DEEWR Budget Statements Outcomes and Performance Outcome 2

DEEWR Budget Statements – Outcomes and Performance – Outcome 2

2.2 Outcome 2: School Education – Schools and other educators provide high quality teaching and learning to all Australian children, creating good foundation skills and positive life opportunities

The Australian Government requires agencies to measure their intended and actual performance in terms of outcomes. Government outcomes are the results, impacts or consequences of actions by the Government on the Australian community. Agencies are required to identify the output groups which demonstrate their contribution to Government outcomes over the coming year.

Each outcome is described below by output groups, specifying the performance indicators and targets used to assess and monitor the performance of the department in achieving government outcomes.

Outcome 2 Strategy

The Government wants Australia’s education system to be among the best in the world to produce an innovative, skilled and well trained workplace. As part of this, school students need to be provided with foundation skills, knowledge, understanding and values necessary for lifelong learning, employment and participation in a dynamic and inclusive society.

Responsibility for the funding of school education is shared by the Australian and State and Territory governments, parents and school communities. The Australian Government is a primary source of funding for non-government schools and it provides supplementary assistance to state government schools. States and Territories have regulatory and funding responsibility for government schools, including for curriculum support, assessment and certification, school and teacher registration and accreditation which benefit both government and non-government schools. States and Territories also provide supplementary assistance to non-government schools. The Australian Government provides leadership and works in partnership with State and Territory governments and with non-government school authorities, parents, educators and other organisations to improve the quality of schooling nationally and achieve the best possible outcomes for young Australians.

Education is key to the Government’s agenda to support increasing participation and productivity and secure Australia’s prosperity into the future. Real commitments have been made through the Council of Australian Governments (COAG) to drive the productivity agenda through substantial reform in early childhood development, education and skills to be delivered under the Education Revolution. The key objectives agreed by COAG for schooling include:

•  the development of a national partnership agreement focused on the particular educational needs of low socio-economic status school communities

•  lifting the Year 12 or equivalent attainment rate to 90per cent by 2020

•  halving the gap for Indigenous students in reading, writing and numeracy within a decade

•  at least halving the gap for Indigenous students in Year 12 or equivalent attainment rates by 2020

•  ensuring all Indigenous four year olds in remote communities are enrolled in and attending a proper early childhood centre or opportunity within five years.

The Government’s Education Revolution involves greater collaboration and sharper focus on improving outcomes as students move through school. Reform will involve collaboration across the government and non-government sectors and a genuine partnership involving parents, children, students, employers and all levels of government.

Key initiatives of the Government’s strategy for implementing the Education Revolution include:

•  National Secondary School Computer Fund

•  Fibre Connections to Schools

•  Trade Training Centres in Schools

•  Local Schools Working Together to share facilities pilot program

•  Development of a national curriculum through the National Curriculum Board

•  National Asian Languages and Studies in Schools

•  Education Tax Refund.

As part of the Education Revolution, the Government is investing $1 billion over four years for the Digital Education Revolution. $900 million will be delivered through the National Secondary School Computer Fund. The other $100million will be used to contribute to the deployment of Fibre to the Premises broadband connections to deliver faster internet speeds to all Australian schools or an alternative technology to those remote areas where fibre is not possible. The Government has provided an additional $200 million to extend the Fund to 2011-12.

Another key priority of the Education Revolution is the Trade Training Centres in Schools Program, providing $2.5 billion over ten years. It is an important element of the Government’s workforce development agenda and is designed to help address skill shortages in traditional trades and emerging industries. The program will help to meet the COAG targets to improve Year 12 and equivalent attainment, including at least halving the attainment gap for Indigenous students, and to increase the proportion of the 19 year old population with qualifications at Certificate III level and above over the next 10 years.

The Government has established the National Curriculum Board to ensure that all children have access to the highest quality learning programs. The Government will also implement the new National Asian Languages and Studies in Schools Program, with effect from 1 January 2009, to increase the numbers of students proficient in Japanese, Indonesian, Chinese and Korean and promote cultural understanding of Australia’s main trading partners. The National Curriculum Board will oversee the teaching of languages in schools and will work with the States and Territories to increase the number of qualified teachers.

The Government is aiming to reduce the gap in educational achievement between Indigenous Australians and non-Indigenous Australians. Collaboration and partnerships with the States and Territories will provide a strong structure to the department’s work in Indigenous education. The agreement made through the Council of Australian Governments (COAG) to establish high level targets to be used to measure the achievement of reform in Indigenous educational attainment adds strength to the commitment made through the high priority already accorded to Indigenous education by all Australian governments.

