to university, and training for international students and migrants to be work ready. In 2010, Platinum delivered customised and industry specific training to more than 250 businesses and organisations.

Carbon Footprint Reduction

PWA is committed to reducing its carbon footprint and increasing green skills and sustainability programs.

PWA submitted its System for Accounting and Reporting of Government Emissions (SARGE) report for July 2009/June 2010 to the Department of Environment and Conservation. This mandatory report on the organisation’s carbon footprint, calculates emissions based on data gathered about energy used, fuel for transport and gases used during training delivery.

The key performance indicator of carbon emissions per equivalent full time students decreased from

382 to 323 tonnes CO2/m2. Site expansions in

2009–2010 — Jandakot hangar and extensions to Carlisle Campus — have resulted in an increase in net emissions to 7,434 tonnes. Offsets have assisted with controlling the key performance indicator of carbon dioxide emissions which shows a slight increase from 65 to 67 tonnes CO2/m

2.

Targets set in PWA’s Energy Management Plan 2007/8–2011/12, as part of the commitment to the Energy Smart Government Program, included an average reduction in energy use per effective full time student (MJ/EFTS) of 20%, relative to 2006-2007, and a gross energy reduction of 10–12% for existing sites. The key performance indicator of MJ/EFTS student has decreased by 28.3% from the baseline, exceeding the target two years ahead of schedule.

Sustainable Practices

PWA is committed to demonstrating leadership in environmental sustainability. The organisation recognises the importance of sustainable development for its operations and is using its position to implement practices, policies and training programs for a sustainable future. The following initiatives are illustrative of PWA’s commitment:

• The launch of a new ‘co-mingled recycling program’ which included the placing of specialised recycling bins with signage on all campuses and an associated education program to raise awareness of recycling.

• Green Skills initiatives such as energy saving monitoring through PWA’s Sustainability Committee.

• Training Packages were reviewed to ensure green skills and sustainability are included as units of competency for all qualifications (as outlined by the Federal Government’s Green Skills Policy).

• Lecturers from the Adult Literacy team have introduced composting into the literacy and language courses offered at Balga, creating a blog to show what they do. Students are able to learn about composting while practicing their English language skills on the blog and developing communication skills using current technology.

— 20 —

• A number of renewable energy training courses on photovoltaic cells or grid connection skills sets have been delivered in 2010. These have been well received by industry. Students are trained to Clean Energy Council approved standards in the latest nationally accredited courses and gain skill sets that are increasingly in demand by industry.

• Construction of three transportable dwellings for Palmerston Farm, a not-for-profit organisation, as part of a Jobs Fund Tender. The facilities, when completed, will include environmental sustainability features such as solar electricity panels with grid connection capacity, solar hot water, grey water recycling plant, water tanks and waterless toilets.

• Students in Building and Construction programs are learning about sustainable homes as part of a special project. Several houses are being built to a 6-star rating which includes special wall structures and solar energy (PV Cells) installation. Students are learning in a simulated “building site” environment, practicing team work with other trades areas, gaining practical knowledge of OSH requirements on a work site, as well as learning about new sustainable housing technology.

Horticulture students participated in a number of community based projects which form part of their course requirements. These included:

• Producing garden designs for the RSPCA’s office in Malaga.

• Working with the Department of Environment and Conservation’s Healthy Wetlands Habitat program to facilitate and carry out river restoration works.

• Working with the Department of Environment and Conservation to control blackberry growth at Whistlepipe Gully in Forrestfield.

• Installing reticulation at the Hills Community Support Group in Mundaring.

• Natural area restoration works including planting and erosion control, and weed management for the Jane Brook Conservation Group in Parkerville.

• Garden maintenance and rose pruning at Undercliffe Nursing Home in Greenmount.

• Bush restoration work at Friends of Lightning Swamp Bushland in Noranda and at the WA Department of Planning’s Helena River site, Guildford.

• Seed collecting at the Wildflower Society of Western Australia’s Glen Forrest seed orchard.

KEY PRIORITY — SOCIAL RESPONSIBILITY

Solar panels line the rooves at Carlisle Campus

— 21 —

Priority Target Groups

PWA is focussed on enhancing the opportunities for under-represented Western Australians in education and training.

National Harmony Day

National Harmony Day is an annual multicultural event providing all Australians with the opportunity to embrace Australia’s diversity and the many benefits it brings to our society. PWA’s Access and Community Services division organised a Harmony Day event at the Balga and Thornlie campuses. Hundreds of students from across the organisation, as well as staff and community members, attended the event and were entertained by Indigenous dancers and multicultural performers.

Early Childhood Education

Lecturers from the Children’s Services Team have also worked with Gosnells Early Years Action Group on the Bonding with Books project. Together, lecturers guide students who prepare and deliver story sessions in local shopping centres, to demonstrate the value of reading in early childhood education. The sessions provide students with valuable practical experience while also encouraging parents to read to their children at home, thus supporting the development of young children’s pre-literacy skills.

