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