Outcome 2 V3 - Department of Education, Skills and Employment · Outcome 2: Improved learning, and...

DEEWR Budget Statement – Outcomes and performance – Outcome 2

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Outcome 2: Improved learning and literacy, numeracy and educational attainment for school students, through funding for quality teaching and learning environments, workplace learning and career advice

Outcome 2 strategy The Australian Government’s Education Revolution is aimed at delivering excellence and equity in Australia’s schools to ensure that all young Australians are supported to achieve their full potential.

The Government is building the foundation for future success so all young Australians have the skills and knowledge they will need to be confident learners and participate effectively in society and employment in a globalised economy.

Building on the advances that have already been made, the Government is achieving the Education Revolution by addressing educational disadvantage and investing in priority areas such as quality teaching, literacy and numeracy, national standards, assessment and reporting, and the national curriculum, which will transform Australia’s educational landscape and progress the reform agenda to make every school a great school, and give every child a great education.

New initiatives to support and recognise teacher quality, increase school autonomy, reward school improvement and enhance student pathways will increase and reinforce Government investment and effort towards this reform agenda.

The Government believes every child deserves a great education and will ensure there are opportunities for those children who are marginalised or need additional academic or personal support to fulfil their unique potential. Through the More Support for Students with Disabilities initiative, the focus is on building the capacity of Australian schools to deliver improved educational experiences for children with disabilities.

The extension of the National School Chaplaincy and Pastoral Care Program will support up to an additional 1000 schools and their communities to support the wellbeing of students.

The Trade Training Centres in Schools Program and National Trade Cadetships will both play a role in assisting secondary students to access vocational education facilities and pathways to prepare students for further work and training.

Schools, teachers and students continue to be supported through the Government’s $2.5 billion investment in the Smarter Schools National Partnerships to improve teacher quality, support disadvantaged school communities, and improve literacy and numeracy.

In 2011–12, the Government’s focus on targets directed at lifting educational outcomes for all Australians and meeting the Closing the Gap targets for Aboriginal and Torres Strait Islander students will continue as a priority. These targets are:

• lifting the Year 12 or equivalent attainment rate to 90 per cent by 2015

• halving the gap between Indigenous and non-Indigenous students in reading, writing and numeracy within a decade (by 2018)

DEEWR Budget Statements – Outcomes and performance – Outcome 2

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• at least halving the gap between Indigenous and non-Indigenous students’ Year 12 or equivalent attainment rates by 2020

• Australia participates in several international sample assessments—the OECD Programme for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS)1. The latest results for PISA 20092 show that Australian students perform significantly above the OECD average across all domains (reading, mathematical and scientific literacy) and Australia remains one of the top performing nations. There has been no statistically significant change in any domain since the last cycle; however results in mathematical literacy and reading literacy have declined since 2003 and 2000 respectively.

• The results from the most recent (2007) cycle of TIMSS3, released in December 2008, show that Australian students were above average in three out of the four test areas, but were at the average level of all countries for Year 8 mathematics.

Aboriginal and Torres Strait Islander students have recorded much lower results than other Australian students have over several testing cycles in both PISA and TIMSS. Low levels of literacy and numeracy have a significant impact on educational attainment.

The Australian Government is working in collaboration with state and territory governments and non-government education authorities to close the gaps between the outcomes of Aboriginal and Torres Strait Islander and other Australian students. This will develop opportunities and build the capacity needed to improve the educational outcomes and economic participation of Aboriginal and Torres Strait Islander students over the coming years.

The Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA) endorsed the Aboriginal and Torres Strait Islander Education Action Plan on 15 April 2010. The plan brings together national reforms along with other complementary measures to support actions at the national, systemic and local levels across the six domains of activity that evidence suggests will have the most impact in improving Aboriginal and Torres Strait Islander student outcomes. These domains are: readiness for school; engagement and connections; attendance; literacy and numeracy; leadership, quality teaching and workforce development; and pathways to real post-school options.

1 Australia also participated in the Progress in International Reading Literacy Study (PIRLS) for the first time in 2010–11. 2 PISA, which is conducted every three years, tests a sample of 15-year-old students in Years 9, 10 or 11 in reading, mathematical and scientific literacy. COAG has agreed that results from PISA will be one of the indicative progress measures used to provide information on the progress of Australian schooling towards achieving COAG-agreed outcomes and aspirations. The results of the PISA 2009 assessment were released on 7 December 2010. The next PISA assessment will be in 2012. 3 TIMSS, which is conducted every four years, tests a sample of Year 4 and Year 8 Australian school students in mathematics and science. TIMSS is an important part of the MCEECDYA KPM Framework as it provides data on the progress of Australian school students towards achieving the National Goals for Schooling. The next cycle of TIMSS will occur in 2011.


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The Australian Government is committed to improving the quality of education and providing greater transparency and accountability of school performance. Following the launch of My School 2.0 in March 2011, an even more comprehensive range of nationally comparable information about schools is available to support accountability, school evaluation and resource allocation. The additional indicators published on My School 2.0 include data about National Assessment Program—Literacy and Numeracy (NAPLAN) gain in student achievement over time, which is indicative of the value schools have added to their students’ learning; as well as school financial data which for the first time reports information on each school’s recurrent income and capital expenditure.

Another significant element of the Government’s reform agenda is the development of a rigorous and world-class Australian Curriculum from Foundation to Year 12. The Australian Curriculum provides agreement on the curriculum content that all students should be taught and explicit advice on achievement standards that all students should be meeting.

In an historic decision in December 2010 MCEECDYA endorsed Australia’s very first national curriculum for the Foundation to Year 10 years in English, mathematics, science and history.

The Australian Government is also committed to recruiting, retaining and rewarding great teachers. In another historic decision by education ministers in December 2010, MCEECDYA endorsed the first National Professional Standards for Teachers. These standards are a public statement of what constitutes teacher quality and set out what teachers should know and be able to do at different stages across their careers.

Building on the National Professional Standards for Teachers, education ministers also agreed in April 2011 to endorse the standards and procedures for an inaugural national approach to the Accreditation of Initial Teacher Education Programs. These significant reforms in support of improving teacher quality recognise that quality teaching is the single most important school-based contributor to student achievement.


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Table 2.1A Budgeted expenses and resources for Outcome 2

2010-11 2011-12Estimated Estimated

actual expensesexpenses

$'000 $'000Program 2.1: Government Schools National SupportAdministered expenses

Special appropriations - -

Total for Program 2.1 - -

Program 2.2: Non Government Schools National SupportAdministered expenses

Special appropriations 7,258,481 7,749,433

Total for Program 2.2 7,258,481 7,749,433

Program 2.3: School SupportAdministered expenses

Ordinary annual services (Appropriation Bill No. 1) 230,959 350,207

Total for Program 2.3 230,959 350,207

Program 2.4: Trade TrainingAdministered expenses

Other services (Appropriation Bill No. 2) 91,246 98,880


Program 2.5: Digital EducationAdministered expenses

Ordinary annual services (Appropriation Bill No. 1) 40,431 33,600Other services (Appropriation Bill No. 2) 37,000 74,000


Program 2.6: National Action Plan on Literacy and NumeracyAdministered expenses



Program 2.7: Education InfrastructureAdministered expenses

Other services (Appropriation Bill No. 2) 1,750,598 95,269

Total for Program 2.7 1,750,598 95,269

Program 2.8: Smarter Schools - Low SES School CommunitiesAdministered expenses

Special appropriations - -

Total for Program 2.8 - -

Outcome 2: Improved learning, and literacy, numeracy and educational attainment for school students, through funding for quality teaching and learning environments, workplace learning and career advice.


