The following sections detail the outputs provided by the department to the Victorian Government, including performance measures and costs for each output, and the actual performance results against budgeted targets by output over the full year ending 30 June 2022.
The department’s 7 outputs are:
- strategy, review and regulation
- early childhood education
- school education—primary
- school education—secondary
- training, higher education and workforce development
- support services delivery
- support for students with disabilities.
The reported outputs refer to the financial year, unless otherwise indicated, and link to the department’s objectives of achievement, engagement, wellbeing and productivity.
This output develops, plans and monitors strategic policy settings across all stages of learning. It also includes intergovernmental negotiations, as well as research, data and performance evaluations. This output also supports regulation that ensures quality education and training is delivered.
Strategy, review and regulation performance measures
Performance measures
Unit of measure
2021–22 actual
2021–22 target
Performance variation (%)
Result
Quantity
Number of RTO quality audits and school reviews undertaken annually
number
120
102
17.6
✓
The above performance measure relates to the school cyclical review program for independent schools only. The 2021–22 actual is higher than target, due to the school cyclical review program for independent schools being reconfigured to deal with the backlog arising from the COVID-19 pandemic.
Quality
Education peak bodies that rate the Victorian Registration and Qualifications Authority (VRQA) effective or highly effective in performing its regulatory function
%
93
90
3.3
✓
The above performance measure relates to the calendar year.
Regulated schools and RTOs that rate the VRQA effective or highly effective in performing its regulatory function
%
93
90
3.3
✓
The above performance measure relates to the calendar year.
Percentage of government schools where an enrolment audit is conducted
%
32.5
32.5
0.0
✓
The above performance measure relates to the calendar year and government schools only.
Cost
Total output cost
$ million
115.4
117.8
-2.1
✓
No footnote required.
Key:
✓ Target achieved or exceeded
⚬ Target not achieved — less than 5% variance
■ Target not achieved — more than 5% variance
This output involves the provision of kindergarten and children’s services. Services include the monitoring of education and care services and specialist services to improve access to kindergartens among children experiencing disadvantage. This output provides early intervention and parenting support. It also includes a range of services and support for children with a developmental delay or disability and their families.
Early childhood education performance measures
Performance measures
Unit of measure
2021–22 actual
2021–22 target
Performance variation (%)
Result
Quantity
Children funded to participate in kindergarten in the year before school
number
80,926
80,000
1.2
✓
The above performance measure relates to the calendar year and includes first- and second-year kindergarten participants.
Aboriginal children funded to participate in kindergarten in the year before school
number
1,497
1,550
–3.4
⚬
The above performance measure relates to the calendar year and includes first- and second-year Aboriginal kindergarten participants.
Kindergarten participation rate in the year before school
%
92.9
96.0
–3.2
⚬
The above performance measure relates to the calendar year and excludes children who participate in a second year of the Four‑Year‑Old kindergarten program.
Kindergarten participation rate for Aboriginal children in the year before school
%
92.9
96.0
–3.2
⚬
The above performance measure relates to the calendar year and excludes children who participate in a second year of the Four‑Year‑Old kindergarten program.
Children funded to participate in kindergarten in the year 2 years before school
number
5,810
5,000
16.2
✓
The above performance measure relates to the calendar year and includes children in Early Start Kindergarten and the phased rollout of Three-Year-Old Kindergarten. The 2021–22 actual is higher than the target due to the ongoing roll out of Three-Year-Old Kindergarten.
Children funded to participate in Early Start Kindergarten or Access to Early Learning in the year 2 years before school
number
3,245
3,000
8.2
✓
The above performance measure relates to the calendar year. Early Start Kindergarten is available to children known to Child Protection; Aboriginal children; and refugee and asylum seeker children. The 2021–22 actual is higher than the target due to the benefits of outreach and other engagement work to support the enrolment and ongoing participation of children eligible for Access to Early Learning and Early Start Kindergarten.
Average number of inspections per service
number
0.73
0.85
–14.1
■
The above performance measure relates to the calendar year. The 2021–22 actual is lower than the target due to inspection rates being impacted by COVID-19 restrictions between July and October 2021, resulting in postponement of visits to premises.
Number of Early Years Management funded services
number
995
1,000
–0.5
⚬
The above performance measure relates to the calendar year.
Proportion of approved eligible services assessed and rated
%
14.0
25.0
–44.0
■
The above performance measure relates to the calendar year. The 2021–22 actual is lower than the target due to lower-than-expected assessment and ratings visits conducted in the period of COVID-19 restrictions between July and October 2021.
Quality
Education and care services offering a funded kindergarten program assessed as exceeding the National Quality Standard
%
38.4
46
–16.5
■
The above performance measure relates to the calendar year. The 2021–22 actual is lower than the target due to the impact of COVID‑19 restrictions on assessment and ratings visits.
Education and care services offering a funded kindergarten program assessed as meeting or exceeding the National Quality Standard
%
91.5
91
0.5
✓
The above performance measure relates to the calendar year.
