Date:
14 Nov 2022

The Hon Gayle Tierney MP
Minister for Training and Skills
Minister for Higher Education
Minister for Agriculture
Level 1, 2 Treasury Place
East Melbourne VIC 3002

Dear Minister

In accordance with the Financial Management Act 1994, I am pleased to submit the Adult, Community and Further Education Board’s Annual Report for the year ending 30 June 2022.

Ms Maria Peters
Chairperson
Adult, Community and Further Education Board

Year in review

Our vision

The vision of the Adult, Community and Further Education Board (the Board) is that the adult, community and further education (ACFE) sector develops the core skills Victorian adults need for study, work and life.

Our mission

The mission of the Board is to lead literacy, numeracy, English language, employability and digital skills education and training for adult learners in Victoria.

Our values

In accordance with the Public Administration Act 2004, the Board upholds the 7 core Victorian public sector values of:

  • responsiveness
  • integrity
  • impartiality
  • accountability
  • respect
  • leadership
  • human rights.

Chairperson’s report

Our Learn Local sector has always been important as a vital and unique part of our state’s education system. Learn Locals provide places where people come to connect and improve their language, literacy, numeracy and digital skills. They are where people can build skills for study, work and life and, most importantly, where the confidence, expectations and hopes of adult learners are changed for thousands of Victorians each year.

Last year highlighted that many people in Victoria need even more support. Our sector continues to provide opportunities for people to re-engage and participate in a positive learning experience, and to gain the vital confidence and skills they need in life, in study and in work. The Board greatly appreciates the work that providers do every day to help learners achieve their dreams.

During 2021–22, the sector continued to show resilience, dedication and innovation to meet the fluctuating challenges of the COVID-19 environment. The Board recognised the struggles faced by the sector and remained learner focused, through approval of flexible funding arrangements and the development of new initiatives. It supported Learn Local providers to deliver the relevant and quality training that learners need to develop skills for study and work, to have positive lives and to participate in their communities.

Although the Board was focused on being responsive to the needs of the sector during the COVID-19 pandemic, it also maintained momentum in achieving the goals and aspirations of the Ministerial Statement, The Future of Adult Community Education in Victoria 2020–25, to provide strong foundations for the sector, and support learners and Learn Local staff to ensure a sustainable sector into the future.

Learners

The Board continued to focus on work that leads to a better understanding of our learners, particularly hard‑to-reach and disengaged learners, and their barriers and motivations to engagement, including Koorie and culturally and linguistically diverse learners. This work aims to improve participation and success in pre-accredited training through place-based local learning, using a choice of delivery modes and experiences that meet the needs and goals of learners.

In 2021–22, the sector continued to experience a softening of learner demand. The number of module enrolments in Learn Local courses funded by the Board in 2021 indicates that, although enrolments were lower than the target, they represent an improvement on 2020 when the impacts of the COVID-19 pandemic were first being realised.

Despite the continued lower demand by learners, results of the 2021 Pre-accredited Learner Survey were very positive. Most respondents were highly satisfied with the teaching and learning experiences they received, and learners continued to achieve positive employment outcomes from undertaking Learn Local courses. I would like to again congratulate Learn Local providers on the results of the survey, which acknowledge the hard work of educators.

Buoyed by these results, the Board continued providing programs to encourage more learners to participate in Learn Local courses. This included research, programs and additional centrally developed resources to assist the sector to deliver pre-accredited training in areas of greatest need.

In response to the significant impact of the COVID-19 environment on delivery and uptake of training, the Board looked to initiatives to support learner access and sector sustainability. A key project has commenced to establish sustainable pre-accredited regional provision models that foster and support different delivery approaches between providers, which will cater for thin markets and support providers to meet place-based needs.

Partnerships

The Board focused on supporting partnerships across our communities to make sure that the role of the sector is better understood, is promoted, and is part of place-based local solutions. These include improving partnerships of Learn Locals with TAFEs and dual-sector universities, which will be further strengthened though collaboration with the Office of TAFE Coordination and Delivery. These partnerships will assist with developing stronger pathways for learners from pre-accredited into accredited training. Collaborative arrangements have also been established between the Victorian Skills Authority and Regional Councils, to exchange intelligence on local workforce needs and training issues.

The Board also supported Learn Local providers to assist with the development of new initiatives, including the Just in Time Learn Local–Industry Partnerships and Learn Local at Work case studies. These projects assist Learn Locals to form relationships with industry, and provide the support and resources needed for this. These important projects will help build understanding of the sector across industry, and how it can assist industry to meet workforce needs.

Working with job agencies, industry and TAFE will increase opportunities and improve employment and training pathways for learners who wish to gain skills and find employment. It will also support local industry and the local economy.

Working with the sector

The Board also focused on developing strengthened approaches to professional development to support the Learn Local workforce. Continued engagement with the sector makes professional development accessible, supports workforce skills and improves knowledge of the sector, which effectively addresses the needs of its learners, communities, industry and other partners.

The Board provided support and training for Learn Locals to deliver online or remote training. This included guidance materials, support networks and webinars on innovative delivery strategies. Centralised resources were made available to assist the sector to deliver training in areas of greatest need, including digital literacy modules and courses, pathways into further study and work, and industry-contextualised training.

The Board maintained its high level of engagement and consultation with stakeholders and the sector. It continued face-to-face and virtual visits with Learn Local providers, to see their work and thank them for their work, commitment, resilience and adaptability. In doing this, the Board gained a better understanding of the ongoing impact of the COVID-19 environment and what the impact of other changes, such as higher employment levels, was having on provision and community needs. The feedback from these and other sector sessions held with the Board, online COVID-19 sessions, and the Learn Local pulse surveys, provided the Board with much needed insight into the challenges facing the sector during these unprecedented times.

This feedback has been instrumental in assisting the Board’s strategic planning for 2022 and beyond, including increased support and flexible funding for Learn Locals.

Sector recognition

The 2021 Learn Local Awards Gala Ceremony was an opportunity to come together and celebrate achievements of learners, and the work and value of the sector. In 2021, the Board introduced several new award categories, including the Victorian Learn Local Leadership Award and the Victorian Learn Local Innovation Award, with the aim of recognising these important aspects of our sector. The 2020 Awards winners and finalists were also invited to attend, as we were unable to hold an in-person gala in 2020.