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Table 2.1 Budgeted expenses and resources for Outcome 2 (continued)

1 Departmental Appropriation combines ‛Ordinary annual services (Appropriation Bill No. 1)’ and ‛Revenue from independent sources (s31)’. 2 Expenses not requiring appropriation in the Budget year includes Depreciation Expense, Amortisation Expense and Audit Fees.

2010-11 2011-12Estimated Estimated

actual expensesexpenses

$'000 $'000

Program 2.9: Smarter Schools - Improving Teacher Quality National PartnershipAdministered expenses



Program 2.10: Students w ith DisabilitiesAdministered expenses

Ordinary annual services (Appropriation Bill No. 1) - 554Other services (Appropriation Bill No. 2) - 16,928

Total for Program 2.10 - 17,482

Program 2.11: Youth SupportAdministered expenses

Ordinary annual services (Appropriation Bill No. 1) 123,254 128,300Special Accounts 240 240


Program 2.12: School Student AssistanceAdministered expenses

Special appropriations 206,186 199,649Special Accounts 5 5


Outcome 2 Totals by appropriation typeAdministered Expenses

Ordinary annual services (Appropriation Bill No. 1) 413,256 556,701Other services (Appropriation Bill No. 2) 1,878,844 285,077Special appropriations 7,464,667 7,949,082Special Accounts 245 245

Departmental expensesDepartmental appropriation 1 173,446 161,486Special appropriations - - Special Accounts - -

Expenses not requiring appropriation in the Budget year 2 13,765 12,975

Total expenses for Outcome 2 9,944,223 8,965,566

2010-11 2011-12Average Staffing Level (number) 1,062 969

Outcome 2: Improved learning, and literacy, numeracy and educational attainment for school students, through funding for quality teaching and learning environments, workplace learning and career advice.


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Contributions to Outcome 2 Over $2.5 billion is being provided through collaborative National Partnerships (NPs) with states and territories to improve teacher quality, boost literacy and numeracy, raise achievement in disadvantaged school communities and support students in the transition from school to further education, training or to employment. The expansive program of construction and refurbishment of school infrastructure is building 21st Century learning environments to help children, families and communities.

The Australian Curriculum, Assessment and Reporting Authority (ACARA) is working with education authorities to further develop the My School website in future years with the addition of information about the satisfaction of parents, students and teachers with schools, nationally consistent indicators of senior secondary outcomes and information relating to Year 12 attainment, tertiary entrance scores and student destinations. This information will provide further insight and transparency into a school’s context, capacity and outcomes to support accountability, school evaluation and resource allocation.

Two new initiatives, Empowering Local Schools and Rewards for School Improvement, will build on the Government’s commitment to drive improvement of student outcomes at the local school level by giving principals and parents greater power over how their schools are run and by rewarding those schools that deliver the greatest improvements.

On 8 December 2010, education ministers endorsed the content of the first Australian Curriculum: Foundation to Year 10 for English, mathematics, science and history. Ministers agreed to a number of steps towards achieving the next stage of substantial implementation of the Australian Curriculum by 2013.

At that meeting, the education ministers also endorsed the first National Professional Standards for Teachers which underpin significant national reforms related to the accreditation of initial teacher education programs, a nationally consistent approach to teacher registration and the certification and recognition of accomplished teachers.

Two new initiatives, Reward Payments for Great Teachers and Teach Next, will build on the Government’s commitment to attracting, placing and retaining quality teachers. The Government will provide $425 million over the next four years as part of the $1.3 billion Reward Payments for Great Teachers initiative to develop Australia’s first national teacher performance management framework and reward the best performing teachers in Australia with a bonus payment. Teach Next will establish a new pathway into teaching to help address teacher shortages in specialised areas such as science and mathematics.


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The Aboriginal and Torres Strait Islander Education Action Plan 2010–2014 (the Action Plan) will assist education providers to accelerate improvements in the educational outcomes of Aboriginal and Torres Strait Islander children and young people. ‘Focus Schools’ are identified by education sectors as one of the Action Plan’s reporting mechanisms to assure Ministers the benefits of national reforms are reaching those students most in need. Education ministers have agreed to prioritise resources under the National Education Agreement to achieve activities under the Action Plan to support the Closing the Gap targets. The first annual Action Plan report is scheduled to be tabled to MCEECDYA at the end of 2011. Annual reporting and outcomes of the Action Plan evaluation will provide important considerations for future policy directions.

The Government announced on 15 April 2010 the commencement of an open and transparent review of school funding arrangements. The review is expected to report to Government by the end of 2011.

Program 2.1 Government schools national support

Program objective The objective of this program is to contribute to boosting participation and Australia’s productivity by providing supplementary funding to states and territories to support government schools achieve the following five outcomes:

• all children are engaged in, and benefiting from, schooling

• young people are meeting basic literacy and numeracy standards, and overall levels of literacy and numeracy achievement are improving

• Australian students excel by international standards

• schooling promotes social inclusion and reduces the educational disadvantage of children, especially Aboriginal and Torres Strait Islander children

• young people make a successful transition from school to work and further study.

The Commonwealth’s financial support to the states and territories for the delivery of government school services is administered by the Commonwealth Treasury, which makes payments to the states and territories under the National Schools Specific Purpose Payment (government schools component) in accordance with the arrangements specified in the Intergovernmental Agreement on Federal Financial Relations.

The Commonwealth and state and territory roles and responsibilities, objectives, outcomes, performance benchmarks and indicators are defined in the National Education Agreement (NEA). Under the Intergovernmental Agreement on Federal Financial Relations, funding of an estimated $14.4 billion associated with the NEA, which began on 1 January 2009, is being provided by the Commonwealth for government schools over the four years from 2009 to 2012. This funding is supplementary to the funding provided by states and territories, which have primary responsibility for funding schools.


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The Commonwealth, state and territory governments have committed, through the NEA, to the objective that all Australian school students acquire the knowledge and skills to participate effectively in society and employment in a globalised economy. States and territories are responsible for working with the non-government school sector in their state or territory to ensure their participation in relevant aspects of the NEA.

The NEA articulates the COAG targets set for schooling, which apply across all Australian schools regardless of sector (government or non-government). The NEA clarifies that state and territory governments have responsibility for monitoring all schools, including registration and accreditation, educational quality and educational outcomes.

Linked to: Treasury’s Specific Purpose Payments (SPPs)—refer to Budget Paper No. 3 (Australia’s Federal Relations), Payments to support state education services, which includes SPP arrangements with the states and territories. See also The Treasury’s Program 1.6: Assistance to the States for Government Schools.

Table 2.2.1 Administered expenses and key performance indicators for Program 2.1 There are no financial tables for this program as all estimates sit with Treasury.