Parent satisfaction with kindergarten services
%
90
90
0.0
✓
The above performance measure relates to the calendar year. It is based on a parent opinion survey that is administered to all funded kindergarten services.
Cost
Total output cost
$ million
894.9
973.4
–8.1
✓
The lower 2021–22 actual primarily reflects carryover and budget rephasing into 2022–23.
Key:
✓ Target achieved or exceeded
⚬ Target not achieved — less than 5% variance
■ Target not achieved — more than 5% variance
The school education output group comprises 2 outputs of:
- school education—primary output provides services to develop essential skills and learning experiences to engage young minds in the primary sector
- school education—secondary output consolidates literacy and numeracy competencies, including creative and critical thinking as well as physical, social, emotional and intellectual development in adolescence. It also provides education services as well as varied pathways and support for transition across sectors to further study.
These outputs contribute to providing and improving services that support all the department’s objectives of achievement, engagement, wellbeing and productivity.
The government sets high aspirations for all students. These are reflected in BP3 NAPLAN measures. The BP3 targets for Koorie students measure—at Years 3, 5, 7 and 9—the percentage of Aboriginal students above the bottom 3 NAPLAN bands in reading and numeracy. NAPLAN results for Victorian Koorie students are above the national Aboriginal cohort across all domains and year levels.
School education—primary
The school education—primary output provides services to develop essential skills and learning experiences to engage young minds and improve the quality of learning of students from Prep to Year 6 in government and non-government schools.
School education—primary performance measures
Performance measures
Unit of measure
2021–22 actual
2021–22 target
Performance variation (%)
Result
Quantity
Investment in non-government schools (primary)
$ million
562.1
524.6
7.2
✓
The higher 2021–22 actual primarily reflects funding approved after the release of the 2021–22 Budget . These are offset by a re-phase of capital grants for non-government schools into 2022–23.
Percentage of government primary school students receiving equity funding
%
25
25
0.0
✓
The above performance measure relates to the calendar year and refers to government schools only.
Number of teachers who completed professional development as Mathematics and Science Specialists
number
209
200
4.5
✓
The above performance measure relates to the calendar year and refers to government schools only.
Number of assistant principals participating in leadership development programs, including the Aspiring Principals Program
number
1,348
700
92.6
✓
The above performance measure relates to the calendar year and refers to government schools only. The 2021–22 actual is higher than the target because (a) it is likely that an increased number of participants enrolled in 2021 programs as a result of postponed enrolments in 2020 due to the impact of COVID-19 restrictions, and (b) the former Bastow leadership development programs offered in 2021 supported additional assistant principals to participate.
Number of principals participating in leadership development programs
number
1,255
1,100
14.1
✓
The above performance measure relates to the calendar year and refers to government schools only. The 2021–22 actual is higher than the target because (a) it is likely that an increased number of participants enrolled in 2021 programs as a result of postponed enrolments in 2020 due to the impact of COVID-19 restrictions, and (b) the former Bastow leadership development programs offered in 2021 supported additional principals to participate.
Number of school staff who are not principals or assistant principals participating in leadership development programs
number
3,226
3,000
7.5
✓
The above performance measure relates to the calendar year and refers to government schools only. This performance measure includes all school staff (teaching and education support). The 2021–22 actual is higher than the target because (a) it is likely that an increased number of participants enrolled in 2021 programs as a result of postponed enrolments in 2020 due to the impact of COVID-19 restrictions, and (b) the former Bastow leadership development programs offered in 2021 supported additional other school-based staff (such as teachers) to participate.
Number of teachers completing mentoring training
number
1,033
900
14.8
✓
The above performance measure relates to the calendar year and includes early childhood teachers. The 2021–22 actual is higher than the target due to greater accessibility to the Effective Mentoring Program seminars, which were predominantly delivered online, and scheduling of 3 additional seminars to meet Career Start pilot demands.
Number of Victorian schools participating as a ‘lead school’ for the Respectful Relationships initiative
number
402
382
5.2
✓
The above performance measure relates to primary and secondary schools. The 2021–22 actual is higher than the target due to a higher-than-expected number of schools that expressed interest and were assessed as suitable to participate as a ‘lead school’.
Number of school-based staff who have participated in whole-school Respectful Relationships professional learning initiative
number
35,000
35,000
0.0
✓
The above performance measure relates to the calendar year and refers to primary and secondary schools.
Number of schools able to access the Digital Assessment Library
number
2,413
2,413
0.0
✓
The above performance measure relates to the calendar year.
Number of Digital Assessment Library items developed
number
2,034
1,590
27.9
✓
The above performance measure relates to the calendar year. The 2021–22 actual is higher than the target due to a greater than expected amount of content becoming available within the library for construction of tests.
Number of schools supported with strategic business and financial support
number
745
700
6.4
✓
The above performance measure relates to the calendar year and refers to government schools only. The 2021–22 actual is higher than the target due to greater uptake of support services by schools.
