SCET's Annual Review<body link="#009933" vlink="#336633" alink="#FF7F00" background="/graphics/backgrounds/normal.jpeg"> <center> <img width="462" height="108" src="/area_graphics/scet/annual_review/annual_review.jpeg" alt="Annual Review Graphic"> <p> </p> <h2>SCET Annual Report 93 / 94</h2> </center> <p> </p> <center> <table border="1" cellspacing="3" cellpadding="3"> <tr> <td width="150"></td> <td width="350"> <b> <font size="4"> <b>Chairman's message</b> </font> </b> </td> </tr> <tr> <td width="150" valign="TOP"> <center> <img width="100" height="123" src="/area_graphics/scet/annual_review/graphics/2.jpeg"> </center> </td> <td width="350" align="left"> <i>This is my first introduction to a SCET annual review and one which I write withmuch pleasure. I became chairman of SCET in April this year and this annualreview has given me the opportunity to look back over the previous year andcomment on its successes and achievements.</i> <p>I have set the organisation three keytargets for the coming years. These are: to get close to the customer; todevelop a broad range of products and services to meet the changing needs ofeducation in the 1990s; to grow modestly but profitably over that period of time.I am glad to report that good solid work has already taken place and theorganisation begins its period under my chairmanship with a solid foundation ofachievement. I must here pay tribute to James Graham the previous chairman ofSCET for the enormous effort that he put in to rebuild SCET. He ensured that astrong management team was appointed and they in their turn have recruited anumber of excellent, talented staff. </p> <p>It is an uncomfortable truth that what wassatisfactory in one year misses the mark in subsequent years. In an era ofunprecedented demands, ever increasing standards and a drive for greaterefficiency, SCET has responded to the task in hand. I am looking forwardenormously to my years as chairman of SCET and I hope that reading this reviewwill give you an opportunity to capture the flavour of the organisation which Iinherited, and reveal some of the reasons why I am so very pleased to beassociated with it. </p> <p> <br> Alistair Fleming <br> CHAIRMAN </p> </td> </tr> </table> </center> <hr> <p> </p> <center> <table border="1" cellspacing="3" cellpadding="3"> <tr> <td width="150"></td> <td width="350"> <b> <font size="4"> <b>Partnership in action</b> </font> </b> </td> </tr> <tr> <td width="150" valign="TOP"> <center> <img width="100" height="139" src="/area_graphics/scet/annual_review/graphics/3.jpeg"> </center> </td> <td width="350" align="left"> <i>In January 1994, an event occurred which accurately reflects the dynamic progressmade by SCET in recent years. We joined the leaders in educational technology atBETT, the annual exhibition for British Educational Technology, the largest eventof its kind in the UK.</i> <p>It was here that we organised an excellent stand right at the heart of theexhibition to act as a showcase for launching three of our new software packages.Written specifically to meet the needs of the curriculum, these easy-to-usepackages were regarded as the best educational software at the show. The impactof our presence was enormous and, as if to underline our new status, MacUsermagazine awarded a five star rating to our software package, Writer's Toolkit. Themessage was loud and clear. SCET had come in from the cold. We were now majorplayers in the arena of educational technology. We intend to remain preciselythat. </p> <p>This is the fourth annual review since I became chief executive and I amproud once again to acknowledge the vigorous advances which we have continued tomake. At one time we may have seemed a relatively obscure organisation, operatingon the periphery of the educational scene - now we have moved right to thecentre. Likewise, as the review reveals, we are steadily expanding our dealingswith business and industry, where our expertise is now highly valued. For thefourth year running we have made a modest surplus. We have worked with moreteachers, sold more software and welcomed more visitors to our offices than everbefore. This has not only enhanced the general level of awareness of SCET andwhat we are but has also brought about a 14% increase in income over the previousyear. This has been achieved with no significant increase in staffing ? indeed, inoverall terms we have reduced our overhead costs. </p> <p>In order to build on ourposition of influence, we have invested during the year in new hardware andsoftware and in the development and training of our own staff. In my view it isour carefully planned investment in these areas which has enabled us to moveforward systematically and with confidence over the last few years and it willtherefore continue to be a strategic priority. The overall title of the CorporatePlan for 1993 -96, published last year, was 'Focusing for a ChangingEnvironment'. Reflecting