Changes to Specific Purpose Payment (SPP) arrangements, which include Indigenous education funding arrangements, were announced by COAG early in 2008. The new arrangements commencing in 2009 will enable States and Territories to use funding more flexibly. They will incorporate a National Education Agreement and national partnership agreements to strengthen reforms and enhance public accountability. The focus will be to drive school improvements as measured by literacy and numeracy performance, Year 12 and equivalent attainment, and the closing of gaps in relation to Indigenous students.

The department’s effectiveness indicators for Outcome 2 broadly measure whether it is achieving the Government’s objectives. Effectiveness indicators listed in Table 3.2A include trends in full-time student enrolments, apparent retention rates and students receiving Year 12 certificates. These trends are monitored through national data collections and international benchmarking in cooperation with education authorities. Other key indicators include monitoring of student outcomes against national benchmarks for literacy and numeracy achievement, in line with the Government’s emphasis on raising educational standards. In particular, in tracking government policies targeting Indigenous disadvantage in education the department compares the rates at which Indigenous and non-Indigenous students achieve the Years 3, 5 and 7 reading, writing and numeracy benchmarks. In 2006, the most recent figures available, the gap between Indigenous and non-Indigenous benchmarks achievement ranges from 13.3 per cent in the Year 3 reading benchmark to 32.3 percent in the Year 7 numeracy benchmark. The Ministerial Council on Education, Employment Training and Youth Affairs (MCEETYA) will continue to play a key role through its National Assessment Program in helping to measure how student outcomes across States and Territories compare with national and international standards.

Outcome 2 Resource statement

Table 2.2 provides additional detail of Budget appropriations and the total resourcing for outcome 2.

Table 2.2: Total resources for Outcome 2

Table 2.2: Total resources for Outcome 2 (cont)

Note: Departmental Appropriation splits and totals, by outcome and output, are indicative estimates and may change in the course of the budget year as government priorities change.

Contributions to Outcome 2

Overview of outputs

The Government’s strategy to increase participation and productivity through investment in school education is supported by funding provided to the department under administered items. These include priorities for recurrent and capital funding for schools, assistance for individuals (including students with special needs) and funding for teachers, schools and other organisations to promote quality teaching and learning. A list of administered items and related programs including their objective is provided below.

Performance indicators for administered outputs are listed in Table 3.2B. A number of outputs will rise in line with Government priorities to improve educational outcomes and boost Year 12 attainment; in particular, the table shows expected increases in the number of students eligible for reading assistance under An Even Start – National Tuition Program, newly arrived students assisted under the English as a Second Language – New Arrivals Program and students receiving Assistance for Isolated Children’s Program funding. In line with the Government’s Digital Education Revolution, there will be a significant increase in the number of schools assisted under the National Secondary School Computer Fund following the initial funding round. More on-line resources for schools will be available from The Learning Federation and there will be an increase in number of teachers assisted under the Australian Government Quality Teacher Program, exceeding the output for 2007.

In 2008-09 the department will address Indigenous educational disadvantage through the delivery of initiatives aimed at improving literacy and numeracy outcomes through the expansion of accelerated literacy and numeracy approaches, and increasing access to school education for Indigenous students in remote areas through the establishment and operation of three new boarding facilities. Professional development support will be provided to teachers to enable them to assess the individual needs of Indigenous students and to prepare Individual Learning Plans. The department will continue to contribute to the Northern Territory Emergency Response through the provision of education measures aimed at improving teacher quality, accelerated literacy achievement and classroom availability in remote communities in the Northern Territory as well as continuing a contribution to improving school attendance through school nutrition initiatives.

Administered activities

The Australian Government’s policy agenda for schools builds on the MCEETYA National Goals for Schooling agreed by MCEETYA in 1999. These goals underpin the Government’s funding arrangements and administered activities.

Key elements of the Government’s Education Revolution are being rolled out before the end of 2008, as detailed below. A new funding agreement will also be developed to commence from 1 January 2009, which will be based on aspirational goals and will
include agreed statements of objectives and outcomes, clearer and simpler reporting systems.

While individuals generally acquire foundation skills through the school system, there are other educational pathways required for some young people to ensure they achieve foundation skills, values, knowledge and understanding for their ongoing effective participation in further education, employment and society. Some of these pathways are offered through the traditional school system. Others are offered by schools in partnership with vocational and technical education providers, community groups, parents, and non-government organisations.

The administered items and related programs that contribute to Outcome 2 are outlined below.

Funding for schools

Key initiatives under the Education Revolution agenda provide funding for schools through the following:

•  Digital Education Revolution – aims to contribute sustainable and meaningful change to teaching and learning in Australian schools that will prepare students for further education, training, jobs of the future and to live and work in a digital world. Australian students need greater access to, and more sophisticated use of, information and communications technology (ICT) that is underpinned by a quality digital education. This digital education includes the best hardware, high speed broadband connections and the best trained teachers to integrate new technology into the classroom and across the school curriculum. Key elements of this policy initiative, which provides $1 billion over four years, are: