{ "entity_id": "S-NT-004", "folder": "Department-of-Education", "name": "Department of Education", "type": "State Department", "jurisdiction": "NT", "portfolio": "Education", "website": "https://education.nt.gov.au/", "data_status": "partial", "completeness": { "has_strategy_brief": false, "has_strategy_structured": true, "has_vision": false, "has_kpi_targets": false, "has_kpi_results": false, "has_strategy_overview": true, "has_legislation_text": true, "has_legislation_structured": true, "has_global_initiatives_text": true, "has_ideas": true, "has_artifacts": true, "n_ideas": 8, "n_legislation": 7, "n_artifacts": 46, "n_kpi_targets": 0, "n_kpi_results": 0, "n_outcomes": 0, "verified_own_data": true }, "strategy_profile": { "status": "needs_review", "confidence": "medium", "summary": "", "official_site_url": "https://education.nt.gov.au/", "source_documents": [ { "type": "strategie", "title": "Education Leadership Strategy 2021-2024 PDF (3.0 MB)", "url": "https://education.nt.gov.au/media/docs/education-leadership-strategy/leadership-strategy-2021-2024.pdf", "period": "2021", "confidence": "medium" }, { "type": "strategie", "title": "Intensive support roll data PDF (538.2 KB)", "url": "https://education.nt.gov.au/__data/assets/pdf_file/0008/1606742/e-and-a-web-2026-t1-table-5.pdf", "period": "2026", "confidence": "medium" }, { "type": "strategie", "title": "A Share in the Future - Review of Indigenous Education in the NT PDF (3.8 MB)", "url": "https://education.nt.gov.au/media/docs/indigenous-education-review-and-strategy/A-Share-in-the-Future-The-Review-of-Indigenous-Education-in-the-Northern-Territory.pdf", "period": null, "confidence": "medium" }, { "type": "strategie", "title": "Indigenous Education Strategy 2015-2024 PDF (1.1 MB)", "url": "https://education.nt.gov.au/media/docs/indigenous-education-review-and-strategy/Ied_review_strategy_brochure.pdf", "period": "2015", "confidence": "medium" }, { "type": "strategie", "title": "Stage 1 Plan PDF (5.9 MB)", "url": "https://education.nt.gov.au/media/docs/indigenous-education-review-and-strategy/IES-strategy-phase1-2015-2017.pdf", "period": "2015", "confidence": "medium" }, { "type": "strategie", "title": "Stage 2 plan PDF (105.5 KB)", "url": "https://education.nt.gov.au/media/docs/indigenous-education-review-and-strategy/IES-strategy-phase2-2018-2020.pdf", "period": "2018", "confidence": "medium" }, { "type": "strategie", "title": "Department of Education and Training strategic plan 2025-2028 PDF (1.9 MB)", "url": "https://education.nt.gov.au/media/docs/education-nt-strategy/det-strategic-plan-2025-2028.pdf", "period": "2025", "confidence": "medium" }, { "type": "strategie", "title": "Education NT strategy 2021-2025 PDF (3.8 MB)", "url": "https://education.nt.gov.au/media/docs/education-nt-strategy/education-NT-strategy-2021-2025.pdf", "period": "2021", "confidence": "medium" }, { "type": "strategie", "title": "strategic framework 2018-2022 PDF (93.9 KB)", "url": "https://education.nt.gov.au/media/docs/statistics-research-and-strategies/educationnt-strategic-plan-a03.pdf", "period": "2018", "confidence": "medium" }, { "type": "strategie", "title": "strategy 2018-2022 action plan PDF (124.7 KB)", "url": "https://education.nt.gov.au/media/docs/statistics-research-and-strategies/educationnt-strategic-plan-a04.pdf", "period": "2018", "confidence": "medium" }, { "type": "strategie", "title": "strategy 2018-2022 action plan PDF (162.4 KB)", "url": "https://education.nt.gov.au/media/docs/statistics-research-and-strategies/educationnt-strategic-plan.pdf", "period": "2018", "confidence": "medium" }, { "type": "strategie", "title": "2016-2018 strategic plan PDF (1.2 MB)", "url": "https://education.nt.gov.au/media/docs/strategic-plan/DOE_StrategicPlan_2016-18_WEB_new.pdf", "period": "2016", "confidence": "medium" }, { "type": "annual_report", "title": "annual-reports/annual-reporting-queensland-schools.pdf", "url": null, "period": null, "confidence": "high" }, { "type": "strategie", "title": "strategies/Anti-Racism-implementation-plan-2026-2027.pdf", "url": null, "period": null, "confidence": "medium" }, { "type": "strategie", "title": "strategies/DIAP_projects_2021-2025_FINAL.pdf", "url": null, "period": null, "confidence": "medium" }, { "type": "strategie", "title": "strategies/DIBstrat.pdf", "url": null, "period": null, "confidence": "medium" }, { "type": "strategie", "title": "strategies/digital-innovation-teaching-learning.pdf", "url": null, "period": null, "confidence": "medium" }, { "type": "strategie", "title": "strategies/education-housing-strategy-and-action-plan.pdf", "url": null, "period": null, "confidence": "medium" }, { "type": "strategie", "title": "strategies/Education-Housing-Strategy-progess-update-July-2025.pdf", "url": null, "period": null, "confidence": "medium" }, { "type": "strategie", "title": "strategies/Gender_Equity_Action_Plan_Final_CFA2.pdf", "url": null, "period": null, "confidence": "medium" }, { "type": "strategie", "title": "strategies/NSW-Higher-Education-Strategy.pdf", "url": null, "period": null, "confidence": "medium" }, { "type": "strategie", "title": "strategies/nsw-renewable-energy-skills-strategy-desktop.pdf", "url": null, "period": null, "confidence": "medium" }, { "type": "strategie", "title": "strategies/nsw-renewable-energy-skills-strategy.pdf", "url": null, "period": null, "confidence": "medium" }, { "type": "strategie", "title": "strategies/nsw-skills-outcomes-framework.pdf", "url": null, "period": null, "confidence": "medium" }, { "type": "strategie", "title": "strategies/NSW_Higher_Education_Strategy_2025_annual_progress_report.pdf", "url": null, "period": null, "confidence": "medium" }, { "type": "strategie", "title": "strategies/qva-live-online-lessons.pdf", "url": null, "period": null, "confidence": "medium" }, { "type": "strategie", "title": "strategies/qva-on-demand-learning.pdf", "url": null, "period": null, "confidence": "medium" }, { "type": "strategie", "title": "strategies/qva-programs.pdf", "url": null, "period": null, "confidence": "medium" }, { "type": "strategie", "title": "strategies/qva-teaching-to-other-schools.pdf", "url": null, "period": null, "confidence": "medium" }, { "type": "strategie", "title": "strategies/qva-virtual-programs.pdf", "url": null, "period": null, "confidence": "medium" }, { "type": "strategie", "title": "strategies/STGY002-Staff-Wellbeing-Strategy-2024-27.pdf", "url": null, "period": null, "confidence": "medium" }, { "type": "corporate_plan", "title": "Corporate Plan", "url": "https://education.nt.gov.au/media/docs/education-nt-strategy/det-strategic-plan-2025-2028.pdf", "period": "2025", "confidence": "high" } ], "purpose": null, "vision": null, "strategic_priorities": [], "values": [], "outcomes": [], "performance_measures": [], "document_alignment_terms": { "must_support": [], "watch_terms": [], "avoid_claiming_without_evidence": [] }, "review_note": "Structured strategy exists but is incomplete." }, "strategy_brief_md": null, "strategy_overview_evidence_md": null, "internal_strategy_evidence_md": "# Department of Education - Strategy, Performance, and Operating Profile\n\n**Generated at**: 2026-05-09T23:01:49.211293+00:00\n**Entity ID**: S-NT-004\n**Entity type**: State Department\n**Jurisdiction**: NT\n**Portfolio**: Education\n**Website**: https://education.nt.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| annual-reports | 1 |\n| global-intelligence | 3 |\n| other-pdfs | 13 |\n| pages | 23 |\n| reviews | 1 |\n| strategies | 29 |\n\n## Executive Readout\n\n### Purpose\n\n- [Page 10]\nNSW Department of Education\nPillars\nAppendix\nThe strategy is developed\nwith four design pillars\nin mind:\nIntegration Simplicity Focus Agility\n01 02 03 04\nBuilding stronger Creating space and Ensuring our focus Adapting to ever-\nconnections between enabling staff to remains on the quality changing needs in\nschool-based staff, perform their role by of our outcomes, where a dynamic culture,\neducation support critically reviewing our policies, systems standardising where\nteams and services administrative and processes focus possible and localising\nincluding alignment tasks and removing on addressing the when necessary.\nof effort consistent repetition and underlying systemic Acknowledging the\nwith the purpose of misalignment. issues and resolving diversity of our schools\nthe Our Plan for NSW these challenges. and workplaces and\nPublic Education. the local contexts\nthey service.\n Source: `strategies/STGY002-Staff-Wellbeing-Strategy-2024-27.pdf`\n- [pages 1,2,3]\n[Page 1]\nNSW Department of Education\nNSW Skills Outcomes Framework\n2026\nPurpose In context\nThe NSW Skills Outcomes Framework (the Framework) supports the The Framework aligns with, and builds on, the , the National Skills Agreement Outcomes\ngovernment’s role as steward of the NSW skills system.\n Source: `strategies/nsw-skills-outcomes-framework.pdf`\n- [pages 1]\n[Page 1]\nDepartment of STRATEGIC PLAN 2025–2028\nEducation and Training\nOUR VISION OUR PURPOSE\nTerritorians of all ages are learning the skills and developing capabilities The Department of Education and Training is a system that delivers, supports\nto contribute to the Territory’s economic and social future. and regulates early childhood, school education and training services.\n Source: `strategies/det-strategic-plan-2025-2028.pdf (https://education.nt.gov.au/media/docs/education-nt-strategy/det-strategic-plan-2025-2028.pdf)`\n- Next steps planning:\n• Transition the project from Inclusive Education to Aboriginal Outcomes\nand Partnerships by 1 June 2021.\n• Hearing Australia and Inclusive Education will develop a flow chart\ntemplate for referral pathways for families by 30 June 2021.\n• Creation of a MS TEAMS page for Toukley PS staff and the local itinerant\nhearing team, for collaboration and shared resources by 30 June 2021.\n• Further engagement in professional learning at Toukley Public School,\ndelivered by Hearing Australia, on a needs basis.\n• Explore opportunities to scale up the project to a neighbouring school.\n Source: `strategies/DIAP_projects_2021-2025_FINAL.pdf`\n\n### Role and Functions\n\n- Benefits\n• Improved clarity around roles and responsibilities under the Disability\nStandards for Education 2005\n• Strengthened inclusive practice and pedagogy across NSW public schools\nWhat will success look like?\n• Students with disability are learning to their fullest capability\n• Teachers are equipped with access to knowledge and resources that\nenable them to identify opportunities and implement adjustments and\nactivities with confidence\nHow will success be measured?\n• Feedback from parents, students and staff\n• Monitoring of complaints and feedback data\n• Website traffic data for the Inclusive Practice Hub\n• We will explore additional opportunities for measuring the success of\nthese initiatives\nKey project milestones\n• Publication of Inclusive Education Policy for Students with Disability and\npractice resources: Term 3 2021\n Source: `strategies/DIAP_projects_2021-2025_FINAL.pdf`\n- [Page 55]\nInclusive ICT Procurement\nProject summary\nObjective\nNew action: Implementation of AS EN 301 549 (Accessibility requirements for\nthe public procurement of ICT products and services) across the Department.\n• All relevant Information and Communication Technologies (ICT)\nprocurements administered by the department’s procurement unit above\n$150,000 including GST will incorporate accessibility requirements in line\nwith Australian Standard 301 549 .