We take great pride in what we do, and, through the positive impact we have on so many individuals in our communities, we change lives. These awards are just one way that we shine a spotlight on the amazing work of the Learn Local sector.

The Board’s work and governance

In 2021–22, investment was made in research to build learner engagement, sector brand recognition and impact with key stakeholders, through the delivery of evidence-based communication strategies and activities. The Board also finalised important strategic policies on provision, procurement and registration, to make sure that the distribution of Board funding was aligned with the goals of the Ministerial Statement. I am positive that the Board can encourage more learners back to Learn Local courses and improve outcomes for learners who are most in need.

To further progress implementation of the 2020 governance review of ACFE, the Board and the Department of Education and Training (the department) worked together to develop the ACFE System Governance Guidelines to support effective working relationships and strengthen outcomes.

In response to the Parliamentary Secretary’s 2021 Strengthening Regional Councils review, the Board approved an implementation plan of the review’s 21 recommendations in February 2022. This plan makes sure that all recommendations from the review will be implemented throughout 2022. A focus on stronger collaboration, and relevant and effective resources and processes, will make sure that the Board and Regional Councils have an effective relationship into the future.

Acknowledgements

I would like to thank all Board members for their expertise, leadership, work and ongoing commitment to do the best they can for our leaners and the Learn Local sector. I would like to acknowledge the contribution of Mr Raoul Wainwright and Ms Penny Wilson, whose terms ended during 2021–22.

Mr Wainwright was Deputy Chairperson of the Board until 25 September 2021. He brought many key attributes and skills to the Board, including his extensive legal background. Through his commitment to improving education opportunities for all Victorians, he made a strong contribution to the Board over his term.

Ms Wilson’s background in Learn Local provision gave the Board first-hand knowledge of the place-based provision of ACFE. Her passion for the sector, together with her expertise in communications and governance, and her understanding of business management, were much valued on the Board.

On behalf of the Board, I wish to thank them for their positive contribution on the Board and their commitment to adult community education. I wish them well in their future endeavours and achievements.

During 2021–22, the Board welcomed 2 new members: Ms Deborah Sansom and Mr Ekrem Ozyurek.

Mr Ozyurek brings 30 years of experience in primary and secondary education to the Board. The Board will benefit greatly from his knowledge and work in community, and cultural development in culturally and linguistically diverse communities, specifically the Turkish and Islamic communities.

Ms Sansom has widespread experience in media, communications and stakeholder engagement. Through her consultancy business, she brings to the Board specialised skills in community engagement and workforce development, across the arts, government, business and not-for-profit sectors.

In 2021–22, we also welcomed new and reappointed members to our 8 Regional Councils. I sincerely thank Regional Council members for their critical role as part of the Board’s governance, for their advocacy of the sector in their regions, for their insights and regional knowledge, and for their advice on the needs of their communities. The Board values the Regional Councils’ continued contribution to and support of its work to improve educational training opportunities for adult Victorians.

On behalf of the Board, I would like to thank the General Manager of the Board, Ms Jeanette Nagorcka, and the staff within the ACFE Division and broader department, who are involved in delivering our priorities and work, and who support our learners and the sector.

Looking to the future, the Board remains committed to supporting and working with the sector to provide the best outcomes for adult learners in Victoria. I am immensely honoured to be part of the Board and to work with so many wonderful people in our sector. The Board is proud of the sector’s ongoing commitment to learners and their communities, and its ongoing resilience and work over the last few difficult years.

The Board looks forward to continuing to work with the sector and to both lead and support it, to make sure that the important work it does will strengthen and prosper into the future.

Ms Maria Peters
Chairperson

Purpose and functions

The Board was established as an authority under Victorian legislation in 1991. It now performs important statutory functions under the Education and Training Reform Act 2006. Its key role is to support the development of ACFE in Victoria.

The Board has 5 broad functions that are:

  • developmental – to evaluate and report on the development of place-based ACFE policies, programs, resources and services
  • advisory – to advise the Minister for Training and Skills and, through the Minister, the Victorian Government, on ACFE matters
  • strategic – to strategically plan and evaluate policies, programs, resources and services. We consider and prioritise the needs of adult learners seeking to attain the education and core skills necessary for further study and employment, and establish objectives and targets to meet them
  • profiling – to foster and support research and development in the adult community education sector, as well as into the impact and benefit of ACFE
  • operational funding – to provide and fund policies, programs, resources and services to deliver accessible, inclusive and quality ACFE programs, resources and services, based on learner needs.

In performing these functions, the Board pays close attention to giving Victorians who previously have not benefited from education equitable access to adult community learning opportunities. The Board monitors the quality of education so that it remains relevant to specific community needs.

Adult community education in Victoria

The Victorian Government, through the Board, registers and funds adult community education providers to deliver Learn Local courses to a broad range of adult Victorians, so they can study and work in their local area. Learn Local courses are aimed at adult Victorians who want to develop their core skills for study, work or life. These short courses are offered at low or no cost to eligible Victorians. They range from literacy and numeracy to job-related and digital skills, and are delivered by experienced and dedicated trainers.

Learn Local courses contribute to the wellbeing of learners in a range of important ways, such as by building self-confidence and social engagement, and through positive learning experiences that lead to study pathways or employment.

They also provide:

  • greater opportunities through economic participation
  • stronger Victorian communities and economies, through greater workforce participation
  • increased socioeconomic resilience and improved mental health.

By strengthening the ability of adult Victorians to participate fully as members of the Victorian community, courses deliver the social and societal benefits of true citizen participation.

Adult community education providers delivering Board-funded courses are part of the Learn Local sector. The Learn Local sector is an essential part of Victoria’s post-secondary education and training system. It plays a vital role in providing pathways for adult learners to transition to employment and further training.

The Learn Local sector supports adult learners with diverse needs. Adults who are still developing core skills may not have completed secondary school, or may not have been engaged in education for a significant period. Some face other challenges in their lives, such as adverse physical or mental health, disability, cultural differences, homelessness or housing instability, violence or discrimination, or they may have long‑term or generational unemployment.