Aboriginal Services

Aboriginal Services have continued to develop the organisation’s commitment to increasing Indigenous enrolments and achievements through:

• The Clontarf in Training Program provides support to Year 12 Clontarf graduates in their transition to employment-based training. 63 Year 12 Indigenous graduates commenced the program in 2010 with 45 currently in apprenticeships and traineeships, or direct employment as a result of their participation in the project.

• Polytechnic West worked alongside the Armadale Noongar Community (ANC) to establish and deliver the Certificate II in Hospitality at the ANC’s Community House in Armadale. A café-like facility was set-up within the building which is also fitted with a bar, barista facilities, coffee tables and chairs. Attached to the practical classroom is a theory room fitted with overhead projector and four computers.

Students celebrating Harmony Day 2010

— 22 —

Disability Support Services

There is currently 1,487 students with a disability enrolled at PWA. The number of students registered with Disability Services also increased by 7% in 2010. This is predominantly due to the successful marketing and promotion of Disability Services to staff and students.

The Disability Support and Accommodations Management System, a database launched in July 2010, has enhanced the ability of Disability Services staff to access information on individual students and data for reporting requirements across all campuses. As well as ensuring privacy and confidentiality, the database also provides centralised management and case notes for a comprehensive audit of support and accommodation on a student needs basis. This has led to a more efficient use of staff time and more effective and proficient delivery of advice and services to students.

Adult Community Education

Participation in Adult Community Education courses (image below) exceeded 6,000 enrolments during 2010, with 564 courses offered at over 25 locations in the Perth metropolitan area. The implementation of the new short course website has been a highlight of 2010, with positive feedback received from students and the general public.

— 23 —

The following provides an overview of the key issues and trends impacting on PWA throughout 2010 and which will continue to direct priorities in the foreseeable future.

Skilling WA — Workforce Development Plan for Western Australia

With an ageing population and emerging and sustained growth in the resources sector, Western Australia is at risk of experiencing significant labour and skill shortages.

To meet the challenge of an increased demand for skilled labour, the State Government launched Skilling WA, Workforce Development Plan for Western Australia. The plan is to build, attract and retain a skilled workforce and ensure that the State has the capacity and capability for continued economic success.

Training providers have been identified in the plan as playing a critical role in enhancing worker skill levels and increasing workforce participation, which will be essential to maintain the State’s competitiveness in an increasingly global marketplace.

In 2010, PWA continued to focus on generic and specific skills training for businesses, school leavers, unskilled workers, the unemployed, and those looking to re-enter the labour market. Specific strategies deployed in 2010 to meet the State’s workforce development goals included:

• Delivery of training in institutional and enterprise based training skill shortage areas.

• Delivery of skills recognition and specialised workplace gap training programs to meet the needs of the existing workforce.

• Provision of entry level and skills foundation programs and services to support job seekers and the disadvantaged.

• Development of customised industry training programs targeting research and innovation in collaboration with industry, State Industry Training Councils and Federal Industry Skills Councils.

• Further refinement of the Transforming Trade Training initiative designed to improve the relevance and responsiveness of the Western Australian apprenticeship training system.

Increased Contestability

Increased contestability for government training funding and competition from public and private training providers, schools and universities continued to be a key challenge for the organisaiton.

PWA’s re-positioning both as a trades provider servicing the resources sector and as a specialist provider of higher education qualifications in niche markets has enabled the organisation to maintain a sustainable client base.

In 2010, PWA introduced a range of innovative employment focused pathways from well established access learning and VET for School programs, through to advanced VET and higher education qualifications. These pathways were directed at both domestic and international students and offered students real job prospects and recognised articulation into degree courses at university.

In addition, PWA consolidated its prominent share in the apprenticeship market through the expansion of the Transforming Trade Training model which is now delivered in 19 skill shortage areas.

Training WA: Planning for the Future 2009–2018

Training WA, prepared by the State Training Board and the Department of Education and Training (now Department of Training and Workforce Development) was released in 2009 and identifies Government strategies and deliverables designed to transform the training system in WA over the next 10 years.

Publicly funded training providers including PWA are required, through their strategic and business plans, to identify the key strategies and initiatives that they will implement to respond to the economic imperatives and government priorities outlined in Training WA.

As a result of these strategies, PWA made significant contributions to the enhancement of the state training system by increasing enrolments, participation and support services for under-represented groups in training; expanding RPL services across a range of critical skill shortage areas; and establishing new and innovative pathways leading to Diploma and Associate Degree qualifications.

SIGNIFICANT ISSUES IMPACTING THE AGENCY

— 24 —

PWA takes pride in acknowledging the following key achievements of students, staff and the organisation during 2010.

