{ "entity_id": "S-SA-006", "folder": "Department-for-Education", "name": "Department for Education", "type": "State Department", "jurisdiction": "SA", "portfolio": "Education", "website": "https://www.education.sa.gov.au/", "data_status": "rich", "completeness": { "has_strategy_brief": true, "has_strategy_structured": true, "has_vision": true, "has_kpi_targets": true, "has_kpi_results": true, "has_strategy_overview": true, "has_legislation_text": true, "has_legislation_structured": false, "has_global_initiatives_text": false, "has_ideas": true, "has_artifacts": true, "n_ideas": 12, "n_legislation": 0, "n_artifacts": 18, "n_kpi_targets": 2, "n_kpi_results": 2, "n_outcomes": 1, "verified_own_data": true }, "strategy_profile": { "status": "published", "confidence": "high", "summary": "Everyone involved in children and young person’s learning has access to music education activities that understand the value of music education.", "official_site_url": "https://www.education.sa.gov.au/", "source_documents": [ { "type": "strategie", "title": "primary student digital device policy (PDF 585 KB)", "url": "https://www.education.sa.gov.au/policies/shared/primary-student-digital-device-policy.pdf", "period": null, "confidence": "medium" }, { "type": "strategie", "title": "secondary student digital device policy (PDF 567 KB)", "url": "https://www.education.sa.gov.au/policies/shared/secondary-student-digital-device-policy.pdf", "period": null, "confidence": "medium" }, { "type": "strategie", "title": "Music Education Strategy 2019 to 2029 (PDF 1.3MB)", "url": "https://www.education.sa.gov.au/docs/curriculum/music/2019-2029-music-education-strategy.pdf", "period": "2019", "confidence": "medium" }, { "type": "strategie", "title": "strategy's key initiatives and what they mean for South Australia and for our stakeholders (PDF 448KB)", "url": "https://www.education.sa.gov.au/docs/sper/music-education-strategy/key-initiative-music-education-strategy.pdf", "period": null, "confidence": "medium" }, { "type": "strategie", "title": "Quality Music Education Framework (PDF 2 MB)", "url": "https://www.education.sa.gov.au/docs/curriculum/music/quality-music-education-framework.pdf", "period": null, "confidence": "medium" }, { "type": "strategie", "title": "information poster (PDF 238KB)", "url": "https://www.education.sa.gov.au/docs/curriculum/music/quality-music-education-framework-promotional-poster.pdf", "period": null, "confidence": "medium" }, { "type": "strategie", "title": "Wellbeing for Learning and Life framework (PDF 406KB)", "url": "https://www.education.sa.gov.au/docs/support-and-inclusion/engagement-and-wellbeing/wellbeing-for-learning-and-life-framework.pdf", "period": null, "confidence": "medium" }, { "type": "strategie", "title": "Children’s voices", "url": "https://www.education.sa.gov.au/docs/early-years/childrens-voices-framework.pdf", "period": null, "confidence": "medium" }, { "type": "strategie", "title": "Download the parent engagement framework (PDF 1.43MB)", "url": "https://www.education.sa.gov.au/docs/early-years/parent-engagementguides/parent-engagement-framework.pdf", "period": null, "confidence": "medium" }, { "type": "strategie", "title": "Download the parent engagement in learning strategy (PDF 1.77MB)", "url": "https://www.education.sa.gov.au/docs/early-years/parent-engagementguides/parent-engagement-in-learning-strategy.pdf", "period": null, "confidence": "medium" }, { "type": "strategie", "title": "Public Health Indicator Framework (PDF 281KB)", "url": "https://www.sahealth.sa.gov.au/wps/wcm/connect/0427c38041be856297519fbde9b79454/SAPublicHealthIndicatorsFramework+2018v3.pdf?MOD=AJPERES", "period": "2018", "confidence": "medium" }, { "type": "strategie", "title": "regional public health planning: using AEDC data guide (PDF 484 KB)", "url": "https://www.education.sa.gov.au/docs/system-performance/aedc/aedc-regional-public-health-planning-document.pdf", "period": null, "confidence": "medium" }, { "type": "annual_report", "title": "Annual Report", "url": "https://www.education.sa.gov.au/docs/ce-office/annual-reports/education-annual-report-2024.pdf", "period": "2024", "confidence": "high" } ], "purpose": { "text": "Everyone involved in children and young person’s learning has access to music education activities that understand the value of music education.", "source_url": "https://www.education.sa.gov.au/docs/curriculum/music/2019-2029-music-education-strategy.pdf", "source_page": null, "source_deep_url": "https://www.education.sa.gov.au/docs/curriculum/music/2019-2029-music-education-strategy.pdf" }, "vision": { "text": "Throughout their education, all children and young people in South Australia have access to high-quality music education that is valued and inspires learning.", "source_url": "https://www.education.sa.gov.au/docs/curriculum/music/2019-2029-music-education-strategy.pdf", "source_page": 4, "source_deep_url": "https://www.education.sa.gov.au/docs/curriculum/music/2019-2029-music-education-strategy.pdf#page=4" }, "strategic_priorities": [ { "title": "Enhance existing systems and build system capacity to better support general classroom music education.", "description": "Enhance existing systems and build system capacity to better support general classroom music education.", "source_url": "https://www.education.sa.gov.au/docs/curriculum/music/2019-2029-music-education-strategy.pdf", "source_page": 16, "source_deep_url": "https://www.education.sa.gov.au/docs/curriculum/music/2019-2029-music-education-strategy.pdf#page=16" }, { "title": "Upskill non-specialist teachers and educators to improve the delivery of music education for early years and primary tea", "description": "Upskill non-specialist teachers and educators to improve the delivery of music education for early years and primary teachers.", "source_url": "https://www.education.sa.gov.au/docs/curriculum/music/2019-2029-music-education-strategy.pdf", "source_page": 16, "source_deep_url": "https://www.education.sa.gov.au/docs/curriculum/music/2019-2029-music-education-strategy.pdf#page=16" }, { "title": "Provide tailored and targeted curriculum resources.", "description": "Provide tailored and targeted curriculum resources.", "source_url": "https://www.education.sa.gov.au/docs/curriculum/music/2019-2029-music-education-strategy.pdf", "source_page": 16, "source_deep_url": "https://www.education.sa.gov.au/docs/curriculum/music/2019-2029-music-education-strategy.pdf#page=16" } ], "values": [ { "name": "Value Connections", "description": "", "source_url": "https://www.education.sa.gov.au/docs/curriculum/music/2019-2029-music-education-strategy.pdf", "source_page": null }, { "name": "Continuum Achievement", "description": "", "source_url": "https://www.education.sa.gov.au/docs/curriculum/music/2019-2029-music-education-strategy.pdf", "source_page": null } ], "outcomes": [ { "name": "Outcome 1: Music education for all", "description": "Children and young people engage with music education in preschool, remain engaged through primary school, and can choose to pursue music education in secondary school and beyond.", "activities": [ "Establish a music engagement network across schools", "Support teachers, leaders and schools to create and sustain high-quality classroom music programs in the early years and in primary school", "Upskill non-specialist teachers and educators to improve the delivery of music education for early years and primary teachers", "Provide tailored and targeted curriculum resources" ], "source_url": "https://www.education.sa.gov.au/docs/curriculum/music/2019-2029-music-education-strategy.pdf", "source_page": 19, "source_deep_url": "https://www.education.sa.gov.au/docs/curriculum/music/2019-2029-music-education-strategy.pdf#page=19" } ], "performance_measures": [ { "code": "MUS01", "measure": "Percentage of primary schools with a music education curriculum and pedagogy resource", "target": "100%", "latest_result": "90%", "status": "Partially achieved", "target_source_url": "https://www.education.sa.gov.au/docs/curriculum/music/2019-2029-music-education-strategy.pdf", "target_source_page": 20, "result_source_url": "https://www.education.sa.gov.au/docs/ce-office/annual-reports/education-annual-report-2024.pdf", "result_source_page": 20 }, { "code": "MUS02", "measure": "Percentage of students engaged in music education programs", "target": "Increase by 10%", "latest_result": "85%", "status": "Partially achieved", "target_source_url": "https://www.education.sa.gov.au/docs/curriculum/music/2019-2029-music-education-strategy.pdf", "target_source_page": 20, "result_source_url": "https://www.education.sa.gov.au/docs/ce-office/annual-reports/education-annual-report-2024.pdf", "result_source_page": 20 } ], "document_alignment_terms": { "must_support": [ "Everyone involved in children and young person’s learning has access to music education activities that understand the value of music education.", "Throughout their education, all children and young people in South Australia have access to high-quality music education that is valued and inspires learning.", "Enhance existing systems and build system capacity to better support general classroom music education.", "Upskill non-specialist teachers and educators to improve the delivery of music education for early years and primary teachers.", "Provide tailored and targeted curriculum resources." ], "watch_terms": [ "Percentage of primary schools with a music education curriculum and pedagogy resource", "Percentage of students engaged in music education programs" ], "avoid_claiming_without_evidence": [] }, "review_note": "" }, "strategy_brief_md": "# Department for Education — Strategy Brief\n\n**Reporting period**: 2024-25\n**Corporate plan in force**: 2025-26\n**Corporate Plan**: [2025-26](https://www.education.sa.gov.au/docs/curriculum/music/2019-2029-music-education-strategy.pdf)\n\n## Vision\n\n> Throughout their education, all children and young people in South Australia have access to high-quality music education that is valued and inspires learning. [[CP p.4](https://www.education.sa.gov.au/docs/curriculum/music/2019-2029-music-education-strategy.pdf#page=4)]\n\n## Our purpose / purposes\n\n> Everyone involved in children and young person’s learning has access to music education activities that understand the value of music education.\n\n## How we deliver\n\n> We will establish a music engagement network across schools to: promote the vision and goals of the Music Education Strategy and lead its implementation; support teachers, leaders and schools to create and sustain high-quality classroom music programs in the early years and in primary school schools to create and sustain quality music education programs. [[CP p.16](https://www.education.sa.gov.au/docs/curriculum/music/2019-2029-music-education-strategy.pdf#page=16)]\n\n## Government priorities for this department\n\n- Enhance existing systems and build system capacity to better support general classroom music education. [[CP p.16](https://www.education.sa.gov.au/docs/curriculum/music/2019-2029-music-education-strategy.pdf#page=16)]\n- Upskill non-specialist teachers and educators to improve the delivery of music education for early years and primary teachers. [[CP p.16](https://www.education.sa.gov.au/docs/curriculum/music/2019-2029-music-education-strategy.pdf#page=16)]\n- Provide tailored and targeted curriculum resources. [[CP p.16](https://www.education.sa.gov.au/docs/curriculum/music/2019-2029-music-education-strategy.pdf#page=16)]\n\n## Outcomes\n\n### Outcome 1: Music education for all\nChildren and young people engage with music education in preschool, remain engaged through primary school, and can choose to pursue music education in secondary school and beyond. [[CP p.19](https://www.education.sa.gov.au/docs/curriculum/music/2019-2029-music-education-strategy.pdf#page=19)]\n\n**Key activities:**\n- Establish a music engagement network across schools\n- Support teachers, leaders and schools to create and sustain high-quality classroom music programs in the early years and in primary school\n- Upskill non-specialist teachers and educators to improve the delivery of music education for early years and primary teachers\n- Provide tailored and targeted curriculum resources\n\n## Values and principles\n\n- Value Connections\n- Continuum Achievement\n\n## What they will measure themselves on this year (targets from 2025-26 corporate plan)\n\n| Code | Measure | Target | Source |\n|---|---|---|---|\n| MUS01 | Percentage of primary schools with a music education curriculum and pedagogy resource | 100% | [CP p.20](https://www.education.sa.gov.au/docs/curriculum/music/2019-2029-music-education-strategy.pdf#page=20) |\n| MUS02 | Percentage of students engaged in music education programs | Increase by 10% | [CP p.20](https://www.education.sa.gov.au/docs/curriculum/music/2019-2029-music-education-strategy.pdf#page=20) |\n\n## How they performed last year (results from 2024-25 annual report)\n\n| Code | Measure | Result | Status | Source |\n|---|---|---|---|---|\n| MUS01 | Percentage of primary schools with a music education curriculum and pedagogy resource | 90% | Partially achieved | AR p.20 |\n| MUS02 | Percentage of students engaged in music education programs | 85% | Partially achieved | AR p.20 |", "strategy_overview_evidence_md": null, "internal_strategy_evidence_md": "# Department for Education - Strategy, Performance, and Operating Profile\n\n**Generated at**: 2026-05-09T22:57:09.672576+00:00\n**Entity ID**: S-SA-006\n**Entity type**: State Department\n**Jurisdiction**: SA\n**Portfolio**: Education\n**Website**: https://www.education.sa.gov.au/\n\n> Draft generated from scraped source material. Treat this as an evidence pack for editorial review, not a final judgement.\n\n## Source Coverage\n\n| Source type | Count |\n|---|---:|\n| other-pdfs | 5 |\n| pages | 42 |\n| strategies | 12 |\n\n## Executive Readout\n\n### Purpose\n\n- [Page 2]\nContents\nVision 1\nIntroduction 1\nPurpose of the framework 1\nWhat we mean when we say parent 1\nWe all have a role to play 2\nBenefits 2\nElements of the framework 3\n Source: `strategies/parent-engagement-framework.pdf (https://www.education.sa.gov.au/docs/early-years/parent-engagementguides/parent-engagement-framework.pdf)`\n- Number of births recorded in a calendar year Pregnancy Outcomes Unit, SA Health, Australian Bureau of\nStatistics 3301.0 Births (National data), Births Deaths and Marriages,\nAttorney General's Department\nFertility rate Total number of live births in a year/ERP for 15-44 year old\nwomen in the same year x 1000\nFamily Composition Family types Proportion of families which are couples with children Australian Bureau of Statistics 4442.0 - Family Characteristics and\n[how many children], couples without children, one Transitions (based on Multi-purpose Household Survey)\nparent families\nCultural and linguistic diversity South Australians born overseas Proportion of South Australian residents born overseas (by Australian Bureau of Statistics 3412.0 Migration (Country of Birth)\ncountry of birth) OR Census TableBuilder OR Department of Immigration and Border\nProtection\n Source: `strategies/SAPublicHealthIndicatorsFramework-2018v3.pdf (https://www.sahealth.sa.gov.au/wps/wcm/connect/0427c38041be856297519fbde9b79454/SAPublicHealthIndicatorsFramework+2018v3.pdf?MOD=AJPERES)`\n- [Page 38]\nEarly years class sizes\nPurpose\nThe Government implemented three initiatives to reduce class sizes in the early years of schooling:\n• JP160 – this initiative allocates funding for additional junior primary teachers to reduce class sizes and\nimprove educational outcomes in Index of Educational Disadvantage category 1 to 3 schools.