Number of school staff attending strategic business and financial support training
number
2,520
2,500
0.8
✓
The above performance measure relates to the calendar year and refers to government schools only.
Proportion of eligible schools in receipt of funding for the Swimming in Schools program
%
100
100
0.0
✓
The above performance measure relates to the calendar year and refers to government schools only.
Units of service provided by data and evidence coaches
number
1,078
1,140
–5.4
■
The above performance measure relates to the calendar year and refers to government schools only. The 2021–22 actual is lower than the target with COVID-19 affecting onsite service delivery to schools.
Number of schools utilising the Local Administrative Bureau
number
58
88
–34.1
■
The above performance measure relates to the calendar year and refers to government schools only. The 2021–22 actual is lower than the target due to the COVID-19 pandemic impacts resulting in longer than anticipated project initiation and recruitment activities.
Number of schools working with School-wide Positive Behaviour Support
number
428
400
7.0
✓
The above performance measure relates to the calendar year and refers to government schools only. The 2021–22 actual is higher than the target due to additional area coaches supporting a higher number of schools than initially forecast.
Utilisation of annual hours allocated to schools for onsite IT technical support
%
100
99
1.0
✓
The above performance measure relates to the calendar year and refers to government schools only.
Quality
Average days lost due to absence at Year 5
number
14.9
14.1
5.7
■
The above performance measure relates to the calendar year and refers to government schools only. The 2021–22 actual is higher than the target due to the impact of the COVID-19 pandemic. This includes parent choice on student attendance (reflecting the characteristics of and risks for families), and the resumption of onsite learning resulting in increased absences due to illness. The rate covers all absences, including those due to illness and parent choice.
Average days lost due to absence at Year 6
number
15.7
14.5
8.3
■
The above performance measure relates to the calendar year and refers to government schools only. The 2021–22 actual is higher than the target due to the impact of the COVID-19 pandemic. This includes parent choice on student attendance (reflecting the characteristics of and risks for families), and the resumption of onsite learning resulting in increased absences due to illness. The rate covers all absences, including those due to illness and parent choice.
Average days lost due to absence for Aboriginal students in Years Prep to 6
number
28.4
24.0
18.3
■
The above performance measure relates to the calendar year and refers to government schools only. The 2021–22 actual is higher than the target due to the impact of the COVID-19 pandemic. This includes parent choice on student attendance (reflecting the characteristics of and risks for Koorie families), and the resumption of onsite learning resulting in increased absences due to illness. The rate covers all absences, including those due to illness and parent choice. This cohort is small and data is subject to volatility.
Proportion of positive responses to school satisfaction by parents of government primary school students
%
83.8
85
-1.4
⚬
The above performance measure relates to the calendar year and refers to government schools only.
Percentage of government schools compliant with the Child Safety Standards 3 months after review
%
99
100
-1.0
⚬
The above performance measure relates to the calendar year and refers to government schools only.
Percentage of Aboriginal students above the bottom 3 bands for numeracy in Year 3 (NAPLAN testing)
%
39.1
46.7
-16.3
■
The above performance measure relates to the calendar year. NAPLAN results, as with any assessment measure, are subject to a small margin of error. This is reflected in a confidence interval of ± 2.88 percentage points, which is specific to the measure in 2021.
Percentage of Aboriginal students above the bottom 3 bands for numeracy in Year 5 (NAPLAN testing)
%
33.6
35.2
-4.5
✓
The above performance measure relates to the calendar year. The 2021–22 actual is within the margin of error associated with NAPLAN testing for this cohort. NAPLAN results, as with any assessment measure, are subject to a small margin of error. This is reflected in a confidence interval of ± 3.25 percentage points, which is specific to the measure in 2021.
Percentage of Aboriginal students above the bottom 3 bands for reading in Year 3 (NAPLAN testing)
%
55.6
58.2
-4.5
✓
The above performance measure relates to the calendar year. The 2021–22 actual is within the margin of error associated with NAPLAN testing for this cohort. NAPLAN results, as with any assessment measure, are subject to a small margin of error. This is reflected in a confidence interval of ± 3.09 percentage points, which is specific to the measure in 2021.
Percentage of Aboriginal students above the bottom 3 bands for reading in Year 5 (NAPLAN testing)
%
45.9
44.6
2.9
✓
The above performance measure relates to the calendar year. NAPLAN results, as with any assessment measure, are subject to a small margin of error. This is reflected in a confidence interval of ± 2.90 percentage points, which is specific to the measure in 2021.
Percentage of students above the bottom 3 bands for numeracy in Year 3 (NAPLAN testing)
%
68.2
73.8
-7.6
■
The above performance measure relates to the calendar year. NAPLAN results, as with any assessment measure, are subject to a small margin of error. This is reflected in a confidence interval of ± 1.02 percentage points, which is specific to the measure in 2021.