2010–11 Revised budget

2011–12 Budget

2012–13 2013–14 2014–15

Quantity for key deliverables Government Schools Specific Special Purpose Payment Number of full-time equivalent students funded (enrolment projections) 2 278 218 2 285 000 2 296 000 2 317 000 2 348 000

Program 2.2 Non-government schools national support

Program objective Schools Assistance Act 2008

The Government will provide an estimated $37.0 billion for non-government schooling for 2009–2014 under the Schools Assistance Act 2008 (the Act). Funding appropriated under the Act supports the capital and operating costs of non-government primary and secondary education schools and systems. Government funding to non-government schools supplements funding raised by the schools from other sources.

Fulfilling the Australian Government’s commitment to non-government schools, the Government has extended the current funding arrangements for non-government schools to end-2013 for recurrent and targeted funding and to end-2014 for capital funding.


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Administered items The Act, which began on 1 January 2009, provides for:

• recurrent and capital funding for non-government schools

• continuation of indexation arrangements for recurrent and other specifically targeted funding

• maximum recurrent grant funding for non-government Special Schools, Special Assistance Schools and schools with significant proportions of Aboriginal and Torres Strait Islander students

• Indigenous Supplementary Assistance (ISA) for Aboriginal and Torres Strait Islander students, generally comprising the non-government recurrent funding component for Aboriginal and Torres Strait Islander school students formerly provided under the Indigenous Education (Targeted Assistance) Act 20004. From 1 January 2011, non-remote non-government boarding schools with more than 50 Aboriginal and Torres Strait Islander boarding students from remote communities are eligible for the higher remote rate of ISA for these students.

Targeted programs: • Country Areas Program—to assist geographically isolated children.

• English as a Second Language—New Arrivals Program—to assist newly arrived students of non-English speaking backgrounds.

• Literacy, Numeracy and Special Learning Needs Program—to assist the most disadvantaged students including students with disability.

• School Languages Program—to help non-government schools improve the learning outcomes of students who are learning languages other than English.

• Short Term Emergency Assistance—to support the operation of schools that have been affected by unforeseen, emergency circumstances.

Indigenous Education (Targeted Assistance) Act 2000

The Government’s Aboriginal and Torres Strait Islander education initiatives strategically target issues impacting on the education outcomes of Aboriginal and Torres Strait Islander students with a particular focus on closing the gap targets. Funding is provided under the Indigenous Education (Targeted Assistance) Act 2000 and provides assistance to organisations and government and non-government schools.

4 Since 1 January 2009, ISA has been paid as a component of each school or system’s grants for recurrent expenditure. An Indigenous Funding Guarantee has also been established under the Schools Assistance Act 2008 to act as a transitional measure over 2009–2012 to ensure that non-government school authorities continue to receive funding comparable to their entitlements in 2008.


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Initiatives include:

• Sporting Chance Program—($43.4 million over four years 2009–2012) to encourage student engagement and positive educational outcomes by Aboriginal and Torres Strait Islander students. The two elements provide for school based sports academies for secondary students and education engagement strategies for primary and secondary school students.

• Indigenous Youth Leadership Program—($48 million over four years 2009–2012) provides secondary and tertiary scholarships to support Aboriginal and Torres Strait Islander students from mainly very remote and remote areas across Australia to complete Year 12 and/or an undergraduate degree while developing leadership skills.

• Additional 200 Teachers in the Northern Territory Initiative—($107.8 million over four years 2009–2012) to recruit, deploy and retain up to 200 teachers in schools in remote communities in the Northern Territory (170 teachers in the government sector and 30 teachers in the non-government sector).

• Teacher Housing—to support the construction of up to 22 additional teacher houses in Northern Territory Emergency Response (NTER) communities. This is an $11 million measure, provided under the Closing the Gap in the Northern Territory National Partnership Agreement. It builds on the $5 million provided to the Northern Territory Block Grant Authority for 10 teacher houses in Wadeye and a further $5 million provided for renovation and construction by 2013 of teacher houses for Aboriginal and Torres Strait Islander Independent Schools in Western Australia. Both of these latter initiatives are funded under the Indigenous Education (Targeted Assistance) Act 2000.

• Indigenous Youth Mobility Program—($49.2 million over four years 2009–2012) supports young Aboriginal and Torres Strait Islander people aged 16-24 years, primarily from remote areas, who need to move away from home to gain the qualifications they need to have a greater chance of obtaining sustainable employment. This program is delivered in 16 host locations and participants are encouraged to pursue Australian Apprenticeships, VET and higher education.

Linked to: Treasury’s Specific Purpose Payments (SPPs) refer to Budget Paper No. 3 (Australia’s Federal Relations) Payments to support state education services – National Partnership payments: Closing the Gap – Northern Territory – supporting remote schools – additional teachers.


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Table 2.2.2 Administered expenses and key performance indicators for Program 2.2

2010–11

Revised budget

2011–12 Budget

2012–13 2013–14 2014–15

Quantity for key deliverables Recurrent Grants—Non-government Number of full-time equivalent students funded (enrolment projections) 1 192 252 1 214 000 1 237 000 1 264 000 1 294 000

Capital Grants—Non-government Number of schools assisted with capital support 250 245 127 245 127

Table 2.2.2 Administered expenses and key performance indicators for Program 2.2 (continued) 2010–11

Revised budget

2011–12 Budget

2012–13 2013–14 2014–15

English as a Second Language—New Arrivals—Non-government Number of new arrivals assisted 940 1100 1200 1300 1400 Program effectiveness indicators Enrolment trends—Non-government Trend in full-time student enrolments in Australian schools: Primary 621 064 635 000 650 000 667 000 687 000 Secondary 583 458 592 000 602 000 613 000 625 000 Trend in the number of Indigenous students at school 23 768 25 000 27 000 28 000 29 000 Indigenous Youth Mobility Program Number of participants in the Indigenous Youth Mobility Program 364 324 324 NA NA Indigenous Youth Leadership Program Number of participants in the Indigenous Youth Leadership Program (secondary and tertiary) 491 871 814 NA NA Sporting Chance Academies Number of students attending 4300 5400 NA

2010-11 2011-12 2012-13 2013-14 2014-15Revised Budget Forw ard Forw ard Forw ardbudget year 1 year 2 year 3

('000) $'000 $'000 $'000 $'000 $'000Annual administered expenses:Special Appropriations:

Schools Assistance Act 2008 7,112,006 7,601,950 8,191,853 8,844,805 9,546,824Indigenous Education (Targeted Assistance) Act 2000

146,475 147,483 158,995 183,511 186,266

Total program expenses 7,258,481 7,749,433 8,350,848 9,028,316 9,733,090


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2011–12 Budget

2012–13 2013–14 2014–15

Sporting Chance Academies Program effectiveness indicators Apparent retention rate of full-time students from Year 7/8 to Year 12 78% 78% 79% 79% 79% Enrolment trends Trend in full-time students enrolments in Australian schools: Primary 2 010 327 2 038 000 2 070 000 2 114 000 2 171 000 Secondary 1 476 552 1 478 000 1 482 000 1 487 000 1 492 000 Trend in the number of Indigenous students at schools 161 780 167 000 172 000 177 000 182 000 Indigenous trends Percentage of young people who commence on the Indigenous Youth Mobility Program who exit the program after achieving a vocational education and training or higher education qualification or to take up full-time employment 60% 60% 60% NA NA Percentage of eligible Indigenous students in receipt of Indigenous Youth Leadership Program scholarships who complete Year 12 98.7% 90% 90% NA NA


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Program 2.3 Schools support

Program objective In its national leadership role, the Government funds initiatives including quality teaching and learning environments that aim to improve the quality outcomes for all Australian students.

Administered items • Rewards for School Improvement—($164.8 million appropriated for 2010–11 to

2013–14), supports improved student outcomes through introduction of a National School Improvement Framework and the provision of reward payments to schools showing the most improvement under the framework. A total of $388 million in reward payments will be paid to 4500 schools between 2012–13 and 2016–17.

• Empowering Local Schools—the Government will invest $480.5 million by 2018 to drive improved student performance and outcomes by giving principals, parents and each school community greater power to determine how their local school is run.

• Reward Payments for Great Teachers—the Government will provide $425 million over four years to facilitate the development of a new nationally consistent, rigorous and objective performance management system for all teachers and recognise and reward Australia’s top performing teachers. The development of the nationally consistent performance management system, known as the Australian Teacher Performance Management Principles and Procedures will be undertaken in close consultation with education stakeholders. The Australian Teacher Performance Management Principles and Procedures will assess teachers’ performance using a range of methods, which may include: lesson observations; analysis of student data; and parent feedback.

• Teach Next—the Government will provide $18.1 million over four years to establish a new employment-based pathway into teaching for up to 450 highly skilled and experienced professionals with specialist qualifications who are seeking a career change. This program will address areas of teacher shortage in specialised subject areas, such as mathematics and science, and in hard-to-staff schools, particularly in regional areas.

• The National Trade Cadetship (NTC)—an initiative that aims to ensure secondary school students who want to undertake vocational subjects while at high school have a clearly defined and recognised pathway. From 2012, students from Years 9 to 12 will be offered a broader range of subjects under the National Curriculum that will include vocational courses in conjunction with more traditional academic subjects, and will include a work experience component. The scheme will be delivered through their local Trade Training Centre, other eligible venues and through Registered Training Organisations, and will be developed in consultation with industry bodies, unions and Group Training Australia.


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• Online Diagnostic Tools—$50.1 million has been provided over five years from 2010–11 to deliver online diagnostic tools for teachers and parents and to trial online delivery of National Assessment Program sample population assessments in science, civics and ICT.

• Development of an Australian Baccalaureate—the Government will provide $7.3 million over two years to develop a new voluntary national senior secondary credential of international standing that benchmarks student achievement.

• Working on Country – Indigenous Ranger Cadetships—the Government will provide $4.1 million over three years to assist Aboriginal and Torres Strait Islander young people complete school. This program will contribute to lifting Year 12 attainment levels for Aboriginal and Torres Strait Islander secondary students and therefore contribute to closing the gap in learning outcomes between Aboriginal and Torres Strait Islander Australians and other Australians. The Indigenous Ranger Cadetship will deliver culturally relevant learning, which acts as a bridge for young Aboriginal and Torres Strait Islanders between their cultural and land heritage and mainstream schooling. In addition, with the benefit of an industry recognised qualification with national coverage, completing students will be able to build their skills in further training, including in a work-based context under a traineeship.

• National Asian Languages and Studies in Schools Program—aims to increase opportunities for school students to become proficient at learning the languages and understanding the cultures of our Asian neighbours, namely China, Indonesia, Japan and Korea.

• Grants and Awards—supports the Australian Students Prize; Recurrent Service Fees to support Education Services Australia; the Asia Education Foundation to deliver support services for the study of Asia in Australian schools; and Grants-in-Aid which assist in maintaining the operations of key national education research organisations and national parents’ organisations.

• National School Chaplaincy Program—a voluntary program which provides up to $20 000 per year for schools to establish chaplaincy services, or enhance existing services, to provide pastoral care for students and the school community. This Budget extends and expands the Program with an additional $222 million.

• Helping Children with Autism package—recognises the importance of diagnosis and early intervention treatments and services for children with an Autism Spectrum Disorder (ASD). It involves implementing two initiatives: professional development for teachers and school staff; and workshops and information sessions for parents of school-aged children with an ASD. This initiative is part of the cross-portfolio Helping Children with Autism package which is being delivered by the Department of Families, Housing, Community Services and Indigenous Affairs (the lead agency); the Department of Health and Ageing; and DEEWR.

• Parliament and Civics Education Rebate—provides a subsidy for schools whose students travelling more than 150 kilometres to the national capital for a civics and citizenship excursion.


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• Quality Outcomes—provides funding for strategic projects that support the Australian Government’s key objective of improved student learning outcomes in schools and its national leadership role in school education.


2010–11

Revised budget

2011–12 Budget

2012–13 2013–14 2014–15

Quantity for key deliverables Helping Children with Autism Package Number of teachers and other school staff attending professional development courses 1329 200 450 450 450 Number of parents and carers attending workshops and information sessions 1816 1287 1800 1800 1800 Parliament and Civics Education Rebate Number of schools visiting Canberra under PACER 1540 1540 1540 1540 1540 Indigenous Ranger Cadetships Number of participants in the Indigenous Ranger Cadetship program NA 45 90 45 NA


('000) $'000 $'000 $'000 $'000 $'000Annual administered expenses:Ordinary Annual Services (Approriation Bill No.1)

Rew ards for School Improvement 3,993 15,785 48,596 91,860 91,860Empow ering Local Schools - 63,440 - - - Rew ard Payments for Great Teachers - 50,000 - 125,000 250,000Teach Next - 6,400 5,250 4,450 1,950National Trade Cadetship 2,500 600 12,500 12,500 12,500Online Diagnostic Tools 2,847 15,242 10,238 9,734 9,734Australian Baccalaureate - - - 2,188 4,511Indigenous Ranger Cadetships - 850 1,325 825 - National Asian Languages in Schools 28,194 4,635 461 - - Grants and Aw ards 3,978 4,035 4,084 4,143 4,207National School Chaplaincy Program 49,858 74,000 74,000 74,000 - Helping Children w ith Autism 5,265 5,354 5,450 5,555 5,665Quality Outcomes 56,963 48,201 45,243 37,235 40,305Framew ork for Open Learning 3,306 2,875 2,944 3,622 3,701Supplementary Funding for School Operations 4,000 - - - - Local Schools Working Together 18,230 10,000 - - - Indigenous Education 51,825 48,790 30,823 30,903 30,979

Total program expenses 230,959 350,207 240,914 402,015 455,412


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Revised budget

2011–12 Budget

2012–13 2013–14 2014–15

Teach Next Number of Teach Next participants commencing NA 150 300 NA NA

Program 2.4 Trade training

Program objective Trade training is an important element of the Government’s workforce development agenda and will help address national skills shortages in traditional trades and other relevant eligible occupation areas by improving the relevance and responsiveness of trade training programs in secondary schools.

In addition, trade training contributes to increasing the proportion of students achieving at least a Year 12 or equivalent qualification to 90 per cent by 2015 as agreed by COAG in April 2009. Trade training in schools provides students with access to high quality, relevant education and training opportunities that continue to engage and encourage them to complete their studies while opening pathways for future employment.

The establishment of Trade Training Centres in schools will make an important contribution to improving:

• the number of students participating in vocational education and training in schools

• Year 12 or equivalent attainment

• retention rates for Years 11 and 12 students

• Aboriginal and Torres Strait Islander participation in vocational education and training in school and Year 12 retention and attainment.

In addition, the program contributes to broader COAG education reforms, including closing the gap between Aboriginal and Torres Strait Islander peoples and other Australians. Trade Training Centres are an important addition to schooling infrastructure to facilitate vocational learning for secondary students in industry-standard training facilities. Centres will be used to support the delivery of National Trade Cadetships.

Linked to: Treasury’s Specific Purpose Payments (SPPs)—refer to Budget Paper No. 3 (Australia’s Federal Relations) Payments to support state education services—National Partnership payments: Trade Training Centres.


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Administered items • The Trade Training Centres in Schools Program is an important element of the

Australian Government’s Education Revolution. It is providing $2.5 billion over 10 years to enable secondary students to access vocational education through Trade Training Centres.


Key deliverables The evaluation strategy for the Trade Training in Schools Program includes a yearly report on the performance of completed centres. The Commonwealth requires the data by 1 March each year in respect of activity in the previous year. From 2012 it is proposed to include data on 2011 calendar year, collected about the following indicator – ‛Number of students receiving Trade Training Centre approved qualifications by qualification level and industry’. This data will also be published on the Trade Training Centres website as it becomes available.


2011–12 Budget

2012–13 2013–14 2014–15

Quantity for key deliverables Trade Training Centres in Schools Program Number of schools funded 195 231 231 227 228 Number of projects funded 58 72 72 71 71


('000) $'000 $'000 $'000 $'000 $'000Annual administered expenses:Other Services (Appropriation Bill No.2)

Trade Training Centres (Non-Government) 91,246 98,880 92,020 80,720 74,860Total program expenses 91,246 98,880 92,020 80,720 74,860


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Program 2.5 Digital Education Revolution

Program objective The Australian Government’s reform agenda is supported and extended by the Digital Education Revolution (DER), which 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.

For more than a decade, governments and school communities around Australia have been working to harness the power of information and communications technology (ICT) to improve educational opportunities, boost outcomes and further enhance the learning experience. Through the DER, the Government works with government and non-government schools authorities to support the deployment of technology-enriched learning environments. All state and territory governments agreed to a national, coordinated and collaborative partnership approach to develop and implement the DER.

The National Secondary School Computer Fund (the Fund) is the major element of the DER. Through the Fund, the Government is helping schools to provide access to new ICT equipment for all secondary students in Years 9 to 12. Using computers provided under the Fund, students can learn to create, innovate, think critically and work in teams to solve problems. These are the skills of the 21st Century.

The Australian Information and Communications Technology in Education Committee provides ongoing advice on the implementation of the DER to the Ministerial Council for Education, Early Childhood Development and Youth Affairs and the Ministerial Council for Tertiary Education and Employment.

Linked to: Treasury’s Specific Purpose Payments (SPPs)—refer to Budget Paper No. 3 (Australia’s Federal Relations) Payments to support state education services—National Partnership payments: Digital Education Revolution.

Administered items Digital Education Revolution—Through its major funding element, the National Secondary School Computer Fund, the Government is providing for new or upgraded ICT for secondary schools with students in Years 9 to 12 to ensure a 1:1 computer to student ratio by 31 December 2011. Funding is being provided biannually to education authorities on a per capita basis through the DER National Partnership with state and territories and by DER funding agreements with the Catholic and independent education authorities.

Other funding elements include development of online curriculum tools and resources and ICT teacher professional development.


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2010–11

Revised budget

2011–12 Budget

2012–13 2013–14 2014–15

Quantity for key deliverables The National Secondary School Student Computer Fund Number of schools assisted 2900 NA NA NA NA Number of computers installed 786 848 NA NA NA Program 2.6 National Action Plan on Literacy and Numeracy

Program objective Literacy and numeracy are the essential foundation skills that allow young people to achieve at school, go on to further learning, and participate fully in society and work. This program focuses on the key areas of teaching, leadership and the effective use of student performance information to deliver sustained improvement in literacy and numeracy outcomes for all students, especially those who are falling behind. The key elements of this program are:

• National Partnership Agreement for Literacy and Numeracy, including strategic research initiatives

• Literacy and Numeracy Pilots in low SES communities.

The department reports on the following program effectiveness indicators:

Year 3 Year 5 Year 7 Year 9 R N R N R N R N

Percentage of non-Indigenous students at or above the national minimum standard in reading and numeracy

94.8

95.2

93.1

95.3

95.0

95.8

93.5

96.0

Percentage of Indigenous students at or above the national minimum standard in reading and numeracy

75.1 74.0 66.7 74.2 73.2 75.8 67.0 75.0

(R) Reading (N) Numeracy Note: This table includes 2009 data.



Digital Education Revolution Project Pool 40,431 33,600 26,000 24,000 - Other Services (Appropriation Bill No.2)

Digital Education Revolution (Non-Government) 37,000 74,000 74,000 74,000 74,000



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There is a particular priority on delivering accelerated improvement in literacy and numeracy outcomes for Aboriginal and Torres Strait Islander students. The results of Australia’s 20095 National Assessment Program—Literacy and Numeracy (NAPLAN) show that although some gains have been made, Aboriginal and Torres Strait Islander students are still underperforming. The gap between the percentage of Aboriginal and Torres Strait Islander and other Australian students at or above national minimum standards in 2009 is not the same across all geographic locations. The gap is similar for students in metropolitan and provincial locations across all year levels and areas assessed, but greater for remote and greater still for very remote students.

2008–09 Comparison of gap in Indigenous reading, writing and numeracy

2009 NAPLAN

Indigenous Reading % Gap %

Change on 2008 Gap %

Indigenous Writing %

Gap %


Indigenous Numeracy %

Gap %


Yr 3 75.1 19.7 –5.5 79.9 16.7 –0.9 74.0 21.2 +3.8 Yr 5 66.7 26.4 –2.8 70.1 24.1 –0.1 74.2 21.1 –3.7 Yr 7 73.2 21.8 –1.7 69.9 23.8 –1.5 75.8 20.0 +2.2 Yr 9 67.0 26.5 +3.0 59.0 30.2 +1.1 75.0 21.0 –1.3 Source: 2008 and 2009 NAPLAN—proportion of Indigenous students at or above the national minimum standard.

Lower literacy and numeracy skills in Year 9 have been associated with lower engagement in school, lower retention to Year 12, and less successful transitions from school. Census data show that in 2006, 41.4 per cent6 of Indigenous 20–24-year-olds had completed Year 12 or at least a Certificate II qualification (this was made up of 32.2 per cent completing Year 12 and 9.3 per cent who did not complete Year 12 but completed a Certificate II or higher).

Linked to: Treasury’s Specific Purpose Payments (SPPs)—refer to Budget Paper No. 3 (Australia’s Federal Relations) Payments to support state education services—National Partnership payments: Literacy and numeracy.

5 The first NAPLAN tests were conducted in May 2008 for Year 3, 5, 7 and 9 students in all schools. For the first time, all students in the same year level were assessed using the same test items in the domains of reading, writing, language conventions (spelling, grammar and punctuation) and numeracy. This allowed greater consistency and comparability of results across jurisdictions than was possible under the previous system of state and territory based tests. 6 This figure is reported in the NP on Youth Attainment and Transitions and differs from the figure contained in reports on the NEA and the National Indigenous Reform Agreement. This is because of the different treatment of Aboriginal and Torres Strait Islander young people who were under-counted or had not stated their qualifications. Harmonisation of the figure across the National Agreements is being considered.


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Administered items • The $540 million National Partnership for Literacy and Numeracy (NP) is the main

vehicle for the implementation of the key literacy and numeracy reforms outlined in the plan. The four year NP, which began in 2009, comprises:

– $500 million ($150 million is facilitation money and $350 million is available for reward reforms) to facilitate and reward states and territories for implementing literacy and numeracy models or approaches that clearly demonstrate evidence for accelerating improvement in students results.

– $40 million to strategic initiatives, including $13 million for ACARA to support research and data collection. The strategic initiatives will improve the collective understanding of which literacy and numeracy strategies lead to the best outcomes for students.

The NP is focusing on the key areas of teaching, leadership and the effective use of student performance information to deliver sustained improvement in literacy and numeracy outcomes for all students, especially those who are falling behind. The NP will facilitate and reward literacy and numeracy models or approaches that clearly demonstrate evidence for accelerating improvement in student results. Effective practice will be disseminated to support system-wide improvements.

• The Literacy and Numeracy NP is well underway. To date, all participating schools have commenced activity, totalling approximately 1045 schools (10.3 per cent of all schools in Australia). These schools enrol around 406 879 students (11.7 per cent of all students), of whom around 28 001 identify as Aboriginal and/or Torres Strait Islander. This represents 17.9 per cent of all Aboriginal and/or Torres Strait Islander students enrolled in schools around the country.

• The NP has now entered the reward stage. States and territories will receive reward funding based on the achievement of agreed literacy and numeracy targets as well as local measures.

• This NP is achieving significant reform at the national, state and local school level. The October 2010 state and territory progress reports provided many local examples of reform activity including wide-spread adoption of in-classroom support for teachers by specialist coaches; increased teacher skill and confidence in using data to better address individual student learning needs; and the use of targeted literacy and numeracy interventions for under-performing students.

• Literacy and Numeracy Pilots in Low SES communities—the other vehicle for the implementation of the National Action Plan for Literacy and Numeracy is the funding of Literacy and Numeracy Pilots in low SES school communities across Australia. Thirty pilots have been established, at a cost of $41 million over two years from three funding sources: $31.1 million from the National Action Plan has been provided over two years for 12 pilots, two pilots are funded for $1.9 million from the Closing the Gap initiative and the remaining 16 pilots are funded for $8.1 million from the National Projects element of the Literacy, Numeracy and Special Learning Needs Program.


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More than 400 schools across the government, Catholic and independent sectors in all states and territories participated in pilot activities. The evaluation will investigate the success of each of the 30 pilot projects, bringing the initiative to an end. By sharing information about the pilot’s progress and in building the evidence base, states, territories and sectors will be supported in implementing broader reforms



2011–12 Budget

2012–13 2013–14 2014–15

Quantity for key deliverables National Partnership for Literacy and Numeracy Number of schools/students assisted

Over 400 000 students in

approx. 1045 schools

(2009–10 to 2011–12)

This program will conclude in 2011–12



National Action Plan on Literacy and Numeracy (Non-Government)

14,814 6,800 162,338 162,538 162,538



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Program 2.7 Education infrastructure (referred to as Building the Education Revolution)

Program objective As part of the Government’s $42 billion Nation Building—Economic Stimulus Plan, $16.2 billion is being invested over four financial years (2008–09 to 2011–12) through Building the Education Revolution (BER). The BER aims to provide economic stimulus through the rapid construction and refurbishment of school infrastructure, and to build learning environments to help children, families and communities participate in activities that will support achievement, develop learning potential and bring communities together. The BER is underpinned by a strong partnership approach between the Australian, state and territory governments and non-government education authorities.

Linked to: Treasury’s Specific Purpose Payments (SPPs)—refer to Budget Paper No. 3 (Australia’s Federal Relations) Payments to support state education services—National Partnership payments: Building the Education Revolution.

Administered items • Primary Schools for the 21st Century—$14.1 billion for long-term investment to

build or upgrade large scale infrastructure in all primary schools, special schools and Kindergarten to Year 12 (primary component) in government and non-government sectors. New buildings for schools that can be funded by this program include: libraries; multipurpose halls, covered outdoor learning areas; classrooms; or major refurbishment of existing facilities.



('000) $'000 $'000 $'000 $'000 $'000Annual administered expenses:Other Services (Appropriation Bill No.2)

Buidling the Education Revolution (Non-Government)

1,750,598 95,269 - - -

Total program expenses 1,750,598 95,269 - - -


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Revised budget

2011–12 Budget

2012–13 2013–14 2014–15

Quantity for key deliverables Government Percentage of eligible schools receiving funding through Primary Schools for the 21st Century 70.07% 70.07% Program ends 30 June 2012 Non-government Percentage of eligible schools receiving funding through Primary Schools for the 21st Century 28.4% 28.4% Program ends 30 June 2012

Program 2.8 Smarter Schools—Low SES School Communities National Partnership

Program objective The Smarter Schools—Low Socio-economic Status (SES) School Communities National Partnership (NP) is providing $1.5 billion over seven years (2008–09 to 2014–15) to facilitate a range of within school and out-of-school reforms to address the learning needs and wellbeing of students in low SES school communities.

These reforms are focusing on teacher quality, principal leadership, school accountability and innovative learning opportunities to better equip students for further education, workforce participation and civic responsibilities. They contribute to COAG’s social inclusion and Indigenous disadvantage agendas.

The performance indicators set out in the NEA will measure the effectiveness. These include the proportion of Aboriginal and Torres Strait Islander and low SES children enrolled in and attending school and the literacy and numeracy achievement of Years 3, 5, 7 and 9 Aboriginal and Torres Strait Islander and low SES students in national testing.

Implementation of the NP is well underway with around 90 per cent of participating schools having commenced activities to date. Approximately 1670 schools (16.6 per cent of all schools) will participate in the NP over the seven year period. These schools enrol around 435 000 students (12.5 per cent of all students), of whom around 63 000 identify as Aboriginal and/or Torres Strait Islander. This represents 41 per cent of all Aboriginal and/or Torres Strait Islander students enrolled in schools around the country.

The NP is starting to create cultural shifts in teaching and learning and improved attendance and engagement. Schools are implementing innovative approaches to support the holistic needs of students and their families. Some of these reforms include the extended school model linking students and families to other community services, individual student learning plans, student case management and extra support to help students to transition from school to work or further study.


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Administered items The NP provides support for schools and systems to:

• offer incentives to attract high-performing principals and teachers to low SES schools

• adopt best-practice performance management and staffing arrangements that articulate a clear role for principals

• implement innovative and flexible school operational arrangements to meet the local needs of the school community

• provide innovative and tailored learning opportunities to address the learning needs and wellbeing of low SES students

• strengthen school accountability and provide better reporting of outcomes to parents and communities

• establish external partnerships with parents, other schools, businesses and communities to provide wrap around support for students and help them transition successfully to work or further education.

Table 2.2.8 Administered expenses and key performance indicators for Program 2.8 2010–11

Revised budget

2011–12 Budget

2012–13 2013–14 2014–15

Quantity for key deliverables Number of schools assisted Approx. 1700 (over 2009–10 to 2014–15)

Program 2.9 Smarter Schools—Improving Teacher Quality National Partnership

Program objective The Smarter Schools—Improving Teacher Quality National Partnership (NP) supports ambitious, nationally significant and sustainable reforms to attract, train, place, develop and retain quality teachers and school leaders in classrooms and schools. These reforms provide a platform for raising student performance and support other schooling reforms targeting low SES school communities and literacy and numeracy outcomes.