on the year under review, I am struck by the aptness ofthe title and the profound influence it has had on the work of all of us. We haveexamined in detail the focus of SCET, concentrating on key areas where we feelour impact to be greatest. The result has been a certain degree of change andinternal reorganisation. For the first time we have a structure which enables usto function as one body rather than a series of disparate groupings. We can nowsatisfy the needs of the customer by offering our full range of products andservices through one point of contact. We have also been acutely aware of thechanging environment in which we are operating. The shape of Scottish educationhas been altering before our eyes and we are constantly trying to adapt andrespond rapidly in order to take advantage of new opportunities. The environmentwill continue to change and that is why the Corporate Plan devotes so much spaceto the ways in which movement is occurring and the implications for SCET. TheChairman has said in his introduction that one of our key targets must be to 'getclose to the customer.' I would like to endorse that strongly. Indeed, I wouldalso emphasise that we see the customer as our partner. We have no desire tocreate a provider-led market. We believe in listening and consulting andtailoring our products to meet expressed needs. That is why, in the title of eachsection of this review, we stress the element of 'partnership'. In conclusion, Iwould like to pay sincere tribute to the diligence and commitment of all ourstaff. They continue to demonstrate that the staff of an organisation are itsmost valuable resource. They have responded to the demands on SCET in a way thatI had hoped for but dared not expect. Their contribution will again be crucial ina challenging year ahead which will, I am sure, reinforce our status as a qualityorganisation. </p> <p> <br> Nigel Paine <br> CHIEF EXECUTIVE </p> </td> </tr> </table> </center> <hr> <h2>Partnership: Working with schools</h2> <b>SCET and school development go hand in hand.</b> <br> Our products are designed to help everyone in the school system, from the primarypupil learning basic skills to the headteacher struggling with timetables andresources. Our publications and software packages provide valuable assistance toteachers faced with implementing the SOEID 5-14 guidelines. We are consultants onthe role of technology in schools, working with practitioners to developmaterials aimed at improving the quality of education. We provide support andadvice for teachers through in-service training, developing a wide range oflearning methodologies. <h3>Software Resources</h3> <br> We have developed a range of software packages whicheffectively meet the needs of both pupils and teachers. These packages cater forpupils of all ages and abilities. Throughout the year, our software developmentteam has worked in partnership with teachers, pupils and computer manufacturersto devise new packages and enhance existing ones. In that time the followingpackages have been produced, all aimed at supporting the 5-14 guidelines. <p> <b>Writer's Toolkit for Macintosh:</b> <br> Launched in January 1994, Writer's Toolkitprovides teachers with a highly structured resource which supports personal,functional and imaginative writing. This fully integrated application features arange of tools to help develop the writing process and includes a powerful wordprocesser. Text to speech facilities are scheduled for inclusion in autumn 1994. </p> <p> <b>Chronicle for Macintosh:</b> <br> Chronicle is a presentation and development tool forupper primary and secondary level pupils. This exciting piece of software allowsusers to view existing timelines or create their own. The software supports theuse of sound, text, graphics and QuickTime video. Although fully cross-curricularthis package particularly supports work related to the 5-14 environmental studiesdocument. </p> <p> <b>Expression for Macintosh:</b> <br> Expression is a graphical planning tool which allowsthe planning, drafting and organising of ideas. It is ideal for planning projectsand outlining written assignments. These ideas can be presented on screen eithergraphically or as a text outline. Teachers will find it very useful in thedevelopment of topic or theme based activities and curriculum webs. Expressionfully supports the 5-14 guidelines, especially where the handling andpresentation of information is required. </p> <p> <b>Electrical Installation for Archimedes:</b> <br> This excellent resource for the physicscurriculum lets pupils test their knowledge of domestic wiring without gettingtheir fingers burnt (literally!). You can choose the correct cables, lightswitches, test circuits and measure levels. The software carries out all safetyand procedural checks and issues any warnings that are needed. </p> <p> <b>Reader's Explorer:</b> <br> A package to encourage