\n• Early Years Scheme – this initiative builds on the JP160 initiative to reduce junior primary class sizes and\nimprove educational outcomes in Index of Educational Disadvantage category 4 to 7 schools.\n• Additional 100 Year 3 teachers – to reduce Year 3 class sizes and improve educational outcomes.\n Source: `other-pdfs/school-res-notes-2023.pdf (https://www.education.sa.gov.au/docs/finance/res-notes/school-res-notes-2023.pdf)`\n- Early years class sizes\nPurpose\nThe Government implemented three initiatives to reduce class sizes in the early years of schooling:\n• JP160 – this initiative allocates funding for additional junior primary teachers to reduce class sizes and\nimprove educational outcomes in Index of Educational Disadvantage category 1 to 3 schools.\n• Early Years Scheme – this initiative builds on the JP160 initiative to reduce junior primary class sizes and\nimprove educational outcomes in Index of Educational Disadvantage category 4 to 7 schools.\n• Additional 100 Year 3 teachers – to reduce Year 3 class sizes and improve educational outcomes.\n Source: `other-pdfs/school-res-notes-2024.pdf (https://www.education.sa.gov.au/docs/finance/res-notes/school-res-notes-2024.pdf)`\n\n### Role and Functions\n\n- [Page 2]\nContents\nVision 1\nIntroduction 1\nPurpose of the framework 1\nWhat we mean when we say parent 1\nWe all have a role to play 2\nBenefits 2\nElements of the framework 3\n Source: `strategies/parent-engagement-framework.pdf (https://www.education.sa.gov.au/docs/early-years/parent-engagementguides/parent-engagement-framework.pdf)`\n- From 2023 school year, total funding will continue to target primary school students.\n• Allocations to portfolios to support:\ncurriculum planning for a staged implementation of the resources, including monitoring and\n­\nevaluation\ncollaborative professional learning on student-free days\n­\nalignment of curriculum planning and school improvement planning\n­\nalignment of assessment processes across portfolio schools\n­\nmoderation of A-E grades across portfolio schools.\n­\nPortfolio allocations total $150,000 per annum, provided over 2 payments and transferred to a nominated\nlead school.\n Source: `other-pdfs/school-res-notes-2023.pdf (https://www.education.sa.gov.au/docs/finance/res-notes/school-res-notes-2023.pdf)`\n- The approximate amounts per attendance for the variable component (including Preschool Reform\nAgreement funding) for 2025 are as follows:\nPer Capita Allocation $0.244\nNeeds Based Allocation\nCategory 1 $0.165\nCategory 2 $0.093\nCategory 3 -\nFinancial and administrative support grant\nThis recurrent grant supports the preschool’s financial management and administrative functions.\n Source: `other-pdfs/preschool-res-notes-2025.pdf (https://www.education.sa.gov.au/docs/finance/res-notes/preschool-res-notes-2025.pdf)`\n- 2 Initiating a ‘children’s voices’ project\n4.2.1 Identifying purpose\n4.2.2 Engaging non-traditional partners\n4.2.3 Pragmatic considerations\n4.2.4 Themes\n4.2.5 Processes and strategies for consulting with children\n4.2.5a Engaging children with additional needs\n4.2.6 Australia’s national early childhood frameworks\n4 .2.6a Belonging, Being and Becoming – The Early Years\nLearning Framework for Australia\n4 .2.6b National Quality Framework for Early Childhood\nEducation and Care\n4.2.7 Practical matters\n4.2.7a Information for parents/guardians and seeking consent\n4.2.7b Children without consent\n4.2.7c Invitations to children\n5.\n Source: `strategies/childrens-voices-framework.pdf (https://www.education.sa.gov.au/docs/early-years/childrens-voices-framework.pdf)`\n- For\nexample, consider the relevance of the following functions to the success of your project:\nz Project manager – Regardless of the collective expertise of partners and\nparticipants to the project, an individual or organisation needs to take the role\nof project manager to coordinate the planning and make the links between the\nvarious aspects, including fostering meaningful relationships between the partners\ninvolved.\nz Project sponsors – Those individuals or organisations who are supporting the\nproject in terms of staff time, resources, promotion or other support, are the\nproject sponsors.\n Source: `strategies/childrens-voices-framework.pdf (https://www.education.sa.gov.au/docs/early-years/childrens-voices-framework.pdf)`\n- [Page 4]\n2 // Parent Engagement framework\nWe all have a role to play\nRole or group Responsibilities\nBenefits\nDepartment for Education Ensure parent engagement is recognised as a fundamental part of organisational performance\nand service excellence.\n Source: `strategies/parent-engagement-framework.pdf (https://www.education.sa.gov.au/docs/early-years/parent-engagementguides/parent-engagement-framework.pdf)`\n\n### Strategic Priorities\n\n- [Page 2]\n2\nThis document contributes to the work of\nthe State Government’s Every chance for\nevery child strategic priority.\n© 2013 Government of South Australia,\nDepartment for Education and Child Development,\nthe University of South Australia, Pauline Harris.\n Source: `strategies/childrens-voices-framework.pdf (https://www.education.sa.gov.au/docs/early-years/childrens-voices-framework.pdf)`\n- [Page 9]\nDOMAIN: PROTECT\nWhenever possible, examine measures for\nindicators according to:\nINDICATOR GROUP: PRINCIPLES\nSpecify page 9 on print - disadvantage or inequity of health outcomes\nsetup page\nWATER - the health status of Aboriginal people\n- small geographic areas for planning purposes\nIndicator Sub Indicator definition Proposed measure(s) Proposed data source\nDrinking water quality Drinking water quality incidents Number of Priority Type 1, Type 1 and Type 2 health Safe Drinking Water Act Annual Report, SA Health\nincidents reported by SA Water and other water providers\nWastewater safety Wastewater safety incidents under the Water/Wastewater Incident Notification and\nCommunication Protocol per year.\n Source: `strategies/SAPublicHealthIndicatorsFramework-2018v3.pdf (https://www.sahealth.sa.gov.au/wps/wcm/connect/0427c38041be856297519fbde9b79454/SAPublicHealthIndicatorsFramework+2018v3.pdf?MOD=AJPERES)`\n- [pages 50,51,52,53,54,55,56]\nto be expended, as determined by the Principal on learning\npriorities identified in the preschools Quality Improvement Plan (QIP) and educators Performance and\nDevelopment Plan (PDP).\n Source: `other-pdfs/school-res-notes-2025.pdf (https://www.education.sa.gov.au/docs/finance/res-notes/school-res-notes-2025.pdf)`\n- 2 Initiating a ‘children’s voices’ project\n4.2.1 Identifying purpose\n4.2.2 Engaging non-traditional partners\n4.2.3 Pragmatic considerations\n4.2.4 Themes\n4.2.5 Processes and strategies for consulting with children\n4.2.5a Engaging children with additional needs\n4.2.6 Australia’s national early childhood frameworks\n4 .2.6a Belonging, Being and Becoming – The Early Years\nLearning Framework for Australia\n4 .2.6b National Quality Framework for Early Childhood\nEducation and Care\n4.2.7 Practical matters\n4.2.7a Information for parents/guardians and seeking consent\n4.2.7b Children without consent\n4.2.7c Invitations to children\n5.\n Source: `strategies/childrens-voices-framework.pdf (https://www.education.sa.gov.au/docs/early-years/childrens-voices-framework.pdf)`\n- [Page 2]\nContents\nVision 1\nIntroduction 1\nPurpose of the framework 1\nWhat we mean when we say parent 1\nWe all have a role to play 2\nBenefits 2\nElements of the framework 3\n Source: `strategies/parent-engagement-framework.pdf (https://www.education.sa.gov.au/docs/early-years/parent-engagementguides/parent-engagement-framework.pdf)`\n- [Page 6]\nSupporting information\nDigital Strategy School Device Program Finance & Warranty Guidance (PDF 183KB) Staff login required)\nICT Acceptable Use Agreement – Managed BYOD (PDF 151KB) (Staff login required)\nImprove student access to devices through the School Device Program (Staff login required)\nPayment agreement template for personal digital devices (DOC 40.7KB)\nRelated policies\nICT cyber security standard (PDF 490KB) (Staff login required)\nMobile communication devices procedure (PDF 129KB) (Staff login required)\nProvision of mobile communication devices procedure (PDF 117KB) (Staff login required)\nRecord history\nPublished date: July 2024\nApprovals\nOP number: 316\nFile number: DE23/20749\nStatus: approved\nVersion: 1.2\nPolicy officer: Program Manager, ICT Strategy and Operations\nPolicy sponsor: Director Strategy and Operations\n Source: `strategies/primary-student-digital-device-policy.pdf (https://www.education.sa.gov.au/policies/shared/primary-student-digital-device-policy.pdf)`\n- [Page 7]\nApproved date: 15 September 2023\nReview date: 15 September 2026\nAmendment(s): Included the required timeframe in which device ratios need to be achieved by primary\nand secondary schools, which is the end of 2026 school year.\n Source: `strategies/primary-student-digital-device-policy.pdf (https://www.education.sa.gov.au/policies/shared/primary-student-digital-device-policy.pdf)`\n- Supporting information\nDigital Strategy School Device Program Finance & Warranty Guidance (PDF 183KB) (Staff login required)\nICT Acceptable Use Agreement – Managed BYOD (PDF 151KB) (Staff login required)\nImprove student access to devices through the School Device Program (Staff login required)\nPayment agreement template for personal digital devices (DOC 40.7KB)\nRelated legislation\nEducation and Children’s Services Act 2019 (SA)\nRelated policies\nICT cyber security standard (PDF 490KB) (Staff login required)\nMobile communication devices procedure (PDF 129KB) (Staff login required)\nProvision of mobile communication devices procedure (PDF 117KB) (Staff login required)\nRecord history\nPublished date: July 2024\nApprovals\nOP number: 317\nFile number: DE23/20746\nStatus: approved\nVersion: 1.2\nPolicy officer: Program Manager, ICT Strategy and Operations\n Source: `strategies/secondary-student-digital-device-policy.pdf (https://www.education.sa.gov.au/policies/shared/secondary-student-digital-device-policy.pdf)`\n- Version: 1.1\nApproved by: Assistant Director, Strategic Operations and Reform\nApproved date: 15 September 2023\nReview date: 15 September 2026\nAmendment(s): Included the required timeframe in which device ratios need to be achieved by primary\nand secondary schools, which is the end of 2026 school year.\n Source: `strategies/secondary-student-digital-device-policy.pdf (https://www.education.sa.gov.au/policies/shared/secondary-student-digital-device-policy.pdf)`\n- Number of births recorded in a calendar year Pregnancy Outcomes Unit, SA Health, Australian Bureau of\nStatistics 3301.0 Births (National data), Births Deaths and Marriages,\nAttorney General's Department\nFertility rate Total number of live births in a year/ERP for 15-44 year old\nwomen in the same year x 1000\nFamily Composition Family types Proportion of families which are couples with children Australian Bureau of Statistics 4442.0 - Family Characteristics and\n[how many children], couples without children, one Transitions (based on Multi-purpose Household Survey)\nparent families\nCultural and linguistic diversity South Australians born overseas Proportion of South Australian residents born overseas (by Australian Bureau of Statistics 3412.0 Migration (Country of Birth)\ncountry of birth) OR Census TableBuilder OR Department of Immigration and Border\nProtection\n Source: `strategies/SAPublicHealthIndicatorsFramework-2018v3.pdf (https://www.sahealth.sa.gov.au/wps/wcm/connect/0427c38041be856297519fbde9b79454/SAPublicHealthIndicatorsFramework+2018v3.pdf?MOD=AJPERES)`\n\n## KPIs, Targets, and Where They Are At\n\n- [Page 7]\nApproved date: 15 September 2023\nReview date: 15 September 2026\nAmendment(s): Included the required timeframe in which device ratios need to be achieved by primary\nand secondary schools, which is the end of 2026 school year.\n Source: `strategies/primary-student-digital-device-policy.pdf (https://www.education.sa.gov.au/policies/shared/primary-student-digital-device-policy.pdf)`\n- Version: 1.1\nApproved by: Assistant Director, Strategic Operations and Reform\nApproved date: 15 September 2023\nReview date: 15 September 2026\nAmendment(s): Included the required timeframe in which device ratios need to be achieved by primary\nand secondary schools, which is the end of 2026 school year.\n Source: `strategies/secondary-student-digital-device-policy.pdf (https://www.education.sa.gov.au/policies/shared/secondary-student-digital-device-policy.pdf)`\n- [Page 14]\nDOMAIN: PREVENT Whenever possible, examine measures for\nindicators according to:\nINDICATOR GROUP: Specify page 14 on print PRINCIPLES - disadvantage or inequity of health outcomes\nsetup page\n- the health status of Aboriginal people\nBIOMEDICAL RISK FACTORS\n- small geographic areas for planning purposes\nIndicator Sub Indicator definition Proposed measure(s) Proposed data source\nUnhealthy weight Proportion of children 5-17 years old who are classified Proportion of the population 5-17 years with a BMI SAMSS BMI calculated using parent reported height and weight OR\nas overweight classified by Cole et al (2000) as overweight Health Omnibus Survey\nProportion of children 5-17 years old who are classified Proportion of the population 5-17 years old with a BMI SAMSS BMI calculated using parent reported height and weight OR\n Source: `strategies/SAPublicHealthIndicatorsFramework-2018v3.pdf (https://www.sahealth.sa.gov.au/wps/wcm/connect/0427c38041be856297519fbde9b79454/SAPublicHealthIndicatorsFramework+2018v3.pdf?MOD=AJPERES)`\n- [Page 15]\nDOMAIN: PREVENT Whenever possible, examine measures for\nindicators according to:\nINDICATOR GROUP: Specify page 15-16 on print PRINCIPLES - disadvantage or inequity of health outcomes\nsetup page\n- the health status of Aboriginal people\nBEHAVIOURAL RISK FACTORS\n- small geographic areas for planning purposes\nIndicator Sub Indicator definition Proposed measure(s) Proposed data source\nTobacco smoking Prevalence Daily tobacco smoking prevalence in the Proportion of the South Australian population (aged 15 Health Omnibus Survey “Do you currently smoke cigarettes, cigars,\nSouth Australian population (15 years old+) years and over) who smoke on a daily basis. pipes or any other tobacco products…”,\nProportion of the Aboriginal South Australian population Australian Bureau of Statistics 4714.0 NATSISS\n(aged 18 years old+) who smoke on a daily basis.\n Source: `strategies/SAPublicHealthIndicatorsFramework-2018v3.pdf (https://www.sahealth.sa.gov.au/wps/wcm/connect/0427c38041be856297519fbde9b79454/SAPublicHealthIndicatorsFramework+2018v3.pdf?MOD=AJPERES)`\n- [Page 16]\nDOMAIN: PREVENT Whenever possible, examine measures for\nindicators according to:\nINDICATOR GROUP: Specify page 15-16 on print PRINCIPLES - disadvantage or inequity of health outcomes\nsetup page\n- the health status of Aboriginal people\nBEHAVIOURAL RISK FACTORS\n- small geographic areas for planning purposes\nIndicator Sub Indicator definition Proposed measure(s) Proposed data source\nDiscretionary food/drink Mean number of times a week that adults consume fast Mean weekly frequency of fast food consumption by adults SAMSS How many times a week on average does [do you/ does\nconsumption food - self reported child’s name] have meals or snacks such as burgers, pizza, chicken\nor chips from places like McDonalds, Hungry Jacks, Pizza Hut or Red\nMean number of times a week that children consume Mean weekly frequency of fast food consumption by Rooster?