Percentage of students above the bottom 3 bands for numeracy in Year 5 (NAPLAN testing)
%
64.3
66.0
-2.6
⚬
The above performance measure relates to the calendar year. NAPLAN results, as with any assessment measure, are subject to a small margin of error. This is reflected in a confidence interval of ± 1.01 percentage points, which is specific to the measure in 2021.
Percentage of students above the bottom 3 bands for reading in Year 3 (NAPLAN testing)
%
81.3
82.0
-0.9
✓
The above performance measure relates to the calendar year. The 2021–22 actual is within the margin of error associated with NAPLAN testing for this cohort. NAPLAN results, as with any assessment measure, are subject to a small margin of error. This is reflected in a confidence interval of ± 0.73 percentage points, which is specific to the measure in 2021.
Percentage of students above the bottom 3 bands for reading in Year 5 (NAPLAN testing)
%
73.8
72.5
1.8
✓
The above performance measure relates to the calendar year. NAPLAN results, as with any assessment measure, are subject to a small margin of error. This is reflected in a confidence interval of ± 0.90 percentage points, which is specific to the measure in 2021.
Percentage of students in the top 2 bands for numeracy in Year 3 (NAPLAN testing)
%
40.0
46.7
-14.3
■
The above performance measure relates to the calendar year. NAPLAN results, as with any assessment measure, are subject to a small margin of error. This is reflected in a confidence interval of ± 1.07 percentage points, which is specific to the measure in 2021.
Percentage of students in the top 2 bands for numeracy in Year 5 (NAPLAN testing)
%
33.0
35.3
-6.5
⚬
The above performance measure relates to the calendar year. NAPLAN results, as with any assessment measure, are subject to a small margin of error. This is reflected in a confidence interval of ± 1.12 percentage points, which is specific to the measure in 2021.
Percentage of students in the top 2 bands for reading in Year 3 (NAPLAN testing)
%
61.9
60.7
2.0
✓
The above performance measure relates to the calendar year. NAPLAN results, as with any assessment measure, are subject to a small margin of error. This is reflected in a confidence interval of ± 0.99 percentage points, which is specific to the measure in 2021.
Percentage of students in the top 2 bands for reading in Year 5 (NAPLAN testing)
%
44.8
45.1
-0.7
✓
The above performance measure relates to the calendar year. The 2021–22 actual is within the margin of error associated with NAPLAN testing for this cohort. NAPLAN results, as with any assessment measure, are subject to a small margin of error. This is reflected in a confidence interval of ± 1.08 percentage points, which is specific to the measure in 2021.
Years 5–6 students’ opinion of their connectedness with the school
number
(1–5)4.1
4.4
-6.8
■
The above performance measure relates to the calendar year and refers to government schools only. The 2021–22 actual is lower than the target likely due to the impact of changes to survey timing, structure and delivery to account for the impacts of the COVID-19 pandemic, reducing the comparability of results for 2021.
Proportion of identified schools that subsequently improved their performance
%
62.0
67.0
-7.5
■
The above performance measure relates to the calendar year and refers to government schools only. The 2021–22 actual is lower than the target due to the schools identified to receive additional school improvement practices during 2020 and 2021 experiencing a lower level of support compared to schools in previous years. This was due to the school improvement workforce being redeployed to support agile COVID-19 regional operating models.
Proportion of participants rating the impact of the Victorian Academy of Teaching and Leadership's professional learning on their own development and practice as 'significant' or above (all programs)
%
82.0
78.0
5.1
✓
The above performance measure relates to the calendar year. The 2021–22 actual is higher than the target due to continuous improvement in the VATL’s professional learning design and delivery.
Proportion of participants who are satisfied with the Victorian Academy of Teaching and Leadership's professional learning and development training (all programs)
%
77.0
82.0
-6.1
■
The above performance measure relates to the calendar year. The 2021–22 actual is lower than the target as a result of some programs being delivered online and in hybrid settings for the first time. The VATL responded to this feedback by implementing continuous improvement plans.
Cost
Total output cost
$ million
5,750.6
5,765.9
-0.3
✓
No footnote required.
Key:
✓ Target achieved or exceeded
⚬ Target not achieved — less than 5% variance
■ Target not achieved — more than 5% variance
The school education—secondary output involves provision of education and support services designed to improve student learning, development and wellbeing in Years 7 to 12 in government and non-government schools. These services seek to consolidate literacy and numeracy competencies including creative and critical thinking, as well as physical, social, emotional and intellectual development in adolescence. It also covers the provision of services to improve pathways to further education, training and employment.
School education—secondary performance measures
Performance measures
Unit of measure
2021–22 actual
2021–22 target
Performance variation (%)
Result
Quantity
Investment in non-government schools (secondary)
$ million
602.4
541.2
11.3
✓
The higher 2021–22 actual primarily reflects funding approved after the release of the 2021–22 Budget. These are offset by a re-phase of capital grants for non-government schools into 2022–23.
