Education and Training

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1 Progress to Date Significant advances have occurred in the infrastructure development programs of all education sectors since In the eight years to 2010, more than $908 million has been invested in school capital works and asset maintenance. In addition, an investment of more than $1 billion under the Australian Government s Nation Building Economic Stimulus Plan (NB- ESP) is underway to assist South Australian schools in delivering quality learning environments. This includes $959 million for government schools and $425 million for nongovernment schools over three years commencing in Under the State Government s $29.5 million Trade Schools for the Future initiative, $8.314 million has been invested in infrastructure that has seen construction completed at 10 of 12 secondary schools. The remaining two sites have combined State and Australian Government funding to develop new facilities. Australian Government funding of up to $86.15 million has been approved for state secondary schools under Rounds 1 and 2 of the Trade Training Centre initiative. The reconfiguration of the state s physical infrastructure for school and early learning has been boosted through the announcement of the Education Works program in 2006 to establish six new schools. Funding of $82 million for Education Works Stage 2 school restructures across South Australia is underway, with over $63 million having been approved since All include significant upgrade works. Children s Centres for early childhood and parenting are being established across the state, bringing together child care, education, health and parenting services into the one location. As at February 2010, 12 centres are fully operational, with a further seven centres to open by mid Five extra centres are being built through the Education Works program. These programs are complemented by the targeted upgrade of school facilities through the ongoing capital works program. Since 2005 works have been completed across all regions in the state. Through the NB-ESP, all South Australian schools (including non-government schools) with primary level enrolments and selected secondary high schools have received capital funding through the Building the Education Revolution (BER) program. 693 schools with primary enrolments will construct new or refurbish their facilities and 61 secondary schools have received approval for science and/or language centres as part of the BER initiative. BER works are occurring in metropolitan and regional locations across the state and will sustain jobs in the building sector up to 2012 and provide improved education facilities in all communities. BUILDING South Australia 67

2 South Australia s established universities have continued to evolve to meet the needs of a rapidly growing higher education sector. This has involved enhancing on-campus student facilities and improving teaching and learning facilities and expanding into the wider urban environment beyond established campus limits. Recent examples include the relocation of the University of Adelaide Business and Education schools to Pulteney Street and Flinders University s establishment of teaching and learning facilities for medical students at the Repatriation General Hospital. Developments in the provision of research oriented facilities in universities are described in the Science, Technology and Innovation section. The International University Precinct is being established in the Torrens Building in Victoria Square. This includes Carnegie Mellon University, Cranfield University and the University College of London which have introduced new higher education opportunities for local and overseas students. Further infrastructure to support overseas students is being made available through university and private sector student housing developments. Specialist study capabilities in the Vocational Education and Training (VET) area have been enhanced through the establishment of the new Centre for Veterinary and Applied Science at Gilles Plains. Refurbishments will be completed in 2010 at Regency, Noarlunga, Tea Tree Gully, Whyalla, Mount Gambier and Adelaide City TAFE campuses to better accommodate programs targeted to industry needs. Work has now started on the site of the new $9.4 million TAFE SA Victor Harbor campus, with an anticipated completion date of November All of these investments have been guided by a Master Infrastructure Plan that is focused on the provision of facilities and technologies for contemporary delivery of VET and major improvements in the efficiency of space utilisation by TAFE Institutes. The South Australian Government s adoption of environmental performance rating tools for education facilities has set new standards which are driving ongoing operational efficiencies and adaptation to climate change. Current Major Projects Project Establish Children s Centres at Salisbury, Murray Bridge, O Sullivan Beach, Cowandilla, Marion, Trinity Gardens and Port Lincoln Expected Completion Late 2010 Establish Aboriginal Children and Family Centres at Whyalla, Ceduna, Christies Beach/Noarlunga and Pukatja Complete the Building the Education Revolution program Mid 2011 Complete building and refurbishment of facilities at: Allendale East, Cowell, Roxby Downs and Yankalilla Area Schools Birdwood, Kadina Memorial, Kapunda, Willunga and Woodville High Schools Burnside, Eden Hills, Thorndon Park, Nairne, Playford and Littlehampton Primary Schools East Adelaide Schools Port Augusta Secondary School The Heights School Modbury Heights Yalata Anangu School Develop new Trade Training Centres and/or Trade Schools for the Future at: Golden Grove, Limestone Coast, Hamilton, Thebarton, Adelaide Hills, Henley, Northern Yorke Peninsula, Port Pirie, BUILDING South Australia 68