The sector also supports people who are in the workforce, but have a level of vocational or employment skills that makes them vulnerable to job loss, particularly if their industry changes or is disrupted, such as when new technologies are introduced.

Learn Local providers adopt an informal, welcoming, flexible approach to learning, and are often the best means of accessing suitable education and training in the community.

Board-registered Learn Local providers are community-based organisations and managed not-for-profit organisations. They range from large, sophisticated organisations staffed by experts in many fields, to smaller organisations with simple structures that are staffed by people with expertise primarily in adult, community and further education. In 2022, 265 organisations are registered Learn Local providers, including AMES Australia.

All Learn Local providers are place-based community organisations, with some providers focusing solely on delivering Board-funded courses. For the majority of Learn Local providers, educational and service delivery responsibilities are much broader.

The Board’s strategic focus 2020–25

The Ministerial Statement The Future of Adult Community Education in Victoria 2020–25 was launched by the Minister for Training and Skills, Minister for Higher Education, and Minister for Agriculture on 14 November 2019. It establishes a reform agenda for the Board and the adult community education sector. It sets ambitious aspirations and goals with qualitative and quantitative measures.

The Ministerial Statement emphasises training in adult literacy, numeracy, employability and digital skills as a priority across all post-compulsory education sectors, including technical and further education (TAFE). It identifies a stronger role for the sector in supporting students to enter and successfully complete TAFE and university courses, and in upskilling and reskilling low-skilled workers who may be vulnerable to becoming unemployed as the nature of work changes.

The Ministerial Statement sets ambitious aspirations and goals for the Board and the adult community education sector during 2020–25, which include:

  • building the capability of the adult community education sector to provide literacy, numeracy, digital and employability skills training, enhancing professional development support for the sector and its teaching resources, and building Board capacity to deliver on statement priorities
  • developing partnerships with employers across the post-secondary education system and across the Victorian Government, to support learners to work, study and fully participate in society
  • enhancing learner access, inclusion and engagement across all local government areas, directing all Board funding to learners on the basis of need, and promoting the role and value of the adult community education sector.

The Ministerial Statement gives the adult community education sector the recognition and strategic direction it deserves. It will guide sectoral collaboration for the purpose of improving the lives of Victorian learners through education.

The Board’s Strategy 2020–25 is a blueprint for the Board and the Learn Local sector for the 6 years from 2020 to 2025. It is the primary means of delivering on the Ministerial Statement, and positioning and strengthening the sector’s role in Victoria. This strategy is closely aligned with the Ministerial Statement.

Strategy 2020–25 focuses on adult Victorians who are seeking to develop the core skills they need for study, work and life, and it places the learner at the centre. It acknowledges the sector’s strengths in terms of its level of engagement and participation of adult learners.

Strategy 2020–25 focuses on the 4 strategic directions of:

  • engaging learners and developing their confidence and skills
  • building greater collaboration between the Learn Local sector and partners, especially employers and TAFEs
  • investing in people across the sector, and in high-quality products and tools to support them
  • maintaining high standards of Board stewardship and governance, and championing and communicating the sector’s value and impact.

In 2021 and 2022, the Minister for Training and Skills provided the Board with annual Ministerial Statements of Expectations. These statements contribute to the delivery of the Ministerial Statement The Future of Adult Community Education in Victoria 2020–25 and the Board’s Strategy 2020–25. The Board reports on achievements against the Ministerial Statements of Expectations to the Minister for Training and Skills on a biannual basis.

Non-financial performance reporting

Performance against output performance measures

Performance measure

Unit of measure

2021–22 actual

2021–22
target

Performance variation (%)

Result

Number of government-subsidised pre‑accredited module enrolments funded through the ACFE Board

number

42,645

48,400

–11.9

Key: ◼ Performance target not achieved – more than 5% variance

The above performance measure relates to the calendar year. The 2021–22 actual is lower than the target, due to the continuing impact of the COVID-19 pandemic on training activity in 2021.

Participation in Board-funded training

In 2021, the Board funded the training of 20,661 Victorians through 245 contracted Learn Local providers, including adult education institutions.

This funding provided access to learning opportunities for:

  • 4,698 early school leavers
  • 535 low-skilled and vulnerable workers
  • 415 Indigenous Australians
  • 6,928 unemployed learners
  • 5,347 people with a disability
  • 528 disengaged young learners
  • 9,943 culturally and linguistically diverse learners.

Note: Learners can be counted in more than one learner group.

Key initiatives and projects

This annual report covers the key initiatives and projects relating to the Board’s Strategy 2020–25. These can be categorised according to the 4 main strategic priorities of the strategy, which are:

  • our learners
  • our partners
  • our people
  • our Board.

Financial performance reporting

Summary of financial results

The table below summarises information from the Board’s financial reports for the 2021–22 financial year. It includes comparative results for the previous 4 years.

Five-year financial summary

Result

30 June 2022
$’000

30 June 2021
$’000

30 June 2020
$’000

30 June 2019
$’000

30 June 2018
$’000

Total income from transactions

38,052

36,869

37,294

41,592

32,095

Total expenses from transactions

37,751

33,314

34,853

35,411

35,712

Net result from transactions

301

3,555

2,441

6,181

(3,617)

Other economic flows included in net result

10

122

80

6

68

Net result for the period

311

3,677

2,521

6,187

(3,549)

Net cash flow from operating activities

136

Total assets

28,833

26,179

19,981

51,128

45,423

Total liabilities

5,266

2,923

402

1,673

2,155

Revenue

Total income increased by $1.2 million in 2021–22 with the receipt of additional funding to tackle the digital skills divide to get Victorians into jobs.

Expenses

Expenses in 2021–22 increased by $4.4 million, reflecting an increase in training delivery grants compared with 2020–21, in part due to the impact of the COVID-19 environment.

Organisational structure and corporate governance

Board membership matters

The Board has 12 members, including a chairperson and a deputy chairperson. Members are appointed by the Governor in Council on the recommendation of the Minister for Training and Skills.

Members of the Board reflect the breadth and diversity of adult education in the community, and provide links to government, industry and community sector activity.