AeroSpace Training Centre Annual Awards

Certificate of Achievement, Diploma of Aeronautics Alvin ChooCertificate of Achievement, Certificate IV in Aeronautics Aye Zaw WinCertificate of Achievement, Mechanical Apprentice Geoffrey GnielCertificate of Achievement, Aeroskills Pre-Apprentice Johnathan RichardsCertificate of Achievement, Avionics Apprentice Joshua StrikeFlying Scholarship, Aeroskills Pre-Apprentice Katika FortuneFlying Scholarship, Avionics Apprentice Kivaan EberleCertificate of Achievement, Diploma of Airport Management Mark SchutsCertificate of Achievement, Certificate IV in Ground Operations Rosemary LovedayFlying Scholarship, Mechanical Apprentice Ryan DiverCertificate of Achievement, Aeroskills VET Student Taylor Edwards

Alan Robert Memorial Fund Refrigeration and Air Conditioning Awards

Institute of Refrigeration & Air Conditioning Service Engineers and Air Conditioning & Mechanical Contractors Association of WA Award Steven WoodAlan Robert Memorial Fund Award Emmet Forrester Alan Robert Memorial Fund Award Beau BarrattAlan Robert Memorial Fund Award Gregory WatersHychill Australia Award Bo-Travis LarsonAHI Carrier Australia Award Jamie Hock Chuan Sehested Venn-QuayAJ Baker and Sons Award Brendan SparkBK James Award (AIRAH) Daniel CareyARACTA Award Bradley O’ByrneAIRAH Award Courtney CattleAirefridge Australia Scholarship Award Joseph Powell

Artsource Industry Award

Amber Farley

Beyondblue Inspirational Award for Wellbeing, WA Seniors Week

John van Bruchem (Lecturer)

Carton Fashion Award

Alissia Gomez

City of Swan Student Art Award

Luke O’Malley

Electrical Group Training (EGT) Awards

Excellence in Training Award Emma Jane Potter EGT Gold Award (4th Year Apprentice) Ian McLaughlinEGT Bronze Award (4th Year Apprentice) Pavle Kuvekalovic

Endeavour Executive Award

Anne Ottaway (Lecturer)

Gold Plate Award for Best Restaurant within a Training Establishment

Finalist, Bentley Pines Restaurant

Gomboc Gallery Sculpture Survey Awards

Winner, Sam VictoryWinner, Di Souphandavong

STUDENT AND POLYTECHNIC AWARD WINNERS

Honourable Peter Collier MLC; Minister for Training and Workforce Development with Geof Gale Medallist, Lucas Kickett and PWA Managing Director, Wayne Collyer.

— 25 —

Mercedes Benz WA Fashion Design Awards

Winner Eco Category Alissia GomezRunner Up, Women’s Ready to Wear Rachel Motteram

Polytechnic West Annual Student Awards

Apprentice of the Year and Geof Gale Medallist for Most Outstanding Student Lucas KickettVocational Education and Training Student of the Year Erin Van HaeftenAboriginal and Torres Strait Islander Student of the Year Kristy Lee LeiluaInternational Student of the Year Ming Zhi Benjamin TanTrainee of the Year Kacey NichollsEnglish Language Student of the Year Abdulai Barrie and Marc Ntunzwenimana (joint)

Polytechnic West, Western Australian Institute of Fashion and Textiles Annual Fashion Awards

Most Consistent Student of the Year Award Kara CraigPrêt a Porter Collection of the Year Brooke Da CruzGown of the Year Jaimee MillarxPress Fashion Graduate Award Jonte PikeGerber CAD Training Award Corinne McPhersonStudent of the Year Hannah Mackley

RAC Advantage Awards

Autobody Refinishing Winner, Mitchell CalderAutobody Repair Winner, Cameron Clarke

StyleAid Fashion Awards

Finalist, Jonte PikeFinalist, Kallan WatkinsFinalist, Jennifer Stewart

Western Australian — Hyogo Banshu Textile Award

Jonte Pike

WA Training Awards

Finalist, Aboriginal and Torres Strait Islander Student of the Year Lucas KickettFinalists, Apprentice of the Year David Moodie and Emma Jane PotterFinalist, Large Training Provider of the Year Polytechnic West

Work Intergrated Scholarships, Australian Computer Society Foundation

James SmithQuin Roydhouse

Worldskills Australia, National Finals

Silver MedallistsRetail Baking, Bread, Matthew MitchellWall and Floor Tiling, Jake Hall Bronze MedallistsAutobody Repair, Wayne Lea Vehicle Painting, Nathan Florrison

Jaimee Millar’s Award winningGown of the Year, PWAWest Australian Institute of Fashionand Textiles Fashion Awards

— 27 —

Desired Outcome

The provision of vocational education and training services to meet community and industry training needs.

Effectiveness Indicators

The effectiveness indicators measure the achievement of vocational education and training in meeting community and industry needs via student and graduate satisfaction, labour force status of graduates, and profile achievement.

TAFE Student Satisfaction Survey

The TAFE Student Satisfaction Survey is administered annually on the behalf of the Department of Training and Workplace Development by Colmar and Brunton. The key focus is to attain an understanding of the students’ training requirements and measure the quality of the delivery of training and services provided by PWA. The survey used a mass market mail out to a random sample of PWA students who were enrolled in either the first or second semester of 2010. Options were also provided for students to complete the survey either on-line, or through the use of computer assisted telephone interviewing.

