Social inclusion accountability for outcomes Mary Ann O Loughlin

Social inclusion: accountability for outcomes Mary Ann O’Loughlin Executive Councillor and Head of Secretariat Nat. Stats 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. 4

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. 5

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. 6

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. 7

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 8

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: • • • Education Skills and workforce development Healthcare Disability services Housing affordability Indigenous reform

NATIONAL EDUCATION AGREEMENT 11

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 12

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 & post-school 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 16

Student attendance rates for Year 10 in government schools, by Indigenous status, 2009 Year 10 100 Indigenous non-Indigenous 90 80 70 60 50 40 80 89 81 90 76 88 87 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 Not available Under development by individual jurisdiction no comparative analysis due to Indigenous identification issues compared to non. Indigenous students no change over time due to Indigenous identification issues Indigenous attendance by individual at school jurisdiction and school sector compared to non. Indigenous students Year 10 completion by individual jurisdiction compared to non. Indigenous 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. 22

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 23

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 40 85. 9 90. 8 82. 0 81. 4 85. 0 72. 0 30 20 88. 7 84. 1 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 non. Indigenous 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 31

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