Bilateral agreements and implementation plans agreed to by the Commonwealth, states and territories set out strategies in each jurisdiction to implement reforms along with payments and state co-investments to be made in support of the NP.

The effectiveness of the NP will be measured by the achievement of reform milestones, which are included in the bilateral agreements and implementation plans. States and territories will report to the Commonwealth biannually on progress against the agreed reform milestones.


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Under the NP, facilitation funding is available for states and territories to implement national reforms such as new professional standards for teachers, improving pathways into teaching, improving the mobility of teachers, national consistency in initial teacher education programs, providing professional development for school leaders and improving the quality and availability of teaching workforce data.

States and territories will be eligible to receive reward funding from 2011–12 for the demonstration of achievement in reform areas that improve teacher remuneration structures, increase school-based decision-making, improve in-school support, reward teachers in ‛hard-to-staff’ and disadvantaged schools and increase Aboriginal and Torres Strait Islander teachers and schools leaders’ engagement with community members. The COAG Reform Council will assess achievements against reward reforms and will report performance information to COAG.

Linked to: Treasury’s Specific Purpose Payments (SPPs)—refer to Budget Paper No. 3 (Australia’s Federal Relations) Payments to support state education services—National Partnership payments: Improving teacher quality.

Administered items The NP will provide $550 million in Commonwealth funding, which includes:

• $94 million in facilitation funding to be paid to states and territories

• up to $350 million in reward funding to be paid to states and territories

• $56 million to be retained by the Commonwealth to support joint national activity

• $50 million to be retained by the Commonwealth for professional development and support for principals.


2010–11

Revised budget

2011–12 Budget

2012–13 2013–14 2014–15

Quantity for key deliverables Number of Teach for Australia Associates commenced 42 93 NA NA NA



Teacher Quality (Non-Government) 3,798 37,240 33,901 - - Total program expenses 3,798 37,240 33,901 - -


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Program 2.10 More support for students with disabilities

Program objective The More Support for Students with Disabilities initiative will provide funding to state and territory government and non government education authorities over two and a half years (2011–12 to 2013–14) to build the capacity of Australian schools to deliver improved educational experiences for students with disabilities.

The funding will be distributed across government and non-government education authorities in each state and territory. Education authorities will implement a range of tailored activities that will support teachers and schools to improve the learning experience and outcomes of students with disabilities.

This initiative will develop examples of effective practices and activities in particular locations and settings. These examples will form an important evidence base that will be made available publicly and to all education authorities for use beyond the life of the initiative.

Administered items The Australian Government has collaborated with an expert working group of teachers, principals, unions, government and non-government education authorities and representatives of people with disabilities to create a tailored menu of supports for students with disabilities.

Through a National Partnership agreement, government and non-government education authorities will undertake local evidence-based needs analyses and negotiate an implementation plan with the Australian Government, which outlines the specific supports from this menu that will be implemented in their schools. Examples of supports that may be implemented include:

• the provision of coordinated and specialised services by health and student welfare specialists within a school such as speech or occupational therapy

• the provision of specialised assistive technologies for use in classrooms so that students are better able to learn and engage with their classmates, such as hearing loops or IT equipment

• additional hours of in-class support from paraprofessionals, health and allied health professionals

• adapted curriculum tailored to students’ needs based on the latest research and expert advice.

An ongoing evaluation will be established to:

• determine which activities have the greatest impact on the education of students with disabilities

• develop a publically available evidence bank of best practice

• inform longer-term reforms for students with disabilities such as the Review of Funding for Schooling.


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2011–12 Budget

2012–13 2013–14 2014–15

Quantity for key deliverables The More Support for Students with Disabilities initiative During 2011, the department will be developing agreements with individual states and territories and non-government education authorities. These agreements will specify the state or territory’s planned approach to the delivery of the commitment. KPIs will be developed once these agreements are finalised.

Program 2.11 Youth support

Program objective The Government is committed to ensuring that all young people make a successful transition from school to further education training, or work and effective participation in society. The National Partnership on Youth Attainment and Transitions aims to increase the educational engagement and attainment of young people and to improve these transitions. There is a clear link between Year 12 or equivalent attainment and improved social and economic outcomes for young people. Evidence shows that current Year 12 or equivalent attainment rates have not increased significantly over the past decade.

A small proportion of young people are not engaged in productive activities after leaving school. In addition to protracted periods of reliance on income support, they are at risk of entering a cycle of disadvantage. A larger minority do not make smooth transitions from school. For this group, transition support can reduce ‘churn’ through education or training courses, and lead to more sustainable employment. Government support has a particular focus on young people who are not fully engaged with education or work.

The effectiveness of the youth transition and support services are measured with reference to their impact on the Year 12 or equivalent attainment rates and the number of young people achieving real outcomes within the new programs.

2010-11 2011-12 2012-13 2013-14 2014-15Revised Budget Forw ard Forw ard Forw ard

budget year 1 year 2 year 3('000) $'000 $'000 $'000 $'000 $'000Annual administered expenses:Ordinary Annual Services (Approriation Bill No.1)

Students w ith Disabilities - 554 554 276 - Other Services (Appropriation Bill No.2)

Students w ith Disabilities (Non-Government) - 16,928 16,986 8,492 -

Total program expenses - 17,482 17,540 8,768 -


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The NP clarifies roles and responsibilities between the Government and the states and territories and drives longer-term reform to ensure that young people stay engaged in education and training, and increase their skills and qualifications.

Linked to: Treasury’s Specific Purpose Payments (SPPs)—refer to Budget Paper No. 3 (Australia’s Federal Relations) Payments to support state education services—National Partnership payments: Youth attainment and transitions.

Administered items • National Partnership on Youth Attainment and Transitions—aims to improve

young Australians’ educational participation and attainment, their engagement, and their transition to post-school education, training and employment. Under the NP, the Government is providing continued funding of $624 million over four calendar years from 2010–2013 for improved youth career and transition arrangements. The NP also provides $100 million in reward funding for states and territories for progress towards the COAG target of 90 per cent Year 12 or equivalent attainment for 20–24-year-olds by 2015.

• Under this NP the Australian Government has worked together with state and territory governments to remove duplication and overlap in the support and transitions services for young people. This is evident in the two major programs by the Australian Government:

– Youth Connections—($288.2 million over four years) to provide an improved safety net for youth at risk (initially delivered as Commonwealth Own-Purpose Expenses (COPEs)). It offers flexible, individualised support to young people who have disengaged, or are at risk of disengaging from school. Support is tailored to each young person’s personal situation and circumstances and assists them to overcome obstacles to engagement, including low SES or other disadvantage.

– School Business Community Partnership Brokers (Partnership Brokers—($139.3 million7 over four years)) to build partnerships to foster a strategic, whole-of-community approach that supports young people’s learning and development. Partnership Brokers support strengthened partnerships between schools, business and communities to extend learning beyond the classroom, encourage student engagement and improve educational outcomes (initially delivered as COPEs). In Victoria, this function is delivered through enhancement to the existing Local Learning and Employment Network (LLEN).