Number of school students enrolled in VCAL
number
27,624
21,650
27.6
✓
The above performance measure relates to the calendar year. The 2021–22 actual is higher than the target due to an increasing proportion of students undertaking VCAL as it becomes more established as an alternative qualification to the VCE.
Number of school students participating in accredited vocational programs
number
49,560
48,500
2.2
✓
The above performance measure relates to the calendar year.
Number of school-based apprentices/trainees
number
3,172
3,700
-14.3
■
The above performance measure relates to the calendar year. The 2021–22 actual is lower than the target due to the reduction in school-based apprentices/traineeships enrolments in light of disruption to industry and schools as a result of COVID-19 restrictions.
Proportion of all secondary schools offering vocational options to students as part of their secondary school certificate
%
96.3
96.0
0.3
✓
The above performance measure relates to the calendar year.
Number of students for which government secondary schools are funded to ‘catch up’
number
10,700
10,700
0.0
✓
The above performance measure relates to the calendar year and refers to government schools only.
Percentage of government secondary school students receiving equity funding
%
30.5
30.5
0.0
✓
The above performance measure relates to the calendar year and refers to government schools only.
Number of students participating in the Victorian Young Leaders program
number
570
325
75.4
✓
The 2021–22 actual is higher than the target due to the popularity of the program, and the virtual delivery mode enabling greater access to students.
Number of partner secondary schools accessing a Tech School
number
157
160
-1.9
⚬
The above performance measure relates to the calendar year and refers to government and non-government schools who are partnered to a Tech School.
Proportion of employment-based pathways-qualified teachers retained in Victorian government school workforce (within 2 years) after completing the pathway
%
70
65
7.7
✓
The above performance measure relates to the calendar year. The 2021–22 actual is higher than the target due to a higher than forecast number of 2018 Teach for Australia teacher graduate cohort remaining employed in Victorian government schools as at 2021.
Quality
Average days lost due to absence in Years 11 and 12
number
16.8
16.1
4.3
⚬
The above performance measure relates to the calendar year and refers to government schools only. The 2021–22 actual is higher than the target due to the impact of the COVID-19 pandemic. This includes parent choice on student attendance (reflecting the characteristics of and risks for families), and the resumption of onsite learning resulting in increased absences due to illness. The rate covers all absences, including those due to illness and parent choice.
Average days lost due to absence in Years 7–10
number
22.7
19.0
19.5
■
The above performance measure relates to the calendar year and refers to government schools only. The 2021–22 actual is higher than the target due to the impact of the COVID-19 pandemic. This includes parent choice on student attendance (reflecting the characteristics of and risks for families), and the resumption of onsite learning resulting in increased absences due to illness. The rate covers all absences, including those due to illness and parent choice.
Average days lost due to absence for Aboriginal students in Years 7 to 12
number
41.3
35.0
18.0
■
The above performance measure relates to the calendar year and refers to government schools only. The 2021–22 actual is higher than the target due to the impact of the COVID-19 pandemic. This includes parent choice on student attendance (reflecting the characteristics of and risks for Koorie families), and the resumption of onsite learning resulting in increased absences due to illness. The rate covers all absences, including those due to illness and parent choice. This cohort is small and data is subject to volatility.
Median VCE study score
number
29
29
0.0
✓
The above performance measure relates to the calendar year and refers to government schools only.
Proportion of positive responses to school satisfaction by parents of government secondary school students
%
78.2
80
-2.3
⚬
The above performance measure relates to the calendar year and refers to government schools only.
Percentage of Aboriginal students above the bottom 3 bands for numeracy in Year 7 (NAPLAN testing)
%
28.4
29.7
-4.4
✓
The above performance measure relates to the calendar year. The 2021–22 actual is within the margin of error associated with NAPLAN testing for this cohort. NAPLAN results, as with any assessment measure, are subject to a small margin of error. This is reflected in a confidence interval of ± 3.13 percentage points, which is specific to the measure in 2021.
Percentage of Aboriginal students above the bottom 3 bands for numeracy in Year 9 (NAPLAN testing)
%
21.9
27.9
-21.5
■
The above performance measure relates to the calendar year. NAPLAN results, as with any assessment measure, are subject to a small margin of error. This is reflected in a confidence interval of ± 2.58 percentage points, which is specific to the measure in 2021.
Percentage of Aboriginal students above the bottom 3 bands for reading in Year 7 (NAPLAN testing)
%
29.9
29.2
2.4
✓
The above performance measure relates to the calendar year. NAPLAN results, as with any assessment measure, are subject to a small margin of error. This is reflected in a confidence interval of ± 3.05 percentage points, which is specific to the measure in 2021.
Percentage of Aboriginal students above the bottom 3 bands for reading in Year 9 (NAPLAN testing)
%
20.7
26.3
-21.3
■
The above performance measure relates to the calendar year. NAPLAN results, as with any assessment measure, are subject to a small margin of error. This is reflected in a confidence interval of ± 2.65 percentage points, which is specific to the measure in 2021.