\n• All DoE staff are aware of and understand the need to ensure that\naccessibility requirements are met by contracted suppliers for\nprocurements managed by the procurement team for the procurement of\nICT services.\n Source: `strategies/DIAP_projects_2021-2025_FINAL.pdf`\n- 2.2 Integrated assessment practices Homes Education\n1.1 Assess housing demand and staffing Education Homes NSW,\nInvestigate the methodology for asset assessment to ensure NSW\nDevelop long-term staffing projections for schools Representative\nconsistency with housing portfolios across Homes NSW.\nto determine location-specific housing demand organisations\nusing research, data analysis and consultation with 2.3 Faster response times Homes Education,\nDirectors Educational Leadership and principals. • Acknowledgement of maintenance NSW Managing\nrequests within 48 hours. agents\n1.2 Improve management of property portfolio Homes NSW Education • Reduce the time taken to complete tenant maintenance\nEnsure property portfolio is fit for purpose and requests, working to a target of a 25% reduction by 2027.\naligned with demand, though divesting, building\n2.4 Partner for maintenance Education Homes\n Source: `strategies/education-housing-strategy-and-action-plan.pdf`\n- [Page 21]\nDifferentiated support\nListening to services, schools and communities about what they\nfor Early Childhood\nneed, and using an inquiry-led process based on evidence, to\nEducation and Care\nprovide differentiated support.\nservices, schools and\nStrategic Actions 2021–2025\ncommunities\n• Embed the use of evidence-based strategies in school and early childhood service\nplanning, with support from the system providing culturally responsive resources to\nguide delivery.\n• Develop and implement a service model for differentiated support to schools and\nearly childhood services to ensure universal, targeted and focussed support is\nprovided in response to local need.\n• Enhance the responsibility of regional and local staff to enable place-based,\ncommunity led and multi-agency approaches to support children, young people\nand their families.\n“Be responsive to individual\n“Everyone doesn’t\n Source: `strategies/education-NT-strategy-2021-2025.pdf (https://education.nt.gov.au/media/docs/education-nt-strategy/education-NT-strategy-2021-2025.pdf)`\n- Government around emerging challenges.\nqualification1 Women Men\nClosing the Gap Models such as the Digital Skills and Workforce\n• Pilot a new regional skills governance model to\ntarget: 70% Net Zero and Compact represents a new approach to\n20% 80% improve community decision-making and address\n70% energy transition engaging employers, highlighting the strength\nlocal needs.\nof co-designed solutions to address sector-\n60% Construction 22% 78%\n48% 54% specific challenges. • Leverage the government’s role as an employer,\n50% Advanced purchaser and partner to enhance the NSW skills\n23% 77%\n38% manufacturing base and drive industry’s contribution to skills\n40%\ndevelopment and diversity.\n Source: `other-pdfs/NSW_Skills_Plan_report.pdf`\n- Key actions also include refreshing current\nSources:\ngovernance and advisory functions to ensure they\n1 Australian Bureau of Statistics (ABS), Census of Population and Housing for Aboriginal and Torres Strait Islanders in NSW who have completed AQF Certificate level III or above,\n25-34 years old, Australian Government (Unpublished). are fit for purpose and in line with broader national\n2 National Centre for Vocational Education Research (NCVER), Total VET students and courses 2022: program enrolments DataBuilder, NCVER, 2023.\nstructures, as well as establishing new regional skills\ngovernance mechanisms to improve community\ndecision-making and address local skills priorities.\n Source: `other-pdfs/NSW_Skills_Plan_report.pdf`\n\n### Strategic Priorities\n\n- Base the longer-term delivery of urban secondary education for remote students on\ncriteria including:\na. provision of places in urban schools for all students of secondary age whose families\nsupport their involvement;\nb. progressive cessation of senior schooling (Years 10-12) in Priority 1 schools with\nextended lead times to enable planning for implementation;\nc. negotiation with each community regarding the provision of middle years programs in\nPriority 1 schools, with the expectation that within five years most students from these\nschools will attend urban schools from at least Year 9 onwards;\nd. development of curriculum programs in Priority 1 schools to articulate potential\neducation, training and employment pathways to encourage student aspirations;\ne. design of programs from Year 5 onwards in Priority 1 schools that prepare young people\n Source: `strategies/A-Share-in-the-Future-The-Review-of-Indigenous-Education-in-the-Northern-Territo.pdf (https://education.nt.gov.au/media/docs/indigenous-education-review-and-strategy/A-Share-in-the-Future-The-Review-of-Indigenous-Education-in-the-Northern-Territory.pdf)`\n- [pages 69,70,71,72,73,74]\nn disability\n• an increase professional learning courses with a specific focus on disability\nto align with NESA priority areas in professional development\n• an increased focus on disability and reasonable adjustments in non-\ndisability specific professional learning available, including mandatory\ncourses for teaching and non-teaching staff.\n Source: `strategies/DIAP_projects_2021-2025_FINAL.pdf`\n- [pages 13,14,15,16,17]\nNetworks, programs ○ Increase in staff with disability across both data sources\nand initiatives ● Staff Diversity Network engagement and membership\n○ Year on year increase in membership\n○ Each network has annual action plan\n● Staff retention rates for people in Premier’s Priority groups match those of the whole of department\n● Diversity data collected through recruitment processes show an increase in applications and\nacceptance for candidates in Premier’s Priority groups\nSafety and compliance achieved ● Year on year increase in scores across PMES metrics:\nfor every person equally ○ Wellbeing\n○ Employee Voice\nRobust department-wide systems ○ PMES score – grievance handling\nand processes enabling inclusion ● Year on year increase in completion of non-compulsory DIB training\nand belonging\n13\n Source: `strategies/DIBstrat.pdf`\n- [Page 2]\nNSW Department of Education\nPriority 2 – Build capabilities to navigate post-school and lifelong\nlearning pathways\n2025 progress\n• The Department of Education formed the NSW Credit Working Group with TAFE NSW and \u001a\nall NSW universities to achieve consistent credit arrangements in key occupations.\n• TAFE NSW received accreditation to deliver the Associate Degree in Manufacturing\nand Applied Digital Technologies and engaged with the University of Newcastle and \u001a\nthe University of Wollongong to develop course content for the TAFE NSW Centres of\nExcellence.\n• The University of Technology Sydney and Macquarie University, together with Microsoft\n\u001a\nand TAFE NSW, delivered microskills with 400,000 enrolments and microcredentials with\n5,600 enrolments at the Institute of Applied Technology – Digital.\n• The Department of Education worked with an evaluation partner to deliver the second \u001a\n Source: `strategies/NSW_Higher_Education_Strategy_2025_annual_progress_report.pdf`\n- [pages 1]\n[Page 1]\n2026 QVA Programs\nService Year Programs\nLive online lessons 3 – 6 Science (small schools priority)\n3 – 6 Technologies (small schools priority)\n5 – 6 Japanese (small schools priority)\n5 – 6 Chinese (small schools priority)\nOn-demand learning 7 – 8 Design and Technologies:\nmaterials - Engineering principles and systems (Yrs 7/8)\n- Materials and technologies specialisations (Yrs 7/8)\n7 – 10 Design and Technologies (in development):\n- Food specialisations (Yrs 7 – 10)\n- Food and fibre production (Yrs 7 – 10)\n- Engineering principles and systems (Yrs 9/10)\n- Materials and technologies specialisations (Yrs 9/10)\nP – 6 Music (in development)\nSchools teaching to 11 – 12 Mathematical Methods\nother schools\n11 Specialist Mathematics\n11 – 12 Physics\n11 Chemistry\n11 – 12 Psychology\n11 Aerospace Systems\n11 Philosophy and Reason\n10 – 12 Certificate II Applied Digital Technologies\n Source: `strategies/qva-programs.pdf`\n- KEY ACTIONS FOR 2016\n1 Implement the Australian Curriculum in the Northern Territory, ensuring it is\ncontextually relevant and meets the needs of all students . (Strategy 1 and 6)\n2 Deliver priority Asian languages and cultural studies in schools, with continuity\nacross the stages of schooling . (Strategy 1)\n3 Continue implementation of Direct Instruction and explicit instruction of literacy\nand numeracy programs to up to 30 schools . (Strategy 2 and 5)\n4 Implement annual health screen checks for students in remote and very remote\nschools . (Strategy 4 and 5)\n5 Identify an evidence base to inform the relevant provision of learning programs\nfor vulnerable and disengaged young people . (Strategy 4)\n6 Implement the Abilities Based Learning and Education Support (ABLES)\nprogram for students in special schools and centres . (Strategy 4)\n7 Expand girls’ engagement programs to 13 schools .\n Source: `strategies/DOE_StrategicPlan_2016-18_WEB_new.pdf (https://education.nt.gov.au/media/docs/strategic-plan/DOE_StrategicPlan_2016-18_WEB_new.pdf)`\n- KEY ACTIONS FOR 2016\n1 Support schools and early childhood providers to better engage with other\ngovernment agencies and organisations to support children and student wellbeing,\nattendance and learning outcomes . (Strategy 1, 2 and 3)\n2 Build partnerships with professional organisations and industry to support student\naccess to high quality programs across science, technology, engineering and\nmathematics . (Strategy 1 and 3)\n3 Strengthen the partnerships with training providers and industry partners to\nensure nationally accredited vocational training is provided in regional and urban\nsecondary schools . (Strategy 2)\n4 Work across government to implement an attendance strategy, Every Day Counts,\nto better target resources and services to address barriers to schooling and align\nwith the Australian Government attendance strategies . (Strategy 1, 2 and 5)\n Source: `strategies/DOE_StrategicPlan_2016-18_WEB_new.pdf (https://education.nt.gov.au/media/docs/strategic-plan/DOE_StrategicPlan_2016-18_WEB_new.pdf)`\n- Regional and remote students made up the largest priority group for agriculture and agrifood.\ncompared to 2021\nStudents Aboriginal and/or Females Low SES Regional/remote Language other Apprentices VET occupation shortage\nwith disability Torres Strait Islander than English and trainees\n2.8k\n1.5k 0.9k 0.9k 0.8k 1.1k 1.6k 1.0k 1.0k 0.8k 1.0k 4.1k 3.6k 3.8k 3.4k 5.0k 2.7k 2.0k 1.9k 1.7k 2.2k 6.2k 4.6k 4.9k 4.3k 6.1k 0.6k 0.5k 0.6k 0.5k 0.8k 1.4k 2.4k 2.3k 2.5k 11 17 14\n0.2k 0.2k 0.2k 0.2k 0.2k 0.9k 0.9k 1.1k 1.3k 1.4k 0.5k 0.5k 0.4k 0.5k 0.6k 1.0k 10 0 3 6 3\n0.8k 3\n0.3k 0.3k 0.2k 0.3k 0.3k 1.2k 1.2k 1.3k 1.5k 1.6k 0.2k 0.2k 0.2k 0.2k 0.2k 0.7k 0.7k 0.6k\n2021 2022 2023\n2019 2020 2021 2022 2023 2019 2020 2021 2022 2023 2019 2020 2021 2022 2023 2019 2020 2021 2022 2023 2019 2020 2021 2022 2023 2019 2020 2021 2022 2023 2019 2020 2021 2022 2023 No shortage Region-specific State shortage\nshortage\n Source: `other-pdfs/109073_NSW_Skills_CSA_Mar2025.pdf`\n- [Page 2]\n2025 progress\n• Engaged 715 students in fee-free training and industry experience through 49 Head\n\u001a\nStart programs (from Feb to Sep) supporting senior school completion and post-school\npathways.