Outcomes Framework - Education dimension

Education – Indicators and indicative measures

Young South Australians are successful learners

Children enter the school system ready to take advantage of the learning environment

• Proportion of children developmentally vulnerable in one or more of five domains under the Australian Early Development Census (AEDC) when they enter school^[1]
• Number of children receiving early childhood early intervention supports through the National Disability Insurance Scheme (NDIS) or with an approved NDIS plan before entering school.

Children and young people’s experience of learning is positive

• Proportion of Year 1 students reading at an age-appropriate level or better
• Proportion of Year 3 students achieving at or above national minimum standard in reading, writing or numeracy
• Proportion of Year 5 students achieving at or above national minimum standard in reading, writing or numeracy
• Proportion of Year 7 students achieving at or above national minimum standard in reading, writing or numeracy.

Children and young people are engaged in school, further education, training or work

• Proportion of young people fully engaged in school, work or further education and training^[2]
• Proportion of young people with disability, partially or fully engaged in school, work or further education and training
• Rate of attendance for students enrolled in school
• Proportion of young people completing a senior secondary certificate of education qualification or equivalent by 19 years.

[1]  The five domains of the AEDC are: social competence; emotional maturity; physical health and wellbeing; language and cognitive skills; and communication and general knowledge. Developmentally vulnerable refers to the proportion of children scoring in the lowest 10 per cent.
[2] Young people employed full-time and/or in full-time study or working part-time and studying part-time.