KPI 1 — Student SatisfactionThe overall student satisfaction rating is obtained from the 2010 TAFE State Student Satisfaction Survey and measures the extent to which students were satisfied with the training they received from PWA. The measure represents the proportion of ‘satisfied’ and ‘very satisfied’ (on a five point scale) responses received from students responding to the question “Overall how satisfied were you with your course?” Table 1 — Student Satisfaction

2006 Actual

2007 Actual

2008 Actual

2009 Actual

2010 Target

2010 Actual

Target Variance

Polytechnic West 85% 89% 85% 86% 86-90% 86% 0%Western Australia 86% 87% 85% n/a n/a n/a n/a

Source: Department of Training and Workplace Development, 2010 Student Satisfaction Survey.

Of the 16,577 potential population identified, 9,264 individuals were contacted from which there were 2,046 usable returns, representing a response rate of 22%. The college’s standard error for the 2010 survey was 0.73%, with a relative sampling error of ±1.4% at the 95% confidence level. Student responses to the survey comprised 1,463 institutional based students (72%) and 570 employment-based apprentices and trainees (28%).

The overall, student satisfaction at PWA remains high with 86% of respondents claiming to be either ‘satisfied’ or ‘very satisfied’. The level of satisfaction achieved in 2010 has remained consistent with results achieved in 2009 (86%).

Student Outcomes Survey

The 2009 Student Outcomes Survey was conducted on behalf of the National Centre for Vocational Education Research (NCVER) by the Social Research Centre. The survey measures vocational education and training students’ employment levels, further study, and opinions on the training undertaken. College level data is collected by NCVER every second year. Questionnaires were sent to a stratified (field of education, sex and age), randomly selected sample of PWA graduates, who had successfully completed a qualification in the previous year. In 2009, 1,213 PWA graduates responded to the Student Outcomes Survey, representing a response rate of 44.2%. PWA is unable to provide data for 2010 as statistically valid college level survey data was not collected by NCVER for this year.

ADDITIONAL KEY PERFORMANCE INDICATOR INFORMATION

— 28 —

KPI 2 — Graduate AchievementGraduate achievement is a question in the Student Outcomes Survey and measures the extent to which PWA Graduates have wholly or partly achieved their main reason for undertaking their course. The measure shows the proportion of graduates who indicated they had fully achieved or partly achieved their main reason for doing the training. The question has four response options ‘Yes’, ‘No’, ‘Partly’ or ‘Don’t know yet’. Table 2 — Graduate Achievement

2005 Actual 2007 Actual 2009 Actual 2010 Target 2010 Actual

Polytechnic West 84% 88% 89% n/a n/aWestern Australia 84% 87% 88% n/a n/aAustralia 85% 86% 86% n/a na/

Source: Student Outcomes Survey was conducted by the National Centre for Vocational Education Research (NCVER). Notes: College level data is collected in alternate years commencing 2005. Percentages are rounded to the nearest whole percentage.

In 2009, 1,202 graduates responded to the graduate achievement question in the Student Outcomes Survey representing a sample with a standard error of ± 1.8% at the 95% confidence level. The 2009 results represent a small but statistically insignificant (1%) improvement over the 2007 results. Polytechnic West is unable to provide data for 2010 as statistically valid college level survey data was not collected by NCVER for this year.

KPI 3 — Graduate DestinationGraduate destination data is also taken from the Student Outcomes Survey and measures the proportion of graduates in employment. This measure shows the extent to which the college is providing relevant, quality training that enhances student employability. Graduate employment status measures who was employed, unemployed or not in the labour force, and was obtained by calculating the graduates in each category compared to the total valid responses over the total responses, and expressed as a percentage. Table 3 — Graduate Destination

2005 Actual 2007 Actual 2009 Target 2009 Actual Target Variance

Graduates EmployedPolytechnic West 75% 83% 80-85% 79% -1%Western Australia 78% 83% n/a 79% n/aAustralia 79% 80% n/a 78% n/aGraduates UnemployedPolytechnic West 10% 9% <12% 11% 0%Western Australia 8% 6% n/a 10% n/aAustralia 10% 9% n/a 11% na/Graduates not in Labour ForcePolytechnic West 15% 8% <10% 10% 0%Western Australia 12% 11% n/a 11% n/aAustralia 10% 10% n/a 10% n/a

Source: Student Outcomes Survey was conducted by the National Centre for Vocational Education Research (NCVER).Notes: College level data is only produced in alternate years which commenced in 2005.

Graduatesclassifiedas‘unemployed’refertostudentsseekingfull-timeorpart-timeemploymentandmayincludegraduateswhohavere-enrolledintohigherandfurthereducation.Graduatesclassifiedas‘notinthelabourforce’identifiedthattheywerenotcurrentlyseekingemployment,andmayincludegraduateswhohavere-enrolledintohigher and further education. Percentages are rounded to the nearest whole percentage.

— 29 —

In 2009, 1,213 graduates responded to the Graduate Destination question in the Student Outcomes Survey representing a sample that has a standard error of ± 1.8% at the 95% confidence level. The 2009 results show fewer graduates were in employment following completion of their course when compared to 2007. The main reason for this was the overall increase in the unemployment rate within the Australian labour market as a result of the global financial crisis. Polytechnic West is unable to provide data for 2010 as statistically valid college level survey data was not collected by NCVER for this year.

KPI 4 — Achievement of non-profile deliveryThis indicator demonstrates the extent to which Polytechnic West generates non-profile vocational education and training delivery. Non-profile refers to fee-for-service commercial activities such as industry skilling programs, overseas contracts and international students, Adult Community Education (ACE), industry specific tenders, labour market programs, auspicing and other fee-for-service commercial activities.

Table 4 — Achievement of non-profile delivery

2006 Actual 2007 Actual 2008 Actual 2009 Actual 2010 Target 2010 Actual Target Variance

Student Curriculum Hours (SCH)Non-Profile Delivery

1,043,859 1,015,348 1,377,658 2,480,019 2,500,000 2,538,102 38,102

Profle Delivery

6,166,700 6,266,373 6,661,384 7,184,579 6,813,602 7,203,919 390,317

Total Delivery

7,210,559 7,282,721 8,039,042 9,664,598 9,313,602 9,742,021 428,419

Source: The actual delivery SCH data was sourced from the February 2011 AVETMISS collection for 2010 delivery. Theprofiletargetwassourcedfromtheoriginal2010DPAissuedduringthepreviousyearbetweentheDepartmentofTrainingandWorkplaceDevelopmentandPolytechnicWest.Thenon-profiletargetwassourcedfromPolytechnicWest planning targets endorsed by the college’s Governing Council.

In 2010, the actual SCH was calculated using the End of Study based reporting methodology (enrolments ending in the collection year) and the Federal and State “National Training Agreement (NTA)” formerly the “Skilling Australia’s Workforce (SAW) Agreement.”

Auspicingreferstotheprocessofdeliveryvalidationandmoderationonbehalfofanotherproviderasdefinedunder Registered Training Organisations (RTO) guidelines.

The actual non-profile commercial delivery was 3% higher than the SCH recorded in 2009 giving an achievement over the 2010 target by nearly 1.5%. Polytechnic West’s 2010 commercial activities exceeded the target due to an increase in auspicing and a strong increase in delivery in the AMEP.

KPI 5 — Achievement of profile delivery (by Industry Group)This achievement of profile delivery reports the effectiveness of PWA in meeting its Delivery and Performance Agreement targets. The delivery profile is negotiated directly with the Department of Training and Workforce Development and constitutes PWA’s profile funded training plan. The delivery profile takes into consideration government priorities, the needs of individuals, industry and the local community, and is based on the original negotiated DPA.

The delivery profile is documented in the form of a planning matrix by industry groups that reflect the range and depth of PWA’s delivery in vocational education and training by industry and employment categories. The planned SCH delivery in each industry group has a corresponding actual SCH delivery for 2010 and indicates the proportion of SCH achieved.

— 30 —

Table 5 — Achievement of Profile Delivery (DPA) by Industry Group

Industry Description 2010 Target Planned

2010 Census Actual

2010 Target Achievement

01A Recreation Sports and Entertainment 52,877 61,245 115.8%01B Visual and Performing Arts 72,172 86,015 119.2%01C Design 0 0 0.0%02A Automotive 626,600 641,874 102.4%03A Building and Constructions 770,940 863,164 112.0%03B Surveying and Building 78,700 52,886 67.2%04A Community Service Workers 170,362 244,195 143.3%04B Education and Childcare 474,673 460,885 97.1%04C Health 58,920 42,821 72.7%04D Library Workers 0 0 0.0%05A Finance Insurance Property Service Workers 21,500 13,504 62.8%06A Food Trades and Processing 201,670 172,585 85.6%07A Clothing Footwear and Soft Furnishings 135,803 136,296 100.4%07B Furniture Manufacture 245,709 172,807 70.3%08A Communications 0 0 0.0%08B Printing & Publishing 0 0 0.0%09A Engineering and Drafting 202,109 235,500 116.5%09B Metal and Mining 830,860 894,851 107.7%10A Animal Care 143,313 193,674 135.1%10B Forestry, Farming and Landcare 32,445 37,356 115.1%10C Fishing 0 0 0.0%10D Horticulture 39,540 44,431 112.4%11A Process Manufacturing 0 0 0.0%12A Personal Service 102,377 86,580 84.6%12B Retail 0 0 0.0%13A Cooking 96,620 116,826 120.9%13B Hospitality 67,540 76,990 114.0%13C Tourism 0 0 0.0%13D Travel Agents 0 0 0.0%14A Transport Trades, Storage and Associated 43,100 41,951 97.3%15A Electrical and Electronic Engineering 119,638 181,701 151.9%15B Electrical Trades 385,333 308,471 80.1%16A Accounting and Other Business Services 151,237 203,220 134.4%16B Management 102,267 95,060 93.0%16C Office and Clerical 182,891 226,765 124.0%17A Computing 342,617 365,272 106.6%18A Science and Technical Workers 152,000 147,575 97.1%19A ACE 0 0 0.0%19B Adult Literacy / ESL 850,061 945,519 111.2%19C Languages 3,500 1,700 48.6%19D Miscellaneous 0 0 0.0%19E Targeted Access and Participation Courses 56,228 52,200 92.8% Totals 6,813,602 7,203,919 105.7%

Source:ProfiletargetissourcedfromtheoriginalDPAnegotiatedwiththeDepartmentofTrainingandWorkforceDevelopment in November of the previous year. In 2010, the actual SCH is calculated using the End of Study based reporting methodology (enrolments ending in the collection year) in line with the Federal and State “National Training Agreement (NTA)” formerly the “Skilling Australia’s Workforce (SAW) Agreement.”