3 Le Fevre, Lower Murray, Ocean View, Windsor Gardens, Murray Bridge, Riverland, Eyre Peninsula, Lower North, Parafield Gardens, Northern Region, South Adelaide, Pasadena, Far North, Pichi Richi and Fleurieu Peninsula Develop new schools through the Education Works PPP program at: Munno Para West, Playford North, Woodville Gardens, Blair Athol and Taperoo (including new children s centres) Gepps Cross Redevelop existing schools through the Education Works (Stage 2) program: Aldinga, Aberfoyle Hub, Direk Junior, Modbury West, Glenelg, Melaleuca Park, McDonald Park, Parafield Gardens, Wynn Vale, Flagstaff Hill, Salisbury and Magill Junior Primary and Primary Schools Salisbury North West, Elizabeth North and Broadmeadows Primary Schools Thiele Primary School (Spence Primary School and Heysen Primary School) Christie Downs R-7 School and Christie Downs Special School Burton Primary School and Burton Park Preschool Wallara Cluster (John Morphett Preschool and Primary School and Morphett Vale West Primary School) Reynella East Junior Primary, Primary and High Schools Evanston Preschool and Primary School and Gawler High School (including new children s centre) Develop a new TAFE SA student information system Mid 2011 Construct a new TAFE campus at Victor Harbor Late 2010 Expand training facilities for motor trades at Royal Park 2010 Extend and refurbish Adelaide Training and Employment Centre (ATEC) facilities at Ottoway and Lonsdale Construct a new faculty of Engineering, Mathematical and Computer Sciences building at the University of Adelaide Future Directions South Australia s Strategic Plan has a comprehensive set of education targets that are driving the expansion and improved performance of the education sector. Education infrastructure over the next decade will be required to respond to a number of changes including: greater numbers in the school-age population placing greater priority on providing more coordinated services for children and families during the critical early years transition from education to full-time work later with extended periods in part time education and employment the need for greater flexibility in the delivery of VET including an increase in workplace delivery and e-learning an expanded international education industry encompassing school, VET and higher education a more diverse and competitive tertiary education sector. BUILDING South Australia 69

4 Although over recent years there has been a decline in South Australian public school enrolments attributable to demographic changes and some drift to the private school system, this trend is slowing. With projected increases in South Australia s population, it is expected that South Australian public school enrolments will increase by approximately students by 2014 and, according to the 30-Year Plan for Greater Adelaide, the longer term projections point to the population of children aged between 0-14 years growing by up to by the year The State Government has policies in place to address potential growth in public school enrolments. Many existing schools have capacity to cope with growth through use of existing facilities and through the provision of additional facilities within the existing site footprint. In greenfield development areas identified for growth in the 30-Year Plan for Greater Adelaide where no education facilities are available nearby the State Government will work with developers and local government to identify requirements as part of a master planning process. Changes in school populations are influenced by demographic trends. Future population growth is likely to concentrate around: infill and urban renewal developments in the inner and middle ring suburbs of metropolitan Adelaide rural/urban fringe areas where there is available land, existing or easily established infrastructure and affordable housing, e.g. areas such as Gawler, Playford, Salisbury, Aldinga, Seaford, and Sellicks a small number of established regional centres with strong and sustainable employment bases, e.g. Mount Gambier, Mount Barker, Port Lincoln and the Barossa Valley. Planning for new and existing schools will take into account the changing social and educational needs of children and families and respond to changes in their local communities. Trends to be considered in infrastructure planning for improved service delivery include: greater emphasis on virtual and online learning and the need for increased IT capacity and access to broadband self-paced learning for senior years off-site integration of services (i.e. health, family and youth services, etc.), especially for children from birth to eight years old pathways models for senior years linking school, business, TAFE and university (including extending the hours of operation to accommodate changes in working life and the increasing numbers of students studying part-time) expanded hours of operation of school sites promoting schools as a community-based resource used to develop community capacity, not just student capacity. South Australia s strong track record of innovation in school facilities will be combined with interstate and overseas experience to improve the delivery of services. Future school planning could include: education precincts where a range of schools are clustered around improved common-use facilities such as gyms, drama and science facilities academies specialising in specific curriculum areas co-location and integration of different services (and education sectors) onto single sites to improve service delivery to children, parents and the broader community. BUILDING South Australia 70