reading at all levels within the 5-14guidelines. The interactive adventure scenario as pupils travel through the landof 'Libras' encourages them to explore a range of reading materials. This packagehas the potential to support personal reading schemes in schools as each pupil'sprogress is recorded by the software. </p> <p> <b>5-14 Database:</b> <br> The database results from an initiative by the educationaldevelopment service in Dunbarton Division of Strathclyde Region to assist in theassessment of pupils from P1 to S2 in the 5-14 areas of language, mathematics,environmental studies, expressive arts and religious and moral education. Itprovides a pupil profile containing individual data which can generate a range ofreports to suit the requirements of 5-14 assessment. Data can easily betransferred from class to class and from primary to secondary school. </p> <p> <b>Herald on CD-ROM:</b> <br> Supported by the Glasgow Development Agency, this innovativejoint project makes The Herald the first Scottish newspaper to be published onCD-Rom. The Herald on CD-Rom contains all the news, features, editorial commentand a range of photographs and captions. Discs are issued on a quarterly basisand in due course up to a full calendar year of The Herald will be contained onone disc. </p> <p> <b>Music CD-ROM:</b> <br> This is a multimedia tool for teachers, designed to help them planand implement the teaching of music. It relates closely to the 5-14 guidelines onexpressive arts. The CD contains text, graphics, audio and video which take theteacher through the guidelines. Developed in partnership with SOEID and theNorthern College of Education, it is now at pilot stage. </p> <p> </p> <h3>Staff Development</h3> <br> Throughout 1993-94 SCET has continued to work closely with education authorities and teachers: <br> <li> We produce a comprehensive range of staff development materials which arewidely used. <br> </li> <li> We provide specialist consultancy on trainingand the preparation of training materials. <br> </li> <li> We develop and organise in-service training workshops for teachers. <br> </li> <li> We offer our Information Resource Centre, with its helpline facility, which isused by many teachers. <p> <b>Managing IT in Action:</b> <br> This comprehensive work pack is designed to facilitateeffective planning and delivery of IT across 5-14 curriculum. It contains all thenecessary resources for in-service activities in schools, including livelysuggestions to bring IT alive in the classroom. This package will save hours ofpreparation and will help to clarify complex issues relating to the management ofIT in schools. </p> <p> <b>Differentiation workshops:</b> <br> These workshops were held in our offices to support theDifferentiation package which we produced with and for Strathclyde Region. Theworkshops, aimed at trainers with responsibility for staff development in schoolshad to be arranged. </p> <p> <b>Flexible Approaches to Staff Development:</b> <br> FASD was a project funded by SOEID andsupported by the Association for Staff Development in Scottish Education. Its aimwas to gather, in one central database, information on all available staffdevelopment packages which can be flexibly delivered. We have now published abooklet containing synopses of all the information held in the master database. </p> <p> <b>Flexible learning:</b> <br> SCET was involved in a research exercise on behalf of SOEID todetermine how flexible learning approaches can be supported in a changingeducational context. The report has informed SOEID's views on the priorities foraction in coordinating and managing flexible learning in Scotland. </p> <p> <b>Flexible learning consultancy:</b> <br> During the year we have provided workshops andconsultancy to various schools and colleges to help them deliver the curriculumin a more flexible manner. </p> <p> <b>Flexible learning newsletter:</b> <br> With sponsorship from TVEI, we have produced four flexible learning newsletterswhich were distributed to all secondary schools. This has established a networkof teachers interested in innovation within the curriculum. The newsletter is nowbeing subsumed into our newspaper-format publication 'Platform' and the networkwill be supported by events organised by its own members and by SCET. </p> <p> <b>ASSIST:</b> <br> The ASSIST project was a research exercise which we carried out to determine whatinformation Scottish teachers required. The research identified a need forinformation in a number of key areas, such as: <br> </p> </li> <li> resources for the 5-14 curriculum <br> </li> <li> materials for staff development <br> </li> <li> concise information about the content of key Scottish documents <br> </li> <li> resources for pupils with special educational needs <p>A pilot ASSIST project, which ran from January to April, delivered an informationand resources package to a sample of Scottish