On 20 July 2021, Ms Peters was reappointed to the Board as Chairperson for a 3-year term, and Ms Brennan and Mr Grogan were each reappointed to the Board for another 3-year term.

On 25 September 2021, Mr Wainwright’s term on the Board ended.

On 19 October 2021, Dr Lam was appointed Acting Deputy Chairperson of the Board from 18 October 2021 to 25 October 2021. On 19 October 2021, Dr Lam was appointed Deputy Chairperson of the Board from 26 October 2021 to 30 April 2023.

On 21 December 2021, Mr Ozyurek and Ms Sansom were each appointed to the Board for a 3‑year term.

On 29 March 2022, Ms Lewis was appointed to a short-term appointment from 1 May 2022 to 30 June 2022, and Ms Wilson was appointed to a short-term appointment from 13 May 2022 to 30 June 2022. These short-term appointments were made while recruitment to the Board was finalised.

On 30 June 2022, the terms on the Board of Ms Lewis and Ms Wilson ended. On 1 July 2022, Ms Lewis was reappointed to the Board for another 3-year term.

ACFE Board members 2021–22

Ms Maria Peters (Chairperson) has been involved in the adult education and vocational sectors for more than 30 years, and is a respected leader in VET at state, national and international levels. Ms Peters has held a wide range of management, leadership and governance roles, including at Chisholm TAFE, where she had management roles in adult community education and foundation areas, before becoming Chief Executive Officer in 2011.

Ms Peters has a strong track record of service to communities, with a focus on improved participation, and strong student and industry outcomes. As a recipient of the Lynne Kosky Memorial Award for Lifetime Achievement at the 2017 Victorian Training Awards, Ms Peters was recognised for leading significant educational innovation in the VET sector. In 2018, Ms Peters was awarded an Honorary Doctor of Education from Swinburne University of Technology for her outstanding leadership and commitment to vocational education.

Ms Peters was the Independent Chairperson of the Future Opportunities for Adult Learners in Victoria Reference Group. She is a member of the RMIT University Council and was appointed to the Victorian Skills Authority Board in late 2021.

Mr Raoul Wainwright (Deputy Chairperson to 25 September 2021) has a background in public policy, industrial relations and community services. He is a legal officer for the Australian Manufacturing Workers’ Union. Mr Wainwright holds a Bachelor of Laws and Bachelor of Arts, has had ministerial advisory roles, and has been a member of local government. Mr Wainwright has longstanding experience in working with government at all levels, and is committed to improving access to educational opportunities for all Victorians. Mr Wainwright’s term on the Board ended on 25 September 2021.

Dr Maylyn Lam (Deputy Chairperson from 26 October 2021) has held senior policy and research roles in non-government organisations, including a role as Deputy Chief Executive Officer for peak body Jobs Australia. She worked for the Vincent Fairfax Family Foundation in 2021 and 2022, managing the Decent Work grants program, was a Commissioner for the National Youth Commission into Youth Unemployment and Transitions (2019 to 2020), and is Chairperson of the Board of Youth Development Australia. Dr Lam is currently working for the Brotherhood of St Laurence as an advisor to the Given the Chance employment services social enterprise. She holds a Doctor of Philosophy and Master of Education from the University of Melbourne.

Mr James Atkinson has a lifelong commitment to the preservation of First Nations culture, language and customs, and to the regeneration and continued advancement of his community. He has 35 years of experience across a range of Aboriginal services and government departments.

Mr Atkinson is Chief Executive Officer with the Aboriginal Community Elders Services. Previously, he was Director, Strategy and Development, Victorian Aboriginal Health Service, Chief Executive Officer of Rumbalara Aboriginal Co‑operative, and has held senior positions in the department.

He has a strong academic background in public policy and management, extensive experience in leadership and management focusing on the strategic planning, staffing and complex stakeholder management for Aboriginal organisations, and in Aboriginal education in early childhood, TAFE and the school sectors.

He also has significant involvement in state and federal government, and community advisory groups, and extensive connection and engagement with organisations focused on certainty of access to services for First Nations Australians.

Ms Sally Brennan is an experienced education consultant with a particular focus on community development and adult community education. She has extensive experience in the Learn Local sector, including 22 years as Chief Executive Officer of Upper Yarra Community House (now Cire Services), and in representing peak bodies at state and national levels.

Ms Brennan has worked with all levels of government, creating and maintaining local and regional services, engaging with communities, and working with industry and education providers to improve learning outcomes for disadvantaged and vulnerable learners. Ms Brennan has postgraduate qualifications in adult learning and development, including a Master of Education, and is a graduate of the Australian Institute of Company Directors.

Ms Claudia Fatone is the Head of Operations for Man Cave Global, a mental health and emotional intelligence charity, whose mission is to empower boys to become great men, by providing them and their communities with impactful programs, role models and resources. Prior to this role, Ms Fatone was Chief Executive Officer of the Fitzroy Legal Service, one of Australia’s oldest community legal centres.

Her work experience has included roles as Sector Development Manager of the Federation of Community Legal Centres, Associate Director of Sport Employment Australia, and Women’s Cricket Operations Manager with Cricket Victoria. A graduate member of the Australian Institute of Company Directors, Ms Fatone is also a board member of Respect Victoria, and an external member of the Victoria University Compliance Audit and Risk Committee. She is a former director of Cricket Victoria, Melbourne Stars and Melbourne Renegades, and a former board member of the Victoria Law Foundation.

Mr Michael Grogan is the State Director of Victorian, South Australian and Tasmanian branches of the Advanced Manufacturing Growth Centre. Previously Chief Executive Officer of Sutton Tools Pty Ltd, Mr Grogan sits on the Board of Manufacturing Skills Australia, and is Director of DMTC (formerly known as the Defence Materials Technology Centre). He chairs the William Ruthven Secondary College School Council, is the Director of Evolve in Focus and is a board member of Melbourne Polytechnic.

Ms Margaret Lewis has wide-ranging experience on community boards and committees. Ms Lewis is currently the Chair of Remembrance Parks Central Victoria and a board member of Castlemaine Health (now Dhelkaya Health), Planning for Sustainable Animal Industries Implementation Reference Group, and Joyces Creek Cemetery Trust, in addition to other non-government bodies and committees. She has extensive experience in education, having been a teacher for 25 years and a principal for 18 years in the Loddon Mallee Region. She was on the board of the Goldfields Local Learning and Employment Network for more than 20 years, and Deputy Chair for many years before retiring in May 2022.