5 The range of services on selected school sites will be expanded through: establishing at least two new Better Behaviour Centres in regional schools where the most need is identified building six new special education units for children with a disability on state school grounds to cater for an extra 120 students including two units with a specialist focus on autism spectrum disorders expanding the network of Children s Centres to 38 by establishing an extra 10 of these centres on primary school grounds, including two in regional South Australia in Port Pirie and Victor Harbor. Substantial community consultation will continue to be undertaken to ensure the needs of local communities are met and changes in direction are supported. Infrastructure to support a successful transition from learning to work is another key priority. South Australia has developed a new South Australian Certificate of Education (SACE) and in 2009 the compulsory education age of 17 years was introduced requiring all 16 year old students to participate in an approved learning program until they turn 17, or achieve their SACE or equivalent qualification, or obtain an exemption to start employment. This policy complements the March 2008 announcement through the Skills Strategy for South Australia s Future of a commitment to develop an invigorated, dynamic VET system for South Australia that is highly valued by industry and the community. In support of these aims the government will establish a $60 million building fund to expand four of the state s most sought after public high schools, namely Adelaide High School, Brighton Secondary School, Glenunga International High School and Marryatville High School. It is anticipated that this program will provide space for an additional 800 students at these specialist schools. A further commitment has been made to develop a new Naval High School at LeFevre High School, building on the school s strong links with the maritime and defence industries, that will specialise in providing students with skills and training necessary to take up jobs in these growing sectors. In support of the government s commitment to creating additional jobs over the next six years, driven by growth in key industries such as mining, defence, renewable energy, tourism, education, food, wine and manufacturing, the government will invest $194 million to help create an additional apprenticeships and training places in all skill levels over the same period. BUILDING South Australia 71

6 A key component of the State Government s skills strategy is the $29.5 million Trade Schools for the Future initiative, which develops the infrastructure and personnel to connect young people into school-based apprenticeships and traineeships while completing SACE. A new direction is being implemented for TAFE SA in the way training is delivered into the future. The skills strategy requires the following changes to delivery methods by 2012: 25 per cent of training by TAFE SA will be delivered in workplaces recognition of prior learning will be increased to 20 per cent of learning outputs take up of e-learning is to be doubled. In accordance with the recommendations of the Skills Strategy for South Australia s Future, infrastructure decisions will be guided by the dual approach of pursuing access and equity in tandem with economic objectives. These objectives are supported by an infrastructure model that provides multi-purpose basic facilities across a broad spectrum of campuses throughout the state. In addition it is planned to strengthen the link to industry clusters through the consolidation of more specialised activities on lead campuses. This also improves infrastructure performance because of the economies of scale achieved in the relatively capitalintensive facilities that are required to support training. The Hospitality Centre at Regency is an operating example of the success of this approach. Strategic infrastructure planning has been undertaken to determine the required infrastructure footprint necessary to support this new direction. The Master Infrastructure Plan enables a system-wide perspective to be taken in maintaining the existing capital stock and prioritising investments in upgraded, rationalised or new infrastructure. This will assist in ensuring effective infrastructure support for the wide and changing range of areas in which training is required to support labour skill requirements. The new direction for TAFE SA will change the way it delivers training for South Australians. TAFE SA will focus on flexibility, effectiveness, efficiency and sustainability. This will require: investing in the right infrastructure to match the changing needs of the community and industry developing larger, multi-purpose facilities consolidating specialised training activities in key locations linked to industry matching physical facilities with new and emerging teaching methods such as online, mobile or work based training. Development of the higher education sector continues to be a priority for the State Government. Higher education is a key driver of economic and social development in the state, and a major industry in its own right. For Adelaide to become recognised as an education city and a destination of choice for both international and domestic students, maintenance and enhancement of higher education infrastructure is essential. The higher education sector has recently been the subject of the Bradley Review. 1 Recommendations adopted by the Australian Government include: a target that by 2025, 40 per cent of Australian year olds will have a bachelor level or higher qualification from 2012 universities will be funded on the basis of student demand. As part of the Budget, the Australian Government announced it will provide an additional $5.4 billion to support higher education and research over the next four years. This includes a significant boost to capital investment funding for this sector through the Education Investment Fund (EIF). In 2009, South Australia s universities commenced planning to respond to the Bradley Review concurrent with competitive submissions for project funding under the EIF. The implications of the Bradley review and the results of EIF bids will impact on ongoing infrastructure plans for universities. 1 In 2008, the Australian Government commissioned a Review of Higher Education conducted by an independent expert panel, led by Emeritus Professor Denise Bradley AC. BUILDING South Australia 72

7 The number of international students in South Australia has been growing above the national average for five out of the last seven years. Between 2007 and 2009, South Australia welcomed an additional international students. Education Adelaide s 2007 brand health study showed that, after Sydney and Melbourne, international students clearly differentiated Adelaide as having a quality education offering. International students have fuelled demand for the development of accommodation particularly within the Adelaide CBD. Since 2001 the Adelaide City Council has granted development approval for beds in student housing. Of those approvals beds have come on to the market as actual development completions. The city s competitive cost of living, in addition to the new accommodation stock, allows students easy access to a range of affordable suitable accommodation close to their schools and universities. Additionally, in an IDP survey 2 of over international higher education students, Adelaide was voted Australia s safest and cleanest city in Adelaide s international student numbers will also increase as a result of improved school facilities and teaching and research facilities in high-demand university courses, such as business, information technology and engineering, supported by dedicated accommodation services. Through the implementation of South Australia s International Education Plan the capacity of institutions will be increased to cater for the increased numbers and diversity of students. In addition to the existing universities strengthening their enrolments, new institutions will establish in Adelaide under the University City program. 2 International Student Perceptions Today. IDP Education Pty Ltd, October 2009 BUILDING South Australia 73

8 Strategic Priorities Public Education Undertake gap analysis of the existing capability and capacity of school assets to deliver future needs (e.g. co-location to improve service delivery) and determine required infrastructure capabilities. Develop and implement strategies to increase use of the state s education assets to improve children s services, schooling and integrated service provision, including health and family services. Adopt a coordinated approach to future education asset provision, using innovative approaches to provide multi-purpose facilities that incorporate more than just educational uses. Integrate planning for provision of education with provision of related or complementary public services. Vocational Education and Training Improve levels of utilisation of key TAFE sites through various strategies including shared use with other educational organisations. Implement a systematic management program for TAFE assets that is predicated on investment in infrastructure that matches the changing needs of the community and industry. Develop and implement an infrastructure model that supports the achievement of equity and economic objectives through: (1) the provision of multi-purpose basic facilities across a broad spectrum of campuses; (2) the consolidation of more specialised activities on lead campuses. Ensure that investments in training infrastructure to support training in particular market segments (e.g. international students) or geographic areas take account of broader requirements for student accommodation and related services. Develop ICT infrastructure to support more efficient administration and enhanced delivery of VET. Upgrade and renew ICT systems that support the effective administration of the TAFE system. Higher Education Respond to opportunities for investment in VET and higher education infrastructure from Australian Government funding initiatives. Encourage prestigious international universities to establish higher education and research collaboration capacity in Adelaide under the University City project. Education Exports Ensure infrastructure capacity keeps pace with growth in the number of international students, including school facilities and teaching and research facilities in high-demand university courses such as business, IT and engineering. Support the development of suitable and affordable accommodation and related services as a key element of the international student experience in South Australia. BUILDING South Australia 74