\n Source: `strategies/SAPublicHealthIndicatorsFramework-2018v3.pdf (https://www.sahealth.sa.gov.au/wps/wcm/connect/0427c38041be856297519fbde9b79454/SAPublicHealthIndicatorsFramework+2018v3.pdf?MOD=AJPERES)`\n- What we've achieved so far\nRead a summary of the key outcomes and impact achieved under the strategy so far:\n2024 Country Education Strategy progress report (PDF 163 KB)\n2023 Country Education Strategy progress report (PDF 766 KB)\n2021 to 2022 Country Education Strategy progress report (PDF 213 KB)\n.\n Source: `pages/strategies-index__17.html (https://www.education.sa.gov.au/department/strategies-and-plans/country-education-strategy-supporting-education-country-schools-and-preschools)`\n- To support the continuity of relationships achieved by the ACEO workforce, the following approaches should\nbe applied:\n• Primary schools in 2023 will receive AET funding based on their 2022 term 3 census R-6 cohort.\n• Combined and area schools’ funding entitlements will be based on 2022 term 3 census for Year R-12\nenrolments.\n Source: `other-pdfs/school-res-notes-2023.pdf (https://www.education.sa.gov.au/docs/finance/res-notes/school-res-notes-2023.pdf)`\n- [Page 9]\nDOMAIN: PROTECT\nWhenever possible, examine measures for\nindicators according to:\nINDICATOR GROUP: PRINCIPLES\nSpecify page 9 on print - disadvantage or inequity of health outcomes\nsetup page\nWATER - the health status of Aboriginal people\n- small geographic areas for planning purposes\nIndicator Sub Indicator definition Proposed measure(s) Proposed data source\nDrinking water quality Drinking water quality incidents Number of Priority Type 1, Type 1 and Type 2 health Safe Drinking Water Act Annual Report, SA Health\nincidents reported by SA Water and other water providers\nWastewater safety Wastewater safety incidents under the Water/Wastewater Incident Notification and\nCommunication Protocol per year.\n Source: `strategies/SAPublicHealthIndicatorsFramework-2018v3.pdf (https://www.sahealth.sa.gov.au/wps/wcm/connect/0427c38041be856297519fbde9b79454/SAPublicHealthIndicatorsFramework+2018v3.pdf?MOD=AJPERES)`\n- [Page 3]\nWhenever possible, examine measures for\nindicators according to:\nINDICATOR GROUP:\nPRINCIPLES\nSpecify page 3 on print - disadvantage or inequity of health outcomes\nGEOGRAPHY setup page\n- the health status of Aboriginal people\n- small geographic areas for planning purposes\nIndicator Sub Indicator definition Proposed measure(s) Proposed data source\nRemoteness and Major City, Inner Regional, Outer Regional Remote and Australian Statistical Geography Standard (ASGS) Australian Bureau of Statistics 1270.0 ASGS\npopulation density Very Remote locations in South Australia Remoteness Area classifications of locations across\nSouth Australia\nPopulation density People per square kilometre across Australian Bureau of Statistics 3218.0 Regional Population Growth\nSouth Australia based on ERP\nPublic Health Indicator Framework 2018 page 3 of 26\n Source: `strategies/SAPublicHealthIndicatorsFramework-2018v3.pdf (https://www.sahealth.sa.gov.au/wps/wcm/connect/0427c38041be856297519fbde9b79454/SAPublicHealthIndicatorsFramework+2018v3.pdf?MOD=AJPERES)`\n- [pages 3,4]\nr\nindicators according to:\nINDICATOR GROUP:\nPRINCIPLES\nSpecify page 3 on print - disadvantage or inequity of health outcomes\nGEOGRAPHY setup page\n- the health status of Aboriginal people\n- small geographic areas for planning purposes\nIndicator Sub Indicator definition Proposed measure(s) Proposed data source\nRemoteness and Major City, Inner Regional, Outer Regional Remote and Australian Statistical Geography Standard (ASGS) Australian Bureau of Statistics 1270.0 ASGS\npopulation density Very Remote locations in South Australia Remoteness Area classifications of locations across\nSouth Australia\nPopulation density People per square kilometre across Australian Bureau of Statistics 3218.0 Regional Population Growth\nSouth Australia based on ERP\nPublic Health Indicator Framework 2018 page 3 of 26\n Source: `strategies/SAPublicHealthIndicatorsFramework-2018v3.pdf (https://www.sahealth.sa.gov.au/wps/wcm/connect/0427c38041be856297519fbde9b79454/SAPublicHealthIndicatorsFramework+2018v3.pdf?MOD=AJPERES)`\n- [Page 4]\nDOMAIN: PROMOTE Whenever possible, examine measures for\nindicators according to:\nPRINCIPLES\nINDICATOR GROUP: Specify page 4 -5 on print - disadvantage or inequity of health outcomes\nsetup page\n- the health status of Aboriginal people\nSOCIAL/ECONOMIC ENVIRONMENT\n- small geographic areas for planning purposes\nIndicator Sub Indicator definition Proposed measure(s) Proposed data source\nIncome Household Income Equivalised disposable household income by quintiles Australian Bureau of Statistics 6523.0 Household income and wealth\n(based on Survey of Income and Housing)\nIncome Distribution Mean income per week lowest compared with highest quintile Australian Bureau of Statistics 6523.0 Household income and wealth\n(based on Survey of Income and Housing)\nFinancial Stress Proportion of South Australian adults who experienced Requires further advice\n Source: `strategies/SAPublicHealthIndicatorsFramework-2018v3.pdf (https://www.sahealth.sa.gov.au/wps/wcm/connect/0427c38041be856297519fbde9b79454/SAPublicHealthIndicatorsFramework+2018v3.pdf?MOD=AJPERES)`\n- [Page 10]\nDOMAIN: PROTECT Whenever possible, examine measures for\nindicators according to:\nINDICATOR GROUP: Specify page 10 on print PRINCIPLES - disadvantage or inequity of health outcomes\nsetup page\nAIR - the health status of Aboriginal people\n- small geographic areas for planning purposes\nIndicator Sub Indicator definition Proposed measure(s) Proposed data source\nAir quality Air quality Number of days per year in which air pollutants exceed the National Environment Protection Council National Environment\nstandards specified in the Ambient Air Quality Standards Protection (Ambient Air Quality) Measure\n(including any one of seven pollutants: carbon monoxide,\nnitrogen dioxide, photochemical oxidants such as ozone,\nsulfur dioxide, lead, particle as PM and particle as PM\n10 2.5\n[these may include pollen and dust storms])\nPublic Health Indicator Framework 2018 page 10 of 26\n Source: `strategies/SAPublicHealthIndicatorsFramework-2018v3.pdf (https://www.sahealth.sa.gov.au/wps/wcm/connect/0427c38041be856297519fbde9b79454/SAPublicHealthIndicatorsFramework+2018v3.pdf?MOD=AJPERES)`\n- [Page 13]\nDOMAIN: PROTECT\nWhenever possible, examine measures for\nindicators according to:\nINDICATOR GROUP: PRINCIPLES\nSpecify page 13 on print - disadvantage or inequity of health outcomes\nsetup page\nCHEMICAL - the health status of Aboriginal people\n- small geographic areas for planning purposes\nIndicator Sub Indicator definition Proposed measure(s) Proposed data source\nLead (Pt Pirie) Blood lead levels of children in Port Pirie The geometric mean lead levels in blood (ug/dL) of children Scientific Services, SA Health Analysis of blood levels reporting\nunder 5 years old living in Port Pirie, and the number of\nchildren under the age of 5 with more than 5 µg/dL (the\nNHMRC guidance value)\nPublic Health Indicator Framework 2018 page 13 of 26\n Source: `strategies/SAPublicHealthIndicatorsFramework-2018v3.pdf (https://www.sahealth.sa.gov.au/wps/wcm/connect/0427c38041be856297519fbde9b79454/SAPublicHealthIndicatorsFramework+2018v3.pdf?MOD=AJPERES)`\n- [Page 17]\nDOMAIN: PREVENT Whenever possible, examine measures for\nindicators according to:\nINDICATOR GROUP: Specify page 17-20 on print PRINCIPLES - disadvantage or inequity of health outcomes\nsetup page\n- the health status of Aboriginal people\nPROTECTIVE FACTORS\n- small geographic areas for planning purposes\nIndicator Sub Indicator definition Proposed measure(s) Proposed data source\nImmunisation Vaccination coverage rates for 60 ≤ 63 month olds Proportion of South Australian children fully immunised at Australian Immunisation Register (AIR)\n60 - <63 months of age\nVaccination coverage rates for Aboriginal and Torres Proportion of Aboriginal South Australian children reported Australian Immunisation Register (AIR)\nStrait Islander people in the following three cohorts: 12 as fully immunised at 12 ≤ 15 months; 24 ≤ 27 months;\n≤ 15 months; 24 ≤ 27 months; and 60 ≤ 63 months.\n Source: `strategies/SAPublicHealthIndicatorsFramework-2018v3.pdf (https://www.sahealth.sa.gov.au/wps/wcm/connect/0427c38041be856297519fbde9b79454/SAPublicHealthIndicatorsFramework+2018v3.pdf?MOD=AJPERES)`\n\n## Key Metrics\n\n| Values found | Evidence | Source |\n|---|---|---|\n| 1.185 FTE, 1.27 FTE | The staffing entitlements for a full-time special class are as follows:\nTeacher:Student ratio Support Staff\nJunior primary special class 1:8 12 SSO1 hours/week for 8 students\nPrimary special class 1:12 10 SSO1 hours/week for 12 students\nSecondary special class 1:12 10 SSO1 hours/week for 12 students\nSpeech and language class 1:8 15 SSO1 hours/week for 8 students\nThe total teacher allocation for special classes is 1.185 FTE for a primary special c | `other-pdfs/school-res-notes-2023.pdf (https://www.education.sa.gov.au/docs/finance/res-notes/school-res-notes-2023.pdf)` |\n| $10.70 | The following formula has been used:\nSchool-Based Preschool Attendances ÷ 2.5 X 7.5m2 X $10.70/m2\nSchool-Based Preschool attendances are divided by 2.5 to determine the FTE figure. | `other-pdfs/school-res-notes-2023.pdf (https://www.education.sa.gov.au/docs/finance/res-notes/school-res-notes-2023.pdf)` |\n| $10.97 | The following formula has been used:\nSchool-Based Preschool Attendances ÷ 2.5 X 7.5m2 X $10.97/m2\nSchool-Based Preschool attendances are divided by 2.5 to determine the FTE figure. | `other-pdfs/school-res-notes-2024.pdf (https://www.education.sa.gov.au/docs/finance/res-notes/school-res-notes-2024.pdf)` |\n| $150,000 | From 2023 school year, total funding will continue to target primary school students.\n• Allocations to portfolios to support:\ncurriculum planning for a staged implementation of the resources, including monitoring and\n­\nevaluation\ncollaborative professional learning on student-free days\n­\nalignment of curriculum planning and school improvement planning\n­\nalignment of assessment processes across portfolio schools\n­\nmoderation of A-E grades across p | `other-pdfs/school-res-notes-2023.pdf (https://www.education.sa.gov.au/docs/finance/res-notes/school-res-notes-2023.pdf)` |\n\n## Key Achievements\n\n- What we've achieved so far\nRead a summary of the key outcomes and impact achieved under the strategy so far:\n2024 Country Education Strategy progress report (PDF 163 KB)\n2023 Country Education Strategy progress report (PDF 766 KB)\n2021 to 2022 Country Education Strategy progress report (PDF 213 KB)\n.\n Source: `pages/strategies-index__17.html (https://www.education.sa.gov.au/department/strategies-and-plans/country-education-strategy-supporting-education-country-schools-and-preschools)`\n- [Page 38]\nEarly years class sizes\nPurpose\nThe Government implemented three initiatives to reduce class sizes in the early years of schooling:\n• JP160 – this initiative allocates funding for additional junior primary teachers to reduce class sizes and\nimprove educational outcomes in Index of Educational Disadvantage category 1 to 3 schools.\n• Early Years Scheme – this initiative builds on the JP160 initiative to reduce junior primary class sizes and\nimprove educational outcomes in Index of Educational Disadvantage category 4 to 7 schools.\n• Additional 100 Year 3 teachers – to reduce Year 3 class sizes and improve educational outcomes.\n Source: `other-pdfs/school-res-notes-2023.pdf (https://www.education.sa.gov.au/docs/finance/res-notes/school-res-notes-2023.pdf)`\n- Early years class sizes\nPurpose\nThe Government implemented three initiatives to reduce class sizes in the early years of schooling:\n• JP160 – this initiative allocates funding for additional junior primary teachers to reduce class sizes and\nimprove educational outcomes in Index of Educational Disadvantage category 1 to 3 schools.\n• Early Years Scheme – this initiative builds on the JP160 initiative to reduce junior primary class sizes and\nimprove educational outcomes in Index of Educational Disadvantage category 4 to 7 schools.\n• Additional 100 Year 3 teachers – to reduce Year 3 class sizes and improve educational outcomes.\n Source: `other-pdfs/school-res-notes-2024.pdf (https://www.education.sa.gov.au/docs/finance/res-notes/school-res-notes-2024.pdf)`\n- Vulnerability on 1 or more AEDC domains can affect lifelong education, health, and wellbeing\noutcomes\nIn 2021:\n• 53.7% of SA children were developmentally on track on all 5 domains\n• 23.8% were developmentally vulnerable on 1 or more domains\n• 12.7% were developmentally vulnerable on 2 or more domains\nNumber of SA children developmentally vulnerable by domain in 2021\n1 in 9 1 in 9 1 in 10 1 in 13 1 in 12\n2,023 2,125 1,950 1,494 1,622\nWhen developing • access your AEDC community data via the AEDC Data explorer, review\nand reviewing your alongside other data sources to get a full picture of your community\n• document what you know, engage community stakeholders, form\nRegional Public\npartnerships\nHealth Plan\n• identify gaps, risks and opportunities\n• keep early childhood development central in your planning\n• monitor progress in future AEDC collection results.\n Source: `strategies/aedc-regional-public-health-planning-document.pdf (https://www.education.sa.gov.au/docs/system-performance/aedc/aedc-regional-public-health-planning-document.pdf)`\n- 11\n3-way partnerships between\nparents, children and educators . . . . . . . .12\nTailored approaches to parent\nengagement in learning . . . . . . . . . . . . . . .15\nContinual improvement in parent\nengagement in learning . . . . . . . . . . . . . . .15\nOur aspiration . . . . . . . . . . . . . . . . . . . . . .16\nHow we will achieve our aspiration . . . . .17\nMeasuring our progress . . . . . . . . . . . . . .\n Source: `strategies/parent-engagement-in-learning-strategy.pdf (https://www.education.sa.gov.au/docs/early-years/parent-engagementguides/parent-engagement-in-learning-strategy.pdf)`\n- Youth unemployment Unemployment rate for South Australians 15-24 years Australian Bureau of Statistics 6291.0.55.001 Labour Force, Australia,\nDetailed - Electronic Delivery\nEducation Adults with post-secondary education qualifications Proportion of South Australians aged 20-64 years with highest SAMSS What is the highest level of education that you have completed?\nnon-school qualification: TAFE or trade certificate or diploma\nor above\nSchool leavers achieving SACE or equivalent The proportion of South Australians 15 -19 years who achieve SACE Board of South Australia, Department of State Development,\nthe SACE or comparable senior secondary qualification International Baccalaureate, Australian Bureau of Statistics 3101.0\nAustralian Demographic Statistics.