Mr John Maddock AM has extensive governance and senior executive leadership experience in the tertiary and adult education sectors, including as Chief Executive Officer of Box Hill Institute, the Gordon Institute of TAFE and the CAE. His governance experience as a non-executive director in the education sector includes the Victorian Curriculum and Assessment Authority Board, Victorian Tertiary Admissions Centre Board of Trustees, Deakin University Council, Monash University Faculty of Education Board, Innovation and Business Skills Australia, Australian Training Products and eCoach boards.

Mr Maddock is a Fellow of the Australian Institute of Company Directors. He was awarded the Australian Sports Medal for volunteer services at the Sydney 2000 Olympics. In 2013, Mr Maddock was made a Member of the General Division of the Order of Australia for significant service to VET, and to the sport of basketball.

Mr Ekrem Ozyurek OAM has extensive experience in primary and secondary education, with more than 30 years of experience in the sector. Most recently, Mr Ozyurek was Principal of East Preston Islamic College for 14 years, and was previously the founding Principal of Mt Hira College. His experience and expertise extends to community and cultural development in culturally and linguistically diverse communities, specifically relating to Turkish and Islamic communities, with a focus on education.

In 2010, Mr Ozyurek was awarded the Medal of the Order of Australia for service to the Turkish community of Victoria, and to education. He is currently a Director of the Yunus Emre Institute, and served as Chairperson and Vice-Chairperson of the Islamic Coordinating Council of Victoria from 2002 to 2020.

Ms Deborah Sansom has widespread experience in media, communications and stakeholder engagement, with previous roles as Executive Manager, Cultural Development and Community Engagement at the Geelong Regional Library Corporation, and as a producer for the British Broadcasting Corporation (BBC). She is from the Barwon region and has been the director of her own consultancy firm since 2003, specialising in community engagement, creativity and workforce development, across the arts, government, business and not-for-profit sectors.

Dr Winifred Scott is a consultant with extensive experience in the VET sector. She was Chief Executive Officer of Sunraysia Institute of TAFE until her retirement in June 2016. She was awarded an Honorary Doctorate of Education in 2016 by La Trobe University and holds a Master of Educational Management. Dr Scott is the Chair of the Mallee Regional Partnership and a Member of the Regional Development Advisory Committee. She is also a member of other regional and local boards. Before joining the TAFE sector, she was a restaurateur in Bendigo.

Ms Penny Wilson has extensive government, community and private sector experience. As a senior partner at SHK Asia Pacific, she leads the executive search practice for government and public policy, including not-for-profit and private sector highly regulated settings. Ms Wilson has held senior roles in the public service, and is former Chief Executive Officer of both the Responsible Gambling Advocacy Centre and the Victorian Council of Social Service. A longstanding volunteer in adult learning programs, Ms Wilson was Chair of Learn for Yourself, a Learn Local provider. She has qualifications in social sciences, communications and business management, and is an experienced non-executive board director. Ms Wilson’s term on the Board ended on 30 June 2022.

Audit and Risk Committee membership and roles

In accordance with legislative requirements, the Board has an Audit and Risk Committee to oversee:

  • risk management
  • financial management, performance and sustainability reporting
  • compliance with legislation, regulations and standards
  • external audit
  • internal audit.

In 2021–22, the independent members on this committee were:

  • Lisa Woolmer (Chairperson)
  • Michael Grogan (Deputy Chairperson)
  • Claudia Fatone (from 16 December 2021)
  • John Maddock
  • Maria Peters
  • Raoul Wainwright (to 25 September 2021).

Representation on panels, advisory groups and working groups

Members of the Board also represent the Board on advisory and working groups and panels such as:

  • Victorian Learn Local Awards judging panels
  • Victorian Training Awards judging panels
  • ACFEB–TAFE CEO Stakeholder Group
  • The Brand and Value Recognition Advisory Group.

Eight members of the Board also took on liaison and communication support roles in Regional Councils as Regional Champions.

Representation on other bodies

Members of the Board also represent the Board on departmental bodies, such as the Marrung Central Governance Group, the Koorie VET Advisory Group, the Multicultural Partnerships Group, the Online Core Skills Assessment Tool Steering Group and the Wirnalung Ganai Steering Committee.

Regional Councils of ACFE

Eight Regional Councils of ACFE have been established under the Education and Training Reform Act 2006.

The Regional Councils cover the regional areas of:

  • Barwon South-Western
  • Gippsland
  • Grampians
  • Hume
  • Loddon Mallee.

The Regional Councils also cover the metropolitan areas of:

  • Eastern Metropolitan
  • North-Western Metropolitan
  • Southern Metropolitan.

The work of each Regional Council is supported by department staff.

Role of Regional Councils

The Board and Regional Councils work together to fulfil the Board’s mission.

Regional Councils draw together different expertise and aspects of local knowledge about adult education, to advise the Board on the needs of adult education across their regions.

In particular, Regional Councils play a key role in:

  • providing strategic advice and local intelligence to the Board
  • promoting and advocating for the Learn Local sector, and fostering collaboration and partnerships between Learn Locals and key regional stakeholders.

Regional Councils assist the Board to meet its objectives by:

  • developing processes that enable learners and providers to advise them and the Board of adult community education needs in their region
  • providing advice and preparing reports for the Board
  • providing information and contributing to planning by the Board
  • advising the Board on the effectiveness of activities in their region, including those activities funded by the Board
  • supporting and promoting pre-accredited training provision, networks between providers, and diversity and flexibility of provision
  • participating in recommending statewide priorities and policies to the Board.

Regional Councils consult with learners, providers, and other education and training organisations in their region, including local TAFEs and adult education institutions.

Composition

Each Regional Council has a minimum of 5 members, who are appointed by the Minister for Training and Skills, including an elected Chairperson and elected Deputy. Regional Councils may also co-opt two additional people for up to 12 months.