\n• Launched a school-based apprenticeships and traineeships campaign to drive interest and\n\u001a\nsubject selection for 2026 in 3 Critical Skills Areas (construction, renewables, and early\nchildhood education and care).\n• Invested $40.2 million over 2 years to continue Fee Free Apprenticeships and Traineeships \u001a\nwith more than 35,000 new apprentices and trainees on track to commence this year.\n• Enhanced opportunities for more than 2,200 young people experiencing disadvantage to\n\u001a\nre-engage with education, training and employment (Jan to Oct) through the Get Back in\nthe Game Program.\n• Supported more than 82,000 students with over $38.8 million in funding for students in \u001a\n Source: `other-pdfs/NSW-Skills-Plan-yearly-progress-report-2025.pdf`\n- Key actions also include refreshing current\nSources:\ngovernance and advisory functions to ensure they\n1 Australian Bureau of Statistics (ABS), Census of Population and Housing for Aboriginal and Torres Strait Islanders in NSW who have completed AQF Certificate level III or above,\n25-34 years old, Australian Government (Unpublished). are fit for purpose and in line with broader national\n2 National Centre for Vocational Education Research (NCVER), Total VET students and courses 2022: program enrolments DataBuilder, NCVER, 2023.\nstructures, as well as establishing new regional skills\ngovernance mechanisms to improve community\ndecision-making and address local skills priorities.\n Source: `other-pdfs/NSW_Skills_Plan_report.pdf`\n\n## KPIs, Targets, and Where They Are At\n\n- [Page 33]\nMEASURE 2014 2018\nBASELINE TARGET\nProportion of Year 9 students achieving at or above NMS in Numeracy\nNon-Indigenous students 91% 93%\nIndigenous students 50% 63%\nProportion of Year 9 students achieving at or above NMS in Reading\nNon-Indigenous students 88% 92%\nIndigenous students 35% 54%\nNumber of senior secondary students completing the Northern Territory\nCertificate of Education and Training\nNon-Indigenous students 764 788\nIndigenous students 121 200\nProportion of senior secondary students completing the Northern Territory\nCertificate of Education and Training\nNon-Indigenous students 79% 80%\nIndigenous students 38% 54%\nNumber of senior secondary students attaining an Australian Tertiary\nAdmissions Rank score of 90 or above\nNon-Indigenous students 63 102\nIndigenous students 1 6\nProportion of senior secondary students attaining an Australian Tertiary\n Source: `strategies/DOE_StrategicPlan_2016-18_WEB_new.pdf (https://education.nt.gov.au/media/docs/strategic-plan/DOE_StrategicPlan_2016-18_WEB_new.pdf)`\n- 8.4% were Aboriginal and/or Torres Strait Islander and 50% were first in family.\n• Through its Gateway Admission Pathway and Gateway Program, the University of NSW\n\u001a\nachieved its 2025 target of 22.6% of domestic undergraduates from a low socio-economic\nbackground, a Gateway school, or both.\n• The University of Technology Sydney launched the fee-free UniReady Enabling Program\n\u001a\nto strengthen access for Aboriginal and/or Torres Strait Islander students and students\nexperiencing financial disadvantage.\n• Through its U@Uni Academy, the University of Technology Sydney (UTS) supported 449\n\u001a\nYear 11 and 355 Year 12 Aboriginal and/or Torres Strait Islander students in 2025 to access\nan alternate, non-ATAR entry pathway to study at UTS.\n• The MySydney Scholars Program, alongside expanded outreach activities, contributed to a\n\u001a\n Source: `strategies/NSW_Higher_Education_Strategy_2025_annual_progress_report.pdf`\n- MEASURE 2014 2018\nBASELINE TARGET\nProportion of children enrolled in preschool the year\nbefore full time schooling for 600 hours per year\nNon-Indigenous students 94% 95%\nIndigenous students 97% 97%\nProportion of students attending four days or more per week\nNon-Indigenous students 88% 91%\nIndigenous students 37% 57%\nProportion of Year 3 students achieving at or above NMS in Numeracy\nNon-Indigenous students 91% 93%\nIndigenous students 52% 66%\nProportion of Year 3 students achieving at or above NMS in Reading\nNon-Indigenous students 86% 90%\nIndigenous students 38% 56%\nProportion of Year 5 students achieving at or above NMS in Numeracy\nNon-Indigenous students 89% 92%\nIndigenous students 38% 57%\nProportion of Year 5 students achieving at or above NMS in Reading\nNon-Indigenous students 89% 94%\nIndigenous students 33% 55%\nProportion of Year 7 students achieving at or above NMS in Numeracy\n Source: `strategies/DOE_StrategicPlan_2016-18_WEB_new.pdf (https://education.nt.gov.au/media/docs/strategic-plan/DOE_StrategicPlan_2016-18_WEB_new.pdf)`\n- The factors used to determine the\ncategories to which schools should be allocated include:\n• remoteness, based on whether the school is in or near a town centre;\n• Index of Community Socio-Economic Advantage (ICSEA) scores (the 2013 score provided\nby the Australian Curriculum Assessment and Reporting Authority (ACARA) and published\non MySchool in 2014);\n• average enrolment numbers (measured as the average number of students enrolled\nover the 2013 school year);\n• attendance rate (measured as the average attendance rate for the school over the\n2013 collections);\n• National Assessment Program – Literacy and Numeracy (NAPLAN) achievement (measured as\nthe average proportion of students at or above national minimum standard across all NAPLAN\ndomains and year levels over the three years to 2013);\n• Australian Early Development Index (AEDI) results (a yes/no flag where a ‘yes’ indicates more\n Source: `strategies/A-Share-in-the-Future-The-Review-of-Indigenous-Education-in-the-Northern-Territo.pdf (https://education.nt.gov.au/media/docs/indigenous-education-review-and-strategy/A-Share-in-the-Future-The-Review-of-Indigenous-Education-in-the-Northern-Territory.pdf)`\n- Remote Indigenous students average just over\n60% at Year 3 and between 40% and 50% in Year 5 (despite what appears an anomalous result\nin Year 5 reading in 2013 across all cohorts).\n Source: `strategies/A-Share-in-the-Future-The-Review-of-Indigenous-Education-in-the-Northern-Territo.pdf (https://education.nt.gov.au/media/docs/indigenous-education-review-and-strategy/A-Share-in-the-Future-The-Review-of-Indigenous-Education-in-the-Northern-Territory.pdf)`\n- [pages 13,14,15,16,17]\nNetworks, programs ○ Increase in staff with disability across both data sources\nand initiatives ● Staff Diversity Network engagement and membership\n○ Year on year increase in membership\n○ Each network has annual action plan\n● Staff retention rates for people in Premier’s Priority groups match those of the whole of department\n● Diversity data collected through recruitment processes show an increase in applications and\nacceptance for candidates in Premier’s Priority groups\nSafety and compliance achieved ● Year on year increase in scores across PMES metrics:\nfor every person equally ○ Wellbeing\n○ Employee Voice\nRobust department-wide systems ○ PMES score – grievance handling\nand processes enabling inclusion ● Year on year increase in completion of non-compulsory DIB training\nand belonging\n13\n Source: `strategies/DIBstrat.pdf`\n- 2.2 Integrated assessment practices Homes Education\n1.1 Assess housing demand and staffing Education Homes NSW,\nInvestigate the methodology for asset assessment to ensure NSW\nDevelop long-term staffing projections for schools Representative\nconsistency with housing portfolios across Homes NSW.\nto determine location-specific housing demand organisations\nusing research, data analysis and consultation with 2.3 Faster response times Homes Education,\nDirectors Educational Leadership and principals. • Acknowledgement of maintenance NSW Managing\nrequests within 48 hours. agents\n1.2 Improve management of property portfolio Homes NSW Education • Reduce the time taken to complete tenant maintenance\nEnsure property portfolio is fit for purpose and requests, working to a target of a 25% reduction by 2027.\naligned with demand, though divesting, building\n2.4 Partner for maintenance Education Homes\n Source: `strategies/education-housing-strategy-and-action-plan.pdf`\n- Governments, industry, education\nat least 12 gigawatts of renewable energy I wish to acknowledge the Australian target of 12 gigawatts of renewable energy and training providers, and local communities\ngeneration and 2 gigawatts of long duration Government’s commitment and thank the generation by 2030, as well as 40% of the will need to work together to access, train and\nstorage and contribute to a 73% reduction to our Hon.\n Source: `strategies/nsw-renewable-energy-skills-strategy-desktop.pdf`\n- KEY ACTIONS FOR 2016\n1 Support schools and early childhood providers to better engage with other\ngovernment agencies and organisations to support children and student wellbeing,\nattendance and learning outcomes . (Strategy 1, 2 and 3)\n2 Build partnerships with professional organisations and industry to support student\naccess to high quality programs across science, technology, engineering and\nmathematics . (Strategy 1 and 3)\n3 Strengthen the partnerships with training providers and industry partners to\nensure nationally accredited vocational training is provided in regional and urban\nsecondary schools . (Strategy 2)\n4 Work across government to implement an attendance strategy, Every Day Counts,\nto better target resources and services to address barriers to schooling and align\nwith the Australian Government attendance strategies . (Strategy 1, 2 and 5)\n Source: `strategies/DOE_StrategicPlan_2016-18_WEB_new.pdf (https://education.nt.gov.au/media/docs/strategic-plan/DOE_StrategicPlan_2016-18_WEB_new.pdf)`\n- Throughout 2020–21, we continued to see improved outcomes for young Territorians.\n• In 2020, a record breaking 1622 students • In 2020–21, 10 remote schools were • Fourteen teachers from government\nfrom government and non-government on a community-led school pathway, schools achieved or renewed national\nschools completed their Northern 37 Local Engagement and Decision Highly Accomplished and Lead Teacher\nTerritory Certificate of Education and Making (LEaD) committees were (HALT) certification through the Teacher\nTraining, including 277 Aboriginal students. established in remote schools and Registration Board NT in 2020–21, taking\n25 schools engaged in the LEaD the total number of HALTs in government\n• Participation in the department’s Families\nprocess, strengthening Local Decision schools to 63.\nas First Teachers program, increased from\nMaking across the Territory.