Percentage of school leavers completing a VCE VET program in a school progressing to further education, training or work
%
95.2
95.0
0.2
✓
The above performance measure relates to the calendar year.
Percentage of school leavers completing an intermediate or senior VCAL in a school progressing to further education, training or work
%
87.0
85.0
2.4
✓
The above performance measure relates to the calendar year.
Percentage of students above the bottom 3 bands for numeracy in Year 7 (NAPLAN testing)
%
62.3
64.7
-3.7
⚬
The above performance measure relates to the calendar year. NAPLAN results, as with any assessment measure, are subject to a small margin of error. This is reflected in a confidence interval of ± 1.65 percentage points, which is specific to the measure in 2021.
Percentage of students above the bottom 3 bands for numeracy in Year 9 (NAPLAN testing)
%
51.9
57.9
-10.4
■
The above performance measure relates to the calendar year. NAPLAN results, as with any assessment measure, are subject to a small margin of error. This is reflected in a confidence interval of ± 1.91 percentage points, which is specific to the measure in 2021.
Percentage of students above the bottom 3 bands for reading in Year 7 (NAPLAN testing)
%
61.7
61.1
1.0
✓
The above performance measure relates to the calendar year. NAPLAN results, as with any assessment measure, are subject to a small margin of error. This is reflected in a confidence interval of ± 1.61 percentage points which is specific to the measure in 2021.
Percentage of students above the bottom 3 bands for reading in Year 9 (NAPLAN testing)
%
49.7
53.3
-6.8
⚬
The above performance measure relates to the calendar year. NAPLAN results, as with any assessment measure, are subject to a small margin of error. This is reflected in a confidence interval of ± 1.69 percentage points, which is specific to the measure in 2021.
Percentage of students in the top 2 bands for numeracy in Year 7 (NAPLAN testing)
%
34.3
36.7
-6.5
⚬
The above performance measure relates to the calendar year. NAPLAN results, as with any assessment measure, are subject to a small margin of error. This is reflected in a confidence interval of ± 1.67 percentage points, which is specific to the measure in 2021.
Percentage of students in the top 2 bands for numeracy in Year 9 (NAPLAN testing)
%
21.4
27.6
-22.5
■
The above performance measure relates to the calendar year. NAPLAN results, as with any assessment measure, are subject to a small margin of error. This is reflected in a confidence interval of ± 1.74 percentage points, which is specific to the measure in 2021.
Percentage of students in the top 2 bands for reading in Year 7 (NAPLAN testing)
%
30.7
31.2
-1.6
✓
The above performance measure relates to the calendar year. The 2021–22 actual is within the margin of error associated with NAPLAN testing for this cohort. NAPLAN results, as with any assessment measure, are subject to a small margin of error. This is reflected in a confidence interval of ± 1.53 percentage points, which is specific to the measure in 2021.
Percentage of students in the top 2 bands for reading in Year 9 (NAPLAN testing)
%
21.8
23.0
-5.2
✓
The above performance measure relates to the calendar year. The 2021–22 actual is within the margin of error associated with NAPLAN testing for this cohort. NAPLAN results, as with any assessment measure, are subject to a small margin of error. This is reflected in a confidence interval of ± 1.45 percentage points, which is specific to the measure in 2021.
Percentage of students who remain at school from Year 7 to Year 12
%
91.5
93.0
-1.6
⚬
The above performance measure relates to the calendar year.
Percentage of VCAL certificates satisfactorily completed by school students
%
69.2
77.0
-10.1
■
The above performance measure relates to the calendar year. The 2021–22 actual is lower than the target due to a higher than usual proportion of students enrolled in the VCAL Foundation and Intermediate levels finding studies challenging in light of COVID-19 restrictions.
Years 7–9 students’ opinion of their connectedness with the school
Number (1–5)
3.4
3.7
-8.1
■
The above performance measure relates to the calendar year and refers to government schools only. The 2021–22 actual is lower than the target due to the impact of changes to survey timing, structure and delivery to account for the impacts of the COVID-19 pandemic, reducing the comparability of results for 2021.
Percentage of students in out of home care receiving targeted supports in school (LOOKOUT Education Support Centres)
%
83.0
85.0
-2.4
⚬
The above performance measure relates to the calendar year.
Proportion of Navigator program participants re-engaged in schooling
%
60.0
70.0
-14.3
■
The above performance measure relates to the calendar year. The 2021–22 actual is lower than target due to COVID-19 restrictions and long periods of remote and disrupted learning in 2020 and 2021, which made returning disengaged young people to education significantly more challenging.
Percentage of Year 9 students in government schools that complete an online assessment using a career diagnostic tool
%
82.0
86.0
-4.7
⚬
The above performance measure relates to the calendar year and refers to government schools only.
