B Child Care, Education and Training – Report on Government Services 2023

Part B: Released on February 7, 2023

Main purpose of services within the sector

The services of the Care, Education and Training (CCET) sector care for and develop the abilities and talents of children and pupils, ensuring that they acquire the knowledge, understanding, skills and values ​​necessary for productive and rewarding lives. The purpose is that.

Services included in the sector

• Early Childhood Education and Care (ECEC)
  Services related to early childhood and out-of-school care. It consists of childcare services and preschool services.
• school education
  Formal schooling consists of 6 to 8 years of primary education, followed by 5 to 6 years of secondary education.
• Vocational Education and Training (VET)
  Higher education is provided by technical and further education (TAFE) institutions and other VET providers.
• higher education — Education provided by universities (not included as a service-specific chapter in this report).

Further information on the equity, effectiveness and efficiency of service provision and achieving outcomes for the ECEC, schools and VET service sectors is contained in service-specific chapters.

Government spending in this area

Total government recurrent spending on CCET services in recent years covered in this report was $92.1 billion. Schooling was the largest contributor ($72.2 billion in 2020-21, Table 4A.10), ECEC ($12.8 billion in 2021-22, Table 3A.4), and VET ($7.1 billion in 2021). , Table 5A.1) followed. For fiscal year 2020-21 (the latest fiscal year for which data is available across all sections), this represents 29.1 per cent of the total government spending covered in this report.

For higher education, expenditure data is not collected in this report, but in the ABS's Government Finance Statistics (GFS) report. ^{In 2020-21, it was about $31 billion.}

Industry trends

The formal education and training system begins with preschool and continues through the compulsory school period (usually the 10th year—see subsection 4.1, section 4) and schooling. Childcare serves children aged 0-12 in her out-of-school care in the years before preschool education begins and during elementary school (Figure B.1). Formal learning does not necessarily proceed in a straight line from kindergarten to school (primary and secondary) to VET or university, as there are many learning paths that individuals take throughout their lives.

Participation in education and training is particularly important for young people. Nationally in 2022, 62.8 per cent of 15-24 year olds were in education and training (82.8 per cent of 15-19 year olds and 43.4 per cent of 20-24 year olds); It was 7.7 percent. 1-year-old child (Figure B.2).

The successful transition of young people from compulsory school to education, training and employment is particularly important, with a positive relationship between completion of year 12 and subsequent engagement (Figure B.3). Nationally in 2022, 75.9% of school leavers aged 17 to 24 were fully participating in education, training and employment, an increase from 2021 (73.9%).

Sector-wide indicators

Two sector-wide indicators are reported that demonstrate the government’s aim to develop the abilities and talents of pupils and pupils to ensure they have the knowledge, understanding, skills and values ​​they need for productive and rewarding lives. Masu.

• Basic skills achievement — Percentage of 20-64 year olds who achieved literacy, numeracy, and problem-solving skills in technology-rich environments (PSTRE).
• Qualification attainment — Percentage of 20-64 year olds with qualifications at Certificate III level or higher.

High or increasing levels of achievement in basic skills or qualifications indicate improved educational and training outcomes.

Achieving basic skills

Attainment of basic skills is a proxy indicator that measures only a subset of the skills and values ​​needed for a productive and rewarding life.Data source is OECD survey Program for International Assessment of Adult Competencies (PIAAC) Measuring adult literacy, numeracy, and PSTRE skills and abilities. Levels below 1 represent the lowest level of achievement in literacy and numeracy skills, and level 5 represents the highest level of skill achievement. Level 3 represents the highest level of achievement of PSTRE skills. His most recent PIAAC data are from 2011-2012 and are reported in Tables BA.16-18.

Obtaining qualifications

Certification is a proxy indicator of skills because it underestimates the skill base because it does not capture partially completed courses, courses that do not lead to formal qualifications, and skills acquired through informal learning.

Nationally in 2022, 66.2 per cent of people aged 20 to 64 had qualifications at Certificate III level or above (Figure B.4). Certification level III and above qualification attainment rates are highest among her 35-39 year olds and have increased over time. Data by indigenous status can be found in Table BA.15. Data for those aged 20-24 who completed their 12th year (or equivalent) or Certificate III level or above in a remote location are shown in Table BA.11.

1. Australian Bureau of Statistics (ABS) (unpublished); Government Finance Statistics, Education, Australia, 2020-21, Canberra. Expenditure data from GFS cannot be compared to the expenditure data collected for this report.Find footnote 1 above