\n Source: `strategies/SAPublicHealthIndicatorsFramework-2018v3.pdf (https://www.sahealth.sa.gov.au/wps/wcm/connect/0427c38041be856297519fbde9b79454/SAPublicHealthIndicatorsFramework+2018v3.pdf?MOD=AJPERES)`\n- The student’s home school will receive funding through the Resource Entitlement Statement (RES) where\nthe VET course is delivered by a preferred RTO, as outlined below:\n• $307.50 per student participating in a VET qualification (certificate II or III level) within a FIP in each year\n11, 12 and 13 (if applicable) and\n• An Additional $615 per School Card recipient student participating in a VET qualification (certificate II or\n2023 School Resource Entitlement Statement | 42\n Source: `other-pdfs/school-res-notes-2023.pdf (https://www.education.sa.gov.au/docs/finance/res-notes/school-res-notes-2023.pdf)`\n- The student’s home school will receive funding through the Resource Entitlement Statement (RES) where\nthe VET course is delivered by a preferred RTO, as outlined below:\n• $315 per student participating in a VET qualification (certificate II or III level) within a FIP in each year\n11, 12 and 13 (if applicable) and\n• An additional $630 per School Card recipient student participating in a VET qualification (certificate II or\nIII level) within a FIP in each year 11, 12 and 13 (if applicable) or\n• $315 per School Card recipient student enrolled in a pre-vocational VET course (certificate I) or skills\ncluster which is part of stackable VET in each year 10, 11, 12 and 13 (if applicable) – one payment per\nannum for stackable VET\nSchools will access the additional funding by completing fields in EDSAS by determined dates.\n Source: `other-pdfs/school-res-notes-2024.pdf (https://www.education.sa.gov.au/docs/finance/res-notes/school-res-notes-2024.pdf)`\n- [pages 17,18,19,20,21,22]\nting grant\nThe Children’s Centre for Early Childhood Development and Parenting (Children’s Centres) grant includes the\nfollowing components:\nChildren’s Centres – Allied Health goods and services (for sites with a\nspeech pathologist and/or occupational therapist)\nThis grant is provided to support the practical management of allied health programs implemented by the\nspeech pathologist and/or occupational therapist.\n Source: `other-pdfs/preschool-res-notes-2025.pdf (https://www.education.sa.gov.au/docs/finance/res-notes/preschool-res-notes-2025.pdf)`\n- The student’s home school will receive funding through the Resource Entitlement Statement (RES) where\nthe VET course is delivered by a preferred RTO, as outlined below:\n• $323 per student participating in a VET qualification (certificate II or III level) within a FIP in each year\n11, 12 and 13 (if applicable) and\n• An additional $646 per School Card recipient student participating in a VET qualification (certificate II or\nIII level) within a FIP in each year 11, 12 and 13 (if applicable) or\n• $323 per School Card recipient student enrolled in a pre-vocational VET course (certificate I) or skills\ncluster which is part of stackable VET in each year 10, 11, 12 and 13 (if applicable) – one payment per\nannum for stackable VET\nSchools will access the additional funding by completing fields in EDSAS or EMS by determined dates.\n Source: `other-pdfs/school-res-notes-2025.pdf (https://www.education.sa.gov.au/docs/finance/res-notes/school-res-notes-2025.pdf)`\n- 2 Initiating a ‘children’s voices’ project\n4.2.1 Identifying purpose\n4.2.2 Engaging non-traditional partners\n4.2.3 Pragmatic considerations\n4.2.4 Themes\n4.2.5 Processes and strategies for consulting with children\n4.2.5a Engaging children with additional needs\n4.2.6 Australia’s national early childhood frameworks\n4 .2.6a Belonging, Being and Becoming – The Early Years\nLearning Framework for Australia\n4 .2.6b National Quality Framework for Early Childhood\nEducation and Care\n4.2.7 Practical matters\n4.2.7a Information for parents/guardians and seeking consent\n4.2.7b Children without consent\n4.2.7c Invitations to children\n5.\n Source: `strategies/childrens-voices-framework.pdf (https://www.education.sa.gov.au/docs/early-years/childrens-voices-framework.pdf)`\n- Implementing the consultations 34\n6.1 Frames of mind for meaningfully consulting with children\n6.2 Five snapshots of how children’s consultations have been implemented\n6.3 Benefits of implementing children’s consultations well\n7.\n Source: `strategies/childrens-voices-framework.pdf (https://www.education.sa.gov.au/docs/early-years/childrens-voices-framework.pdf)`\n\n## Key Issues, Risks, and Recommendations\n\n- Supporting information\nProcurement initiation complexity tool (XLSM 127KB)\nRoutine acquisition plan (DOCX 1.5KB)\nAcquisition plan (DOCX 1.6KB)\nRoutine purchase recommendation (DOCX 1.5MB)\nPurchase recommendation (DOCX 1.6MB)\nRelated legislation\nPublic Finance & Audit Act 1987 (SA)\nTreasurer’s Instruction 18\nDPC Circular 012 information privacy principles instruction\nIndustry participation policy\nScreening and suitability – child safety policy (PDF 228KB)\nTreasurer’s instructions and guidelines\nDPC's ICT, digital and cyber security\nRelated policies\nProcurement procedure (PDF 666KB)\nSchools and preschools procurement procedure (PDF 148KB)\nWriting procurement specifications guideline (PDF 187KB)\nManaging risk in procurement procedure (PDF 168KB)\nProcurement governance policy March 2025 | 17\n Source: `other-pdfs/procurement-governance-policy.pdf (https://www.education.sa.gov.au/policies/shared/procurement-governance-policy.pdf)`\n- Interpreting and translating panel\nPhone: 8226 2756\nEmail:\nEducation.EALD@sa.gov.au\nNumeracy and literacy experts panel\nPhone: 8463 5936\nEmail:\nEducation.LNProviderPanel@sa.gov.au\nOut of school hours care (OSHC) panel\nPhone: 8226 6427\nEmail:\nEducation.OSHC@sa.gov.au\nPsychological services panel\nPhone: 8416 7305\nEmail:\njacqui.boylan@sa.gov.au\nResponding to Risks of Harm, Abuse and Neglect – Education and Care: mandatory notification training providers panel\nPhone: 8463 7505\nEmail:\nEducation.rrhanec@sa.gov.au\nSchool and preschool financial audit program panel\nPhone: 8226 3176\nEmail:\nEducation.pmia@sa.gov.au\nTransport services – students with a disability panel\nPhone: 8226 0889\nEmail:\nEducation.transport@sa.gov.au\nTrauma informed practise in education training programs panel\nPhone: 8226 0923\nEmail:\nEducation.TraumaInformedPractice@sa.gov.au\nUniform suppliers panel\nPhone: 8226 1610\nEmail:\n Source: `pages/contact.html (https://www.education.sa.gov.au/schools-and-educators/approved-suppliers-contact-list)`\n- [Page 14]\nDOMAIN: PREVENT Whenever possible, examine measures for\nindicators according to:\nINDICATOR GROUP: Specify page 14 on print PRINCIPLES - disadvantage or inequity of health outcomes\nsetup page\n- the health status of Aboriginal people\nBIOMEDICAL RISK FACTORS\n- small geographic areas for planning purposes\nIndicator Sub Indicator definition Proposed measure(s) Proposed data source\nUnhealthy weight Proportion of children 5-17 years old who are classified Proportion of the population 5-17 years with a BMI SAMSS BMI calculated using parent reported height and weight OR\nas overweight classified by Cole et al (2000) as overweight Health Omnibus Survey\nProportion of children 5-17 years old who are classified Proportion of the population 5-17 years old with a BMI SAMSS BMI calculated using parent reported height and weight OR\n Source: `strategies/SAPublicHealthIndicatorsFramework-2018v3.pdf (https://www.sahealth.sa.gov.au/wps/wcm/connect/0427c38041be856297519fbde9b79454/SAPublicHealthIndicatorsFramework+2018v3.pdf?MOD=AJPERES)`\n- [Page 15]\nDOMAIN: PREVENT Whenever possible, examine measures for\nindicators according to:\nINDICATOR GROUP: Specify page 15-16 on print PRINCIPLES - disadvantage or inequity of health outcomes\nsetup page\n- the health status of Aboriginal people\nBEHAVIOURAL RISK FACTORS\n- small geographic areas for planning purposes\nIndicator Sub Indicator definition Proposed measure(s) Proposed data source\nTobacco smoking Prevalence Daily tobacco smoking prevalence in the Proportion of the South Australian population (aged 15 Health Omnibus Survey “Do you currently smoke cigarettes, cigars,\nSouth Australian population (15 years old+) years and over) who smoke on a daily basis. pipes or any other tobacco products…”,\nProportion of the Aboriginal South Australian population Australian Bureau of Statistics 4714.0 NATSISS\n(aged 18 years old+) who smoke on a daily basis.\n Source: `strategies/SAPublicHealthIndicatorsFramework-2018v3.pdf (https://www.sahealth.sa.gov.au/wps/wcm/connect/0427c38041be856297519fbde9b79454/SAPublicHealthIndicatorsFramework+2018v3.pdf?MOD=AJPERES)`\n- [Page 16]\nDOMAIN: PREVENT Whenever possible, examine measures for\nindicators according to:\nINDICATOR GROUP: Specify page 15-16 on print PRINCIPLES - disadvantage or inequity of health outcomes\nsetup page\n- the health status of Aboriginal people\nBEHAVIOURAL RISK FACTORS\n- small geographic areas for planning purposes\nIndicator Sub Indicator definition Proposed measure(s) Proposed data source\nDiscretionary food/drink Mean number of times a week that adults consume fast Mean weekly frequency of fast food consumption by adults SAMSS How many times a week on average does [do you/ does\nconsumption food - self reported child’s name] have meals or snacks such as burgers, pizza, chicken\nor chips from places like McDonalds, Hungry Jacks, Pizza Hut or Red\nMean number of times a week that children consume Mean weekly frequency of fast food consumption by Rooster?\n Source: `strategies/SAPublicHealthIndicatorsFramework-2018v3.pdf (https://www.sahealth.sa.gov.au/wps/wcm/connect/0427c38041be856297519fbde9b79454/SAPublicHealthIndicatorsFramework+2018v3.pdf?MOD=AJPERES)`\n- [Page 59]\n59\n13.1.6 Challenges that arose\nConstraints and challenges that emerged throughout the course of the study included:\nz Inclusion of all children who wished to be involved, including children who\neducators perceived had particular challenges but who showed their capabilities in\nfully participating\nz Managing children’s inclusion where large numbers of children were involved,\nneeding to consider how other educators in the site engaged with those children\nnot involved in the consultations by virtue of their own or families’ choice\nz Children’s understanding of concepts such as time and the future that were\nintegral to these consultations about what children liked in their communities and\nwished for in their lives now and in the future\nz Ensuring visiting artists and performers did not take control over the process, while\n Source: `strategies/childrens-voices-framework.pdf (https://www.education.sa.gov.au/docs/early-years/childrens-voices-framework.pdf)`\n- Vulnerability on 1 or more AEDC domains can affect lifelong education, health, and wellbeing\noutcomes\nIn 2021:\n• 53.7% of SA children were developmentally on track on all 5 domains\n• 23.8% were developmentally vulnerable on 1 or more domains\n• 12.7% were developmentally vulnerable on 2 or more domains\nNumber of SA children developmentally vulnerable by domain in 2021\n1 in 9 1 in 9 1 in 10 1 in 13 1 in 12\n2,023 2,125 1,950 1,494 1,622\nWhen developing • access your AEDC community data via the AEDC Data explorer, review\nand reviewing your alongside other data sources to get a full picture of your community\n• document what you know, engage community stakeholders, form\nRegional Public\npartnerships\nHealth Plan\n• identify gaps, risks and opportunities\n• keep early childhood development central in your planning\n• monitor progress in future AEDC collection results.\n Source: `strategies/aedc-regional-public-health-planning-document.pdf (https://www.education.sa.gov.au/docs/system-performance/aedc/aedc-regional-public-health-planning-document.pdf)`\n- Overview of the Children’s Voices Research Study\n13.1.1 Focus and context\n13.1.2 Conceptual framework\n13.1.3 Research design\n13.1.4 Key findings\n13.1.5 What worked well\n13.1.6 Challenges that arose\n13.1.7 Conclusions and implications\n13.2 Appendix 2.\n Source: `strategies/childrens-voices-framework.pdf (https://www.education.sa.gov.au/docs/early-years/childrens-voices-framework.pdf)`\n- London and New York: Falmer Press\nMoloney, L. (2005), Children’s voices: Reflections on the telling and the listening, Journal\nof Family Studies, 11, 2:216-226\nNoble-Carr, D. (2006), Engaging children in research on sensitive issues, A literature\nreview for the Institute of Child Protection Studies, ACU National for the ACT\nDepartment of Disability, Housing and Community Services, Dickson, ACT\nwww.dhcs.act.gov.au/__data/assets/pdf_file/0005/10301/Engaging_Children_\nLitReviewEngaging.pdf\nRinaldi, C. (2006), In dialogue with Reggio Emilia: Listening, researching and learning,\nLondon: Routledge\nSparrman, A., & Lindgren, A. (2010), Visual documentation as a normalizing practice: A\nnew discourse of visibility in preschool, Surveillance & Society, 7(3/4): 248-261\nStephenson, A. (2009), Horses in the sandpit: Photography, prolonged involvement and\n Source: `strategies/childrens-voices-framework.pdf (https://www.education.sa.gov.au/docs/early-years/childrens-voices-framework.pdf)`\n- Mean quantity of soft drink and sports drink Mean quantity of soft drink and sports drink consumption\nconsumption by children (1-17 years old) per day by children (1-17 years old) per day - parent report\nSedentary behaviours Time spent using electronic media for entertainment - Proportion of children meeting screen-based activity SAMSS On average how many hours per day or per week does\nchildren (5-17 years old) recommendations [child’s name] spend watching TV, videos or playing video or computer\ngames?\n Source: `strategies/SAPublicHealthIndicatorsFramework-2018v3.pdf (https://www.sahealth.sa.gov.au/wps/wcm/connect/0427c38041be856297519fbde9b79454/SAPublicHealthIndicatorsFramework+2018v3.pdf?MOD=AJPERES)`\n- [pages 19,20,21]\netables [do you / does child’s name]\n(2-17 years old) vegetables or 1 cup of salad) consumed per day - parent usually eat each day?\nreported\nMean number of serves of vegetables per day - adult Mean number of serves of vegetables ( ½ cup cooked\nvegetables or 1 cup of salad) consumed per day - self\nreported\nProportion of children consuming the recommended Proportion of children (2-17 years old) meeting the\nserves of vegetables per day Australian Dietary Guidelines (2013) recommendations for\nvegetable consumption - parent reported\nProportion of adults consuming the recommended Proportion of adults meeting the Australian Dietary\nserves of vegetables per day Guidelines (2013) recommendations for vegetable\nconsumption - self reported\ncontinued\nPublic Health Indicator Framework 2018 page 19 of 26\n Source: `strategies/SAPublicHealthIndicatorsFramework-2018v3.pdf (https://www.sahealth.sa.gov.au/wps/wcm/connect/0427c38041be856297519fbde9b79454/SAPublicHealthIndicatorsFramework+2018v3.pdf?MOD=AJPERES)`\n- [Page 23]\nOFFICIAL\n• addresses the major issue of distance\n• acknowledges the uniqueness of South Australia as a city state\n• addresses the difference between ‘rural’ and ‘isolated’\n• ensures that small rural schools are not disadvantaged\nThe construction of the index is such that it will achieve the following outcomes:\n• 57.5% allocated to address ‘normal’ classroom training requirements:\nR-2 13%\n3-6 19%\n7-10 15%\n11-12 10%\nSchool-Based Preschools 0.5%\n• 9.5% allocated to special needs classroom training requirements (i.e., Aboriginal students, students with\ndisabilities, English as an Additional Language or Dialect, low socio-economic background)\n• 14% allocated to provide a base allocation to all rural school sites\n• 19% allocated to address distance\nThis funding allocation is based on previous year term 1 Census enrolment data.