Proportion of Year 10–12 students with a Career Action Plan
%
83.1
86.0
-3.4
⚬
The above performance measure relates to the calendar year and refers to government schools only.
Cost
Total output cost
$ million
4,883.7
4,713.1
3.6
⚬
No footnote required.
Key:
✓ Target achieved or exceeded
⚬ Target not achieved — less than 5% variance
■ Target not achieved — more than 5% variance
The training, higher education and workforce development output supports Victorians to gain the skills and capabilities essential for success in employment and further training or study. The department works with the TAFE and training sector to deliver quality training that strongly supports industry to meet the evolving needs of the economy, promotes equity and addresses disadvantage. This output includes the functions of training system design, industry engagement, and contracting and monitoring of training service quality. Training services include accredited VET and pre-accredited adult community and further education services.
Training, higher education and workforce development performance measures
Performance measures
Unit of measure
2021–22 actual
2021–22 target
Performance variation (%)
Result
Quantity
Number of government-subsidised course enrolments
number
328,811
317,500
3.6
✓
The above performance measure relates to the calendar year.
Number of government-subsidised course enrolments in the TAFE network
number
157,626
145,000
8.7
✓
The above performance measure relates to the calendar year. The 2021–22 actual is higher than the target due to the higher continuing enrolments from 2020 students who were not able to complete their studies due to the COVID-19 pandemic.
Number of government-subsidised pre-accredited module enrolments funded through the ACFE Board
number
42,645
48,400
-11.9
■
The above performance measure relates to the calendar year. The 2021–22 actual is lower than the target due to the continuing impact of the COVID-19 pandemic on training activity in 2021.
Number of government-subsidised apprenticeship course enrolments
number
52,841
49,900
5.9
✓
The above performance measure relates to the calendar year. The 2021–22 actual is higher than the target due to higher continuing enrolments from 2020 students who were not able to complete their studies due to the COVID-19 pandemic.
Proportion of government-subsidised enrolments related to qualifications that will lead to jobs and economic growth
%
86.3
83.0
4.0
✓
The above performance measure relates to the calendar year.
Number of government-subsidised course enrolments by students living in regional Victoria
number
84,811
81,300
4.3
✓
The above performance measure relates to the calendar year.
Number of students without Year 12, or Certificate II or above, enrolled in a government-subsidised course at Certificate III or above
number
58,296
58,000
0.5
✓
The above performance measure relates to the calendar year.
Number of government-subsidised foundation module enrolments
number
108,505
150,000
-27.7
■
The above performance measure relates to the calendar year. The 2021–22 actual is lower than the target due to the continuing impact of the COVID-19 pandemic in 2021 and the substitution from accredited foundation training to other types of training.
Number of government-subsidised course enrolments by students eligible for fee concession
number
63,299
67,500
-6.2
■
The above performance measure relates to the calendar year. The 2021–22 actual is lower than the target due to the continuing impact of the COVID-19 pandemic in 2021, as well as the increasing proportion of training delivered through Free TAFE and JobTrainer programs, where students are not required to report fee concession eligibility.
Number of enrolments in the Free TAFE for priority courses initiative
number
54,965
50,000
9.9
✓
The above performance measure relates to the calendar year. The 2021–22 actual is higher than the target due to higher continuing enrolments from 2020 students who were not able to complete their studies due to the COVID-19 pandemic.
Quality
Proportion of employers of apprentices and trainees who are satisfied with training
%
75.3
78.1
-3.6
⚬
The above performance measure relates to the calendar year. Data for 2021–22 actual relate to the 2021 Victorian Employer Satisfaction Survey of 2020 training experiences.
Proportion of VET completers who are satisfied with their training
%
86.5
85.7
0.9
✓
The above performance measure relates to the calendar year. Data for 2021–22 actual relate to the 2021 Victorian Student Satisfaction Survey of 2020 training experiences.
Proportion of VET completers with an improved employment status after training
%
55.7
54.4
2.4
✓
The above performance measure relates to the calendar year. Data for 2021–22 actual relate to the 2021 Victorian Student Satisfaction Survey of 2020 training experiences.
Proportion of VET completers who achieved their main reason for training
%
85.3
84.1
1.4
✓
The above performance measure relates to the calendar year. Data for 2021–22 actual relate to the 2021 Victorian Student Satisfaction Survey of 2020 training experiences.
2-year completion rate for non-apprentice commencements in government subsidised Australian Qualifications Framework (AQF) qualifications
%
46.0
46.3
-0.6
⚬
The above performance measure relates to the calendar year. Data for the 2021–22 actual is the proportion of enrolments which commenced in 2020 that completed at the end of 2021.
6-year completion rate for apprentice commencements in government subsidised AQF qualifications
%
62.8
58.0
8.3
✓
The above performance measure relates to the calendar year. The 2021–22 actual is higher than the target due to higher completions by apprentices who were not able to complete their studies due to the COVID-19 pandemic.