schools, including: </p> <p> </p> </li> <li> Key Documents Digest ? an abstract of information from documents relatingto the major areas of Scottish education <p> </p> </li> <li> Newsbrief ? a newsletter covering topics of educational interest and acting as a forum for communication between schools and between SCET and schools <p> </p> </li> <li> a CD-Rom which includes the Key Documents Digest <p> </p> </li> <li> a Helpline offering further information about resourcesand technical assistanceFollowing the pilot project we are now developing and refining a package fordelivery in the autumn term of this year. On a wider front we are also workingwith a range of agencies such as the Scottish CCC to provide a single source forinformation about Scottish education, thus cutting down on paperwork and bringingpotential benefit to teachers. <hr> <h3>Management Information Systems</h3> <p> <b>SCAMP:</b> <br> Teachers and administrators face an insatiable demand for information.They need to have at their disposal effective means of gathering and managinginformation if they are to make complex decisions on such issues as funding,resources and assessment. That is where SCAMP (Schools Computer Administrationand Management Programme) comes in. By developing SCAMP ? a software packagewhich copes simply and swiftly with the intricacies of information management ?we have greatly eased the burdens on school staff. </p> <p> <b>SCETWorks</b> <br> However, devolved school management and other initiatives now requirenot only an administrative system but also a flexible management tool. For thisreason we are in the process of developing a new school management informationsystem, which will be known as SCETWorks. It is our intention that SCETWorks(which will be piloted in a number of schools in session 1994-95) will meet themanagement needs of schools through the nineties and beyond. </p> <p> <b>SCAMP Support:</b> <br> During the year we increased the number of staff who support SCAMPthrough the helpdesk and by providing documentation and training courses. Mosthelpdesk enquiries still concern the use of the system to carry out specifictasks or particular hardware or software problems. </p> <p> <b>SCAMP Upgrade:</b> <br> A major upgrade dealing with Timetable Aids was released in thecourse of the year. The software provides school managers with a range of toolsfor use in the timetabling process. Timetablers can try various permutations inorder to find the best blend of numbers and resources. </p> <p> <b>School Census:</b> <br> In the context of a project funded by SOEID, we provided, throughSCAMP, materials to assist schools in compiling statistics for the School Censusreturn. In pilot schools, anonymous pupil data was extracted from the SCAMPsystem and passed directly on disc to SOEID for processing and analysis. </p> <p> <b>Devolved School Management:</b> <br> SCAMP Finance, which offers finance facilities atschool level, now forms an integral part of the DSM schemes of many regions. Toexpand its scope, we have carried out extensive work with Grampian RegionalCouncil to pass financial information between schools and education offices. </p> <p> </p> <h3>Health Education Resources</h3> During the last year we have been involved in two important health initiatives: <p> <b>Competition:</b> <br> In conjunction with HEBS, we organised a media competition for Scottish schools ?open to all ages and across all sectors ? to promote non-smoking and provideincentives for children to use technology to deliver that message. </p> <p> <b>Software:</b> <br> We developed new software (to be marketed by HEBS) which looks at smoking andtobacco-related issues and is aimed at upper primary and lower secondary. </p> <p> <b>Videos</b> <br> SCET is the sole distributor of film and video resources on behalf of the HealthEducation Board for Scotland (HEBS). We can thus offer: </p> <p> </p> </li> <li> Free access to the entire HEBS catalogue, covering many health-related topicssuch as AIDS, smoking, personal hygiene and sex education. <p> </p> </li> <li> A range of materials for curriculum use, including a wide selection of programmeswith a distinctly Scottish theme. <p> </p> </li> <li> Excellent resources for specialist areas like community education. <hr> <h2>Partnership: Working with further education.