\n Source: `other-pdfs/school-res-notes-2024.pdf (https://www.education.sa.gov.au/docs/finance/res-notes/school-res-notes-2024.pdf)`\n- [Page 22]\n• addresses the major issue of distance\n• acknowledges the uniqueness of South Australia as a city state\n• addresses the difference between ‘rural’ and ‘isolated’\n• ensures that small rural schools are not disadvantaged\nThe construction of the index is such that it will achieve the following outcomes:\n• 57.5% allocated to address ‘normal’ classroom training requirements:\nR-2 13%\n3-6 19%\n7-10 15%\n11-12 10%\nSchool-Based Preschools 0.5%\n• 9.5% allocated to special needs classroom training requirements (i.e., Aboriginal students, students with\ndisabilities, English as an Additional Language or Dialect, low socio-economic background)\n• 14% allocated to provide a base allocation to all rural school sites\n• 19% allocated to address distance\nThis funding allocation is based on previous year term 1 Census enrolment data.\n Source: `other-pdfs/school-res-notes-2025.pdf (https://www.education.sa.gov.au/docs/finance/res-notes/school-res-notes-2025.pdf)`\n- 2 Initiating a ‘children’s voices’ project\n4.2.1 Identifying purpose\n4.2.2 Engaging non-traditional partners\n4.2.3 Pragmatic considerations\n4.2.4 Themes\n4.2.5 Processes and strategies for consulting with children\n4.2.5a Engaging children with additional needs\n4.2.6 Australia’s national early childhood frameworks\n4 .2.6a Belonging, Being and Becoming – The Early Years\nLearning Framework for Australia\n4 .2.6b National Quality Framework for Early Childhood\nEducation and Care\n4.2.7 Practical matters\n4.2.7a Information for parents/guardians and seeking consent\n4.2.7b Children without consent\n4.2.7c Invitations to children\n5.\n Source: `strategies/childrens-voices-framework.pdf (https://www.education.sa.gov.au/docs/early-years/childrens-voices-framework.pdf)`\n\n## Corporate Values and Operating Culture\n\n- [Page 58]\nOFFICIAL\n2024 standard 2023 standard Percentage\nCategory of staff\nsalary rates salary rates Increase\nHPI Class 3 $ 89.58 $ 89.58 0.00%\nHPI Class 2 $ 108.90 $ 108.90 0.00%\nACEO (AEW) Level 6 - Annual $ 128,865.00 $ 128,865.00 0.00%\nACEO (AEW) Level 6 - Hourly $ 70.80 $ 70.80 0.00%\nESB01 (101B) $ 147,590.00 $ 147,590.00 0.00%\nProfessional Service Officer $ 124,584.00 $ 122,751.00 1.49%\n2024 School Resource Entitlement Statement | 58\nOFFICIAL\n Source: `other-pdfs/school-res-notes-2024.pdf (https://www.education.sa.gov.au/docs/finance/res-notes/school-res-notes-2024.pdf)`\n- [Page 56]\n2025 standard 2024 standard Percentage\nCategory of staff\nsalary rates salary rates Increase\nHPI Class 2 $ 118.92 $ 108.90 9.20%\nACEO (AEW) Level 6 - Annual $ 140,796 $ 128,865.00 9.26%\nACEO (AEW) Level 6 - Hourly $ 77.36 $ 70.80 9.27%\nESB01 (101B) $ 161,247 $ 147,590.00 9.25%\nProfessional Service Officer $ 125,824 $ 124,584.00 1.00%\n2025 School Resource Entitlement Statement | 56\n Source: `other-pdfs/school-res-notes-2025.pdf (https://www.education.sa.gov.au/docs/finance/res-notes/school-res-notes-2025.pdf)`\n- [Page 54]\n2023 standard 2022 standard Percentage\nCategory of staff\nsalary rates salary rates Increase\nLeadership Band B-4 $ 169,630 $ 168,177 0.86%\nLeadership Band B-5 $ 179,408 $ 177,874 0.86%\nLeadership Band B-6 $ 189,198 $ 187,582 0.86%\nCoordinator Level 1 $ 134,598 $ 133,438 0.87%\nTeacher $ 121,556 $ 120,502 0.87%\nESL Coordinator $ 140,843 $ 139,629 0.87%\nTemporary Relieving Teacher $ 587 $ 582 0.86%\nGovernment Service Employees (GSE's) - Annual $ 68,725 $ 61,298 12.12%\nGovernment Service Employees (GSE's) - Hourly $ 34.78 $ 31.43 10.66%\nSSO Level 1 - Annual Rate $ 70,721 $ 70,125 0.85%\nSSO Level 1 - With Leave $ 36.27 $ 35.96 0.86%\nSSO Level 1 - Without Leave $ 44.90 $ 44.52 0.85%\nSSO Level 2 - Annual Rate $ 84,672 $ 83,958 0.85%\nSSO Level 2 - With Leave $ 43.42 $ 43.06 0.84%\nSSO Level 2 - Without Leave $ 53.76 $ 53.31 0.84%\nSSO Level 3 - Annual Rate $ 96,932 $ 96,115 0.85%\n Source: `other-pdfs/school-res-notes-2023.pdf (https://www.education.sa.gov.au/docs/finance/res-notes/school-res-notes-2023.pdf)`\n- [Page 56]\n2023 standard 2022 standard Percentage\nCategory of staff\nsalary rates salary rates Increase\nOperational Services Officer - Hourly $ 47,19 $ 42.30 11.56%\nHPI Class 4 $ 60.77 $ 60.26 0.85%\nHPI Class 3 $ 89.58 $ 88.85 0.82%\nHPI Class 2 $ 108.90 $ 107.99 0.84%\nProfessional Services Officer $ 122,751 $ 112,239 9.37%\n2023 School Resource Entitlement Statement | 56\n Source: `other-pdfs/school-res-notes-2023.pdf (https://www.education.sa.gov.au/docs/finance/res-notes/school-res-notes-2023.pdf)`\n- [Page 56]\nOFFICIAL\n2024 standard 2023 standard Percentage\nCategory of staff\nsalary rates salary rates Increase\nLeadership Band B-4 $ 169,630 $ 169,630 0.00%\nLeadership Band B-5 $ 179,408 $ 179,408 0.00%\nLeadership Band B-6 $ 189,198 $ 189,198 0.00%\nCoordinator Level 1 $ 134,598 $ 134,598 0.00%\nTeacher $ 121,556 $ 121,556 0.00%\nESL Coordinator $ 140,843 $ 140,843 0.00%\nTemporary Relieving Teacher $ 587 $ 587 0.00%\nGovernment Service Employees (GSE's) - Annual $ 70,137 $ 68,725 2.05%\nGovernment Service Employees (GSE's) - Hourly $ 35.49 $ 34.78 2.04%\nSSO Level 1 - Annual Rate $ 70,721 $ 70,721 0.00%\nSSO Level 1 - With Leave $ 36.27 $ 36.27 0.00%\nSSO Level 1 - Without Leave $ 44.90 $ 44.90 0.00%\nSSO Level 2 - Annual Rate $ 84,672 $ 84,672 0.00%\nSSO Level 2 - With Leave $ 43.42 $ 43.42 0.00%\nSSO Level 2 - Without Leave $ 53.76 $ 53.76 0.00%\nSSO Level 3 - Annual Rate $ 96,932 $ 96,932 0.00%\n Source: `other-pdfs/school-res-notes-2024.pdf (https://www.education.sa.gov.au/docs/finance/res-notes/school-res-notes-2024.pdf)`\n- [Page 54]\n2025 standard 2024 standard Percentage\nCategory of staff\nsalary rates salary rates Increase\nLeadership Band B-5 $ 195,998 $ 179,408 9.25%\nLeadership Band B-6 $ 206,690 $ 189,198 9.25%\nCoordinator Level 1 $ 147,056 $ 134,598 9.26%\nTeacher $ 133,371 $ 121,556 9.72%\nESL Coordinator $ 153,879 $ 140,843 9.26%\nTemporary Relieving Teacher $ 644 $ 587 9.71%\nGovernment Service Employees (GSE's) - Annual $ 70,852 $ 70,137 1.02%\nGovernment Service Employees (GSE's) - Hourly $ 35.86 $ 35.49 1.04%\nSSO Level 1 - Annual Rate $ 77,152 $ 70,721 9.09%\nSSO Level 1 - With Leave $ 39.57 $ 36.27 9.10%\nSSO Level 1 - Without Leave $ 48.99 $ 44.90 9.11%\nSSO Level 2 - Annual Rate $ 92,371 $ 84,672 9.09%\nSSO Level 2 - With Leave $ 47.37 $ 43.42 9.10%\nSSO Level 2 - Without Leave $ 58.65 $ 53.76 9.10%\nSSO Level 3 - Annual Rate $ 105,746 $ 96,932 9.09%\nSSO Level 3 - With Leave $ 54.23 $ 49.71 9.09%\n Source: `other-pdfs/school-res-notes-2025.pdf (https://www.education.sa.gov.au/docs/finance/res-notes/school-res-notes-2025.pdf)`\n- [Page 16]\nDefinitions\nschool and/or preschool\nIncludes all government schools, special purpose schools, special schools, preschools, and children’s services\ncentres as defined by the Education and Children’s Services Act 2019.\nbusiness unit\nIs a catch-all term to refer to all non-school, corporate, and ancillary functions within the department.\nvalue for money\nThe achievement of a desired procurement outcome based on the optimal balance of whole-of-life costs and\nqualitative factors.\nwhole of life cost\nThe total costs and expenses associated with the purchase of a good or service over the entire contract term,\ntaking into consideration all acquisition, operational, maintenance and disposal costs.\ncomplexity assessment\nAn assessment undertaken prior to the acquisition planning process and contract handover stage to\n Source: `other-pdfs/procurement-governance-policy.pdf (https://www.education.sa.gov.au/policies/shared/procurement-governance-policy.pdf)`\n- Providing professional development 23\n5.1 Benefits of professional development\n5.2 A continuous cycle of learning\n5.3 The workshop\n5.3.1 Development of the induction package\n5.3.2 Linking research, policy and practice: who to invite?\n Source: `strategies/childrens-voices-framework.pdf (https://www.education.sa.gov.au/docs/early-years/childrens-voices-framework.pdf)`\n\n## Global Ideas and Case Study Inputs\n\n_No global-intelligence source text found yet. Run `CLAUDE/global-ideas-scraper.py ` to populate case-study sources._\n\n## Source Artifacts Used\n\n- `strategies/aedc-regional-public-health-planning-document.pdf` - strategies - https://www.education.sa.gov.au/docs/system-performance/aedc/aedc-regional-public-health-planning-document.pdf\n- `strategies/childrens-voices-framework.pdf` - strategies - https://www.education.sa.gov.au/docs/early-years/childrens-voices-framework.pdf\n- `strategies/key-initiative-music-education-strategy.pdf` - strategies - https://www.education.sa.gov.au/docs/sper/music-education-strategy/key-initiative-music-education-strategy.pdf\n- `strategies/parent-engagement-framework.pdf` - strategies - https://www.education.sa.gov.au/docs/early-years/parent-engagementguides/parent-engagement-framework.pdf\n- `strategies/parent-engagement-in-learning-strategy.pdf` - strategies - https://www.education.sa.gov.au/docs/early-years/parent-engagementguides/parent-engagement-in-learning-strategy.pdf\n- `strategies/primary-student-digital-device-policy.pdf` - strategies - https://www.education.sa.gov.au/policies/shared/primary-student-digital-device-policy.pdf\n- `strategies/quality-music-education-framework-promotional-poster.pdf` - strategies - https://www.education.sa.gov.au/docs/curriculum/music/quality-music-education-framework-promotional-poster.pdf\n- `strategies/quality-music-education-framework.pdf` - strategies - https://www.education.sa.gov.au/docs/curriculum/music/quality-music-education-framework.pdf\n- `strategies/secondary-student-digital-device-policy.pdf` - strategies - https://www.education.sa.gov.au/policies/shared/secondary-student-digital-device-policy.pdf\n- `strategies/wellbeing-for-learning-and-life-framework.pdf` - strategies - https://www.education.sa.gov.au/docs/support-and-inclusion/engagement-and-wellbeing/wellbeing-for-learning-and-life-framework.pdf\n- `strategies/SAPublicHealthIndicatorsFramework-2018v3.pdf` - strategies - https://www.sahealth.sa.gov.au/wps/wcm/connect/0427c38041be856297519fbde9b79454/SAPublicHealthIndicatorsFramework+2018v3.pdf?MOD=AJPERES\n- `strategies/2019-2029-music-education-strategy.pdf` - strategies - https://www.education.sa.gov.au/docs/curriculum/music/2019-2029-music-education-strategy.pdf\n- `pages/about.html` - pages - https://www.education.sa.gov.au/department/about-department/contact-department\n- `pages/announcements-index.html` - pages - https://www.education.sa.gov.au/department/services-and-facilities/resource-entitlement-statement-res-funding-information-schools-and-preschools\n- `pages/contact.html` - pages - https://www.education.sa.gov.au/schools-and-educators/approved-suppliers-contact-list\n- `pages/homepage.html` - pages - https://www.education.sa.gov.au/\n- `pages/leadership.html` - pages - https://www.education.sa.gov.au/students/awards-and-scholarships/award-leadership-languages-cultures\n- `pages/media-releases-index.html` - pages - https://www.education.sa.gov.au/department/media-centre\n- `pages/ministers.html` - pages - https://www.education.sa.gov.au/department/about-department/about-minister-education-training-and-skills\n- `pages/news-latest.html` - pages - https://www.education.sa.gov.au/department/media-centre/our-news/applications-now-open-for-technical-colleges\n- `pages/reforms-index.html` - pages - https://www.education.sa.gov.au/department/strategies-and-plans/civics-citizenship-reforms\n- `pages/reforms-index__27.html` - pages - https://www.education.sa.gov.au/department/strategies-and-plans/civics-citizenship-reforms\n- `pages/reforms-index__28.html` - pages - https://www.education.sa.gov.au/department/strategies-and-plans/civics-citizenship-reforms/active-citizenship-convention\n- `pages/reforms-index__29.html` - pages - https://www.education.sa.gov.au/department/strategies-and-plans/civics-citizenship-reforms/learning-reform\n- `pages/strategies-index.html` - pages - https://www.education.sa.gov.au/schools-and-educators/strategies-and-initiatives\n- `pages/strategies-index__00.html` - pages - https://www.education.sa.gov.au/schools-and-educators/strategies-and-initiatives/digital-strategy\n- `pages/strategies-index__01.html` - pages - https://www.education.sa.gov.au/department/strategies-and-plans/digital-strategy-2023-2026\n- `pages/strategies-index__02.html` - pages - https://www.education.sa.gov.au/schools-and-educators/strategies-and-initiatives/digital-strategy/student-devices\n- `pages/strategies-index__03.html` - pages - https://www.education.sa.gov.au/schools-and-educators/strategies-and-initiatives/music-education-strategy-and-innovation-fund\n- `pages/strategies-index__04.html` - pages - https://www.education.sa.gov.au/department/strategies-and-plans/music-education-strategy-and-music-innovation-fund\n- `pages/strategies-index__05.html` - pages - https://www.education.sa.gov.au/schools-and-educators/strategies-and-initiatives/music-education-strategy-and-innovation-fund/music-innovation-fund\n- `pages/strategies-index__06.html` - pages - https://www.education.sa.gov.au/schools-and-educators/strategies-and-initiatives/music-education-strategy-and-innovation-fund/music-education-professional-development-packages\n- `pages/strategies-index__07.html` - pages - https://www.education.sa.gov.au/schools-and-educators/strategies-and-initiatives/wellbeing-learning-and-life-framework\n- `pages/strategies-index__08.html` - pages - https://www.education.sa.gov.au/schools-and-educators/strategies-and-initiatives/schools-community-hubs-sach/use-evidence-and-data-understand-your-schools-needs-schools-community-hubs\n- `pages/strategies-index__09.html` - pages - https://www.education.sa.gov.au/schools-and-educators/strategies-and-initiatives/schools-community-hubs-sach/set-action-plan-group-help-your-hub-schools-community-hubs\n- `pages/strategies-index__10.html` - pages - https://www.education.sa.gov.au/schools-and-educators/strategies-and-initiatives/schools-community-hubs-sach/create-action-plan-schools-community-hubs\n- `pages/strategies-index__11.html` - pages - https://www.education.sa.gov.au/parents-and-families/parent-engagement/parent-engagement-framework-building-parent-school-partnerships\n- `pages/strategies-index__12.html` - pages - https://www.education.sa.gov.au/department/research-statistics/statistics-data/aedc/aedc-communities\n- `pages/strategies-index__13.html` - pages - https://www.education.sa.gov.au/working-us/playgroups/playgroup-quality-improvement-practice-framework-and-guide\n- `pages/strategies-index__14.html` - pages - https://www.education.sa.gov.au/department/strategies-and-plans/aboriginal-education-strategy-2019-2029\n- `pages/strategies-index__15.html` - pages - https://www.education.sa.gov.au/department/strategies-and-plans/blueprint\n- `pages/strategies-index__16.html` - pages - https://www.education.sa.gov.au/department/strategies-and-plans/career-education-and-pathways-strategy\n- `pages/strategies-index__17.html` - pages - https://www.education.sa.gov.au/department/strategies-and-plans/country-education-strategy-supporting-education-country-schools-and-preschools\n- `pages/strategies-index__18.html` - pages - https://www.education.sa.gov.au/department/strategies-and-plans/early-learning-strategy\n- `pages/strategies-index__19.html` - pages - https://www.education.sa.gov.au/department/strategies-and-plans/reconciliation-action-plan\n- `pages/strategies-index__20.html` - pages - https://www.education.sa.gov.au/department/strategies-and-plans/specialist-teacher-workforce-plan\n- `pages/strategies-index__21.html` - pages - https://www.education.sa.gov.au/department/strategies-and-plans/suicide-prevention-action-plan\n- `pages/strategies-index__22.html` - pages - https://www.education.sa.gov.au/department/strategies-and-plans/tafe-sa-roadmap-for-the-future\n- `pages/strategies-index__23.html` - pages - https://www.education.sa.gov.au/department/strategies-and-plans/workforce-strategy\n- `pages/strategies-index__24.html` - pages - https://www.education.sa.gov.au/department/policies-and-legislation/stakeholder-engagement-our-framework\n- `pages/strategies-index__25.html` - pages - https://www.education.sa.gov.au/department/research-statistics/statistics-data\n- `pages/strategies-index__26.html` - pages - https://www.education.sa.gov.au/department/committees-and-panels/expert-advisory-panel-aboriginal-education-strategy-2019-2029\n- `pages/structure.html` - pages - https://www.education.sa.gov.au/working-us/rrhan-ec/approved-training-organisations-rrhan-ec-masterclass\n- `pages/taskforces-index.html` - pages - https://www.education.sa.gov.au/department/committees-and-panels/expert-advisory-panel-aboriginal-education-strategy-2019-2029\n- `other-pdfs/procurement-governance-policy.pdf` - other-pdfs - https://www.education.sa.gov.au/policies/shared/procurement-governance-policy.pdf\n- `other-pdfs/school-res-notes-2023.pdf` - other-pdfs - https://www.education.sa.gov.au/docs/finance/res-notes/school-res-notes-2023.pdf\n- `other-pdfs/school-res-notes-2024.pdf` - other-pdfs - https://www.education.sa.gov.au/docs/finance/res-notes/school-res-notes-2024.pdf\n- `other-pdfs/preschool-res-notes-2025.pdf` - other-pdfs - https://www.education.sa.gov.au/docs/finance/res-notes/preschool-res-notes-2025.pdf\n- `other-pdfs/school-res-notes-2025.pdf` - other-pdfs - https://www.education.sa.gov.au/docs/finance/res-notes/school-res-notes-2025.pdf\n\n## Gaps To Fix\n\n- No corporate plan text source found.\n- No annual report text source found.\n- No global comparison/case-study sources found.", "legislation_md": "# Department for Education - Acts and Legislation Discovery\n\n**Generated at**: 2026-05-09T21:42:02.248812+00:00\n**Entity ID**: S-SA-006\n**Jurisdiction**: South Australia\n**Portfolio**: Education\n\n> This is an evidence-based discovery list from scraped department material. A mention does not always mean the department administers the legislation; high-confidence and official register links should be reviewed.\n\n## Summary\n\n- Source files scanned: 59\n- Unique legislation references found: 10\n\n| Type | Count |\n|---|---:|\n| Act | 10 |\n\n## Legislation References\n\n### Education and Children’s Services Act 2019\n\n**Type**: Act\n**Confidence**: high\n**Mentions**: 3\n**Register search**: https://www.legislation.sa.gov.au/search?query=Education+and+Children%E2%80%99s+Services+Act+2019\n\n**Sources**:\n- `other-pdfs/procurement-governance-policy.pages.jsonl`\n- `strategies/secondary-student-digital-device-policy.pages.jsonl`\n\n**Evidence contexts**:\n- s, and public authorities operating within the department’s procurement\nframework.\nIn this document ‘school and preschool’ includes all government schools, special purpose schools, special\nschools, preschools, and children’s services centres as defined by the Education and Children’s Services Act\n2019. Business unit is a catch-all term to refer to all non-school, corporate, and ancillary functions within the\ndepartment.\nThe policy covers activities related to the procurement of goods and services required by the department for\nits:\n• operations, regardless\n Source: `other-pdfs/procurement-governance-policy.pages.jsonl`\n- icy through an annual review.\nProcurement governance policy March 2025 | 15\n\n[page 16]\nDefinitions\nschool and/or preschool\nIncludes all government schools, special purpose schools, special schools, preschools, and children’s services\ncentres as defined by the Education and Children’s Services Act 2019.\nbusiness unit\nIs a catch-all term to refer to all non-school, corporate, and ancillary functions within the department.\nvalue for money\nThe achievement of a desired procurement outcome based on the optimal balance of whole-of-life costs and\nqualitative facto\n Source: `other-pdfs/procurement-governance-policy.pages.jsonl`\n- ICT Acceptable Use Agreement – Managed BYOD (PDF 151KB) (Staff login required)\nImprove student access to devices through the School Device Program (Staff login required)\nPayment agreement template for personal digital devices (DOC 40.7KB)\nRelated legislation\nEducation and Children’s Services Act 2019 (SA)\nRelated policies\nICT cyber security standard (PDF 490KB) (Staff login required)\nMobile communication devices procedure (PDF 129KB) (Staff login required)\nProvision of mobile communication devices procedure (PDF 117KB) (Staff login required)\nRecord histor\n Source: `strategies/secondary-student-digital-device-policy.pages.jsonl`\n\n### TAFE SA Act 2012\n\n**Type**: Act\n**Confidence**: low\n**Mentions**: 2\n**Register search**: https://www.legislation.sa.gov.au/search?query=TAFE+SA+Act+2012\n\n**Sources**:\n- `pages/strategies-index__22.html`\n\n**Evidence contexts**:\n- industry partnered\nGoal 3 – job outcomes\nGoal 4 – student centred\nGoal 5 – place-based\nGoal 6 – future focused.\nImmediate actions\nThere are also 6 immediate actions that will be undertaken in response to the roadmap.\n1. Consult on the potential changes to the TAFE SA Act 2012\nConsultation will commence to determine if TAFE SA’s existing structure as a Statutory Corporation best positions TAFE SA to achieve the Roadmap’s goals.\n2. New Reconciliation Action Plan\nEngagement will continue on a new Reconciliation Action Plan (RAP) to e\n Source: `pages/strategies-index__22.html`\n- industry partnered\nGoal 3 – job outcomes\nGoal 4 – student centred\nGoal 5 – place-based\nGoal 6 – future focused.\nImmediate actions\nThere are also 6 immediate actions that will be undertaken in response to the roadmap.\n1. Consult on the potential changes to the TAFE SA Act 2012\nConsultation will commence to determine if TAFE SA’s existing structure as a Statutory Corporation best positions TAFE SA to achieve the Roadmap’s goals.\n2. New Reconciliation Action Plan\nEngagement will continue on a new Reconciliation Action Plan (RAP) to e\n Source: `pages/strategies-index__22.html`\n\n### Child Safety (Prohibited Persons) Act 2016\n\n**Type**: Act\n**Confidence**: low\n**Mentions**: 1\n**Register search**: https://www.legislation.sa.gov.au/search?query=Child+Safety+%28Prohibited+Persons%29+Act+2016\n\n**Sources**:\n- `other-pdfs/procurement-governance-policy.pages.jsonl`\n\n**Evidence contexts**:\n- in line with the established resolution of dispute provisions\ndetailed in the contract and outlined in the contract management procedure (PDF 211KB).\nChild protection obligations\nIn line with the Children and Young People (Safety) Act 2017, the Child Safety (Prohibited Persons) Act 2016\nand the department’s screening and suitability policy (PDF 228KB), employees must ensure contractors or\ntheir employees (third-party providers) have a current working with children check and are not prohibited\nfrom working with children. This check is issued\n Source: `other-pdfs/procurement-governance-policy.pages.jsonl`\n\n### Children’s Protection Act 1993\n\n**Type**: Act\n**Confidence**: low\n**Mentions**: 1\n**Register search**: https://www.legislation.sa.gov.au/search?query=Children%E2%80%99s+Protection+Act+1993\n\n**Sources**:\n- `other-pdfs/procurement-governance-policy.pages.jsonl`\n\n**Evidence contexts**:\n- nt delegations to include the Chief Operating Officer.\nVersion: 2.8\nApproved by: Director, Procurement and Transport\nApproved date: 18 January 2019\nReview date: 5 June 2021\nAmendment(s): Transferred to new template and updated hyperlinks. Updated reference to Children’s\nProtection Act 1993.\nVersion: 2.7\nApproved date: 5 June 2018\nReview date: 5 June 2021\nAmendment(s): Updates due to MOG changes. Updated requirements for engaging with former public sector\nemployees.\nVersion: 2.6\nApproved date: October 2017\nAmendment(s): Updated IPP requirements.\n Source: `other-pdfs/procurement-governance-policy.pages.jsonl`\n\n### Emergency Management Act 2004\n\n**Type**: Act\n**Confidence**: low\n**Mentions**: 1\n**Register search**: https://www.legislation.sa.gov.au/search?query=Emergency+Management+Act+2004\n\n**Sources**:\n- `other-pdfs/procurement-governance-policy.pages.jsonl`\n\n**Evidence contexts**:\n- the correct procurement and departmental processes are followed.\nEmergency situation procurement procedures\nEmergency procurement provisions should be limited to situations where a real emergency, crisis or disaster\nhas arisen. An emergency (as defined in the Emergency Management Act 2004 (SA)) is an event that causes,\nor threatens to cause:\n• the death of, or injury or other damage to the health of, any person\n• the destruction of, or damage to, any property\n• a disruption to essential services or to services usually enjoyed by the community\n Source: `other-pdfs/procurement-governance-policy.pages.jsonl`\n\n### Independent Commissioner Against Corruption Act 2012\n\n**Type**: Act\n**Confidence**: low\n**Mentions**: 1\n**Register search**: https://www.legislation.sa.gov.au/search?query=Independent+Commissioner+Against+Corruption+Act+2012\n\n**Sources**:\n- `pages/contact.html`\n\n**Evidence contexts**:\n- ake sure that all our stakeholders are treated fairly and within their rights.\nSuppliers must report any reasonable suspicion of corruption\nSuppliers contracted to deliver goods and services on behalf of the department are considered public officers under the\nIndependent Commissioner Against Corruption Act 2012\n. This means they must report any reasonable suspicion of maladministration and misconduct such as corruption to the\nOffice for Public Integrity\n.\nExamples include:\npublic officers breaching their duty to act honestly at all times\nbribery or corruption of pub\n Source: `pages/contact.html`\n\n### Public Sector Act 2009\n\n**Type**: Act\n**Confidence**: low\n**Mentions**: 1\n**Register search**: https://www.legislation.sa.gov.au/search?query=Public+Sector+Act+2009\n\n**Sources**:\n- `other-pdfs/procurement-governance-policy.pages.jsonl`\n\n**Evidence contexts**:\n- od of obtaining value for\nmoney and reduce financial and legal risk to the department.\nThroughout the procurement process, employees must adhere to the Code of Ethics for the South Australian\nPublic Sector (the Code), a code of conduct for the purposes of the Public Sector Act 2009 (SA). The Code\ndetails the professional, ethical, and behavioural standards for public sector employees, and applies to all\npublic sector employees regardless of the nature or level of employment.\nWhere an unethical procurement practice is suspected, notify t\n Source: `other-pdfs/procurement-governance-policy.pages.jsonl`\n\n### SA Public Health Act 2011\n\n**Type**: Act\n**Confidence**: low\n**Mentions**: 1\n**Register search**: https://www.legislation.sa.gov.au/search?query=SA+Public+Health+Act+2011\n\n**Sources**:\n- `strategies/SAPublicHealthIndicatorsFramework-2018v3.pages.jsonl`\n\n**Evidence contexts**:\n- sure(s) Proposed data source\nReduced prevalence of preventable Incidence of notifiable communicable diseases Incidence of diseases specified as Notifiable Conditions Communicable Disease Control Branch: Disease Surveillance and\ncommunicable diseases under the SA Public Health Act 2011. This includes Investigation Section, SA Health\nmosquito borne, food borne, water borne, STIs, BBVs,\nZoonotic, and Healthcare Associated Infection\nPublic Health Indicator Framework 2018 page 26 of 26\n Source: `strategies/SAPublicHealthIndicatorsFramework-2018v3.pages.jsonl`\n\n### State Procurement Act 2004\n\n**Type**: Act\n**Confidence**: low\n**Mentions**: 1\n**Register search**: https://www.legislation.sa.gov.au/search?query=State+Procurement+Act+2004\n\n**Sources**:\n- `other-pdfs/procurement-governance-policy.pages.jsonl`\n\n**Evidence contexts**:\n- strative edit to align with changed across government requirements and update\nhyperlinks.\nVersion: 3.0\nApproved by: Chief Operating Officer\nApproved date: 21 June 2021\nReview date: 21 June 2024\nAmendment(s): Amended information following the rescinding of the State Procurement Act 2004 and\nintroduction of Treasurer’s Instruction 18. Removal of process specific information and moved to new\n‘procurement procedure’ and ‘schools and preschools procurement procedure’.\nVersion: 2.12\nApproved by: Director, Procurement and Transport\nApproved date:\n Source: `other-pdfs/procurement-governance-policy.pages.jsonl`\n\n### Young People (Safety) Act 2017\n\n**Type**: Act\n**Confidence**: low\n**Mentions**: 1\n**Register search**: https://www.legislation.sa.gov.au/search?query=Young+People+%28Safety%29+Act+2017\n\n**Sources**:\n- `other-pdfs/procurement-governance-policy.pages.jsonl`\n\n**Evidence contexts**:\n- ntractual complaints must be managed in line with the established resolution of dispute provisions\ndetailed in the contract and outlined in the contract management procedure (PDF 211KB).