7 This figure is commonly reported as $183.3 million for Partnership Brokers under the NP on Youth Attainment and Transitions. Because of different arrangements for the Partnership Broker program in Victoria, $44 million in funds for Victoria is disbursed through their Maximising Engagement, Attainment and Successful Transitions (MEAST) funds, to be used to build partnerships through their LLEN network. MEAST funds are commonly reported as $106 million, which reflects the amount provided to the states and territories for reform.


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These programs are tailored to the needs of local communities within each region and are designed to be flexible and more responsive to the needs of young people. Youth Connections and Partnership Brokers work together to increase the community’s capacity to assist young people to realise their full potential and keep their lives on track.

Initiatives under the NP include:

• Maximising Engagement, Attainment and Successful Transitions—($150 million over four years to the states and territories) to support the development and implementation of state based initiatives that will improve education and transition outcomes for young people. Funding is available for the reform areas of multiple learning pathways; career development and mentoring.

• National Career Development—($47 million over four years) administered by the Commonwealth for the development of resources at a national level for the benefit of all jurisdictions for example Job Guide.

Office for Youth

The Office for Youth aims to ensure that young people reach their full potential; make effective transitions to adulthood as they continue to learn; start work and make decisions that support a healthy lifestyle. To this end, they deliver a range of initiatives to help young Australians reach their full potential and engage with their families and the community that complement the goals of the NP.

The Office for Youth manages the Australian Youth Forum which is a mechanism for young people to engage directly with the Government and have the opportunity to shape and influence policies on issues which matter to them.

The National Strategy for Young Australians, released in April 2010, sets out the Australian Government's vision and goals for young people. It provides a framework to guide government investment in young people. The strategy identifies eight priority areas for action: health and wellbeing, education, families, communities, online, work, early intervention and safety.

The Office for Youth also has a research focus and works across government at all levels, and with the youth sector through the Australian Youth Affairs Coalition to identify gaps, emerging issues and areas of focus for the future.


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Administered items Youth Engagement—the department administers the following government initiatives and programs which support young Australians to engage with government on decisions that impact upon them, to transition to independent living, to celebrate their contribution to the community, to provide specific assistance to vulnerable young people and also by providing comprehensive and up-to-date information about key issues and practices in the youth field.

• The Australian Youth Forum—a formal communication channel between the Government, young people and the youth sector

• The Youth Development and Support Program—a program that provides small grants to community-based organisations to conduct small-scale projects that engage young people in activities that develop their personal skills to support their transition to independence and adulthood, as well as providing an avenue for greater community involvement

• The Transition to Independent Living Allowance—a program that provides a one-off allowance for young people aged 15-25 years who are about to, or have exited, formal state-based care and/or informal care such as juvenile justice; out-of-home care; and Aboriginal and Torres Strait Islander kinship care arrangements and who are at risk of not making a successful transition to independent living. This allowance encourages a preventative and early intervention approach, which can help these young people avoid further welfare dependency and homelessness.

• National Youth Week —the single largest celebration of and for young people, run annually as a joint Australian, state and territory and local Government initiative since 2000. It encourages young people to be engaged and active participants in their communities. The Australian Government contributes in three key areas: support for local events (through funding agreements with the states and territories), implementation of a national communications strategy and secretariat support for the National Planning Group.

• Australian Clearinghouse for Youth Studies—a central access point for information on youth issues in Australia. The Australian Clearinghouse for Youth Studies provides support to the youth sector and young people themselves, as well as policymakers, researchers and practitioners in other sectors working with youth by collecting and disseminating youth related research and best practice and building capacity within the youth sector.


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2.2.11 Administered expenses and key performance indicators for Program 2.11


2011–12 Budget

2012–13 2013–14 2014–15

Quantity for key deliverables National Partnership on Youth Attainment and Transitions Progress towards 2015 COAG target of 90 per cent Year 12 or equivalent attainment NA 86.73%

There are no targets set between 2012–2014 90%

Number of young people for whom outcomes are achieved through support provided by the Youth Connections program 15 000 15 000 7500 NA NA Number of regions that School Business Community Partnership Brokers support [Delivered through 31 Local Learning and Employment Networks in Victoria] 107 107 107 107 NA Transition to Independent Living Allowance Number of young people accessing the Transition to Independence Living Allowance 2260 2260 2260 NA NA

2010-11 2011-12 2012-13 2013-14 2014-15Revised Budget Forw ard Forw ard Forw ard

budget year 1 year 2 year 3('000) $'000 $'000 $'000 $'000 $'000Annual administered expenses:Ordinary Annual Services (Approriation Bill No.1)

Youth Attainment and Transitions NP 115,960 118,631 121,374 60,637 - Youth Engagement 7,294 9,669 11,426 8,945 7,493

Special Account Expenses: National Youth Affairs Research Scheme Special Account

240 240 240 240 240



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Program 2.12 School Student Assistance

Program objective The Government is committed to raising the Year 12 or equivalent attainment rate to 90 per cent by 2015 and to reduce the gap in Aboriginal and Torres Strait Islander peoples’ education under its policy of giving all eligible Australians an opportunity to gain a first class education.

Measures such as student support encourage and assist young people to remain in education and training. Government support is provided through programs such as Youth Allowance and ABSTUDY and funding through the Assistance for Isolated Children scheme.

When the Supporting Families with Teenagers measure begins on 1 January 2012 (subject to the passage of legislation), Family Tax Benefit (FTB) will become the primary form of assistance for dependent students aged 16-18 years in full-time secondary study. As a result, while some students will remain eligible for Youth Allowance, government assistance for families with dependent full-time secondary students will usually be through FTB.

Administered items • ABSTUDY—addresses the particular educational disadvantages faced by

Aboriginal and Torres Strait Islander peoples by providing support to students and Australian Apprentices to access and participate in secondary and tertiary education and training.

• Youth Allowance—provides support for full-time students and Australian Apprentices aged 16-24 years that are in need of financial assistance, to undertake secondary or tertiary education or training.

• Assistance for Isolated Children scheme—provides support to ensure that all Australian children have access to a school education. If a student does not have reasonable daily access to an appropriate government school, parents may attract financial support to send the student to a school of their choice.


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2011–12 Budget

2012–13 2013–14 2014–15

Quantity for key deliverables Assistance for Isolated Children Scheme Students in receipt of Assistance for Isolated Children funding 12 500 12 156 12 176 14 346 14 346 Program effectiveness indicators ABSTUDY – Secondary Average number of school students receiving ABSTUDY during the year 20 500 22 000 22 500 23 000 24 000 Youth Allowance – Secondary Average number of secondary school students receiving Youth Allowance during the year 115 000 82 000 41 000 10 000 10 000

Outcome 2 Departmental outputs

Table 2.2B Performance information for Outcome 2 departmental outputs Performance indicator 2011–12 estimate Program management Effective reporting of student performance in nationally agreed key areas

Results agreed and published

Effective use of online Schools Service Point 99% of all returns will be collected online Effective use of online School Entry Point 99% of all applications for funding through the

Trade Training Centres in Schools Program will be collected online


('000) $'000 $'000 $'000 $'000 $'000Special Appropriations:Student Assistance Act 1973

ABSTUDY - Secondary 136,807 132,391 124,114 118,137 119,531Assistance for Isolated Children 69,379 67,258 68,319 70,405 72,445

Special Account Expenses:

Superannuation payments for ATAS Tutors 5 5 5 5 5


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