</h2> <p>SCET works creatively with colleges of further education to provide vocationaltraining. Now that the colleges are removed from direct local authority control,SCET has an even bigger contribution to make to further education. We are ideallyplaced to do this, since it is a sector in which we have always been leaders,initiating new ? and adapting existing ? technology to ensure its relevance tothe changing world of FE. In the past year we have taken forward these importantinitiatives: </p> <p> </p> <h3>Management Information Systems</h3> <br> This review has already described how SCAMP makes a valuable contribution toinformation management in schools. With an increasing throughput of students,further education colleges can also benefit greatly from an integratedinformation system. Such a system is CSCAMP, which manages student records and isalready a prominent feature of management information structures in many FEcolleges. In the course of the year SCET has operated within a consortium led byICL to develop CSCAMP further. On behalf of the consortium, we have providedstudent record systems to 22 of Scotland's 43 further education colleges. Ofthese, 14 were already CSCAMP users and the other 8 have now converted. All thecolleges have been supplied with revised CSCAMP software which meets theOperational Requirements published by SOEID. Extensive testing was carried out byPrice Waterhouse on behalf of SOEID before an acceptance was issued. As well asthe revised software, we have also issued to colleges a range of training coursesand the CSCAMP hotline team has continued to offer support on the use of thesoftware. <p> </p> <h3>New Learning Opportunities Awards 1994:</h3> <br> These awards were established in 1993 by the National Extension College, NIACEand a number of other sponsors. We have again sponsored one of the awardcategories ? 'Use of New Technology' ? in which entrants are required to show howthey make use of open and flexible learning techniques or new technology toprovide quality training. On this occasion the winners were Weymouth College. <p> <b>Partnership Agreements:</b> <br> In the course of the year, SCET established formal partnership links with boththe University of Paisley's Craigie Campus at Ayr and Napier University atSighthill in Edinburgh. The aim of these partnerships is to share resources andspecialist expertise which will contribute significantly to each organisation'simpact upon Scottish education. </p> <p> <b>Partnership: Working with the public sector</b> <br> We offer expert consultancy and advisory services to leading bodies andorganisations. We provide specialist advice and practical solutions oneducational and training matters to such diverse bodies as SOEID, ScottishEnterprise, Local Enterprise Companies and local authorities. We place a specialvalue on our partnership with SOEID, whose position at the heart of educationalpolicy-making ensures that our staff are involved in projects vital to the futureof Scottish education. However, we are equally keen to expand our relationshipswith other public sector bodies and in the year under review we have beeninvolved in a number of significant projects. </p> <p> <b>Consultancy in flexible learning:</b> <br> We have supplied consultancy to Scottish Borders Enterprise in a pilot scheme onopen learning credits. We worked closely with the LEC in drawing up aspecification, training the various partners who would deliver the scheme andconstructing a bespoke database. Our brief was to ensure that the scheme wasdevised and run in accordance with quality guidelines issued by the EmploymentDepartment. At present there are over 200 learners following a range ofactivities, from self-employment courses to post-graduate qualifications. Ourrole is now to provide summative evaluation and to help the LEC to integrate bestpractice from the pilot into its mainstream training. </p> <p> <b>Open Learning ? Equal Opportunities:</b> <br> We completed consultancy work for Strathclyde Regional Council in the area ofequal opportunities. In view of our experience in constructing flexible learningpackages, we were involved in assisting the writers to convert content-basedmaterial into training packs for both new and experienced teachers. </p> <p> <b>Technologies in Learning Guide:</b> <br> We were commissioned by the Employment Department to produce a guide to learning technologies. In the process we researched the use of audio, video, CBT, interactive, multimedia and communications technologies in 100 organisations across the UK. The publication consists of 26 case studies, technical summaries and planning tools to enable training managers to choose and employ the most effective learning technology.The guide has now been successfully marketed to organisations throughout the country. </p> <p> <b>Repeat Business with the Employment Department:</b> <br> We continued our work on the Employment Department's Matching ProgrammesDatabases. In this latest project we identified and analysed open learningmaterials against the SVQ/NVQ standards for International Trade and Services. </p> <p> <b>Research work for European Programme:</b> <br> Working with Italian and German partners, we developed a multi media tool tohandle the assessment and certification of skills and professional qualificationsin different national contexts. Our contribution was to conduct research inrelation to specific job profiles in the UK. </p> <p> <b>Libraries</b> <br> Gone are the days when