Transcript Document

Social inclusion:
accountability for outcomes
Mary Ann O’Loughlin
Executive Councillor and Head of Secretariat
NatStats 2010 Conference
Friday 17 September 2010
COAG REFORM AGENDA
2
COAG reform agenda
To address the challenges of boosting productivity,
increasing workforce participation and mobility, and
delivering better services for the community.
To contribute to the broader goals of social inclusion,
closing the gap on Indigenous disadvantage, and
environmental sustainability.
Intergovernmental Agreement on Federal Financial
Relations
•
‘represents the most significant reform of Australia’s
federal financial relations in decades’
– governs all policy and financial relations between
the Commonwealth and the States.
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New financial arrangements
• National Specific Purpose Payments (SPPs)
- supported by new National Agreements
• National Partnership payments
- associated with National Partnership Agreements
• New accountability arrangements
- to support performance assessment and public reporting.
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National Specific Purpose Payments
• 90+ different payments = five new National SPPs
– school education
– skills and workforce development
– healthcare
– affordable housing
– disability services
• Ongoing financial contributions from Commonwealth
– States and Territories have full budget flexibility to allocate
funds as they see fit to achieve the agreed objectives for the
sector.
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National Agreements
• In specific areas of service delivery:
– Healthcare, Disability Services, Education, Skills and
Workforce Development, Affordable Housing, Indigenous
Reform
• Define the objectives, outcomes, outputs, and
performance indicators
• Clarify the roles and responsibilities of the
Commonwealth and the States and Territories.
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National Partnerships
• New incentive payments to drive reform:
– to support delivery of specified projects
– to facilitate reforms
– to reward jurisdictions that deliver on national reforms
• National Partnership Agreements define the
objectives, outputs and performance benchmarks
–
–
–
–
–
Early Childhood Education
Literacy and Numeracy
Improving Teacher Quality
Preventive Health
Elective Surgery Waiting List Reduction Plan
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The COAG Reform Council
Mission:
To assist COAG to drive its reform agenda by
strengthening public accountability of the
performance of governments through independent
and evidence-based monitoring, assessment and
reporting.
Outcomes reporting
Comparative analysis of jurisdictional performance in:
•
•
•
•
•
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Education
Skills and workforce development
Healthcare
Disability services
Housing affordability
Indigenous reform
NATIONAL EDUCATION
AGREEMENT
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Structure of the National Education Agreement
Objective
Outcomes
All Australian school students acquire the knowledge and skills to participate effectively
in society and employment in a globalised economy.
All children are
engaged in and
benefitin g from
schooling
Young people are
meeting basic
literacy and
numeracy standards,
and overall levels are
improving
Australian
students excel
by international
standards
Young people
make a successful
transition from
school to work and
further study
Targets
Performance Indicators
Schooling promotes the social inclusion and reduces the educational disadvantage
of children, especially Indigenous children
Proportion of
children
enrolled in and
attending
school , by
Indigenous and
SES s tatus
Literacy and
numeracy
achievement of Year
3, 5, 7 and 9 students
in national testing ,
by Indigenous and
SES status
Proportion of
students in the
bottom and top
levels of
performance in
international
testing
The proportion
of Indigenous
students
completing
Year 10
Proportion o f 2024 year old s
having attained at
least Year 12 or
equivalent , by
Indigenous and
SES status
Proportion of 18 24 year olds
engaged in full
time employment,
education or
training at /above
Certificate III
Lift the Year 12 or equivalent attain ment rate to 90 per cent by 2015
Halve the gap for Indigenous students in reading, writing and numeracy within a decade
At least halve the gap for Indigenou s students in Year 12 or equivalent attainment rates
by 2020
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National Education Agreement outcome:
Schooling promotes social inclusion, and reduces the
educational disadvantage of children, especially Indigenous
children.
Increased attendance at
early childhood education
& school
Increased achievement at
school - literacy & numeracy
Increased rate of Year 10
and 12 attainment & postschool participation
Contextual factors
NSW
Vic
Qld
WA
SA
Tas
ACT
NT
Aust
153
34
145
71
28
18
4
64
517
Proportion of population
Indigenous (%)
2
1
4
3
2
4
1
30
3
Proportion of Indigenous
population in remote areas (%)
5
np
22
43
19
np
na
80
25
Indigenous students (%)
4
1
6
7
3
6
2
41
4
Indigenous population (‘000)
All children are engaged in and benefiting from schooling
•Proportion of children enrolled in and attending school
•Proportion of Indigenous students completing Year 10
OUTCOME
Proportion of children aged 6 to 15 years enrolled in school,
by Indigenous status, 2006
Indigenous
Non-Indigenous
Per cent
120
110
100
90
80
70
60
50
NSW
Vic
Qld
WA
SA
Tas
ACT
NT
Aust
16
Student attendance rates for Year 10 in government schools,
by Indigenous status, 2009
Year 10
Indigenous
100
non-Indigenous
90
80
70
60
50
40
80
89
81
90
88
87
76
64
30
86
69
78
87
89
87
75
67
20
10
0
NSW
Vic
Qld
WA
SA
Tas
ACT
NT
17
Proportion of young people having completed Year 10,
by Indigenous status, 2006
Indigenous
Per cent
100
90
80
70
60
50
40
30
20
10
0
15
12
9
14
14
5
Gap to non-Indigenous
6
16
47
82
84
89
84
83
92
92
81
50
NSW
Vic
Qld
WA
SA
Tas
ACT
NT
Aust
18
Indigenous achievement: enrolment and attendance
Available
Early childhood
education
Indigenous enrolment
in school
Under development
by individual
jurisdiction
no comparative analysis due to
Indigenous identification issues
compared to nonIndigenous students
no change over time due to
Indigenous identification issues
Indigenous attendance by individual
at school
jurisdiction and
school sector
compared to nonIndigenous students
Year 10 completion
Not available
by individual
jurisdiction
compared to nonIndigenous students
no comparative analysis due to
differencing collection methods
between jurisdictions and school
sectors.