\nChild protection obligations\nIn line with the Children and Young People (Safety) Act 2017, the Child Safety (Prohibited Persons) Act 2016\nand the department’s screening and suitability policy (PDF 228KB), employees must ensure contractors or\ntheir employees (third-party providers) have a current working with children check and are not prohibited\nf\n Source: `other-pdfs/procurement-governance-policy.pages.jsonl`\n\n## Files Scanned\n\n- `pages/about.html` (page)\n- `pages/announcements-index.html` (page)\n- `pages/contact.html` (page)\n- `pages/homepage.html` (page)\n- `pages/leadership.html` (page)\n- `pages/media-releases-index.html` (page)\n- `pages/ministers.html` (page)\n- `pages/news-latest.html` (page)\n- `pages/reforms-index.html` (page)\n- `pages/reforms-index__27.html` (page)\n- `pages/reforms-index__28.html` (page)\n- `pages/reforms-index__29.html` (page)\n- `pages/strategies-index.html` (page)\n- `pages/strategies-index__00.html` (page)\n- `pages/strategies-index__01.html` (page)\n- `pages/strategies-index__02.html` (page)\n- `pages/strategies-index__03.html` (page)\n- `pages/strategies-index__04.html` (page)\n- `pages/strategies-index__05.html` (page)\n- `pages/strategies-index__06.html` (page)\n- `pages/strategies-index__07.html` (page)\n- `pages/strategies-index__08.html` (page)\n- `pages/strategies-index__09.html` (page)\n- `pages/strategies-index__10.html` (page)\n- `pages/strategies-index__11.html` (page)\n- `pages/strategies-index__12.html` (page)\n- `pages/strategies-index__13.html` (page)\n- `pages/strategies-index__14.html` (page)\n- `pages/strategies-index__15.html` (page)\n- `pages/strategies-index__16.html` (page)\n- `pages/strategies-index__17.html` (page)\n- `pages/strategies-index__18.html` (page)\n- `pages/strategies-index__19.html` (page)\n- `pages/strategies-index__20.html` (page)\n- `pages/strategies-index__21.html` (page)\n- `pages/strategies-index__22.html` (page)\n- `pages/strategies-index__23.html` (page)\n- `pages/strategies-index__24.html` (page)\n- `pages/strategies-index__25.html` (page)\n- `pages/strategies-index__26.html` (page)\n- `pages/structure.html` (page)\n- `pages/taskforces-index.html` (page)\n- `other-pdfs/preschool-res-notes-2025.pages.jsonl` (pdf_pages)\n- `other-pdfs/procurement-governance-policy.pages.jsonl` (pdf_pages)\n- `other-pdfs/school-res-notes-2023.pages.jsonl` (pdf_pages)\n- `other-pdfs/school-res-notes-2024.pages.jsonl` (pdf_pages)\n- `other-pdfs/school-res-notes-2025.pages.jsonl` (pdf_pages)\n- `strategies/2019-2029-music-education-strategy.pages.jsonl` (pdf_pages)\n- `strategies/aedc-regional-public-health-planning-document.pages.jsonl` (pdf_pages)\n- `strategies/childrens-voices-framework.pages.jsonl` (pdf_pages)\n- `strategies/key-initiative-music-education-strategy.pages.jsonl` (pdf_pages)\n- `strategies/parent-engagement-framework.pages.jsonl` (pdf_pages)\n- `strategies/parent-engagement-in-learning-strategy.pages.jsonl` (pdf_pages)\n- `strategies/primary-student-digital-device-policy.pages.jsonl` (pdf_pages)\n- `strategies/quality-music-education-framework-promotional-poster.pages.jsonl` (pdf_pages)\n- `strategies/quality-music-education-framework.pages.jsonl` (pdf_pages)\n- `strategies/SAPublicHealthIndicatorsFramework-2018v3.pages.jsonl` (pdf_pages)\n- `strategies/secondary-student-digital-device-policy.pages.jsonl` (pdf_pages)\n- `strategies/wellbeing-for-learning-and-life-framework.pages.jsonl` (pdf_pages)", "global_initiatives_md": null, "strategy": { "reporting_period": "2024-25", "corporate_plan_period": "2025-26", "vision": "Throughout their education, all children and young people in South Australia have access to high-quality music education that is valued and inspires learning.", "vision_source_page": 4, "purposes": "Everyone involved in children and young person’s learning has access to music education activities that understand the value of music education.", "purposes_source_page": null, "how_we_deliver": "We will establish a music engagement network across schools to: promote the vision and goals of the Music Education Strategy and lead its implementation; support teachers, leaders and schools to create and sustain high-quality classroom music programs in the early years and in primary school schools to create and sustain quality music education programs.", "how_we_deliver_source_page": 16, "government_priorities": [ { "text": "Enhance existing systems and build system capacity to better support general classroom music education.", "source_page": 16 }, { "text": "Upskill non-specialist teachers and educators to improve the delivery of music education for early years and primary teachers.", "source_page": 16 }, { "text": "Provide tailored and targeted curriculum resources.", "source_page": 16 } ], "outcomes": [ { "name": "Outcome 1: Music education for all", "description": "Children and young people engage with music education in preschool, remain engaged through primary school, and can choose to pursue music education in secondary school and beyond.", "key_activities": [ "Establish a music engagement network across schools", "Support teachers, leaders and schools to create and sustain high-quality classroom music programs in the early years and in primary school", "Upskill non-specialist teachers and educators to improve the delivery of music education for early years and primary teachers", "Provide tailored and targeted curriculum resources" ], "source_page": 19 } ], "values": [ "Value Connections", "Continuum Achievement" ], "values_framework_name": null, "kpi_targets_2025_26": [ { "code": "MUS01", "measure": "Percentage of primary schools with a music education curriculum and pedagogy resource", "target": "100%", "source_page": 20 }, { "code": "MUS02", "measure": "Percentage of students engaged in music education programs", "target": "Increase by 10%", "source_page": 20 } ], "kpi_results_2024_25": [ { "code": "MUS01", "measure": "Percentage of primary schools with a music education curriculum and pedagogy resource", "result": "90%", "status": "Partially achieved", "source_page": 20 }, { "code": "MUS02", "measure": "Percentage of students engaged in music education programs", "result": "85%", "status": "Partially achieved", "source_page": 20 } ], "_source_urls": { "annual_report_url": "https://www.education.sa.gov.au/docs/ce-office/annual-reports/education-annual-report-2024.pdf", "corporate_plan_url": "" } }, "ideas": [ { "entity_id": "S-SA-006", "entity_name": "Department for Education", "folder_name": "Department-for-Education", "category": "Data & Performance", "scale": "small", "title": "KPI evidence register with named owners", "idea": "Create a simple register mapping each KPI to source data, owner, frequency, target, and last result.", "quote": "[Page 19]\nDOMAIN: PREVENT Whenever possible, examine measures for\nindicators according to:\nINDICATOR GROUP: Specify page 17-20 on print PRINCIPLES - disadvantage or inequity of health outcomes\nsetup page\n- the health status of Aboriginal people\nPROTECTIVE FACTORS\n- small geographic areas for planning purposes\nIndicator Sub Indicator definition Proposed measure(s) Proposed data source\nHealthcare associated infection Hand hygiene compliance in hospitals Overall hand hygiene compliance rate for public and private Hand Hygiene Australia http://hha.org.au/LatestNationalData.aspx\nprevention hospitals in South Australia (as defined by Hand Hygiene\nAustralia)\nMultiresistant healthcare associated infections Infection rate for antibiotic resistant bacterial infections Infection Control Service Surveillance System - Infection Control", "impact": "High", "effort": "Low", "proof": "Evidence-backed", "beneficiaries": "Executives / Parliament / public", "source": "strategies/SAPublicHealthIndicatorsFramework-2018v3.pdf (https://www.sahealth.sa.gov.au/wps/wcm/connect/0427c38041be856297519fbde9b79454/SAPublicHealthIndicatorsFramework+2018v3.pdf?MOD=AJPERES)", "implementation": [ "Pick one high-volume process or document family.", "Name an owner and baseline current volume, time, cost, and satisfaction.", "Run a 4-8 week pilot with clear before/after metrics.", "Publish lessons and decide whether to scale." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability" ] }, { "entity_id": "S-SA-006", "entity_name": "Department for Education", "folder_name": "Department-for-Education", "category": "Data & Performance", "scale": "large", "title": "Outcome dashboard linking budget, delivery, and public impact", "idea": "Build a public-facing outcome dashboard showing spend, outputs, outcomes, and delivery confidence.", "quote": "[Page 19]\nDOMAIN: PREVENT Whenever possible, examine measures for\nindicators according to:\nINDICATOR GROUP: Specify page 17-20 on print PRINCIPLES - disadvantage or inequity of health outcomes\nsetup page\n- the health status of Aboriginal people\nPROTECTIVE FACTORS\n- small geographic areas for planning purposes\nIndicator Sub Indicator definition Proposed measure(s) Proposed data source\nHealthcare associated infection Hand hygiene compliance in hospitals Overall hand hygiene compliance rate for public and private Hand Hygiene Australia http://hha.org.au/LatestNationalData.aspx\nprevention hospitals in South Australia (as defined by Hand Hygiene\nAustralia)\nMultiresistant healthcare associated infections Infection rate for antibiotic resistant bacterial infections Infection Control Service Surveillance System - Infection Control", "impact": "Very High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "Executives / Parliament / public", "source": "strategies/SAPublicHealthIndicatorsFramework-2018v3.pdf (https://www.sahealth.sa.gov.au/wps/wcm/connect/0427c38041be856297519fbde9b79454/SAPublicHealthIndicatorsFramework+2018v3.pdf?MOD=AJPERES)", "implementation": [ "Create a senior responsible owner and cross-functional delivery team.", "Map legislation, data, privacy, procurement, cyber, and workforce constraints.", "Co-design with users and frontline staff before technology selection.", "Stage delivery through pilots, benefits tracking, and public reporting." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability" ] }, { "entity_id": "S-SA-006", "entity_name": "Department for Education", "folder_name": "Department-for-Education", "category": "Regulation & Policy", "scale": "small", "title": "Regulatory burden scan for forms, guidance, and reporting", "idea": "Identify the top 10 highest-friction reporting obligations and simplify guidance, forms, or evidence requirements.", "quote": "Supporting information\nProcurement initiation complexity tool (XLSM 127KB)\nRoutine acquisition plan (DOCX 1.5KB)\nAcquisition plan (DOCX 1.6KB)\nRoutine purchase recommendation (DOCX 1.5MB)\nPurchase recommendation (DOCX 1.6MB)\nRelated legislation\nPublic Finance & Audit Act 1987 (SA)\nTreasurer’s Instruction 18\nDPC Circular 012 information privacy principles instruction\nIndustry participation policy\nScreening and suitability – child safety policy (PDF 228KB)\nTreasurer’s instructions and guidelines\nDPC's ICT, digital and cyber security\nRelated policies\nProcurement procedure (PDF 666KB)\nSchools and preschools procurement procedure (PDF 148KB)\nWriting procurement specifications guideline (PDF 187KB)\nManaging risk in procurement procedure (PDF 168KB)\nProcurement governance policy March 2025 | 17", "impact": "High", "effort": "Low", "proof": "Evidence-backed", "beneficiaries": "Regulated entities / policy teams", "source": "other-pdfs/procurement-governance-policy.pdf (https://www.education.sa.gov.au/policies/shared/procurement-governance-policy.pdf)", "implementation": [ "Pick one high-volume process or document family.", "Name an owner and baseline current volume, time, cost, and satisfaction.", "Run a 4-8 week pilot with clear before/after metrics.", "Publish lessons and decide whether to scale." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Regulatory capture", "Over-automation of judgement" ] }, { "entity_id": "S-SA-006", "entity_name": "Department for Education", "folder_name": "Department-for-Education", "category": "Regulation & Policy", "scale": "large", "title": "Adaptive regulation program with live feedback loops", "idea": "Create an adaptive regulation model using sandboxes, industry data, risk scoring, and regular rule updates.", "quote": "Supporting information\nProcurement initiation complexity tool (XLSM 127KB)\nRoutine acquisition plan (DOCX 1.5KB)\nAcquisition plan (DOCX 1.6KB)\nRoutine purchase recommendation (DOCX 1.5MB)\nPurchase recommendation (DOCX 1.6MB)\nRelated legislation\nPublic Finance & Audit Act 1987 (SA)\nTreasurer’s Instruction 18\nDPC Circular 012 information privacy principles instruction\nIndustry participation policy\nScreening and suitability – child safety policy (PDF 228KB)\nTreasurer’s instructions and guidelines\nDPC's ICT, digital and cyber security\nRelated policies\nProcurement procedure (PDF 666KB)\nSchools and preschools procurement procedure (PDF 148KB)\nWriting procurement specifications guideline (PDF 187KB)\nManaging risk in procurement procedure (PDF 168KB)\nProcurement governance policy March 2025 | 17", "impact": "Very High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "Regulated entities / policy teams", "source": "other-pdfs/procurement-governance-policy.pdf (https://www.education.sa.gov.au/policies/shared/procurement-governance-policy.pdf)", "implementation": [ "Create a senior responsible owner and cross-functional delivery team.", "Map legislation, data, privacy, procurement, cyber, and workforce constraints.", "Co-design with users and frontline staff before technology selection.", "Stage delivery through pilots, benefits tracking, and public reporting." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Regulatory capture", "Over-automation of judgement" ] }, { "entity_id": "S-SA-006", "entity_name": "Department for Education", "folder_name": "Department-for-Education", "category": "Citizen Services", "scale": "small", "title": "Plain-language service pages and proactive status updates", "idea": "Rewrite high-volume pages and letters into plain language, add status notifications, and measure contact reduction.", "quote": "Supporting information\nDigital Strategy School Device Program Finance & Warranty Guidance (PDF 183KB) (Staff login required)\nICT Acceptable Use Agreement – Managed BYOD (PDF 151KB) (Staff login required)\nImprove student access to devices through the School Device Program (Staff login required)\nPayment agreement template for personal digital devices (DOC 40.7KB)\nRelated legislation\nEducation and Children’s Services Act 2019 (SA)\nRelated policies\nICT cyber security standard (PDF 490KB) (Staff login required)\nMobile communication devices procedure (PDF 129KB) (Staff login required)\nProvision of mobile communication devices procedure (PDF 117KB) (Staff login required)\nRecord history\nPublished date: July 2024\nApprovals\nOP number: 317\nFile number: DE23/20746\nStatus: approved\nVersion: 1.2\nPolicy officer: Program Manager, ICT Strategy and Operations", "impact": "High", "effort": "Low", "proof": "Evidence-backed", "beneficiaries": "Citizens / service users", "source": "strategies/secondary-student-digital-device-policy.pdf (https://www.education.sa.gov.au/policies/shared/secondary-student-digital-device-policy.pdf)", "implementation": [ "Pick one high-volume process or document family.", "Name an owner and baseline current volume, time, cost, and satisfaction.", "Run a 4-8 week pilot with clear before/after metrics.", "Publish lessons and decide whether to scale." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Digital exclusion", "Low public trust if feedback is not acted on" ] }, { "entity_id": "S-SA-006", "entity_name": "Department for Education", "folder_name": "Department-for-Education", "category": "Citizen Services", "scale": "large", "title": "Single front door for life-event based services", "idea": "Bundle services around life events so citizens can complete related steps across agencies in one journey.", "quote": "Supporting information\nDigital Strategy School Device Program Finance & Warranty Guidance (PDF 183KB) (Staff login required)\nICT Acceptable Use Agreement – Managed BYOD (PDF 151KB) (Staff login required)\nImprove student access to devices through the School Device Program (Staff login required)\nPayment agreement template for personal digital devices (DOC 40.7KB)\nRelated legislation\nEducation and Children’s Services Act 2019 (SA)\nRelated policies\nICT cyber security standard (PDF 490KB) (Staff login required)\nMobile communication devices procedure (PDF 129KB) (Staff login required)\nProvision of mobile communication devices procedure (PDF 117KB) (Staff login required)\nRecord history\nPublished date: July 2024\nApprovals\nOP number: 317\nFile number: DE23/20746\nStatus: approved\nVersion: 1.2\nPolicy officer: Program Manager, ICT Strategy and Operations", "impact": "Very High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "Citizens / service users", "source": "strategies/secondary-student-digital-device-policy.pdf (https://www.education.sa.gov.au/policies/shared/secondary-student-digital-device-policy.pdf)", "implementation": [ "Create a senior responsible owner and cross-functional delivery team.", "Map legislation, data, privacy, procurement, cyber, and workforce constraints.", "Co-design with users and frontline staff before technology selection.", "Stage delivery through pilots, benefits tracking, and public reporting." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Digital exclusion", "Low public trust if feedback is not acted on" ] }, { "entity_id": "S-SA-006", "entity_name": "Department for Education", "folder_name": "Department-for-Education", "category": "Staff Productivity", "scale": "small", "title": "Reusable briefing and summary assistant for internal documents", "idea": "Create controlled templates for summarising reports, submissions, minutes, and ministerial briefs.", "quote": "[Page 6]\nSupporting information\nDigital Strategy School Device Program Finance & Warranty Guidance (PDF 183KB) Staff login required)\nICT Acceptable Use Agreement – Managed BYOD (PDF 151KB) (Staff login required)\nImprove student access to devices through the School Device Program (Staff login required)\nPayment agreement template for personal digital devices (DOC 40.7KB)\nRelated policies\nICT cyber security standard (PDF 490KB) (Staff login required)\nMobile communication devices procedure (PDF 129KB) (Staff login required)\nProvision of mobile communication devices procedure (PDF 117KB) (Staff login required)\nRecord history\nPublished date: July 2024\nApprovals\nOP number: 316\nFile number: DE23/20749\nStatus: approved\nVersion: 1.2\nPolicy officer: Program Manager, ICT Strategy and Operations\nPolicy sponsor: Director Strategy and Operations", "impact": "High", "effort": "Low", "proof": "Evidence-backed", "beneficiaries": "APS staff / executives", "source": "strategies/primary-student-digital-device-policy.pdf (https://www.education.sa.gov.au/policies/shared/primary-student-digital-device-policy.pdf)", "implementation": [ "Pick one high-volume process or document family.", "Name an owner and baseline current volume, time, cost, and satisfaction.", "Run a 4-8 week pilot with clear before/after metrics.", "Publish lessons and decide whether to scale." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Sensitive information leakage", "Inconsistent quality of generated drafts" ] }, { "entity_id": "S-SA-006", "entity_name": "Department for Education", "folder_name": "Department-for-Education", "category": "Staff Productivity", "scale": "large", "title": "Department-wide knowledge and briefing platform", "idea": "Build a secure knowledge platform that lets staff search, summarise, and cite approved departmental material.", "quote": "[Page 6]\nSupporting information\nDigital Strategy School Device Program Finance & Warranty Guidance (PDF 183KB) Staff login required)\nICT Acceptable Use Agreement – Managed BYOD (PDF 151KB) (Staff login required)\nImprove student access to devices through the School Device Program (Staff login required)\nPayment agreement template for personal digital devices (DOC 40.7KB)\nRelated policies\nICT cyber security standard (PDF 490KB) (Staff login required)\nMobile communication devices procedure (PDF 129KB) (Staff login required)\nProvision of mobile communication devices procedure (PDF 117KB) (Staff login required)\nRecord history\nPublished date: July 2024\nApprovals\nOP number: 316\nFile number: DE23/20749\nStatus: approved\nVersion: 1.2\nPolicy officer: Program Manager, ICT Strategy and Operations\nPolicy sponsor: Director Strategy and Operations", "impact": "Very High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "APS staff / executives", "source": "strategies/primary-student-digital-device-policy.pdf (https://www.education.sa.gov.au/policies/shared/primary-student-digital-device-policy.pdf)", "implementation": [ "Create a senior responsible owner and cross-functional delivery team.", "Map legislation, data, privacy, procurement, cyber, and workforce constraints.", "Co-design with users and frontline staff before technology selection.", "Stage delivery through pilots, benefits tracking, and public reporting." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Sensitive information leakage", "Inconsistent quality of generated drafts" ] }, { "entity_id": "S-SA-006", "entity_name": "Department for Education", "folder_name": "Department-for-Education", "category": "Citizen Participation", "scale": "small", "title": "Consultation feedback summaries with response tracking", "idea": "Summarise consultation submissions by theme and publish what changed in response.", "quote": "Implementing the consultations 34\n6.1 Frames of mind for meaningfully consulting with children\n6.2 Five snapshots of how children’s consultations have been implemented\n6.3 Benefits of implementing children’s consultations well\n7.", "impact": "High", "effort": "Low", "proof": "Evidence-backed", "beneficiaries": "Citizens / stakeholders / policy teams", "source": "strategies/childrens-voices-framework.pdf (https://www.education.sa.gov.au/docs/early-years/childrens-voices-framework.pdf)", "implementation": [ "Pick one high-volume process or document family.", "Name an owner and baseline current volume, time, cost, and satisfaction.", "Run a 4-8 week pilot with clear before/after metrics.", "Publish lessons and decide whether to scale." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Digital exclusion", "Low public trust if feedback is not acted on" ] }, { "entity_id": "S-SA-006", "entity_name": "Department for Education", "folder_name": "Department-for-Education", "category": "Citizen Participation", "scale": "large", "title": "Always-on policy participation platform", "idea": "Create a standing participation platform where citizens and stakeholders can propose, vote, and track ideas.", "quote": "Implementing the consultations 34\n6.1 Frames of mind for meaningfully consulting with children\n6.2 Five snapshots of how children’s consultations have been implemented\n6.3 Benefits of implementing children’s consultations well\n7.", "impact": "Very High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "Citizens / stakeholders / policy teams", "source": "strategies/childrens-voices-framework.pdf (https://www.education.sa.gov.au/docs/early-years/childrens-voices-framework.pdf)", "implementation": [ "Create a senior responsible owner and cross-functional delivery team.", "Map legislation, data, privacy, procurement, cyber, and workforce constraints.", "Co-design with users and frontline staff before technology selection.", "Stage delivery through pilots, benefits tracking, and public reporting." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Digital exclusion", "Low public trust if feedback is not acted on" ] }, { "entity_id": "S-SA-006", "entity_name": "Department for Education", "folder_name": "Department-for-Education", "category": "Procurement & Delivery", "scale": "small", "title": "Procurement lessons library for repeat purchases", "idea": "Capture reusable procurement clauses, market lessons, supplier performance notes, and common evaluation criteria.", "quote": "Supporting information\nProcurement initiation complexity tool (XLSM 127KB)\nRoutine acquisition plan (DOCX 1.5KB)\nAcquisition plan (DOCX 1.6KB)\nRoutine purchase recommendation (DOCX 1.5MB)\nPurchase recommendation (DOCX 1.6MB)\nRelated legislation\nPublic Finance & Audit Act 1987 (SA)\nTreasurer’s Instruction 18\nDPC Circular 012 information privacy principles instruction\nIndustry participation policy\nScreening and suitability – child safety policy (PDF 228KB)\nTreasurer’s instructions and guidelines\nDPC's ICT, digital and cyber security\nRelated policies\nProcurement procedure (PDF 666KB)\nSchools and preschools procurement procedure (PDF 148KB)\nWriting procurement specifications guideline (PDF 187KB)\nManaging risk in procurement procedure (PDF 168KB)\nProcurement governance policy March 2025 | 17", "impact": "High", "effort": "Low", "proof": "Evidence-backed", "beneficiaries": "Delivery teams / suppliers", "source": "other-pdfs/procurement-governance-policy.pdf (https://www.education.sa.gov.au/policies/shared/procurement-governance-policy.pdf)", "implementation": [ "Pick one high-volume process or document family.", "Name an owner and baseline current volume, time, cost, and satisfaction.", "Run a 4-8 week pilot with clear before/after metrics.", "Publish lessons and decide whether to scale." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability" ] }, { "entity_id": "S-SA-006", "entity_name": "Department for Education", "folder_name": "Department-for-Education", "category": "Procurement & Delivery", "scale": "large", "title": "Portfolio delivery office for major investments", "idea": "Stand up a portfolio delivery office that tracks benefits, risks, dependencies, procurement, and delivery confidence.", "quote": "Supporting information\nProcurement initiation complexity tool (XLSM 127KB)\nRoutine acquisition plan (DOCX 1.5KB)\nAcquisition plan (DOCX 1.6KB)\nRoutine purchase recommendation (DOCX 1.5MB)\nPurchase recommendation (DOCX 1.6MB)\nRelated legislation\nPublic Finance & Audit Act 1987 (SA)\nTreasurer’s Instruction 18\nDPC Circular 012 information privacy principles instruction\nIndustry participation policy\nScreening and suitability – child safety policy (PDF 228KB)\nTreasurer’s instructions and guidelines\nDPC's ICT, digital and cyber security\nRelated policies\nProcurement procedure (PDF 666KB)\nSchools and preschools procurement procedure (PDF 148KB)\nWriting procurement specifications guideline (PDF 187KB)\nManaging risk in procurement procedure (PDF 168KB)\nProcurement governance policy March 2025 | 17", "impact": "Very High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "Delivery teams / suppliers", "source": "other-pdfs/procurement-governance-policy.pdf (https://www.education.sa.gov.au/policies/shared/procurement-governance-policy.pdf)", "implementation": [ "Create a senior responsible owner and cross-functional delivery team.", "Map legislation, data, privacy, procurement, cyber, and workforce constraints.", "Co-design with users and frontline staff before technology selection.", "Stage delivery through pilots, benefits tracking, and public reporting." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability" ] } ], "legislation_administered": [], "artifacts": [ { "category": "strategies", "year": null, "url": "https://www.education.sa.gov.au/policies/shared/primary-student-digital-device-policy.pdf", "file": "strategies/primary-student-digital-device-policy.pdf", "bytes": 599584, "link_text": "primary student digital device policy (PDF 585 KB)" }, { "category": "strategies", "year": null, "url": "https://www.education.sa.gov.au/policies/shared/secondary-student-digital-device-policy.pdf", "file": "strategies/secondary-student-digital-device-policy.pdf", "bytes": 580935, "link_text": "secondary student digital device policy (PDF 567 KB)" }, { "category": "strategies", "year": "2019", "url": "https://www.education.sa.gov.au/docs/curriculum/music/2019-2029-music-education-strategy.pdf", "file": "strategies/2019-2029-music-education-strategy.pdf", "bytes": 1314140, "link_text": "Music Education Strategy 2019 to 2029 (PDF 1.3MB)" }, { "category": "strategies", "year": null, "url": "https://www.education.sa.gov.au/docs/sper/music-education-strategy/key-initiative-music-education-strategy.pdf", "file": "strategies/key-initiative-music-education-strategy.pdf", "bytes": 458086, "link_text": "strategy's key initiatives and what they mean for South Australia and for our stakeholders (PDF 448KB)" }, { "category": "strategies", "year": null, "url": "https://www.education.sa.gov.au/docs/curriculum/music/quality-music-education-framework.pdf", "file": "strategies/quality-music-education-framework.pdf", "bytes": 2846930, "link_text": "Quality Music Education Framework (PDF 2 MB)" }, { "category": "strategies", "year": null, "url": "https://www.education.sa.gov.au/docs/curriculum/music/quality-music-education-framework-promotional-poster.pdf", "file": "strategies/quality-music-education-framework-promotional-poster.pdf", "bytes": 243796, "link_text": "information poster (PDF 238KB)" }, { "category": "strategies", "year": null, "url": "https://www.education.sa.gov.au/docs/support-and-inclusion/engagement-and-wellbeing/wellbeing-for-learning-and-life-framework.pdf", "file": "strategies/wellbeing-for-learning-and-life-framework.pdf", "bytes": 4722968, "link_text": "Wellbeing for Learning and Life framework (PDF 406KB)" }, { "category": "strategies", "year": null, "url": "https://www.education.sa.gov.au/docs/early-years/childrens-voices-framework.pdf", "file": "strategies/childrens-voices-framework.pdf", "bytes": 1660089, "link_text": "Children’s voices" }, { "category": "strategies", "year": null, "url": "https://www.education.sa.gov.au/docs/early-years/parent-engagementguides/parent-engagement-framework.pdf", "file": "strategies/parent-engagement-framework.pdf", "bytes": 1500503, "link_text": "Download the parent engagement framework (PDF 1.43MB)" }, { "category": "strategies", "year": null, "url": "https://www.education.sa.gov.au/docs/early-years/parent-engagementguides/parent-engagement-in-learning-strategy.pdf", "file": "strategies/parent-engagement-in-learning-strategy.pdf", "bytes": 1813394, "link_text": "Download the parent engagement in learning strategy (PDF 1.77MB)" }, { "category": "strategies", "year": "2018", "url": "https://www.sahealth.sa.gov.au/wps/wcm/connect/0427c38041be856297519fbde9b79454/SAPublicHealthIndicatorsFramework+2018v3.pdf?MOD=AJPERES", "file": "strategies/SAPublicHealthIndicatorsFramework-2018v3.pdf", "bytes": 288060, "link_text": "Public Health Indicator Framework (PDF 281KB)" }, { "category": "strategies", "year": null, "url": "https://www.education.sa.gov.au/docs/system-performance/aedc/aedc-regional-public-health-planning-document.pdf", "file": "strategies/aedc-regional-public-health-planning-document.pdf", "bytes": 495866, "link_text": "regional public health planning: using AEDC data guide (PDF 484 KB)" }, { "category": "other-pdfs", "year": null, "url": "https://www.education.sa.gov.au/policies/shared/procurement-governance-policy.pdf", "file": "other-pdfs/procurement-governance-policy.pdf", "bytes": 676505, "link_text": "procurement governance policy (PDF 660 KB)" }, { "category": "other-pdfs", "year": "2025", "url": "https://www.education.sa.gov.au/docs/finance/res-notes/school-res-notes-2025.pdf", "file": "other-pdfs/school-res-notes-2025.pdf", "bytes": 1045938, "link_text": "2025 school RES notes (PDF 1021 KB)" }, { "category": "other-pdfs", "year": "2024", "url": "https://www.education.sa.gov.au/docs/finance/res-notes/school-res-notes-2024.pdf", "file": "other-pdfs/school-res-notes-2024.pdf", "bytes": 1011252, "link_text": "2024 school RES notes (PDF 987 KB)" }, { "category": "other-pdfs", "year": "2023", "url": "https://www.education.sa.gov.au/docs/finance/res-notes/school-res-notes-2023.pdf", "file": "other-pdfs/school-res-notes-2023.pdf", "bytes": 935263, "link_text": "2023 school RES notes (PDF 913 KB)" }, { "category": "other-pdfs", "year": "2025", "url": 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