Report on Government Services 2016
Child care, education and training
The Child care, education and training (CCET) volume B includes performance reporting for Early childhood education and care (ECEC), School education and Vocational education and training (VET).
It also includes a sector overview for CCET. This volume was released on 4 February 2016.
Download the full volume
- Volume B: Child care, education and training (PDF - 17 732 Kb)
- Volume B: Child care, education and training (Word/ZIP - 3336 Kb)
Download the sector overview
The sector overview provides an introduction to the Early childhood education and care (ECEC) (chapter 3), School education (chapter 4), and Vocational education and training (VET) (chapter 5) chapters of this Report. It provides an overview of the CCET sector, presenting both contextual information and high level performance information.
- Overview B Child care, education and training, attachment tables and data quality information (PDF - 2676 Kb)
- Overview B Attachment tables (XLSX - 1490 Kb)
- Indicator Framework
- Indigenous Data
This sector overview is based on a sector performance indicator framework made up of the following elements:
- Sector objectives - three sector objectives are a précis of the key commitments agreed to by Council of Australian Governments (COAG), including the National Partnership Agreement on Universal Access to Early Childhood Education and Care (NP UAECE), the National Education Agreement (NEA) and the National Agreement for Skills and Workforce Development (NASWD). Although these goals are based on outcomes in these commitments, wording has been amended for relevance to the CCET sector overview reporting.
- Sector-wide indicators - three sector-wide headline indicators reflect activity across the sector. Several measures support each indicator.
- Information from the service-specific performance indicator frameworks that relate to CCET services. Discussed in more detail in chapters 3, 4 and 5, the service-specific frameworks provide comprehensive information on the equity, effectiveness and efficiency of these services.
- That all children have access to the support, care and education throughout early childhood that equips them for life and learning, delivered in a way that actively engages parents and meets the workforce participation needs of parents
- That all Australian school students acquire the knowledge and skills to participate effectively in society and employment in a globalised economy
- That all working age Australians have the opportunity to develop the skills and qualifications needed, including through a responsive training system, to enable them to be effective participants in and contributions to the modern labour market
- School readiness
Service-specific performance indicator frameworks
Performance indicator data for Aboriginal and Torres Strait Islander people in this chapter are available in the attachment tables listed below. Contextual data and further supporting information can be found in the chapter.
|Table number||Table title|
|Table BA.7||Children on track on the Australian Early Development Census (AEDC), by Indigenous status|
|Table BA.8||Children developmentally at risk on the AEDC, by Indigenous status|
|Table BA.9||Children developmentally vulnerable on the AEDC, by Indigenous status|
|Table BA.21||Proportion of 17-24 year old school leavers participating in full time education and training and/or employment, by Indigenous status (Census data)|
|Table BA.24||Higher education participation by selected groups, compared with their representation in the community (per cent)|
|Table BA.28||Proportion of 20-64 year olds with or working towards a non-school qualification, by Indigenous status (per cent) (Census data)|
|Table BA.30||People aged 20-24 years who have completed year 12 (or equivalent) or Certificate II level or above, by Indigenous status (Census data)|
|Table BA.31||Proportion of 20-24 year olds who have completed year 12 (or equivalent) or Certificate II level or above, by Indigenous status, by remoteness area (Census data)|
|Table BA.39||Proportion of 20-64 year olds with qualifications at Certificate III level or above, by Indigenous status (Census data)|