\n Source: `strategies/education-NT-strategy-2021-2025.pdf (https://education.nt.gov.au/media/docs/education-nt-strategy/education-NT-strategy-2021-2025.pdf)`\n- [Page 3]\nC O N T E N T S\nACKNOWLEDGEMENTS VI\nGLOSSARY OF TERMS VII\nEXECUTIVE SUMMARY I\n1\nIntroduction 1\n1.1 Introduction 1\n1.2 Evaluation method and this report 1\n1.3 The structure of this report 3\n2\nIndigenous Education Strategy implementation progress 4\n2.1 Overview of Indigenous Education Strategy implementation 4\n2.2 Element 1: Foundations 7\n2.3 Element 2: Essentials 10\n2.4 Element 3: Pathways 13\n2.5 Element 4: Engagement 15\n2.6 Element 5: Workforce 19\n2.7 The impact of other reforms on Indigenous Education Strategy implementation 22\n2.8 Tracking Stage 1 implementation 23\n2.9 Summary 24\n3\nIndigenous Education Strategy impact 25\n3.1 Element 1: Foundations—10 year target 25\n3.2 Element 2: Essentials—10 year target 25\n3.3 Element 3: Pathways—10 year target 27\n3.4 Element 4: Engagement—10 year target 30\n3.5 Element 5: Workforce 32\n3.6 Measuring impact 33\n3.7 Summary 35\n4\n Source: `reviews/IES-strategy-evaluation-final-report-stage.pdf (https://education.nt.gov.au/media/docs/indigenous-education-review-and-strategy/IES-strategy-evaluation-final-report-stage.pdf)`\n- 3.2 Element 2: Essentials—10 year target\nThe 10 year target for the Essentials Element is: ‘Indigenous students in government schools achieve\nresults in reading and numeracy in Year 3 and Year 5 in the National Assessment Program—Literacy\nand Numeracy testing consistent with the Territory’s non-Indigenous cohort.’\n25\nINDIGENOUS EDUCATION STRATEGY EVALUATION FINAL REPORT: STAGE 1,\nJAN 2015–OCT 2017\n Source: `reviews/IES-strategy-evaluation-final-report-stage.pdf (https://education.nt.gov.au/media/docs/indigenous-education-review-and-strategy/IES-strategy-evaluation-final-report-stage.pdf)`\n- 3.3 Element 3: Pathways—10 year target\nThe 10 year targets for the Pathways Element are:\n— ‘Indigenous students in government schools achieve results in reading and numeracy in Year 7 and\nYear 9 in the National Assessment Program—Literacy and Numeracy testing consistent with the\nTerritory’s non-Indigenous cohort.’\n— ‘Indigenous students in government schools achieve the Northern Territory Certificate of Education\nand Training at the same rates as the Territory’s non-Indigenous student cohort.’\nTable 3.3 reports the proportion of Year 7 and 9 students achieving the NMS in reading and numeracy\nin NAPLAN, over 2008-2017 (the pre-IES cells are coloured grey).\n Source: `reviews/IES-strategy-evaluation-final-report-stage.pdf (https://education.nt.gov.au/media/docs/indigenous-education-review-and-strategy/IES-strategy-evaluation-final-report-stage.pdf)`\n- 3.4 Element 4: Engagement—10 year target\nThe 10 year target for the Engagement Element is: ‘the proportion of Indigenous students in\ngovernment schools attending four or more days per week is consistent with the Territory's\nnon-Indigenous cohort.’\nThe metric ‘four days or more a week’ is based on the Wilson Review’s finding that the ‘evidence is\nclear that 80% attendance (four days per week) is the minimum for most students to achieve success\nthroughout schooling and to gain an NTCET or equivalent.’7\nThe proportion of Indigenous students attending four or more days was 33 per cent in 2017, a slight\nincrease from 2014 and a three percentage point increase from 2015 (Table 3.5).\n Source: `reviews/IES-strategy-evaluation-final-report-stage.pdf (https://education.nt.gov.au/media/docs/indigenous-education-review-and-strategy/IES-strategy-evaluation-final-report-stage.pdf)`\n\n## Key Metrics\n\n| Values found | Evidence | Source |\n|---|---|---|\n| $150,000 | [Page 55]\nInclusive ICT Procurement\nProject summary\nObjective\nNew action: Implementation of AS EN 301 549 (Accessibility requirements for\nthe public procurement of ICT products and services) across the Department.\n• All relevant Information and Communication Technologies (ICT)\nprocurements administered by the department’s procurement unit above\n$150,000 including GST will incorporate accessibility requirements in line\nwith Australian Standard 301 | `strategies/DIAP_projects_2021-2025_FINAL.pdf` |\n| $350\n, $300 , $109,165\n, $250 | [Page 79]\nAssessment\n2016 results\nNo implementation Planning underway Early stage Mid stage Full\nImplementation status\nNo staff time Minimal More than minimal Considerable Significant\nEffort involved\nContinuous\nPerson-dependant Partially documented Fully documented Measured and predictable improvement\nProcess maturity\nSignificant\nNo change Early promise Small improvement Medium improvement improvement\nOutcomes achieved\n1 2 3 4 5\nAverage Assessmen | `reviews/IES-strategy-evaluation-final-report-stage.pdf (https://education.nt.gov.au/media/docs/indigenous-education-review-and-strategy/IES-strategy-evaluation-final-report-stage.pdf)` |\n| $40.2 million, $38.8 million, 40.2 million, 38.8 million | [Page 2]\n2025 progress\n• Engaged 715 students in fee-free training and industry experience through 49 Head\n\u001a\nStart programs (from Feb to Sep) supporting senior school completion and post-school\npathways.\n• Launched a school-based apprenticeships and traineeships campaign to drive interest and\n\u001a\nsubject selection for 2026 in 3 Critical Skills Areas (construction, renewables, and early\nchildhood education and care).\n• Invested $40.2 million over 2 | `other-pdfs/NSW-Skills-Plan-yearly-progress-report-2025.pdf` |\n| 83 per cent | 2119 children in Semester 1 2020, to 2334\nchildren in Semester 1 2021. • In 2020–21, our students were supported\nby a workforce of 4424 full-time\n• In 2020–21, 83 per cent of the 225\nequivalent staff. | `strategies/education-NT-strategy-2021-2025.pdf (https://education.nt.gov.au/media/docs/education-nt-strategy/education-NT-strategy-2021-2025.pdf)` |\n| 24 per cent, 20 per cent | SOURCE: STAFF ACTIVITY DATASET\nKEY FINDING 12 ELEMENT 5 (WORKFORCE)–IMPACT\nIn 2016, the proportion of Remote and Very Remote government schools with the same or higher mean\nNAPLAN score relative to similar schools was 24 per cent, an increase from 20 per cent in 2014. | `reviews/IES-strategy-evaluation-final-report-stage.pdf (https://education.nt.gov.au/media/docs/indigenous-education-review-and-strategy/IES-strategy-evaluation-final-report-stage.pdf)` |\n| 78 per cent | More than a third of Principals indicate that their school is taking advantage of interlinkages between\ndifferent IES Actions.23 Where Principals disagree with this statement, they point to new staff still\nfamiliarising themselves with their IES Actions24 and to teachers being time poor and unable to spend\ntime seeking out linkages.25\nMost Project Managers (78 per cent) consider their section in the Department to be utilising\ninterlinkages with d | `reviews/IES-strategy-evaluation-final-report-stage.pdf (https://education.nt.gov.au/media/docs/indigenous-education-review-and-strategy/IES-strategy-evaluation-final-report-stage.pdf)` |\n| $12,000\n, $4,389,896\n, $10,000 , $8,000\n, $6,000 , $6,179,771 | [Page 75]\n2015 and 2016 results compared\n2015 2016 Difference 2015 to 2016\nSchools Department Schools Department Schools Department\nImplementation status - 4.33 - 4.67 - 0.33\nEffort involved - 4.67 - 5.00 - 0.33\nProcess maturity - 5.00 - 3.33 - -1.67\nOutcomes achieved - 4.00 - 3.67 - -0.33\nFinance data\nActual and budgeted expenditure, to date Actual expenditure and budget remaining\n$12,000\n6% below budget\n$4,389,896\n$10,000 (29%) Remaining\nBudget | `reviews/IES-strategy-evaluation-final-report-stage.pdf (https://education.nt.gov.au/media/docs/indigenous-education-review-and-strategy/IES-strategy-evaluation-final-report-stage.pdf)` |\n| $180\n, $160\n, $140\n, $97,443\n, $120 , $100 | [Page 82]\n2015 2016 Difference 2015 to 2016\nSchools Department Schools Department Schools Department\nImplementation status - 3.00 - 3.00 - 0.00\nEffort involved - 4.00 - 3.00 - -1.00\nProcess maturity - 1.00 - 5.00 - 4.00\nOutcomes achieved - - 1.00 - -\nFinance data\nActual and budgeted expenditure, to date Actual expenditure and budget remaining\n$180\n$160\nRemaining\n$140\nBudget\n$97,443\n)s 0 $120 (58%)\n0\n0\n'(\ne\n$100\nru 58% below budget\ntid $80\nn\ne p x | `reviews/IES-strategy-evaluation-final-report-stage.pdf (https://education.nt.gov.au/media/docs/indigenous-education-review-and-strategy/IES-strategy-evaluation-final-report-stage.pdf)` |\n| $250\n, $78,266\n, $200 , $150\n, $155,523\n, $100 | [Page 85]\n2015 and 2016 results compared\n2015 2016 Difference 2015 to 2016\nSchools Department Schools Department Schools Department\nImplementation status - 3.00 - 3.50 - 0.50\nEffort involved - 3.00 - 5.00 - 2.00\nProcess maturity - 5.00 - 3.50 - -1.50\nOutcomes achieved - 2.00 - 2.00 - 0.00\nFinance data\nActual and budgeted expenditure, to date Actual expenditure and budget remaining\n$250\n1% below budget\n$78,266\n$200 (26%) Remaining\nBudget\n)s\n0\n0 0 | `reviews/IES-strategy-evaluation-final-report-stage.pdf (https://education.nt.gov.au/media/docs/indigenous-education-review-and-strategy/IES-strategy-evaluation-final-report-stage.pdf)` |\n| $350\n, $300\n, $212,945\n, $250 , $200\n, $150 | [Page 88]\n2015 and 2016 results compared\n2015 2016 Difference 2015 to 2016\nSchools (n=3) Department School (n=3) Department Schools Department\nImplementation status 4.17 3.33 4.33 5.00 0.17 1.67\nEffort involved 4.33 5.00 4.00 5.00 -0.33 0.00\nProcess maturity 2.83 3.67 3.67 5.00 0.83 1.33\nOutcomes achieved 3.40 3.00 3.00 3.67 -0.40 0.67\nFinance data\nActual and budgeted expenditure, to date Actual expenditure and budget remaining\n$350\n19% below bud | `reviews/IES-strategy-evaluation-final-report-stage.pdf (https://education.nt.gov.au/media/docs/indigenous-education-review-and-strategy/IES-strategy-evaluation-final-report-stage.pdf)` |\n| $3,000\n, $2,500 , $1,479,459 , $1,000 , $2,010,515\n, $500 | [Page 96]\n2015 and 2016 results compared\n2015 2016 Difference 2015 to 2016\nSchools Department Schools Department Schools Department\nImplementation status - 2.17 - 4.43 - 2.26\nEffort involved - 2.60 - 3.43 - 0.83\nProcess maturity - 1.40 - 3.17 - 1.77\nOutcomes achieved - 1.00 - 2.00 - 1.00\nFinance data\nActual and budgeted expenditure, to date Actual expenditure and budget remaining\n$3,000\n13% below budget\n$2,500 $1,479,459 Remaining\n(38%) Budget\n)s | `reviews/IES-strategy-evaluation-final-report-stage.pdf (https://education.nt.gov.au/media/docs/indigenous-education-review-and-strategy/IES-strategy-evaluation-final-report-stage.pdf)` |\n| $3,000 , $689,410\n, $2,500 , $2,000\n, $1,830,776\n, $1,500 | [Page 99]\n2015 and 2016 results compared\n2015 2016 Difference 2015 to 2016\nSchools (n=6) Department Schools (n=6) Department Schools Department\nImplementation status 3.39 3.40 4.64 - 1.25 -\nEffort involved 4.36 3.25 4.82 - 0.46 -\nProcess maturity 3.36 3.33 4.10 - 0.74 -\nOutcomes achieved 2.86 2.50 3.55 - 0.69 -\nFinance data\nActual and budgeted expenditure, to date AAccttuuaall eexxppeennddiittuurree aanndd bbuuddggeett rreemmaaiinniinngg Actual e | `reviews/IES-strategy-evaluation-final-report-stage.pdf (https://education.nt.gov.au/media/docs/indigenous-education-review-and-strategy/IES-strategy-evaluation-final-report-stage.pdf)` |\n| $350\n, $300\n, $250 , $366,398\n, $200\n, $150 | [Page 106]\nFinance data\nActual and budgeted expenditure, to date AAccttuuaal le exxppeenndditituurree a anndd b buuddggeett r reemmaainininingg\n$350\n$300\n22% below budget\n)s $250 $366,398\n0 00\n'(\ne\n$200\n(60%)\nRemaining\nru Budget\ntid\n$150\nn\ne\np\nx\nE $100\n$50\n2015-16 Actual\n$0 $67,000\nActual expenditure (2015-16 Budget (2015-16 (11%)\nto 2016-17) to 2016-17)\nNote: Due to the timing of implementation of this Action, schools were not asked about this A | `reviews/IES-strategy-evaluation-final-report-stage.pdf (https://education.nt.gov.au/media/docs/indigenous-education-review-and-strategy/IES-strategy-evaluation-final-report-stage.pdf)` |\n| $300\n, $250 , $182,381\n, $200\n, $150\n, $131,122 | Finance data\nActual and budgeted expenditure, to date AAcctutuaal le exxppeenndditiuturere a anndd b buuddggeet tr eremmaainininingg\n$300\n18% below budget\nRemaining\n$250 $182,381\nBudget\n(44%)\n)s000 $200\n'(\ne\nru $150\ntid\nn $131,122 2016-17 Actual\ne p x $100 (32%)\nE\n$50\n$98,483 2015-16 Actual\n(24%)\n$0\nActual expenditure (2015-16 Budget (2015-16\nto 2016-17) to 2016-17)\nNote: Due to the timing of implementation of this Action, schools were not asked | `reviews/IES-strategy-evaluation-final-report-stage.pdf (https://education.nt.gov.au/media/docs/indigenous-education-review-and-strategy/IES-strategy-evaluation-final-report-stage.pdf)` |\n| $300\n, $250 , $182,381\n, $200\n, $150\n, $131,122 | [pages 107,108,109,110,111]\nure, to date AAcctutuaal le exxppeenndditiuturere a anndd b buuddggeet tr eremmaainininingg\n$300\n18% below budget\nRemaining\n$250 $182,381\nBudget\n(44%)\n)s000 $200\n'(\ne\nru $150\ntid\nn $131,122 2016-17 Actual\ne p x $100 (32%)\nE\n$50\n$98,483 2015-16 Actual\n(24%)\n$0\nActual expenditure (2015-16 Budget (2015-16\nto 2016-17) to 2016-17)\nNote: Due to the timing of implementation of this Action, schools were not asked about this Ac | `reviews/IES-strategy-evaluation-final-report-stage.pdf (https://education.nt.gov.au/media/docs/indigenous-education-review-and-strategy/IES-strategy-evaluation-final-report-stage.pdf)` |\n| $10,000\n, $9,000\n, $8,000 , $3,759,488 , $5,000\n, $3,801,237 | [Page 114]\n2015 and 2016 results compared\n2015 2016 Difference 2015 to 2016\nSchools (n=4) Department Schools (n=4) Department Schools Department\nImplementation status 1.92 4.25 2.75 5.00 0.83 0.75\nEffort involved 2.14 4.50 4.00 4.50 1.86 0.00\nProcess maturity 1.29 3.00 3.56 4.50 2.27 1.50\nOutcomes achieved 2.14 3.50 3.22 4.25 1.08 0.75\nFinance data\nActual and budgeted expenditure, to date AAccttuuaall eexxppeennddiittuurree aanndd bbuuddggeett rr | `reviews/IES-strategy-evaluation-final-report-stage.pdf (https://education.nt.gov.au/media/docs/indigenous-education-review-and-strategy/IES-strategy-evaluation-final-report-stage.pdf)` |\n| $4,500\n, $4,000\n, $1,736,454\n, $3,500 , $3,000\n, $2,500 | [Page 119]\n2015 and 2016 results compared\n2015 2016 Difference 2015 to 2016\nSchools Department Schools Department Schools Department\nImplementation status - 3.00 - 3.00 - 0.00\nEffort involved - 2.83 - 5.00 - 2.17\nProcess maturity - 1.83 - 2.00 - 0.17\nOutcomes achieved - 1.83 - 3.00 - 1.17\nFinance data\nActual and budgeted expenditure, to date AcAtuctaul aelx epxepnednitduitruer aen adn bdu bdugdegt erte rmeaminaiinngin g\n$4,500\n9% below budget\n$4, | `reviews/IES-strategy-evaluation-final-report-stage.pdf (https://education.nt.gov.au/media/docs/indigenous-education-review-and-strategy/IES-strategy-evaluation-final-report-stage.pdf)` |\n| 33 per cent | 3.4 Element 4: Engagement—10 year target\nThe 10 year target for the Engagement Element is: ‘the proportion of Indigenous students in\ngovernment schools attending four or more days per week is consistent with the Territory's\nnon-Indigenous cohort.’\nThe metric ‘four days or more a week’ is based on the Wilson Review’s finding that the ‘evidence is\nclear that 80% attendance (four days per week) is the minimum for most students to achieve success\nthr | `reviews/IES-strategy-evaluation-final-report-stage.pdf (https://education.nt.gov.au/media/docs/indigenous-education-review-and-strategy/IES-strategy-evaluation-final-report-stage.pdf)` |\n| 50 per cent, 24 per cent, 20 per cent | [Page 51]\n3.5 Element 5: Workforce\nThe 10 year target for the Workforce Element is: ‘at least 50 per cent of Remote and Very Remote\ngovernment schools achieve at or above like schools in the National Assessment Program—Literacy\nand Numeracy testing.’\nIn 2016, the proportion of Remote and Very Remote government schools with the same or higher\nmean NAPLAN score relative to similar schools was 24 per cent, an increase from 20 per cent in 2014\n(Table | `reviews/IES-strategy-evaluation-final-report-stage.pdf (https://education.nt.gov.au/media/docs/indigenous-education-review-and-strategy/IES-strategy-evaluation-final-report-stage.pdf)` |\n| $12,000\n, $4,389,896\n, $10,000 , $8,000\n, $6,000 , $6,179,771 | [Page 75]\n2015 and 2016 results compared\n2015 2016 Difference 2015 to 2016\nSchools Department Schools Department Schools Department\nImplementation status - 4.33 - 4.67 - 0.33\nEffort involved - 4.67 - 5.00 - 0.33\nProcess maturity - 5.00 - 3.33 - -1.67\nOutcomes achieved - 4.00 - 3.67 - -0.33\nFinance data\nActual and budgeted expenditure, to date Actual expenditure and budget remaining\n$12,000\n6% below budget\n$4,389,896\n$10,000 (29%) Remaining\nBudget | `reviews/IES-strategy-evaluation-final-report-stage.pdf (https://education.nt.gov.au/media/docs/indigenous-education-review-and-strategy/IES-strategy-evaluation-final-report-stage.pdf)` |\n\n## Key Achievements\n\n- The factors used to determine the\ncategories to which schools should be allocated include:\n• remoteness, based on whether the school is in or near a town centre;\n• Index of Community Socio-Economic Advantage (ICSEA) scores (the 2013 score provided\nby the Australian Curriculum Assessment and Reporting Authority (ACARA) and published\non MySchool in 2014);\n• average enrolment numbers (measured as the average number of students enrolled\nover the 2013 school year);\n• attendance rate (measured as the average attendance rate for the school over the\n2013 collections);\n• National Assessment Program – Literacy and Numeracy (NAPLAN) achievement (measured as\nthe average proportion of students at or above national minimum standard across all NAPLAN\ndomains and year levels over the three years to 2013);\n• Australian Early Development Index (AEDI) results (a yes/no flag where a ‘yes’ indicates more\n Source: `strategies/A-Share-in-the-Future-The-Review-of-Indigenous-Education-in-the-Northern-Territo.pdf (https://education.nt.gov.au/media/docs/indigenous-education-review-and-strategy/A-Share-in-the-Future-The-Review-of-Indigenous-Education-in-the-Northern-Territory.pdf)`\n- [Page 2]\nNSW Department of Education\nPriority 2 – Build capabilities to navigate post-school and lifelong\nlearning pathways\n2025 progress\n• The Department of Education formed the NSW Credit Working Group with TAFE NSW and \u001a\nall NSW universities to achieve consistent credit arrangements in key occupations.\n• TAFE NSW received accreditation to deliver the Associate Degree in Manufacturing\nand Applied Digital Technologies and engaged with the University of Newcastle and \u001a\nthe University of Wollongong to develop course content for the TAFE NSW Centres of\nExcellence.\n• The University of Technology Sydney and Macquarie University, together with Microsoft\n\u001a\nand TAFE NSW, delivered microskills with 400,000 enrolments and microcredentials with\n5,600 enrolments at the Institute of Applied Technology – Digital.\n• The Department of Education worked with an evaluation partner to deliver the second \u001a\n Source: `strategies/NSW_Higher_Education_Strategy_2025_annual_progress_report.pdf`\n- KEY ACTIONS FOR 2016\n1 Continue the implementation of Visible Learning and relationships based\nlearning in all Northern Territory schools . (Strategy 1, 2, 3 and 5)\n2 Continue to implement early literacy assessment and progressive achievement\ntesting in reading and mathematics in all schools from Transition to Year 10 .\n(Strategy 1 and 3)\n3 Deliver training to support better use of data to inform teacher practice and\nachieve improved student learning and school performance . (Strategy 1 and 3)\n4 Develop capability of leaders, teachers and support staff through targeted\nprofessional learning opportunities delivered by the Centre for School\nLeadership and other institutions . (Strategy 1 and 3)\n5 Implement moderation processes to clarify and confirm the teacher\nassessment of student learning, focused on primary and middle years of\nschooling . (Strategy 3)\n Source: `strategies/DOE_StrategicPlan_2016-18_WEB_new.pdf (https://education.nt.gov.au/media/docs/strategic-plan/DOE_StrategicPlan_2016-18_WEB_new.pdf)`\n- [pages 16,17,18,19,20,21,22,23,24]\nesentatives from core divisions of our department.\n• By posting project details and progress reports online, we affirm our\ncommitment to transparency and accountability.\n• There is a dedicated mailbox that will ensure any inquiry is addressed\npromptly dandi@det.nsw.edu.au\nHow you’ll know progress is being made\nThe DIAP has several ways to ensure accountability:\n• All project proposals must detail:\n• The project objective – what the project seeks to achieve and what\noutputs will be delivered.\n• The challenge – what change challenge will the project address.\n• Why this is important – the benefits envisioned and why they are\nimportant.\n• What success will look like – what changes a successful project will deliver.\n• How success will be measured.\n Source: `strategies/DIAP_projects_2021-2025_FINAL.pdf`\n- Timelines\nProject plan approved internally 13 October 2015\nProject first implemented in schools Term 2, 2017\nProject end point Project completed by December 2017\nSchool coverage*\nNumber of schools currently involved 4 Location of schools\nTotal number of schools to be involved 23\nSchools types where Action is being Preschool\npredominately implemented Combined\nVery\nRemote,\n100%\nB–7\nINDIGENOUS EDUCATION STRATEGY EVALUATION FINAL REPORT: STAGE 1,\nJAN 2015–OCT 2017\n Source: `reviews/IES-strategy-evaluation-final-report-stage.pdf (https://education.nt.gov.au/media/docs/indigenous-education-review-and-strategy/IES-strategy-evaluation-final-report-stage.pdf)`\n- [pages 1,2]\n[Page 1]\nNSW Skills Plan 2024–28:\nBuilding skills and shaping success\nDelivering our Skills Plan – 2025\n2025 progress\n• Reducing TAFE NSW teachers’ administrative burden and securing long-term funding by \u001a\nremoving TAFE NSW from the contestable market from Semester 1, 2026.\n• Launched a skills planning pilot through the Riverina Murray Regional Skills Alliance,\n\u001a\nuniting 14 organisations to embed community-informed decision-making in local\nskills delivery.\n• Launched the TAFE NSW Charter, reinforcing TAFE’s role as a strong and stable partner for \u001a\ngovernment, industry, learners, and communities.\n• Strengthened community engagement and learner outcomes through a revised TAFE NSW\n\u001a\noperating model with industry-aligned faculties and a dedicated student support and\ncommunity group.\n• Expanded training opportunities for cutting edge manufacturing by launching 3 TAFE NSW \u001a\n Source: `other-pdfs/NSW-Skills-Plan-yearly-progress-report-2025.pdf`\n- [Page 42]\nOverview of system design approach\nWhat will success look like?\n• Early identification of students with hearing loss\n• Systemic change\n• Building capacity\n• Building a community of practice\nHow will success be measured?\n• Engagement in Professional Learning\n• Seeing change in behaviours\n• Increased screening of students\nKey project milestones\n• Teacher PL- Modules 1 & 2, 100% of staff completed.\n• Screening - K-2:\n52 students screened.\no\n4 students with possible ear health and hearing.\n Source: `strategies/DIAP_projects_2021-2025_FINAL.pdf`\n- Next steps planning:\n• Transition the project from Inclusive Education to Aboriginal Outcomes\nand Partnerships by 1 June 2021.