Reports and Publications

Improving educational outcomes: Emergent data on students with disability in Australian schools
Over the three years since 2013, the Nationally Consistent Collection of Data on School Students with Disability (NCCD) has been progressively implemented in Australian schools, with 20% of schools participating in 2013, 73% in 2014 and 99.9% in 2015. As a result, schools and governments are reporting for the first time in a nationally consistent way on the number of students in Australian schools requiring an educational adjustment (as required under the standards) to access education because of a disability.

The 2015 NCCD Continuous Quality Improvement Project Quality Assurance Summary Report
On 10 May 2013, Education Ministers endorsed the model for a Nationally Consistent Collection of Data for School Students with Disability (NCCD). The NCCD provides an opportunity to recognise all students with disability who are being provided with an adjustment to participate in education on the same basis as other students, whether or not they receive targeted funding or support.

All Australian Government, Catholic and independent education authorities (EAs) have progressively implemented the NCCD across schools in Australia from 2013 to 2015 with 2015 marking the first year that all schools participated in the NCCD. It was therefore an opportune time to reflect on the most recent collection and identify areas to further improve the quality and consistency of the NCCD. This is important in informing future policy decisions for students with disability. On behalf of the Joint Working Group to Provide Advice on Reform for Students with Disability (JWG), the Australian Government Department of Education and Training (the Department) engaged PricewaterhouseCoopers Australia (PwC) to undertake the 2015 NCCD Continuous Quality Improvement Project (2015 NCCD CQIP). A core component of the project was to review the quality and consistency of data collected through the 2015 NCCD.


Australian Children’s Education and Care Quality Authority (ACECQA) Wave III 
Report on reducing the administrative burden under the National Quality Framework (NQF). The study reveals a number of positive findings, including consistently high levels of support for the NQF and a significant decline in perceptions of overall burden associated with the administrative requirements of the National Law and Regulations.

National Science, Technology, Engineering and Mathematics (STEM) School Education Strategy 
The National STEM School Education Strategy was endorsed by Education Council on 11 December 2015. The purpose of the strategy is to build on a range of reforms and activities already underway. It aims to better coordinate and target this effort and sharpen the focus on the key areas where collaborative action will deliver improvements to STEM education.

Summary of STEM Summit
The STEM Education Summit, held in Sydney on 5 November 2015, was hosted by the NSW Minister for Education, Adrian Piccoli, on behalf of his Education Council colleagues. It was attended by just over 100 experts, thought leaders and STEM professionals from industry, government and education sectors.

The Aboriginal and Torres Strait Islander Education Strategy
The Aboriginal and Torres Strait Islander Education Strategy was endorsed by Education Council in September 2015. It sets the principles and priorities that act as a framework to guide jurisdictions in developing and implementing localised policies and actions to improve outcomes for Aboriginal and Torres Strait Islander people outlines the first of a series of national collaborative actions.

ACIL Allen Evaluation of the Aboriginal and Torres Strait Islander Education Action Plan 2010–2014
The Aboriginal and Torres Strait Islander Education Action Plan 2010 – 14 (Action Plan) comprised 55 actions to ‘assist education providers to accelerate improvements in Aboriginal and Torres Strait Islander educational outcomes and contribute to the achievement of the Council of Australian Governments (COAG) closing the gap targets’'.
ACIL Allen Consulting, in collaboration with Phillips KPA and Professor Mark Rose from La Trobe University, monitored implementation and outcomes associated with the Action Plan through a longitudinal evaluation conducted across three years — 2011 (phase one), 2012 (phase two) and 2013 (phase three). 
Final Evaluation Report
Data Appendices for the Final Evaluation Report


The 2013 ECEC Workforce Review is a requirement of the National Partnership Agreement on the National Quality Agenda for Early Childhood Education and Care.  It's objective was to determine early childhood education and care sector readiness to meet the National Quality Framework (NQF) qualifications requirements that commenced on 1 January 2014, and identify any gaps or areas that require attention in order that additional support can be provide.

 

Review of the National Partnership Agreement on Universal Access to Early Childhood Education
Australian Government on behalf of all parties to the National Partnership Agreement on Universal Access to Early Childhood Education. 

 


Preparing Secondary Students for Work – A framework for vocational learning and VET delivered to secondary students  (the Framework) sets out a vision where all secondary students experience quality vocational learning and have access to quality VET courses and both vocational learning and VET are seamlessly integrated into secondary schooling and valued by parents, students, teachers and employers.
 
The Framework supports the establishment of a contemporary, flexible and responsive VET system, which fully equips young people with the skills industry needs and creates a better skilled workforce.

Australian Children’s Education and Care Quality Authority (ACECQA) Wave II 
Report on reducing the administrative burden under the National Quality Framework (NQF). The second wave of surveys, completed in February and March 2014, show that administrative burden is reducing as processes are streamlined and the sector adapts to the NQF.