Cost
Total output cost
$ million
2,304.1
2,599.8
-11.4
✓
The lower 2021–22 actual primarily reflects lower-than-expected expenses from third party revenue and budget rephasing into 2022–23. These are offset by new funding decisions during 2021–22.
Key:
✓ Target achieved or exceeded
⚬ Target not achieved — less than 5% variance
■ Target not achieved — more than 5% variance
The support services delivery output primarily provides student welfare and support, student transport (excluding transport for special needs students) and health services.
Support services delivery performance measures
Performance measures
Unit of measure
2021–22 actual
2021–22 target
Performance variation (%)
Result
Quantity
Eligible primary school students in receipt of camps, sports and excursions fund
number
128,086
135,400
-5.4
■
The above performance measure relates to the calendar year. The 2021–22 actual is lower than the target due to a decrease in the number of eligible students in the primary cohort and lower- than- expected applications from parents, in light of COVID-19 restrictions and extended periods of learning from home.
Eligible secondary school students in receipt of camps, sports and excursions fund
number
99,741
91,800
8.7
✓
The above performance measure relates to the calendar year. The 2021–22 actual is higher than the target due to an increase in the number of eligible students in the secondary cohort and more parents submitting applications for their children than expected.
Investment in student welfare and support
$ million
398.7
343.2
16.1
✓
The 2021–22 actual is higher than the target, primarily reflecting funding approved after the release of the 2021–22 Budget, such as the Positive Start initiative.
Investment in travelling allowances and transport support (not including special needs students)
$ million
45.5
45.9
-0.9
⚬
No footnote required.
Health assessments of prep-aged students by school nurses
number
60,256
70,500
-14.5
■
The above performance measure relates to the calendar year. The 2021–22 actual is lower than the target due to the impact of COVID‑19 restricting school nursing operations.
School students (government) supported by conveyance allowance
number
9,849
9,255
6.4
✓
The above performance measure relates to the calendar year. The 2021–22 actual is higher than the target due to a greater than anticipated number of applications, particularly from students at newly established government schools.
School students (non-government) supported by conveyance allowance
number
29,471
28,922
1.9
✓
The above performance measure relates to the calendar year.
Schools allocated a nurse through the secondary school nursing program
number
198
198
0.0
✓
The above performance measure relates to the calendar year and refers to government schools only.
Schools funded for primary welfare officers
number
803
803
0.0
✓
The above performance measure relates to the calendar year and refers to government schools only.
Quality
School satisfaction with student support services
%
67.9
80.0
-15.1
■
The above performance measure relates to the calendar year and refers to government schools only. The 2021–22 actual is lower than the target due to schools’ competing priorities regarding flexible and remote teaching and learning, and constrained resource support.
Cost
Total output cost
$ million
444.6
389.1
14.2
■
The 2021–22 actual is higher than the target, primarily reflecting funding approved after the release of the 2021–22 Budget, such as the Positive Start initiative . These funding decisions are offset by budget rephasing into 2022–23.
Key:
✓ Target achieved or exceeded
⚬ Target not achieved—less than 5% variance
■ Target not achieved—more than 5% variance
The support for students with disabilities output covers programs and funding to support students with disability, as well as transport, welfare and support services for students with special needs.
Support for students with disabilities performance measures
Performance measures
Unit of measure
2021–22 actual
2021–22 target
Performance variation (%)
Result
Quantity
Eligible special school students provided with appropriate travel
number
8,925
8,925
0.0
✓
The above performance measure relates to the calendar year.
Proportion of government school students who receive adjustments to support their access and participation in learning because of disability as defined in the Disability Discrimination Act 1992 (Cth)
%
24.6
17.0
44.7
✓
The above performance measure relates to the calendar year. This performance measure refers to government schools only. The 2021–22 actual is higher than the target due to stronger than forecast program demand for targeted engagement with schools.
Proportion of total government schools resourced through the Disability Inclusion funding and support model
%
38.0
30.0
26.7
✓
The above performance measure relates to the calendar year and refers to government schools only. The 2021–22 actual is higher than the target due to faster than anticipated implementation.
Proportion of positive responses to school satisfaction by parents of government special school students
%
85.1
85.0
0.1
✓
The above performance measure relates to the calendar year and refers to government schools only.
Cost
Total output cost
$ million
1,285.4
1,363.6
-5.7
✓
The lower 2021–22 actual primarily reflects budget rephasing into 2022–23.
Key:
✓ Target achieved or exceeded
⚬ Target not achieved — less than 5% variance
■ Target not achieved — more than 5% variance
Discontinued measures for 2021–22
Following assessment by the Public Accounts and Estimates Committee, the performance measures listed below were discontinued for 2021–22.
Discontinued performance measures
|
Output group |
Performance measure name |
|
|
School education – secondary |
Percentage of Year 9 students with a Careers e-Portfolio |
|
|
Support for students with disabilities |
Students funded under the disability program in government schools as a proportion of the total student population |
|
Updated