Members are appointed to make sure that Regional Councils reflect:

  • community diversity
  • the regional interests and views of individuals and groups who will benefit from adult education in the region
  • the regional interests and views of adult education providers
  • the importance of community-based adult education.

At least half of the members should have knowledge of, or experience in, providing ACFE.

Membership of Regional Councils 2021–22

Barwon South-Western

  • Jan Golden, Chairperson until 26 May 2022
  • Deryck Gall, Chairperson from 27 May 2022
  • Anne Marie Ryan, Deputy Chairperson
  • Dianne Baxter (appointed 28 September 2021)
  • Louisa-Jane Cunningham
  • Alan Davis
  • Vikki King (appointed 28 September 2021)
  • Peter MacDonald
  • Sabina Reynolds (appointed 28 September 2021)
  • Richelle Yow

Gippsland

  • Desmond Williams, Chairperson
  • Shae McGregor, Deputy Chairperson
  • Diane Carson
  • Karen Fleischer (term ended 30 September 2021)
  • Kate Gaffney (co-optee, appointed 21 December 2021)
  • Bruno Mascitelli (term ended 30 September 2021)
  • Glenda McPhee (term ended 5 July 2021)
  • Josie Rose
  • Julie Rowley (term ended 30 March 2022)

Grampians

  • Tim Shaw, Chairperson
  • Jannine Bennett, Deputy Chairperson
  • Bryan Crebbin
  • Annette Creek
  • Angela Dunn
  • Tim Harrison
  • Andrew Henwood
  • Michael Poulton
  • Nicola Rodger

Hume

  • Bradley Quilliam, Chairperson
  • Danny O’Donoghue, Deputy Chairperson
  • Trish Curtis
  • Linda Kelly (term ended 27 July 2021)
  • Renee Leary (term ended 17 August 2021)
  • Melva Tyson

Loddon Mallee

  • Brian Gould, Chairperson
  • Craig Leary, Deputy Chairperson (term ended 30 September 2021)
  • Neale Chandler (term ended 30 September 2021)
  • Lisa Goettler
  • Sarah Graham
  • Natalie Green (term ended 3 June 2022)
  • Angela Hughes (term ended 10 January 2022)
  • Robin Kuhne (co-optee, appointed 5 August 2021)
  • Deborah Quin

Eastern Metropolitan

  • Beverley Knowles, Chairperson
  • Joseph Cullen, Deputy Chairperson
  • Alexander Law
  • Delys Leslie
  • Angela Hoare-Lippman
  • Grant Meyer
  • Wendy Morris
  • Fiona Purcell
  • Helen Ruddell

North-Western Metropolitan

  • Gregory Ferrington, Chairperson
  • Maria Floudiotis, Deputy Chairperson (term ended 30 September 2021)
  • Anthony Broad
  • Christine McCall
  • John Sheen
  • Hadi Shehab

Southern Metropolitan

  • Martin Corman, Chairperson
  • Judith Bissland, Deputy Chairperson
  • Ali Aziz
  • Sandra George
  • Gillian Latchford
  • Catherine McGrath
  • Suriakumarie Naidoo (term ended 24 March 2022)

Administrative and project support

Under the Education and Training Reform Act, the General Manager of the Board is responsible for implementing the Board’s policies and decisions. During 2021–22, this role was filled by Ms Jeanette Nagorcka, Executive Director of ACFE Division of the department. More broadly, the Board’s planning, policy and resource allocation roles were supported in the department by the General Manager and the ACFE Division of Higher Education and Skills.

The department also helped the 8 Regional Councils and the Learn Local providers meet the Victorian Government’s goals and targets for adult learning and community building. It provides advice about the Learn Local sector, supports the Board to build organisational capacity and administers the Board’s grant programs.

Organisational structure

Figure 1 schematically describes the legislative relationships and accountabilities of the Board as at 30 June 2022.

Figure 1 Organisational chart

Organisational chart

Occupational health and safety, incident management, and employment and conduct principles

The department manages matters related to staffing, workforce data, the application of merit and equity principles, incident management and occupational health and safety (see the department’s Annual Report 2021–22).

Workforce data

Public sector and employment principles, workforce data, workforce inclusion policies and executive officer data

The Board employs no staff. The department manages matters relating to staffing, workforce data, workforce inclusion policies and executive officer data (see the department’s Annual Report 2021–22).

Other disclosures

Government advertising expenditure

Nil reports.

Disclosure of major contracts

Nil reports.

Consultancy expenditure

Details of consultancies of $10,000 or greater

In 2021–22, there were 6 consultancies with total fees payable of $10,000 or greater. Total expenditure in relation to this was $602,132 (excluding goods and services tax (GST)). Details of individual consultancies are outlined below.

Consultant

Purpose of consultancy

Total approved project fee (excl. GST)
$’000

Expenditure 2021–22 (excl. GST)
$’000

Future expenditure (excl. GST)
$’000

KPMG Australia

Brand Recognition Baseline Measurement project

225

113

35

JOST & Co

ACFE System Governance Guidelines

65

65

Deloitte Access Economics

Scaling Up Pre-Accredited Training

135

134

Australian Council For Educational Research

Evaluation of the Adult Literacy and Numeracy Practitioners Program

85

82

Deakin University

Contemporary Pre-accredited Quality Framework

115

78

37

KPMG Australia

Future of Software Licensing

130

130

Details of consultancies under $10,000

In 2021–22, there were no consultancies for which the total fees payable to an individual consultant were less than $10,000. The total expenditure incurred during 2021–22 was nil.

Information and communications technology expenditure

For 2021–22, the Board expended a total of $827,000 on information and communications technology (ICT), as detailed below.

All operational ICT expenditure

ICT expenditure related to projects to create or enhance ICT capabilities

Business as usual (BAU) ICT expenditure

Non-business as usual (non-BAU) ICT expenditure (Total = Operational expenditure + Capital expenditure)

Operational expenditure

Capital expenditure

$'000

$'000

$'000

$'000

812

15

15

Freedom of information

The Freedom of Information Act 1982 (the FOI Act) allows the public a right of access to documents held by the Board, including documents created during work done for the Board and documents supplied to the Board by an external organisation or individual.