— 31 —

Table 6 — Profile Achievement (DPA)

Actual Achievement 2006





Profile Achievement %

104.3% 101.4% 106.4% 114.7% 105.7%

Source:Datapriorto2007foractualprofile(SCH)representscommencements.Duetochangesinreportingproceduresactualprofile(SCH)from2007signifiesendofstudy.Thesignificanceofthechangehasbeentomovefrom recording student data from the date they commence to recording student data to date students’ study when completed. The overall shift in total value in SCH between the two methods in minimal.

Priorto2008performancereportingwasbasedontheplannedSCHasspecifiedinthefinalDPAnegotiatedwiththe Department of Training and Workforce Development in September of the reporting year. From 2008 performance reporting is based on PWA’s target DPA achievement which refers to the original DPA SCH target signed in November of the previous year. In order to provide accurate performance reporting with 2010, the 2006 and 2007 profileachievementpercentagesshowninTable6havebeenrecalculatedusingoriginalDPAtargetSCHfigures.

In 2010 PWA experienced growth in the apprenticeship and traineeship delivery areas in Education and Childcare, Clothing, Footwear and Soft Furnishings and Animal Care.

Institutional delivery experienced growth in Building and Construction, Electrical and Electronic Engineering and Metal and Mining. Institutional delivery also exceeded the planning target for students enrolled in certificate and diploma programs, with significant increased delivery in electrical trades, furniture manufacturing, education and childcare and surveying and building and adult literacy industry areas.

In the overall industry groups, significant growth was experienced in Electrical and Electronic Engineering, Office and Clerical, Building and Construction, Accounting and Other Business Services, and Engineering and Drafting. Electrical Trades, Furniture Manufacture, Food Trades, Surveying and Building areas were below target due to low student demand.

During 2010 PWA renegotiated its DPA with the Department of Training and Workplace Development to increase its profile in order to meet delivery growth demands.

Overall Polytechnic West exceeded the original planned target by 390,317 SCH giving an overall achievement of 105.7%.

Efficiency Indicator

KPI 6 — Delivery Cost per Student Curriculum Hour (SCH)The overall cost per SCH demonstrates the efficiency with which PWA manages its resources to enable the provision of vocational education and training programs. The overall cost per SCH shows the aggregate unit cost of delivery output per SCH, based on the delivery costs (total cost of services) as detailed in the 2010 Financial Statements.Table 7 — Delivery Cost per SCH

2006 2007 2008 2009 2010Target cost per SCH $13.95 $13.08 $13.70 $13.45 $13.13Actual Cost per SCH $14.16 $13.77 $13.06 $12.73 $13.75Annual Percentage Change +2.6% -2.8% -5.16% -2.5% +8.0%

Note:ThetotaldeliverycostperSCHiscalculatedbydividingthetotalcostofservicesasdefinedinthe2010FinancialStatementbythetotalSCHdeliveredincludingprofileandnon-profiledelivery.

— 32 —

The basis for calculating the efficiency indicator has changed for 2009 and 2010. The total SCH figures now includes those SCH such as credit transfers, exam only SCH and SCH outcome updates. These SCH, although not funded from profile or non profile sources, result in an effort from PWA staff and as such contribute to the total cost of services. These SCH totalled 385,329 in 2009 and 624,332 in 2010 and are of a material nature in determining cost of service. The rates have not been amended for 2006, 2007 and 2008.

The variance between the 2010 target estimate and the actual cost is +62 cents which comprised of employee benefits and on-costs (-20 cents), consumables and minor works & equipment (+12 cents), supplies and services other (+25 cents), other Expenses (+43 cents), depreciation expense (-4 cents), grants & subsidies (-1 cents) cost of sales (-2 cents) and building maintenance (+9 cents).

The aggregate unit cost is calculated by determining the total cost of services, as reported in the PWA Statement of Financial Performance, and divided by the actual SCH delivered for profile and non-profile activities (sourced from the 2010 final data collection). Delivery at PWA is diverse with a high trade/workshop component that by its nature incurs a higher delivery cost. When comparing the average unit cost of delivery for PWA to previous years, it is necessary to examine a range of underlying factors that can contribute to and affect delivery costs. Delivery costs can vary between courses and are influenced by a range of factors that include:

• The volume and mix of delivery• Class size, student and market demands• Mode of delivery and teaching strategies employed• Course characteristics and target group• Quantum of trade/workshop delivery levels• Training standards and associated competency levels• Location, facilities, equipment• Consumable costs

— 33 —

Ministerial Directives

No Ministerial directives were received during the financial year.

