National Report on Schooling in Australia 2012
National policy context
1.2 Measuring and reporting performance
The Measurement Framework for Schooling in Australia
The Measurement Framework for Schooling in Australia 2012 provides the basis for national reporting on the performance of schooling in Australia, as agreed by Education Ministers, and is the focus of the statistical data included in this report.
The Measurement Framework for Schooling in Australia 2012 defines national key performance measures (KPMs) for schooling, specifies the data sources for the key performance measures and outlines the reporting cycle for the period 2012–17. The framework was revised during 2012 and the revised document replaces the Measurement Framework for Schooling in Australia 2010.
The framework is maintained by the Australian Curriculum, Assessment and Reporting Authority (ACARA) on behalf of the Standing Council on School Education and Early Childhood (SCSEEC) and is published on the ACARA website. It is periodically revised by ACARA in consultation with jurisdictions and sectors.
Key performance measures
By intent, the KPMs contained in the measurement framework are:
• strategic measures that provide nationally comparable data on aspects of performance critical to monitoring progress against the Melbourne Declaration
• focused on student participation, achievement and attainment
• based on sound and reliable assessment practice
• supportive of open and transparent reporting
• relevant and of interest to the public
• cost-effective, practical to collect, and take account of the burden and impact that data collection may place on students, schools and schooling systems.
The agreed areas of performance monitoring for which KPMs have been developed and approved are:
• enrolment in school
• student attendance
• participation in National Assessment Program (NAP) assessments
• participation of young people in vocational education and training (VET) including VET in Schools
• participation by young people in other learning pathways;
Achievement in the National Assessment Program (NAP) in:
• civics and citizenship
• ICT literacy
• science literacy;
• school completion and attainment
• attainment of young people in other learning pathways.
For national reporting purposes, measures of equity are derived by disaggregating KPMs for student participation, achievement and attainment by Indigenous status, sex, geolocation, socioeconomic status and language background, where it is possible and appropriate to do so.
Policy and reporting framework
The key national school education policy documents and reports including the Melbourne Declaration, the National Education Agreement (NEA), the Measurement Framework for Schooling in Australia and the National Report on Schooling in Australia relate to and reinforce each other. Their relationships and roles in policy formation, reporting, evaluation and review are summarised in Figure 1.1.
Figure 1.1 National school education policy and reporting framework
The Measurement Framework incorporates national key performance measures arising from the Melbourne Declaration goals and commitment to action, and key performance measures reflecting COAG targets and indicators drawn from the performance reporting framework of the NEA.
The performance reporting framework of the NEA includes an annual national report on the outcomes of schooling in Australia (the National Report on Schooling) covering the Melbourne Declaration and the Measurement Framework. The Measurement Framework is included as a schedule of the NEA.
The National Report on Schooling reports on national initiatives and achievements arising from the Melbourne Declaration and is the main vehicle for reporting the key performance measures defined in the Measurement Framework.
The COAG Reform Council (CRC) reports publicly and to COAG on performance against the objective and outcomes of the NEA. CRC reports cover NEA targets and indicators which
are also reflected in the KPMs in the Measurement Framework.