The FOI Act gives members of the public the right to access information held by government departments, local councils, ministers and other bodies subject to the FOI Act.

The FOI Act allows the Board to refuse access, either fully or partially, to certain documents or information, such as:

  • Cabinet documents
  • some internal working documents
  • law enforcement documents
  • documents covered by legal professional privilege (for example, legal advice)
  • personal information about other people
  • information provided to the Board in confidence.

Making a request

Freedom of information requests may be submitted to the Board via the freedom of information form on the website of the Office of the Victorian Information Commissioner. Search and access charges may apply.

A freedom of information request must be in writing and clearly identify the types of material sought. It may be made directly to:

Freedom of Information Manager
Adult, Community and Further Education Board
Department of Education and Training
GPO Box 4367
Melbourne VIC 3001

Processing time for freedom of information requests is 30 days. In certain circumstances, this can be extended.

Applicants who are dissatisfied by a Board decision under the FOI Act may seek a review by the Office of the Victorian Information Commissioner within 28 days of receiving the decision letter.

Freedom of information statistics

For the 12 months ending 30 June 2022, the Board received no new freedom of information applications.

Further information

Further information regarding freedom of information can be found in the FOI Act, its associated regulations, or online at the website of the Office of the Victorian Information Commissioner.

Compliance with the Building Act 1993

The Board does not own or control any government buildings. Consequently, it is exempt from notifying its compliance with the building and maintenance provisions of the Building Act.

Competitive neutrality policy

Competitive neutrality requires that, where services of government business compete or potentially compete with those of the private sector, any advantage arising solely from government ownership be removed if it is not in the public interest. Government businesses are required to cost and price these services as if they were privately owned. Competitive neutrality policy supports fair competition between public and private businesses and provides government businesses with a tool to enhance decisions on resource allocation. This policy does not override other policy objectives of government and focuses on efficiency in the provision of service.

The Board does not operate as a business whose services compete, or potentially compete, with the private sector, therefore the National Competition Policy is not applicable to the Board.

Compliance with the Public Interest Disclosures Act 2012

The Public Interest Disclosures Act encourages and assists people with making disclosures of improper conduct by public officers and public bodies. The Act protects people who make disclosures in accordance with the Act, and establishes a system to investigate and take rectifying action on the matters that have been disclosed.

The Board does not tolerate improper conduct or reprisals against those who have come forward to disclose such conduct. The Board is committed to ensuring transparency and accountability in its administrative and management practices. It supports the making of disclosures that reveal corrupt conduct, conduct involving substantial mismanagement of public resources, or conduct involving a substantial risk to public health, safety or the environment.

The Board will take all reasonable steps to protect people who make such disclosures from any detrimental action as reprisal for making the disclosure. It will also afford justice to the person who is the subject of the disclosure to the extent legally possible.

Reporting procedures

Disclosures of improper conduct or detrimental action by the Board or its officers may be made directly to:

Independent Broad-based Anti-corruption Commission
Level 1, North Tower
459 Collins Street
Melbourne VIC 3000
Telephone: 1300 735 135
Internet: website of the Independent Broad-based Anti-corruption Commission
Email: See the website for a secure email disclosure process that ensures anonymity.

Further information

Information on public interest disclosure procedures, which outlines the system for reporting disclosures of improper conduct or detrimental action, is available from the Public Interest Disclosures Officer:

Public Interest Disclosures Officer
Adult, Community and Further Education Board
Department of Education and Training
GPO Box 4367
Melbourne VIC 3001
Email: acfe@education.vic.gov.au

Compliance with the Disability Act 2006

The Disability Act reaffirms and strengthens the rights and responsibilities of persons with disability, and recognises that doing so requires support across the government sector and in the community. The department manages the implementation of a disability plan related to the employment of staff. (See the department’s Annual Report 2021–22.)

Through the Board, the Victorian Government funds Learn Local providers to provide pre-accredited training to people whose current or past life circumstances present barriers to educational achievement. The Board specifically targets funding towards vulnerable learners, including people with disability.

Compliance with the Social Procurement Framework

The Victorian Government’s Social Procurement Framework (the framework) clearly defines social and sustainable procurement as a key value‑for-money component, and outlines how it can make a difference to Victorian communities. For buyers, the framework is guidance for embedding social and sustainable procurement into existing processes. For suppliers, the framework points to methods to deliver government objectives, while continuing to participate in government procurement and grow their business.

The framework applies to all Victorian Government procurement relating to goods, services and construction.

In 2019, the Board received an exemption from developing its own Social Procurement Strategy. Instead, it has adopted the department’s Social Procurement Strategy, and has agreed to comply with all associated policies and procedures related to implementing the framework.

The framework objectives that were prioritised during 2021–22 include:

  • opportunities for Victorian Aboriginal people
  • women’s equality and safety
  • opportunities for disadvantaged Victorians
  • supporting safe and fair workplaces
  • environmentally sustainable outputs.

The department has provided advice to its staff undertaking procurement activity on behalf of the Board, on how to implement the framework.

In 2021–22, the Board directly engaged two verified social benefit suppliers.

Office-based environmental impacts

The Board’s operations are administered by the department, including the provision of department employees, facilities, office accommodation and fleet services required to support the Board’s activities. The department’s Annual Report 2021–22 disclosure includes the environmental impacts of the Board’s operations.

Additional information available on request

Consistent with the requirements of the Financial Management Act 1994, the Board has prepared material on the topics listed below. Details of this material are held by the Executive Director of the department’s ACFE Division and are available to the public on request, subject to the FOI Act.

The information retained by the Board includes details (where applicable) of any:

  • statement that declarations of pecuniary interests have been duly completed by all relevant officers
  • shares held by a senior officer as nominee or held beneficially in a statutory authority or subsidiary
  • publications produced by the Board about itself, and details on how these can be obtained
  • changes in prices, fees, charges, rates and levies charged by the Board
  • major external reviews carried out on the Board
  • major research and development activities undertaken by the Board
  • overseas visits undertaken, including a summary of the objectives and outcomes of each visit
  • major promotional, public relations and marketing activities undertaken by the Board to develop community awareness of the entity and its services
  • assessments and measures undertaken to improve the occupational health and safety of employees
  • general statement about industrial relations within the Board, and details of time lost through industrial accidents and disputes
  • list of major committees sponsored by the Board, the purposes of each committee and the extent to which the purposes have been achieved
  • consultancies and contractors, including:
    • the consultants or contractors engaged
    • the services provided
    • expenditure committed for each engagement.