Other Financial Disclosures

Pricing policies of services providedFees and charges levied by the PWA were in accordance with the requirements of the following:

• Vocational Education and Training Act, 1996.• Vocational Education and Training Regulations,

1996.• Policy Guidelines for Publicly Funded Registered

Training Organisations (RTOs).• Programs for Fees and Charges.

PWA has complied with the requirements of the Financial Management Act, 2006 and every other relevant written law, and exercised controls which provide reasonable assurance that the receipt, expenditure and investment of monies, the acquisition and disposal of public property and incurring of liabilities have been in accordance with legislative provisions.

Employment Relations and Resources

Under Ministerial direction, the Department of Training and Workforce Development Labour Relations Unit coordinates industrial and workplace relations strategy, and policy, for the ten VET agencies across WA’s public sector. Within this framework PWA assisted in the implementation of the following industrial relations initiatives:

• Provided a senior member of staff to participate in the bargaining party for the 2011 Public VET Providers General Agreement.

• Ensured the provisions of the 2008 TAFE Lecturers’ General Agreement were promoted and adhered to; specifically in relation to flexible hours and increased access to permanent employment across the agency for lecturing staff.

• Representation at the Western Australian Industrial Relations Commission on significant industrial matters before that forum.

• Coordinated and facilitated Joint Consultative Committees with the two relevant unions who have representation across the organisation.

Staff Development

Polytechnic West provides a comprehensive PACD Calendar designed in conjunction with both the organisation’s needs and individual staff needs. In addition, PWA also provides a succession and leadership program for aspiring leaders as well as the wellness program, which is provided for all staff.

During the financial year, our employees participated in 287 courses internally and 168 courses externally.

Workers’ Compensation

PWA managed a total of 36 active workers’ compensation claims, including 14 new claims, during 2010. The resultant lost working time associated with these claims was 2,653 working days. In managing these claims, PWA used a number of rehabilitation and return to work strategies to ensure that injured staff members were provided with every opportunity to return to their pre-injury role. PWA employees worked closely with Riskcover and Education and Training Shared Services (Employee Support Services) to minimise claims. In order to avoid issues developing into workers’ compensation claims, the role of the Occupational Safety and Health Officer was refocussed to ensure appropriate, safe work practices were adhered to across the agency.

Governance DisclosuresContracts with Senior Officers

In accordance with the requirements of the Department of Treasury and Finance on disclosure of senior officers:

• Senior officers did not have any shareholding in the PWA.

• To the best of the PWA’s knowledge, senior officers did not have any interest in contracts made or proposed with PWA.

Insurance premiums paid to indemnify members of the Board

PWA has paid $8,166 for Directors and Officers’ Liability Insurance to indemnify any director (as defined in Part 3 of the Statutory Corporations (Liability of Directors) Act,1996) against a liability incurred under sections 13 or 14 of the Statutory Corporations (Liability of Directors) Act,1996.

OTHER LEGAL REQUIREMENTS

— 34 —

Compliance with Public Sector Standards and Ethical Codes

During 2010, there were no applications lodged in relation to breaches of the Public Sector Standards in Human Resource Management. PWA continues to work cooperatively with all parties in support of the standards.

PWA’s Code of Conduct was in operation, actively promoted and upheld during 2010.

Record Keeping Plans

Throughout 2010, PWA identified and removed significant volumes of old records from all campuses.

This project also sought to reduce record holdings in our external storage facility by assessing a large quantity of material simply boxed and sent to storage over the years.

Computerised, self-paced Records Awareness training for all staff continued in 2010 and basic training for the Total Records and Information Management (TRIM) System was introduced as part of a limited rollout of TRIM Context 6.2.

TRIM 6.2 will ensure that the organisation’s records management systems support and facilitate contemporary records management practices.

Government Policy RequirementsOccupational Health and Safety (OSH)

PWA is committed to promoting a safe workplace that adheres to, and promotes, the Occupational Safety and Health Act, 1984.

The Human Resource and Workplace Relations directorate includes two dedicated OSH staff who are responsible for managing the PWA OSH commitments and standards; and also overseeing workplace level committees.

PWA maintains a productive working relationship with WorkSafe WA which has ensured that workplace safety matters are dealt with as a priority by PWA.

During the year an external audit was undertaken of OSH systems with results indicating a significant improvement across Management Commitment, Planning, Consultation, Hazard Management and Training.

In 2010, there was a 20% decrease in the lost time injury/disease incidence rate dropping from 1% in 2009 to 0.8% in 2010. 2010 also showed an 11% decrease in the lost time injury severity rate, falling from 45% in 2009 to 40% in 2010. These results are well received given the agency’s full time equivalent (FTE) staffing figure increasing in 2010 from the previous year. No fatalities were recorded during the year.

