Statement of performance
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Statement of performance 
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Output Class 1: Public School Education
Description
Public primary school education is available, on average, for eight years with a preschool age of four years and a kindergarten starting age of five years. A balanced preschool/primary school curriculum covering the early and later childhood education allows students to develop the qualities needed for lifelong learning. Public high school education covers the years 7 to 10. ACT public high schools offer a broad and comprehensive education across all key learning areas. Public secondary college education covers years 11 and 12, offering courses catering for a broad range of student needs and interests.
A range of educational settings are available in the ACT public schools for students with a disability: special needs schools; special classes or units in mainstream schools; and additional support in mainstream classes. The Directorate also provides early intervention programs to children between the ages of two to five years who have a disability or a developmental delay. Early learning and development programs identify and address the physical, emotional, social and educational needs of children from birth to five years.
2011-2012 | 2011-2012 | Percentage variance from the target | Explanation of material variance (±10% or higher) | |
| Total Cost ($'000) | ||||
1.1 Public Primary School Education | 263,108 | 277,082 | 5.3 | |
1.2 Public High School Education | 152,697 | 154,262 | 1.0 | |
1.3 Public Secondary College Education | 99,561 | 101,010 | 1.5 | |
1.4 Disability Education in Public Schools | 60,720 | 63,380 | 4.4 | |
Total Output Class 1 | 576,086 | 595,734 | 3.4 | |
Government Payment for Output ($'000) | ||||
1.1 Public Primary School Education | 218,899 | 220,658 | 0.8 | |
1.2 Public High School Education | 127,531 | 127,330 | (0.2) | |
1.3 Public Secondary College Education | 82,193 | 82,235 | 0.1 | |
1.4 Special Education in Public Schools | 53,137 | 53,436 | 0.6 | |
Total Output Class 1 | 481,760 | 483,659 | 0.4 | |
National Assessment Program – Literacy and Numeracya | ||||
a. all year 3 students in reading | 421 | 440 | 4.5 | |
b. Indigenous year 3 students in reading | 363 | 370 | 1.9 | |
c. all year 5 students in reading | 503 | 513 | 2.0 | |
d. Indigenous year 5 students in reading | 445 | 456 | 2.5 | |
e. all year 7 students in reading | 551 | 551 | 0.0 | |
f. Indigenous year 7 students in reading | 504 | 502 | (0.4) | |
g. all year 9 students in reading | 594 | 585 | (1.5) | |
h. Indigenous year 9 students in reading | 552 | 547 | (0.9) | |
i. all year 3 students in writing | 426 | 417 | (2.1) | |
j. Indigenous year 3 students in writing | 385 | 360 | (6.5) | |
k. all year 5 students in writing | 487 | 491 | 0.8 | |
l. Indigenous year 5 students in writing | 439 | 444 | 1.1 | |
m. all year 7 students in writing | 527 | 519 | (1.5) | |
n. Indigenous year 7 students in writing | 483 | 448 | (7.2) | |
o. all year 9 students in writing | 561 | 553 | (1.4) | |
p. Indigenous year 9 students in writing | 516 | 474 | (8.1) | |
Numeracy mean achievement score of: | ||||
a. all year 3 students | 415 | 413 | (0.5) | |
b. Indigenous year 3 students | 360 | 352 | (2.2) | |
c. all year 5 students | 486 | 500 | 2.9 | |
d. Indigenous year 5 students | 433 | 444 | 2.5 | |
e. all year 7 students | 551 | 546 | (0.9) | |
f. Indigenous year 7 students | 499 | 485 | (2.8) | |
g. all year 9 students | 589 | 584 | (0.8) | |
h. Indigenous year 9 students | 547 | 528 | (3.5) | |
Senior secondary education | ||||
a. Percentage of year 10 students who proceed to public secondary college education | 85% | 90% | 5.9 | |
b. Percentage of year 12 students who receive a Year 12 Certificate b | Not applicable | |||
c. Percentage of year 12 students who receive a Tertiary Entrance Statement | 50% | 51% | 2.0 | |
d. Percentage of year 12 students who receive a nationally recognised vocational qualification | 60% | 64% | 6.7 | |
Disability education | ||||
a. Individual Learning Plans completed for students in special and mainstream schools who access special education services | 97% | 97% | 0.0 | |
Early intervention | ||||
a. Number of eligible children with developmental delays and disabilities who attended an early intervention program | 450 | 100% | 0.0 | Note 1 |
b. Individual Learning Plans commenced within one month of the student's first attendance at an early intervention program | 100% | 100% | 0.0 | |
c. Parent satisfaction with their children's progress in early intervention placement as measured by annual survey | 90% | 98% | 8.9 | |
d. Average cost ($) per child attending an early intervention program | 3,956 | 4,163 | 5.2 | |
Average cost ($) per student per annum in public: | ||||
a. Primary schools | 13,138 | 13,270 | 1.0 | |
b. Preschools | 6,024 | 6,102 | 1.3 | |
c. High schools | 16,617 | 16,720 | 0.6 | |
d. Secondary colleges | 16,964 | 17,014 | 0.3 | |
e. Special schools | 60,206 | 55,795 | (7.3) | |
f. Mainstream schools' student with a disability | 26,467 | 27,501 | 3.9 | |
Notes to accountability indicator description:
a. The reported results for these indicators are based on the National Assessment Program – Literacy and Numeracy conducted in May 2011.
