CABINET-IN-CONFIDENCE

Measuring Measuring Educational Educational OutcomesOutcomes

Prof Peter DawkinsProf Peter DawkinsSecretary, Victorian Dept of

Education and Early Childhood Development

OverviewOverview• Victoria’s Targets in Growing

Victoria Together• COAG Productivity Agenda

Outcomes framework• Using Data to Drive Performance

Meeting GVT Goals and TargetsMeeting GVT Goals and Targets

The proportion of Victorian primary students achieving above national benchmark levels for reading, writing and numeracy, is at or above the national average

90% of young people completing Year 12 or equivalent

by 2010

The wellbeing of young children will improve

Literacy and Numeracy achievementLiteracy and Numeracy achievementVictoria compared to the national average (NAPLAN 2008)

80%

82%

84%

86%

88%

90%

92%

94%

96%

98%

100%

Reading Writing Numeracy Reading Writing Numeracy Reading Writing Numeracy Reading Writing Numeracy

Year 3 Year 5 Year 7 Year 9

Victoria Australia

Year 12 or equivalent completion Year 12 or equivalent completion by young peopleby young people

70%

72%

74%

76%

78%

80%

82%

84%

86%

88%

90%

1999 2000 2001 2002 2003 2004 2005 2006 2007

Victoria

Australia

•Target: 90% by 2010•Current rate: 86.1% (2007)Since 1999 the rate has improved - but more still needs to be done

COAG Productivity AgendaCOAG Productivity Agenda• Early Childhood, Schooling, Skills

• 14 Outcomes• 18 Progress Measures• 8 Targets

COAG Schooling - Outcomes, COAG Schooling - Outcomes,

• Engagement• Literacy and numeracy• Social inclusion• Excellence by international

standards• Successful transition from school to

work or full study

COAG Schooling - Progress COAG Schooling - Progress Measures Measures

• Six categories of progress measures• For example

– Literacy and numeracy achievement of year 3, 5, 7 and 9 students

– Proportion of 19 year olds who have attained year 12 or equivalent to AQF certificate 2

Some issues and challenges for the Some issues and challenges for the progress measures & targets progress measures & targets

• Measuring improvement over time• Disaggregation

– By jurisdiction– Low socio-economic status students– Indigenous

• Survey data versus administrative data• Transparency, accountability, evaluation &

capacity building• Driving performance within jurisdictions

– State; Sector / system; Region; Network; School

Some prioritiesSome priorities• Refining and improving data collection

– Role of ABS– Role of Australian Curriculum Assessment &

Reporting Authority (ACARA)– Role of COAG Reform Council

• Building expertise:– Within government and school systems (including

partnerships with researchers and universities): • Developing evidence based policy• Sharing evidence across Australia

– Within schools• Working with governments and stakeholders to

agree protocols for data reporting