public libraries were mere repositories of books. Ascentres of self-improvement, education and learning they now provide access toinformation on learning opportunities and, by applying new technologies, theyoffer a direct route to on-line databases and electronic information services. Assuch, they have become some of SCET's most valued clients and partners. </p> <p> <b>Open Learning in Libraries:</b> <br> We have provided a full-scale training and advisory service to many librarieswhich have been awarded pump-priming money from Scottish Enterprise to introducean open learning service. Workshops have ranged from strategic planning toassisting staff with delivery and choice of materials. </p> <p> <b>Standards-based training needs analysis:</b> <br> We were commissioned to undertake a training needs analysis and training auditwith library staff in ten authorities in the north of England. Training needswhich were not being satisfied through conventional training were identified andwe are producing open learning packages to cater for these needs. </p> <p> <b>Guide to Open Learning Services:</b> <br> With funding from the Scottish Library and Information Council, we researched andpublished a guide to a core collection of open learning materials. Aimedprimarily at public libraries, the guide offers comprehensive details of over twohundred packages in various subject areas. </p> <p> <b>Open Learning Training for Library Staff:</b> <br> We designed and delivered a state-of-the-art training package to public libraryauthorities to enable them to offer a quality open learning service. The trainingcovered all aspects from management, materials and learner support to marketingand evaluation. The project culminated in a network meeting where authoritiesshared experiences, discussed issues and were informed of new developments. </p> <p> <b>Publications</b> <br> As well as offering expert training solutions, we are happy to producetailor-made training materials through our publishing service. Many organisationsin the public sector already take advantage of this high-quality facility.Throughout 1993/94 SCET's design and publishing team has undertaken majorprojects for a range of organisations in the public sector. Some particularlysignificant projects from SOEID included: </p> <p> <b>Staff Development:</b> <br> Reporting 5-14: On behalf of SOEID we have produced these important new materials,designed to accompany the national guidelines: Reporting 5-14, as a resource forheadteachers, education authority staff and school board members. </p> <p> <b>Modern Languages in the Primary School:</b> <br> A training programme intended to provide teachers with the necessary skills tointroduce a foreign language into the day-to-day work in the primary classroom. </p> <p> </p> <h3>Software Training</h3> <br> During the year we have provided software training for a range of national and regional bodies: <p> </p> </li> <li> Scottish Women's Rural Institute <p> </p> </li> <li> Workers' Educational Association <p> </p> </li> <li> Scottish Sculpture Trust <p> </p> </li> <li> SOEID <p> </p> </li> <li> local authorities <p>We have also undertaken SCET consultancy work on behalf of the Boys' Brigade UK,analysing their IT needs and presenting them with a comprehensive report anddetailed recommendations. </p> <p> <b>Partnership: Working with the private sector</b> <br> SCET can offer support and advice on training matters to even the largestcompanies. Training for employees is now a key priority in industry andcommerce. Many organisations have come to recognise that our expertise,systematically developed in the education sector, can be applied with greatsuccess in industrial and other settings. Moreover, the need for informationtechnology systems in the workplace has generated another new role for us asadvisers and consultants on IT needs and training. For these reasons ourpartnership with business and industry has again expanded in the past year. </p> <p> <b>United Distillers:</b> <br> The opportunity to work in partnership with such a major industrial force asUnited Distillers has been very stimulating and has proved mutually beneficial.In the year under review we carried out these commissions on behalf of thecompany: We were contracted as consultants to evaluate a large-scale managementdevelopment programme devised by the Open College. </p> <p> </p> </li> <li> <br> We prepared induction and training packs for various parts of the UnitedDistillers organisation. <p> </p> </li> <li> <br> On behalf of UD UK, the sales and marketing division of United Distillers, weprepared a staff handbook which has been issued to all staff and which was veryfavourably received at the company's worldwide conference. <p> <b>Beyond the Edge:</b> <br> The success of Discovering Multimedia, an interactive package explaining theconcept of multimedia and how it could benefit an organisation, led