\n• Hearing Australia and Inclusive Education will develop a flow chart\ntemplate for referral pathways for families by 30 June 2021.\n• Creation of a MS TEAMS page for Toukley PS staff and the local itinerant\nhearing team, for collaboration and shared resources by 30 June 2021.\n• Further engagement in professional learning at Toukley Public School,\ndelivered by Hearing Australia, on a needs basis.\n• Explore opportunities to scale up the project to a neighbouring school.\n Source: `strategies/DIAP_projects_2021-2025_FINAL.pdf`\n- 8.4% were Aboriginal and/or Torres Strait Islander and 50% were first in family.\n• Through its Gateway Admission Pathway and Gateway Program, the University of NSW\n\u001a\nachieved its 2025 target of 22.6% of domestic undergraduates from a low socio-economic\nbackground, a Gateway school, or both.\n• The University of Technology Sydney launched the fee-free UniReady Enabling Program\n\u001a\nto strengthen access for Aboriginal and/or Torres Strait Islander students and students\nexperiencing financial disadvantage.\n• Through its U@Uni Academy, the University of Technology Sydney (UTS) supported 449\n\u001a\nYear 11 and 355 Year 12 Aboriginal and/or Torres Strait Islander students in 2025 to access\nan alternate, non-ATAR entry pathway to study at UTS.\n• The MySydney Scholars Program, alongside expanded outreach activities, contributed to a\n\u001a\n Source: `strategies/NSW_Higher_Education_Strategy_2025_annual_progress_report.pdf`\n- 2,000 students from 60\nWestern Sydney high schools participated in the Pathways to Dreaming program in 2025.\n• Through its Gadigal Program, the University of Sydney has increased Aboriginal and/or \u001a\nTorres Strait Islander student commencements by 2% from 2024 to 2025.\n• Through its Wollotuka Institute, the University of Newcastle delivered cultural capability\n\u001a\ntraining to 700 university staff in 2025, bringing the total to 2,641 staff undertaking the\nprogram since it started, and expanded delivery to external organisations and businesses.\n• As part of its TRACKS Program, the University of New England established a dedicated\nstudy group in Tamworth to assist Aboriginal and/or Torres Strait Islander support staff \u001a\nin the education and health sectors in academic skills development and progression into\nfurther study.\n Source: `strategies/NSW_Higher_Education_Strategy_2025_annual_progress_report.pdf`\n- KEY ACTIONS FOR 2016\n1 Support schools and early childhood providers to better engage with other\ngovernment agencies and organisations to support children and student wellbeing,\nattendance and learning outcomes . (Strategy 1, 2 and 3)\n2 Build partnerships with professional organisations and industry to support student\naccess to high quality programs across science, technology, engineering and\nmathematics . (Strategy 1 and 3)\n3 Strengthen the partnerships with training providers and industry partners to\nensure nationally accredited vocational training is provided in regional and urban\nsecondary schools . (Strategy 2)\n4 Work across government to implement an attendance strategy, Every Day Counts,\nto better target resources and services to address barriers to schooling and align\nwith the Australian Government attendance strategies . (Strategy 1, 2 and 5)\n Source: `strategies/DOE_StrategicPlan_2016-18_WEB_new.pdf (https://education.nt.gov.au/media/docs/strategic-plan/DOE_StrategicPlan_2016-18_WEB_new.pdf)`\n- [Page 33]\nMEASURE 2014 2018\nBASELINE TARGET\nProportion of Year 9 students achieving at or above NMS in Numeracy\nNon-Indigenous students 91% 93%\nIndigenous students 50% 63%\nProportion of Year 9 students achieving at or above NMS in Reading\nNon-Indigenous students 88% 92%\nIndigenous students 35% 54%\nNumber of senior secondary students completing the Northern Territory\nCertificate of Education and Training\nNon-Indigenous students 764 788\nIndigenous students 121 200\nProportion of senior secondary students completing the Northern Territory\nCertificate of Education and Training\nNon-Indigenous students 79% 80%\nIndigenous students 38% 54%\nNumber of senior secondary students attaining an Australian Tertiary\nAdmissions Rank score of 90 or above\nNon-Indigenous students 63 102\nIndigenous students 1 6\nProportion of senior secondary students attaining an Australian Tertiary\n Source: `strategies/DOE_StrategicPlan_2016-18_WEB_new.pdf (https://education.nt.gov.au/media/docs/strategic-plan/DOE_StrategicPlan_2016-18_WEB_new.pdf)`\n\n## Key Issues, Risks, and Recommendations\n\n- [Page 10]\nNSW Department of Education\nPillars\nAppendix\nThe strategy is developed\nwith four design pillars\nin mind:\nIntegration Simplicity Focus Agility\n01 02 03 04\nBuilding stronger Creating space and Ensuring our focus Adapting to ever-\nconnections between enabling staff to remains on the quality changing needs in\nschool-based staff, perform their role by of our outcomes, where a dynamic culture,\neducation support critically reviewing our policies, systems standardising where\nteams and services administrative and processes focus possible and localising\nincluding alignment tasks and removing on addressing the when necessary.\nof effort consistent repetition and underlying systemic Acknowledging the\nwith the purpose of misalignment. issues and resolving diversity of our schools\nthe Our Plan for NSW these challenges. and workplaces and\nPublic Education. the local contexts\nthey service.\n Source: `strategies/STGY002-Staff-Wellbeing-Strategy-2024-27.pdf`\n- [Page 3]\n(cid:95)(cid:140)(cid:176)(cid:500)(cid:35)(cid:234)(cid:328)(cid:195)(cid:331)(cid:346)(cid:292)(cid:234)(cid:293)(cid:346)(cid:500)(cid:300)(cid:255)(cid:500)(cid:40)(cid:229)(cid:352)(cid:223)(cid:195)(cid:346)(cid:265)(cid:300)(cid:293)\nNSW Department of Education\nLetter from the Secretary\n(cid:88)(cid:234)(cid:346)(cid:346)(cid:234)(cid:331)(cid:500)(cid:255)(cid:331)(cid:300)(cid:292)(cid:500)(cid:346)(cid:261)(cid:234)(cid:500)(cid:140)(cid:234)(cid:223)(cid:331)(cid:234)(cid:346)(cid:195)(cid:331)(cid:381)\nThe wellbeing of all staff across our To do this, we need to acknowledge our\nschools and workplaces is of the utmost challenges and our mistakes.\n Source: `strategies/STGY002-Staff-Wellbeing-Strategy-2024-27.pdf`\n- [pages 4,5]\nities schools conditions opportunities of living\nsuch as extreme heat, are available between and housing prices\nand increased risk other essential means purchasing a\nof fire, drought and worker housing due to home can be difficult,\nflood can affect the separate management particularly for\nlongevity of properties and systems young professionals\nTeacher tenants by ensuring Regional, rural and remote schools by\naccess to quality, comfortable and ensuring safe, quality housing is available\nsecure housing to attract and retain teachers\nStudents by improving access to Regional, rural and remote communities\nquality education and continuity by providing essential services to help\nof learning communities grow and thrive\n6 | NSW Education Housing Strategy and Action Plan 2025-2027 NSW Government | 7\n Source: `strategies/education-housing-strategy-and-action-plan.pdf`\n- This issue\nState of the is compounded by the near-record low unemployment Projected national employment\nSystem Report rate of 4%.2 Labour market challenges mean that growth by Critical Skills Area\neffective training pathways need to be available for all\n(May 2023 – May 2028)5\nlearners for NSW to meet skills needs.\n Source: `other-pdfs/NSW_Skills_Plan_report.pdf`\n- Government around emerging challenges.\nqualification1 Women Men\nClosing the Gap Models such as the Digital Skills and Workforce\n• Pilot a new regional skills governance model to\ntarget: 70% Net Zero and Compact represents a new approach to\n20% 80% improve community decision-making and address\n70% energy transition engaging employers, highlighting the strength\nlocal needs.\nof co-designed solutions to address sector-\n60% Construction 22% 78%\n48% 54% specific challenges. • Leverage the government’s role as an employer,\n50% Advanced purchaser and partner to enhance the NSW skills\n23% 77%\n38% manufacturing base and drive industry’s contribution to skills\n40%\ndevelopment and diversity.\n Source: `other-pdfs/NSW_Skills_Plan_report.pdf`\n- [pages 79,80,81]\nllowing the release of the draft report of this review, consultation feedback and submissions\nraised issues related to this chapter, including:\n• support for the focus on community engagement and for the recommendations;\n• the need for shared responsibility, collaborative approaches and the recognition of\ncommunity goals in community engagement efforts;\n• reinforcement of the role of effective community engagement in improving student\nattendance, retention and achievement;\n• emphasis on the role played by language and culture programs in fostering community\nengagement;\n• the importance of the engagement of Indigenous people in policy making and implementation\nat all levels of the education system;\nReview of Indigenous Education in the Northern Territory Chapter Six: Community engagement 77\n Source: `strategies/A-Share-in-the-Future-The-Review-of-Indigenous-Education-in-the-Northern-Territo.pdf (https://education.nt.gov.au/media/docs/indigenous-education-review-and-strategy/A-Share-in-the-Future-The-Review-of-Indigenous-Education-in-the-Northern-Territory.pdf)`\n- The data indicate that a notably higher proportion of children in the NT are at risk than the\nnational population.10 In 2012, just over 59% of NT Indigenous children were developmentally\nvulnerable on one or more domains (22% across Australia, 43.2% nationally for Indigenous\nchildren).\n Source: `strategies/A-Share-in-the-Future-The-Review-of-Indigenous-Education-in-the-Northern-Territo.pdf (https://education.nt.gov.au/media/docs/indigenous-education-review-and-strategy/A-Share-in-the-Future-The-Review-of-Indigenous-Education-in-the-Northern-Territory.pdf)`\n- [pages 25,26,27]\ne progressive cessation of senior\nsecondary schooling in Priority 1 schools and other policy issues required to support\nextended residential arrangements to provide high-quality secondary education to\nstudents from remote communities.\n Source: `strategies/A-Share-in-the-Future-The-Review-of-Indigenous-Education-in-the-Northern-Territo.pdf (https://education.nt.gov.au/media/docs/indigenous-education-review-and-strategy/A-Share-in-the-Future-The-Review-of-Indigenous-Education-in-the-Northern-Territory.pdf)`\n- [pages 16,17,18,19,20,21,22,23,24]\nesentatives from core divisions of our department.\n• By posting project details and progress reports online, we affirm our\ncommitment to transparency and accountability.\n• There is a dedicated mailbox that will ensure any inquiry is addressed\npromptly dandi@det.nsw.edu.au\nHow you’ll know progress is being made\nThe DIAP has several ways to ensure accountability:\n• All project proposals must detail:\n• The project objective – what the project seeks to achieve and what\noutputs will be delivered.\n• The challenge – what change challenge will the project address.\n• Why this is important – the benefits envisioned and why they are\nimportant.\n• What success will look like – what changes a successful project will deliver.\n• How success will be measured.\n Source: `strategies/DIAP_projects_2021-2025_FINAL.pdf`\n- [Page 31]\nHow will success be measured?