no change over time as data is
sourced from the census
Young people are meeting basic literacy and numeracy
standards, and overall levels of literacy and numeracy
achievements are improving
•Literacy and numeracy achievement of Year 3, 5, 7 and 9 students
in national testing — National Assessment Program–Literacy and
Numeracy (NAPLAN)
OUTCOME
Year 5 Reading: proportion of students achieving at or above
national minimum standard, by Indigenous status, 2009
2008 Indigenous
Per cent
2009 Indigenous
2009 Non-Indigenous
100
90
80
70
60
50
40
77.6 77.9
83.0 84.8
84.5
62.9 65.7
30
51.8
56.2
60.6
79.0
81.1 77.4
67.7
63.4 66.7
20
25.8
10
31.0
0
NSW
Vic
Qld
WA
SA
Tas
ACT
NT
Aust
21
Participation in NAPLAN
Three categories of student participation:
• assessed — participating on the day of testing
• exempt — due to being a student recently arrived in
Australia and of a language background other than
English, or having a significant intellectual disability
• absent/withdrawn — the student was not at school on
the test day or was withdrawn by their parent or carer.
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Year 5 Reading Indigenous students: participation, 2009
Indigenous 2008
Indigenous 2009
non-Indigenous 2009
100
90
80
70
92.7 94.7
90.2 91.2
97.1
96.7
94.9 94.3
84.1
87.8
94.8
87.4
91.4
92.4
88.8
90.1
92.7
71.5
60
50
NSW
Vic
Qld
WA
SA
Tas
ACT
NT
Aust
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Indigenous achievement: Literacy and numeracy
Available
NAPLAN data
by individual jurisdiction
compared to non-Indigenous
students
statistically tested
comparative analysis
available
statistically tested change
over time available
Not available
analysis of relationship between
Indigenous status and
remoteness not available by
jurisdiction.
Young people make a successful transition from school to
work and further study
•The proportion of the 20 to 24 year old population having attained
at least Year 12 or equivalent
•The proportion of 18 to 24 year olds engaged in full time
employment, education and training
OUTCOME
Proportion of the 20 to 24 year old population who have
completed Year 12 or equivalent, by Indigenous status, 2008
Per cent
100
2008 Indigenous
2008 Non-Indigenous
90
80
70
60
50
88.7
84.1
40
90.8
85.9
85.0
82.0
81.4
72.0
30
20
57.6
53.6
52.9
43.1
55.6
69.6
56.6
45.4
43.0
23.6
10
0
NSW
Vic
Qld
WA
SA
Tas
ACT
NT
Aust
26
Proportion of young people engaged in full-time employment,
education or training, by Indigenous status, 2008
Per cent
2008 Indigenous
2008 non-Indigenous
100
90
80
70
60
50
40
30
20
83.3
80.4
90.5
83.3
79.8
54.5
71.7
68.7
54.0
44.2
38.9
81.0
80.8
75.3
40.8
40.2
31.2
30.2
10
0
NSW
Vic
Qld
WA
SA
Tas
ACT
NT
Aust
27
Indigenous achievement: Year 12 attainment and
transition to further work and study
Available
Year 12 or
equivalent
attainment and
18-24 year olds
engaged in full
time employment,
education or
training.
Not available
by jurisdiction
comparative analysis between
jurisdictions not available due to
large confidence intervals
compared to nonIndigenous students
change over time analysis not
available due to lack of timely data
COAG targets
Halve the gap for Indigenous students in reading,
writing and numeracy within a decade.
Halve the gap in Year 12 attainment for Indigenous
students by 2020.
Halve the gap in Year 12 attainment for
Indigenous students by 2020
Per cent
2008 Indigenous
2020 Indigenous target
100
90
80
70
60
50
40
30
20
57.6
53.6
52.9
43.1
55.6
56.6
45.4
43.0
23.6
10
0
NSW
Vic
Qld
WA
SA
Tas
ACT
NT
Aust
STATISTICS, PUBLIC
ACCOUNTABILITY AND A
ROBUST FEDERATION
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Priorities for data development and collection
Improve administrative data
• Early childhood education
• National Schools Statistics Collection
• Year 12 completions
• NAPLAN reporting of absent/withdrawn students
Enhance the Survey of Education and Work
Introduce a unique student identifier
www.coagreformcouncil.gov.au