us to a newjoint project with Scottish Enterprise and the Employment Department. The resultis a video ? Beyond the Edge ? which informs companies of the practicalities andpitfalls of the multimedia revolution as well as its vast potential. </p> <p> <b>Training Resources</b> <br> SCET has a unique service to offer the Scottish business and training community.SCET is the sole Scottish distributor of training materials produced byorganisations such as BBC, Connaught, Longman, Melrose, Sunday Times and VideoArts. Any organisation, large or small, private or public, can come to SCET toview the range of materials offered by these producers to help them identifytraining materials most suited to their particular needs, before deciding to hireor buy. Over free the past year, video material has still been the most populartype of training material in use in Scottish businesses but print-based courses,management games, CD-Rom and CD-i training packages are becoming more popularamongst trainers. Our free drop-in preview centre at our Glasgow office housesthe complete range of the latest materials from the main training producers. Wecan also arrange for much of this material to be viewed at our network of previewcentres throughout Scotland and hundreds of companies in Scotland have made fulluse of our unique service throughout 1993-94, including Standard Life, ClydesdaleBank, Motorola and Glasgow City Housing. </p> <p> <b>Training Facilities:</b> <br> Our extensive training and conference facilities include aspacious 173-seat cinema/lecture theatre and a conference room catering for asmany as 200 delegates. In the past year these modern facilities have again beenwidely used by a range of organisations. </p> <p> <b>Financial Performance</b> <br> SCET has once again achieved and exceeded its financial targets for the year,earning a surplus slightly in excess of that budgeted. As in previous years, notall of SCET's business performed as well as anticipated, but areas withshortfalls against target were more than balanced by better than expectedperformance in other areas. The accounts information illustrated is subject tofinal audit adjustments and final board approval. </p> <p> </p> <pre> SCET sources of income: Income total ?3,438,624SOEID general activity grant 42%Local authority general activity grant 1%Earnings from services to education authorities 15% 1Contracts and consultancy 28% 2Other sales and services 6%Premises 8% <p> <b>Where the money goes</b> Expenditure total ?3,389,675Employee costs 61%Other costs 24%3Property costs 5%Asset Costs 5%Travel/meetings expenses 3%Staff developmenrt 2% </p><p> <b>Net costs of SCET services</b> Net cost ?1,429,619 (before SCED & local authority grants)4Administration & premises 33%ITR&D 23%Communications 24%Learning systems 14%EMA 6% </p> </pre> <p> <b>Notes to figures</b> <br> 1] Includes some income from SCAMP sales of publications software and training </p> <p>2] Includes contracts with SOEID, other government and corporate organisations andvideo distribution hire. </p> <p>3] Includes the cost of materials production, sales and distribution of videosand general administrative costs. </p> <p> 4] Some of SCET's activities were budgeted to break even. Others were budgeted toconsume a significant proportion of the SOEID grant.  </p> <center> <img src="/graphics/blue_line.gif" alt="Divider line"> <table border="0" cellspacing="0" cellpadding="0"> <tr> <td width="60"> <center> <img width="30" height="30" border="1" src="/graphics/footer/welcome.gif"> </center> </td> <td width="60"> <center> <img width="30" height="30" border="1" src="/graphics/footer/help.gif"> </center> </td> <td width="60"> <center> <img width="30" height="30" border="1" src="/graphics/footer/contacting.gif"> </center> </td> <td width="60"> <center> <img width="30" height="30" border="1" src="/graphics/footer/guest_book.gif"> </center> </td> <td width="60"> <a href="/cgi/comment/comment.acgi"> <center> <img width="30" height="30" border="1" src="/graphics/footer/comment.gif"> </center> </a> </td> <td width="60"> <a href="/html_docs_low/scet/annual_review/"> <center> <img width="30" height="30" border="1" src="/graphics/footer/low_graphics.gif"> </center> </a> </td> </tr> <tr> <td align="CENTER" valign="TOP" width="60"> <font size="2">Welcome</font> </td> <td align="CENTER" valign="TOP" width="60"> <font size="2">Help</font> </td> <td align="CENTER" valign="TOP" width="60"> <font size="2">Contacting SCET</font> </td> <td align="CENTER" valign="TOP" width="60"> <font size="2">Guest Book</font> </td> <td align="CENTER" valign="TOP" width="60"> <font size="2">Comments on this Page</font> </td> <td align="CENTER" valign="TOP" width="60"> <font size="2">Low Graphic Version</font> </td> </tr> </table> <img src="/graphics/blue_line.gif" alt="Divider line"> <br> <font size="3"> This page was last updated:  7/3/96  </font> </center>  </li> </body>