Advertising

Electoral Act, 1907 — Section 175ZE In accordance with section 175ZE of the Electoral Act, 1907, PWA incurred the following expenditure in advertising, market research, polling, direct mail and media advertising:

1. Total expenditure for 2010 was $197,034. 2. Expenditure was incurred in the following areas:

Advertising agencies $35,950 EOC Group $27,950 Teber Pty Ltd $8,000Advertising/PR $126,388 Internet $8,961 Expos $12,131 General (Tenders/Pub Not.) $44,103 West Aust Newspapers $43,054 Local Newspapers $39,574 Other Press (Aerospace Aust.) $9,854Market research organisations Nil Nil Polling organisations Nil Nil Direct mail organisations $1,669 Lasermail $1,669Media Advertising $1,737 Marketforce OMD $1,737

— 35 —

1. People with disabilities have the same opportunities as other people to access the services of, and any events organised by, PWA.Strategies Activities Key Performance IndicatorsDAIP implementation by Steering Committee.

Three Steering Committee meetings throughout 2010.

Reports against the six DAIP outcomes from:• Training and Resources• Campus Management and Facilities• Professional and Career

Development • Teaching and Learning• Planning and Organisational

Effectiveness.Manager, Disability Services (DS) on Client Services Standing Committee.

• Successful marketing. • Promotion of DS with Customer

Service.

• DAIP and Disability Service progress reports.

• Enrolment data identifying 1,440 SWA.

• Increase of 7% in registrations of SWD with DS.

Services that respond to the people with disability.

Customer service and call centres that respond appropriately to people with disability.

• Flexible enrolment hours to accommodate people from diverse backgrounds.

• Customer service information available in alternative formats.

2. People with disabilities have the same opportunities as other people to access Polytechnic West’s buildings and other facilities.Ensure that buildings, facilities, equipment and signage are accessible to PWD.

• Monitor PWA Website.• Improve signage across campuses.

• PWA website in compliance with the Web C 3 content list.

• Updates to the intranet.• Improved signage at Midland

campus.Ensure that quantity and location of ACROD parking adequately meets the needs of PWD at Polytechnic West.

Update and improve parking for PWD in consultation with Campus Managers.

Increase of two ACROD bays across campuses.

Premises and facilities leased by PWA are accessible to PWD.

As part of the acquisition of lease, construction of new premises and enhancements to existing premises, the Australia Standard 1428.1-2001 and 1428.2-1992 are considered and complied so as to provide reasonable access for people with disabilities.

Consultation with Manager of Enterprise and Business Development on contractual arrangements for PD with canteen staff.

Disability Services (DS) meets the needs of people with disabilities (PWD) by implementing the following six desired outcomes of the Disability Access and Inclusion Plan (DAIP). These are reflected in the six areas of excellence of PWA’s Strategic Plan 2010-2012 across:

• Outstanding Student Experience• Industry Relationships• Diversified Revenue Sources• Social Responsibility.

DISABILITY ACCESS AND INCLUSION PLAN

— 36 —

3. People with disabilities receive information from Polytechnic West in a format that will enable them to access the information as readily as other people are able to access it.Provide all information in an accessible format for PWD at PWA across all areas.

• Provision of all information in alternative formats on request.

• Access to learning for PWD facilitated with support staff such as interpreters.

• Certificate I Gaining Access to Training and Employment (GATE) for people with mental health and an intellectual disability.

• Information presented at:• Skills West. • Careers expo.

• Texts available in electronic format across trade delivery areas.

• GATE delivery with units from Metal Fabrication, Information Technology and Commercial Cookery.

4. People with disabilities receive the same level and quality of service from the staff of Polytechnic West as others receive from the organisation’s staff.Raise awareness with staff and students of disability access and inclusion issues.

Staff induction by DS at Professional and Career Development (PACD) sessions.Informal staff information sessions.

Sessions each semester for new lecturers and GOSAC staff.

Provide Professional Development for staff to improve participation of PWD.

PD for lecturers in:• Journey of Learning

Accommodating LD• Dealing with Attention Deficit

Hyperactivity Disorder/Attention Deficit Disorder.

• PACD delivered two sessions for 50 staff who indicated 90% satisfaction ratings.

• Four sessions delivered in Quality Week PD to 127 staff with high satisfaction ratings.

5. People with disabilities have the same opportunities as other people to make complaints using the Polytechnic West grievance procedure.Make sure that grievance mechanism is accessible.

Provision of student training with the use of Combit on request.

Student assistance from DS staff with the completion of two grievances on Combit system regarding access matters. Both successfully resolved.

6. People with disabilities have the same opportunities as other people to participate in an public consultation at Polytechnic West.Students and families consulted on training for NCVER research in accordance with ethical guidelines.

Questionnaire for students with a disability registered with DS.

Results from 21 participants outlining the most effective supports in the training environment.

— 39 —

Armadale

Balga

Bentley

Carlisle

Jandakot

Perth CBD

Midland

Thornlie

polytechnic.wa.edu.au

2010 - South Metropolitan · PDF fileKPI 1 — Student Satisfaction ... programs and...

Documents

Transcript of 2010 - South Metropolitan · PDF fileKPI 1 — Student Satisfaction ... programs and...