b. This indicator was removed as an accountability indicator by the Notifiable Instrument NI2010-277 in June 2010. The indicator became a strategic indicator and will not be reported under accountability indicators in the future.
Note to variance explanation:
1. The variance is due to a lower than expected number of enrolments in early intervention programs.
Output Class 2: Non-government Education
Output 2.1: Non-government Education
Description
The Directorate contributes to the maintenance of standards in non-government schools and home education through compliance and registration, and the accreditation and certification of senior secondary courses through the Board of Senior Secondary Studies. The Directorate also undertakes the administration and payment of the Commonwealth and ACT Governments' grants.
2011-2012 | 2011-2012 | Percentage variance from the target | Explanation of material variance (±10% or higher) | |
Total Cost ($'000) | 4,674 | 1,840 | (60.6) | Note 1 |
Government Payment for Output ($'000) | 4,523 | 2,093 | (53.7) | Note 1 |
Accountability Indicators | ||||
a. Non-government school registration reviews completed within the period required under the Education Act 2004 | 100% | 100% | 0.0 | |
b. Home education registration reviews for provisionally registered children be completed within three months | 96% | 100% | 4.2 | |
c. Grants paid within the required period of receiving funds from the Commonwealth Government | 100% | 100% | 0.0 | |
d. Satisfaction with the processes of the Non-government Education section a | 87% | 86% | (1.1) | |
Note to accountability indicator description:
a. The former Non-Government Education section was merged in the Liaison Unit in early 2012. Stakeholders of the section are non-government schools officials, non-government schools associations, registered home educators and ACT Home educators' network presidents. The stakeholders are surveyed for their satisfaction with the following processes: timeliness of responses to queries; quality of advice; and overall services.
Note to variance explanation:
1. The variance is primarily due to the receipt of Commonwealth funding for the Improving Teacher Quality and Literacy and Numeracy National Partnerships in June 2012 and therefore was unspent in 2011-12. The unspent appropriation at the end of the 2011-12 financial year has been transferred for expenditure in 2012-13.
Output Class 3: Vocational Education and Training
Output 3.1: Planning and Coordination of Vocational Education and Training Services
Description
The Directorate is responsible and accountable for the provision of strategic advice and management of vocational education and training (VET) and higher education in the ACT. This includes administering territory and national funds for a variety of programs addressing skills development for entry level and existing workers as well as adult and community education. The VET system in the ACT responds to the demands and requirements of industry and the community. The Directorate gathers advice from industry stakeholders to predict industry trends and identify the future training requirements of the ACT.
2011-2012 | 2011-2012 | Percentage variance from the target | Explanation of material variance (±10% or higher) | |
Total Cost ($'000) | 40,463 | 29,873 | (26.2) | Note 1 |
Government Payment for Output ($'000) | 39,629 | 30,319 | (23.5) | Note 1 |
Accountability Indicators | ||||
a. Total number of hours under programs available for competitive purchase | 1,800,000 | 2,010,647 | 11.7 | Note 2 |
b. Total reported number of training commencements under available programs a | 6,800 | 6,669 | (1.9) | |
c. Total number of enrolments of existing workers under additional programs b | 2,405 | 2,321 | (3.5) | |
d. Percentage of apprentices satisfied with their training under Australian Apprenticeships | 80% | 86% | 7.5 | |
e. Percentage of employers satisfied with their employees' training under Australian Apprenticeships c | Not applicable | |||
f. Retention rate of existing workers training towards a qualification under additional programs | 85% | 94% | 10.6 | Note 3 |
Notes to accountability indicator description:
a. Refers to Australian Apprenticeships under User Choice Programs and the Priorities Support Program.
b. Refers to the Productively Places Program/National Entitlement to a Quality Training Place.
c. This indicator was discontinued through Notifiable Instrument NI2010-684 effective from 1 July 2010, as it was based on a national survey which is only conducted once every two years. It will not be reported under accountability indicators in the future.
Notes to variance explanations:
1. The variance is primarily due to the transfer of funds to 2012-13 to line up with the delivery of training under the Productivity Places Program National Partnership.
2. The variance is due to improvements in the recording of VET activity.
3. The variance is due to the high number of existing workers, in training at 30 June 2012, who had recently commenced their training. Withdrawals are lower in the early stages of training resulting in a higher retention rate.