Enquiries regarding details of this information should be made to:

Executive Director, Adult, Community and Further Education
Higher Education and Skills
Department of Education and Training
GPO Box 4367
Melbourne VIC 3001
Telephone: (03) 8468 9223

Attestation for financial management compliance with Standing Direction 5.1.4

I, Ms Maria Peters, on behalf of the Responsible Body, certify that the Adult, Community and Further Education Board has no Material Deficiency with respect to the applicable Standing Directions under the Financial Management Act 1994 and Instructions.

Asset Management Accountability Framework (AMAF) maturity assessment

The Adult, Community and Further Education Board does not have any assets for the purposes of the AMAF.

Financial statements

Declaration in the financial statements

The attached financial statements for the Adult, Community and Further Education Board have been prepared in accordance with Direction 5.2 of the Standing Directions of the Assistant Treasurer under the Financial Management Act 1994, applicable Financial Reporting Directions, Australian Accounting Standards including Interpretations, and other mandatory professional reporting requirements.

We further state that, in our opinion, the information set out in the comprehensive operating statement, balance sheet, statement of changes in equity, cash flow statement and accompanying notes, presents fairly the financial transactions during the year ended 30 June 2022 and financial position of the Board at 30 June 2022.

At the time of signing, we are not aware of any circumstance which would render any particulars included in the financial statements to be misleading or inaccurate.

We authorise the attached financial statements for issue on 29 September 2022.

Ms Jeanette Nagorcka
Chief Finance Officer
Adult, Community and Further Education Board
29 September 2022

Ms Tonella Costa
Accountable Officer
Adult, Community and Further Education Board
29 September 2022

Ms Maria Peters
Chairperson
Adult, Community and Further Education Board
29 September 2022

Comprehensive operating statement

For the financial year ended 30 June 2022

Notes

30 June
2022
$’000

30 June
2021
$’000

Income from transactions

Grants

2

32,089

31,228

Services received free of charge

2

5,963

5,641

Total income from transactions

38,052

36,869

Expenses from transactions

Grants and transfer payments

3

(29,431)

(25,753)

Operating expenses

4

(2,357)

(1,920)

Services provided free of charge

4

(5,963)

(5,641)

Total expenses from transactions

(37,751)

(33,314)

Net result from transactions (net operating balance)

301

3,555

Other economic flows included in net result

Net gain/(loss) on financial instruments

5

10

122

Total other economic flows included in net result

10

122

Net result

311

3,677

Other economic flows – other comprehensive income

Items that will not be reclassified to net result

Total other economic flows – other comprehensive income

Comprehensive result

311

3,677

The above comprehensive operating statement should be read in conjunction with the accompanying notes.

Balance sheet

As at 30 June 2022

Notes

30 June
2022
$’000

30 June
2021
$’000

Assets

Financial assets

Receivables

6, 9

28,514

25,870

Total financial assets

28,514

25,870

Non-financial assets

Prepayment

319

309

Total non-financial assets

319

309

Total assets

28,833

26,179

Liabilities

Payables

7, 9

5,266

2,923

Total liabilities

5,266

2,923

Net assets

23,567

23,256

Equity

Accumulated surplus/(deficit)

23,567

23,256

Net worth

23,567

23,256

The above balance sheet should be read in conjunction with the accompanying notes.

Statement of changes in equity

For the financial year ended 30 June 2022

Physical asset revaluation surplus

$’000

Accumulated surplus

$’000

Contributions by owner

$’000

Total

$’000

Balance at 30 June 2020

19,579

19,579

Net result for the year

3,677

3,677

Balance at 30 June 2021

23,256

23,256

Net result for the year

311

311

Balance at 30 June 2022

23,567

23,567

The above statement of changes in equity should be read in conjunction with the accompanying notes.

Cash flow statement

For the financial year ended 30 June 2022

Notes

30 June 2022
$’000

30 June
2021
$’000

Cash flows from operating activities

Receipts

Receipts from government

29,411

25,007

GST recovered from ATO

2,738

2,446

Total receipts

32,149

27,453

Payments

Payments of grants and other expenses

(32,149)

(27,453)

Total payments

(32,149)

(27,453)

Net cash flows from/(used in) operating activities

Net increase/(decrease) in cash and cash equivalents

Cash and cash equivalents at the beginning of the financial year

Cash and cash equivalents at the end of the financial year

Notes to and forming part of the financial statements

Appendices

List of abbreviations

AAS

Australian Accounting Standards

AASB

Australian Accounting Standards Board

ACFE

Adult, community and further education

ALNPP

Adult Literacy and Numeracy Practitioners Program

AMAF

Asset Management Accountability Framework

CGEA

Certificates in General Education for Adults

the department

Department of Education and Training

FLP

Family Learning Partnerships

FOI Act

Freedom of Information Act 1982

FRD

Financial Reporting Directive

GST

Goods and services tax

ICT

Information and communications technology

PQF

Pre-accredited Quality Framework

TAFE

Technical and further education

the Board

Adult, Community and Further Education Board

VET

Vocational education and training

Contacts

Central office
GPO Box 4367
Melbourne VIC 3001
Telephone: 03 7022 1526
Email: acfe@education.vic.gov.au

North-Eastern Victoria region
Level 2
295 Springvale Road,
Glen Waverley VIC 3150
Telephone: 03 9084 8573
Email: training.participation@education.vic.gov.au

North-Western Victoria region
7–15 McLaren Street
Bendigo VIC 3550
Telephone: 03 4433 7582
Email: training.participation@education.vic.gov.au

South-Eastern Victoria region
6th Floor
165–169 Thomas Street
Dandenong VIC 3175
Telephone: 03 8904 2580
Email: training.participation@education.vic.gov.au

South-Western Victoria region
75 High Street
Belmont VIC 3216
Telephone: 03 5215 5204
Email: training.participation@education.vic.gov.au