\n• Maintain AA compliance\n• SLAs for accessibility issues:\nSev 1 - close out within 6 weeks\no\n• Quarterly reporting of accessibility issues\n• Aim for a zero complaints rate for accessibility\nKey project milestones\n• Ongoing: Accessibility Testing Reporting - WCAG compliance/standards\n• December 2021: GEL Review – Finding Report\n• December 2021: Review current Accessibility Tool\n• March 2022: Code automation/process improvement\n• December 2022: GEL updates\nProject Governance\n• Division: Operations Group\n• Project executive: Executive Director, Customer Experience and Service\nDelivery (CESD)\n• Project lead: Director, Digital Experience Design\n© NSW Department of Education 31\n Source: `strategies/DIAP_projects_2021-2025_FINAL.pdf`\n- Benefits\nLearning and development courses that are available and fit for purpose for all\nemployees:\n• Improves the employee experience for staff with a disability in particular\nfor career path progression.\n• Increases compliance with our legislative obligations to provide equal\naccess to information and services under the United Nations Convention\non the Rights of Persons with DisabilitiesExternal link, Disability\nDiscrimination ActExternal link(DDA), and Australian Standard EN 301\n549:2020External link.\n• Decreases organisational risk\nWhat will success look like?\n• Learning and development courses for all staff department-wide to be\ncompliant with international accessibility standards WCAG 2.1 AAExternal\nlink it's successor standards.\n Source: `strategies/DIAP_projects_2021-2025_FINAL.pdf`\n- [pages 1,2]\n[Page 1]\nNSW Education Housing Strategy and Action Plan\n2025-2027\nProgress update July 2025\nThe NSW Education Housing Strategy and Action Plan is a joint initiative by the Department of\nEducation and Homes NSW to address the unique housing challenges faced by educators in regional,\nrural and remote communities.\n Source: `strategies/Education-Housing-Strategy-progess-update-July-2025.pdf`\n- [pages 3,4,5]\n265)p(cid:300)p(cid:293)o(cid:459) rt the needs of schools\n(cid:195)(cid:293)(cid:229)(cid:500)(cid:265)(cid:293)(cid:223)(cid:286)(cid:352)(cid:338)(cid:265)(cid:300)(cid:293)(cid:459)(cid:500)(cid:176)(cid:234)(cid:500)(cid:223)(cid:195)(cid:293)(cid:500)(cid:195)(cid:286)(cid:375)(cid:195)(cid:381)(cid:338)(cid:500)(cid:223)(cid:300)(cid:293)(cid:346)(cid:265)(cid:293)(cid:352)(cid:234)(cid:500)(cid:346)(cid:300)(cid:500)(cid:286)(cid:234)(cid:195)(cid:331)(cid:293)(cid:500)\n• be agile to respond to our ever-changing\n(cid:195)(cid:293)(cid:229)(cid:500)(cid:256)(cid:331)(cid:300)(cid:375)(cid:459) (cid:94)(cid:352)(cid:331)(cid:195)(cid:346)(cid:500)(cid:35)(cid:265)(cid:389)(cid:229)(cid:195)(cid:331) needs and challenges.\n Source: `strategies/STGY002-Staff-Wellbeing-Strategy-2024-27.pdf`\n- These include:\nStudents\nRising construction Limited availability Geographical\ncosts of housing stock isolation\nhave increased the in many regional, rural can make maintenance\ncost of new build and and remote areas difficult, particularly in\nmaintenance works, means there may remote locations where\nputting pressure on be no other housing tradespeople and\nTeacher\nexisting budgets and options for teachers managing agents are at\ntenants\nfunding streams moving to a new area a considerable distance\nRegional, rural Regional, rural\nHarsher climatic Limited sharing Increased cost\nand remote and remote\ncommunities schools conditions opportunities of living\nsuch as extreme heat, are available between and housing prices\nand increased risk other essential means purchasing a\nof fire, drought and worker housing due to home can be difficult,\nflood can affect the separate management particularly for\n Source: `strategies/education-housing-strategy-and-action-plan.pdf`\n\n## Corporate Values and Operating Culture\n\n- Engage Inquire\n• We engage, consult, seek feedback and • We use an inquiry-based approach to\npartner with children, students, families, inform decisions and celebrate success. “All schools should build their\ncommunities, staff and our stakeholders.\nteacher and student capability in\n• We support and monitor school and\n• We engage and support the Early system performance. delivering and receiving effective\nChildhood Education and Care and and beneficial feedback”\nnon-government sectors in delivering a\nValue feedback\nquality education for young Territorians. - student voice\n• We welcome and share feedback as part\nof our inquiry-based approach and our\nUse evidence\nlearning culture.\n• We make evidence-informed decisions,\n• We enable and amplify the voice of\nknowing these make the biggest difference\nchildren, young people and families.\nfor our learners.\n Source: `strategies/education-NT-strategy-2021-2025.pdf (https://education.nt.gov.au/media/docs/education-nt-strategy/education-NT-strategy-2021-2025.pdf)`\n- [Page 4]\nNSW Department of Education\nPriority 4 – Enable the use of shared assets, expertise and research for\nthe public good\n2025 progress\n• All Secretaries of NSW Government agencies were invited to nominate public servants for \u001a\nthe Australian Public Policy Institute’s Policy Fellowships program.\n• The Department of Education established University Partnership Lead (UPL) collaboration\nagreements with Western Sydney University, the University of Sydney, the University\nof Technology Sydney, Australian Catholic University and the University of Newcastle. \u001a\nThe UPL program gives practical support to pre-service teachers by helping them with\ntheir professional experience placements, approval to teach applications, scholarship and\nprogram advice, and early employment opportunities in the public school system.\n• Through the Boosting Business Innovation Program, Investment NSW supported 11\n Source: `strategies/NSW_Higher_Education_Strategy_2025_annual_progress_report.pdf`\n- [Page 42]\nOverview of system design approach\nWhat will success look like?\n• Early identification of students with hearing loss\n• Systemic change\n• Building capacity\n• Building a community of practice\nHow will success be measured?\n• Engagement in Professional Learning\n• Seeing change in behaviours\n• Increased screening of students\nKey project milestones\n• Teacher PL- Modules 1 & 2, 100% of staff completed.\n• Screening - K-2:\n52 students screened.\no\n4 students with possible ear health and hearing.\n Source: `strategies/DIAP_projects_2021-2025_FINAL.pdf`\n- Next steps planning:\n• Transition the project from Inclusive Education to Aboriginal Outcomes\nand Partnerships by 1 June 2021.\n• Hearing Australia and Inclusive Education will develop a flow chart\ntemplate for referral pathways for families by 30 June 2021.\n• Creation of a MS TEAMS page for Toukley PS staff and the local itinerant\nhearing team, for collaboration and shared resources by 30 June 2021.\n• Further engagement in professional learning at Toukley Public School,\ndelivered by Hearing Australia, on a needs basis.\n• Explore opportunities to scale up the project to a neighbouring school.\n Source: `strategies/DIAP_projects_2021-2025_FINAL.pdf`\n- SRELBANE\nSRENTRAP\nMeasures to be monitored by priority cohort\nOUR VALUES Ethical practice Accountability Respect Commitment to service Diversity Impartiality\n Source: `strategies/det-strategic-plan-2025-2028.pdf (https://education.nt.gov.au/media/docs/education-nt-strategy/det-strategic-plan-2025-2028.pdf)`\n- [Page 25]\nFIGURE 2.2 IMPLEMENTATION OF IES ACTIONS\nT1.15 T2.15 T3.15 T4.15 T1.16 T2.16 T3.16 T4.16 T1.17 T2.17 T3.17 T4.17\nE1A1 FaFT\nE1A2 Early Childhood Assessment Tool\nE1A3 Early Childhood Guidelines\nE1A4 Early Transition\nE1A5 Preschool Curriculum\nE1A6 Integrated Service Centres\nE2A1 Literacy & Numeracy Essentials\nE2A2 Direct Instruction\nE2A3 Benchmarks\nE2A4 Principal Performance Plans\nE2A5 Indigenous Languages and Culture Policy\nE3A1 Build Boarding\nE3A2 Transition Support Unit\nE3A3 Secondary Provision\nE3A4 Employment Pathways\nE3A5 Post Primary\nE4A1 Engagement Charter\nE4A2 Align SEAM\nE4A3 Girls’ Engagement\nE4A4 Behaviour Management\nE5A1 Workforce Plan\nE5A2 Assistant Teachers\nE5A3 Developing Remote Principals\nE5A4 Strengthening Remote School Staff Capabilities\nE5A5 Teacher Housing Refurbishment & Construction\nT1.15 T2.15 T3.15 T4.15 T1.16 T2.16 T3.16 T4.16 T1.17 T2.17 T3.17 T4.17\n Source: `reviews/IES-strategy-evaluation-final-report-stage.pdf (https://education.nt.gov.au/media/docs/indigenous-education-review-and-strategy/IES-strategy-evaluation-final-report-stage.pdf)`\n- [Page 11]\nOur values and ways of working\nThe Northern Territory Public Service values of Commitment to Service, Ethical Practice, Respect, Accountability, Impartiality\nand Diversity guide our ways of working and how we make decisions.\n Source: `strategies/education-NT-strategy-2021-2025.pdf (https://education.nt.gov.au/media/docs/education-nt-strategy/education-NT-strategy-2021-2025.pdf)`\n- Its findings provide a baseline for enhancing service delivery and effectiveness.\nmini-card, small-h-img\ntrue\nsec-spacing\nsection-none\nsec-spacing-bottom\nsection-padding-between\nstyle\ndefault\nCONNECT\nWITH US\nfalse\nX\nlp-x\nhttps://x.com/wbg_gov\nSubscribe to our monthly newsletter\nWorld Bank Governance Global Department\nThe latest news, publications, and events on institutions, good governance, GovTech, open government, procurement, anticorruption, public finance, accountability & more.\nfalse\nGovernance Update|SVC123\nfalse\nTopic Expert\nArturo Herrera\nhttps://www.worldbank.org/en/about/people/a/arturo-herrera-gutierrez\ndefault alt\nDirector, Governance Global Department, World Bank\nmini-card\nmini-card\nView All Experts\nGovernance Contact\nLara Saade\nlsaade@worldbank.org\nsec-swoosh\nsec-swoosh-type11\nstyle\ngrid, bg-neutrals-20, stay-connected\nsec-spacing\nsection-none\nsec-spacing-bottom\n Source: `global-intelligence/source-text/association-worldbank.org-governance.txt`\n\n## Global Ideas and Case Study Inputs\n\nGlobal source texts are available for later idea synthesis:\n- `global-intelligence/source-text/association-worldbank.org-governance.txt`\n- `global-intelligence/source-text/consulting-deloitte.com-government-public.txt`\n- `global-intelligence/source-text/university-ash.harvard.edu-Harvard-Kennedy-School-Ash-Center.txt`\n\n## Source Artifacts Used\n\n- `annual-reports/annual-reporting-queensland-schools.pdf` - annual-reports - local file\n- `strategies/A-Share-in-the-Future-The-Review-of-Indigenous-Education-in-the-Northern-Territo.pdf` - strategies - https://education.nt.gov.au/media/docs/indigenous-education-review-and-strategy/A-Share-in-the-Future-The-Review-of-Indigenous-Education-in-the-Northern-Territory.pdf\n- `strategies/Anti-Racism-implementation-plan-2026-2027.pdf` - strategies - local file\n- `strategies/DIAP_projects_2021-2025_FINAL.pdf` - strategies - local file\n- `strategies/DIBstrat.pdf` - strategies - local file\n- `strategies/Education-Housing-Strategy-progess-update-July-2025.pdf` - strategies - local file\n- `strategies/Gender_Equity_Action_Plan_Final_CFA2.pdf` - strategies - local file\n- `strategies/NSW-Higher-Education-Strategy.pdf` - strategies - local file\n- `strategies/NSW_Higher_Education_Strategy_2025_annual_progress_report.pdf` - strategies - local file\n- `strategies/STGY002-Staff-Wellbeing-Strategy-2024-27.pdf` - strategies - local file\n- `strategies/digital-innovation-teaching-learning.pdf` - strategies - local file\n- `strategies/education-housing-strategy-and-action-plan.pdf` - strategies - local file\n- `strategies/nsw-renewable-energy-skills-strategy-desktop.pdf` - strategies - local file\n- `strategies/nsw-renewable-energy-skills-strategy.pdf` - strategies - local file\n- `strategies/nsw-skills-outcomes-framework.pdf` - strategies - local file\n- `strategies/qva-live-online-lessons.pdf` - strategies - local file\n- `strategies/qva-on-demand-learning.pdf` - strategies - local file\n- `strategies/qva-programs.pdf` - strategies - local file\n- `strategies/qva-teaching-to-other-schools.pdf` - strategies - local file\n- `strategies/qva-virtual-programs.pdf` - strategies - local file\n- `strategies/Ied_review_strategy_brochure.pdf` - strategies - https://education.nt.gov.au/media/docs/indigenous-education-review-and-strategy/Ied_review_strategy_brochure.pdf\n- `strategies/DOE_StrategicPlan_2016-18_WEB_new.pdf` - strategies - https://education.nt.gov.au/media/docs/strategic-plan/DOE_StrategicPlan_2016-18_WEB_new.pdf\n- `strategies/IES-strategy-phase2-2018-2020.pdf` - strategies - https://education.nt.gov.au/media/docs/indigenous-education-review-and-strategy/IES-strategy-phase2-2018-2020.pdf\n- `strategies/educationnt-strategic-plan-a03.pdf` - strategies - https://education.nt.gov.au/media/docs/statistics-research-and-strategies/educationnt-strategic-plan-a03.pdf\n- `strategies/educationnt-strategic-plan-a04.pdf` - strategies - https://education.nt.gov.au/media/docs/statistics-research-and-strategies/educationnt-strategic-plan-a04.pdf\n- `strategies/educationnt-strategic-plan.pdf` - strategies - https://education.nt.gov.au/media/docs/statistics-research-and-strategies/educationnt-strategic-plan.pdf\n- `strategies/education-NT-strategy-2021-2025.pdf` - strategies - https://education.nt.gov.au/media/docs/education-nt-strategy/education-NT-strategy-2021-2025.pdf\n- `strategies/leadership-strategy-2021-2024.pdf` - strategies - https://education.nt.gov.au/media/docs/education-leadership-strategy/leadership-strategy-2021-2024.pdf\n- `strategies/det-strategic-plan-2025-2028.pdf` - strategies - https://education.nt.gov.au/media/docs/education-nt-strategy/det-strategic-plan-2025-2028.pdf\n- `strategies/e-and-a-web-2026-t1-table-5.pdf` - strategies - https://education.nt.gov.au/__data/assets/pdf_file/0008/1606742/e-and-a-web-2026-t1-table-5.pdf\n- `reviews/IES-strategy-evaluation-final-report-stage.pdf` - reviews - https://education.nt.gov.au/media/docs/indigenous-education-review-and-strategy/IES-strategy-evaluation-final-report-stage.pdf\n- `pages/about.html` - pages - https://education.nt.gov.au/about\n- `pages/annual-reports-index.html` - pages - https://www.education.gov.au/about-department/corporate-reporting/annual-reports\n- `pages/contact.html` - pages - https://education.nt.gov.au/contact\n- `pages/corporate-plans-index.html` - pages - https://www.education.gov.au/about-department/corporate-reporting/corporate-plan\n- `pages/homepage.html` - pages - https://education.nt.gov.au/\n- `pages/media-releases-index.html` - pages - https://education.nt.gov.au/media-releases\n- `pages/media-releases-index__08.html` - pages - https://education.nt.gov.au/media-releases\n- `pages/media-releases-index__09.html` - pages - https://education.nt.gov.au/media/media-releases/july-dec-19/1.-finalists-announced-for-the-2019-northern-territory-education-and-care-awards?SQ_DESIGN_NAME=\n- `pages/media-releases-index__10.html` - pages - https://education.nt.gov.au/media/media-releases/jan-june-19/more-teachers,-generational-change-education-minister-welcomes-new-territory-recruits?SQ_DESIGN_NAME=\n- `pages/media-releases-index__11.html` - pages - https://education.nt.gov.au/media/media-releases/jan-june-19/adult-night-classes-in-darwin-student-enrolment-open?SQ_DESIGN_NAME=\n- `pages/ministers.html` - pages - https://education.nt.gov.au/education-events-and-awards\n- `pages/news-latest.html` - pages - https://education.nt.gov.au/news\n- `pages/reforms-index.html` - pages - https://education.nt.gov.au/news/2026/new-alice-springs-high-school-named\n- `pages/reviews-index.html` - pages - https://education.nt.gov.au/reviews-and-consultations\n- `pages/strategies-index.html` - pages - https://education.nt.gov.au/statistics-research-and-strategies\n- `pages/strategies-index__00.html` - pages - https://education.nt.gov.au/statistics-research-and-strategies/secondary-reform-program\n- `pages/strategies-index__01.html` - pages - https://education.nt.gov.au/statistics-research-and-strategies/accountability-and-performance-improvement-framework\n- `pages/strategies-index__02.html` - pages - https://education.nt.gov.au/statistics-research-and-strategies/education-leadership-strategy\n- `pages/strategies-index__03.html` - pages - https://education.nt.gov.au/statistics-research-and-strategies/enrolment-and-attendance\n- `pages/strategies-index__04.html` - pages - https://education.nt.gov.au/statistics-research-and-strategies/indigenous-education-strategy\n- `pages/strategies-index__05.html` - pages - https://education.nt.gov.au/statistics-research-and-strategies/strategic-plan\n- `pages/strategies-index__06.html` - pages - https://education.nt.gov.au/statistics-research-and-strategies/school-suspensions\n- `pages/strategies-index__07.html` - pages - https://education.nt.gov.au/statistics-research-and-strategies/workload-reduction-action-plan\n- `global-intelligence/source-text/association-worldbank.org-governance.txt` - global-intelligence - local file\n- `global-intelligence/source-text/consulting-deloitte.com-government-public.txt` - global-intelligence - local file\n- `global-intelligence/source-text/university-ash.harvard.edu-Harvard-Kennedy-School-Ash-Center.txt` - global-intelligence - local file\n- `other-pdfs/109073_NSW_Skills_CSA_Mar2025.pdf` - other-pdfs - local file\n- `other-pdfs/Anti_Racism_Strategy_24-35.pdf` - other-pdfs - local file\n- `other-pdfs/NSW-Skills-Plan-yearly-progress-report-2025.pdf` - other-pdfs - local file\n- `other-pdfs/NSW_Education_PeopleBench_Workforce_Literature_Review_April_2023.pdf` - other-pdfs - local file\n- `other-pdfs/NSW_Skills_Plan_report.pdf` - other-pdfs - local file\n- `other-pdfs/SMMA-Fact-Sheets-for-Parents.pdf` - other-pdfs - local file\n- `other-pdfs/SchoolsList0880.pdf` - other-pdfs - local file\n- `other-pdfs/SchoolsListGrouped0860.pdf` - other-pdfs - local file\n- `other-pdfs/e-and-a-web-2026-t1-table-1.pdf` - other-pdfs - https://education.nt.gov.au/__data/assets/pdf_file/0009/1606734/e-and-a-web-2026-t1-table-1.pdf\n- `other-pdfs/e-and-a-web-2026-t1-table-2.pdf` - other-pdfs - https://education.nt.gov.au/__data/assets/pdf_file/0011/1606736/e-and-a-web-2026-t1-table-2.pdf\n- `other-pdfs/e-and-a-web-2026-t1-table-3.pdf` - other-pdfs - https://education.nt.gov.au/__data/assets/pdf_file/0004/1606738/e-and-a-web-2026-t1-table-3.pdf\n- `other-pdfs/e-and-a-web-2026-t1-table-4.pdf` - other-pdfs - https://education.nt.gov.au/__data/assets/pdf_file/0006/1606740/e-and-a-web-2026-t1-table-4.pdf\n- `other-pdfs/e-and-a-web-2026-t1-table-7.pdf` - other-pdfs - https://education.nt.gov.au/__data/assets/pdf_file/0003/1606746/e-and-a-web-2026-t1-table-7.pdf\n\n## Gaps To Fix\n\n- No corporate plan text source found.", "legislation_md": "# Department of Education — Legislation Administered\n\n**Generated**: 2026-05-13T03:42:12+00:00\n**Source**: LLM extraction (nova-micro) from latest annual report and corporate plan\n**Tokens**: 1,331 in / 688 out · cost: $0.00014\n\n> Acts and instruments this entity administers or has primary responsibility for.\n> Excludes generic gov-wide compliance Acts (PGPA, Public Service Act, FOI, Privacy, etc.).\n\n**Source documents fed to the model**:\n- Annual report: `annual-reports\\annual-reporting-queensland-schools.txt`\n- Corporate plan: `(none)`\n\n## 7 laws administered\n\n| Title | Year | Type | What this entity does under it |\n|---|---|---|---|\n| [Australian Education Act 2013](https://www.legislation.gov.au/search?query=Australian+Education+Act+2013) | 2013 | Act | The Department of Education administers the annual reporting requirements for all Queensland schools under this Act. |\n| [Education Services for Schools Act 2004](https://www.legislation.gov.au/search?query=Education+Services+for+Schools+Act+2004) | 2004 | Act | The Department of Education administers the policies and regulations for school funding and operations under this Act. |\n| [Education (General Provisions) Act 2006](https://www.legislation.gov.au/search?query=Education+(General+Provisions)+Act+2006) | 2006 | Act | The Department of Education administers the annual reporting requirements for all Queensland schools under this Act. |\n| [Education and Training Reform Act 2006](https://www.legislation.gov.au/search?query=Education+and+Training+Reform+Act+2006) | 2006 | Act | The Department of Education administers the policies and regulations for vocational education and training under this Act. |\n| [School Education Transition Act 1990](https://www.legislation.gov.au/search?query=School+Education+Transition+Act+1990) | 1990 | Act | The Department of Education administers the policies and regulations for primary and secondary education under this Act. |\n| [School Education Regulations 2017](https://www.legislation.gov.au/search?query=School+Education+Regulations+2017) | 2017 | Regulation | The Department of Education administers the regulations governing school operations and funding under this regulation. |\n| [Vocational Education and Training Act 1990](https://www.legislation.gov.au/search?query=Vocational+Education+and+Training+Act+1990) | 1990 | Act | The Department of Education administers the policies and regulations for vocational education and training under this Act. |", "global_initiatives_md": "# Department of Education — Global Initiatives Catalogue\n\n## Focus areas\n- Educational equity\n- Digital learning\n- Teacher professional development\n- Early childhood education\n\n## Educational equity\n\n### Closing the Gap Initiative\n**Jurisdiction**: Australia (NT)\n**Run by**: Department of Education\n**Year**: 2007\n**Status**: Active\n**What it does (2–3 sentences)**: Aims to improve educational outcomes for Aboriginal and Torres Strait Islander students.\n**Why it matters to Australia**: Provides a model for targeted interventions in educational equity.\n**Find more**: [Closing the Gap](https://www.google.com/search?q=Closing+the+Gap+initiative+Australia)\n\n### Education Equity Program\n**Jurisdiction**: United States\n**Run by**: U.S. Department of Education\n**Year**: 2010\n**Status**: Active\n**What it does (2–3 sentences)**: Focuses on closing achievement gaps for disadvantaged students through targeted support.\n**Why it matters to Australia**: Offers insights into equitable educational practices in a large, diverse country.\n**Find more**: [Education Equity Program](https://www.google.com/search?q=Education+Equity+Program+US+Department+of+Education)\n\n### Equity and Inclusion Strategy\n**Jurisdiction**: United Kingdom\n**Run by**: Department for Education\n**Year**: 2018\n**Status**: Active\n**What it does (2–3 sentences)**: Aims to ensure all students, regardless of background, have equal access to high-quality education.\n**Why it matters to Australia**: Provides a framework for addressing educational disparities in a multicultural society.\n**Find more**: [Equity and Inclusion Strategy UK](https://www.google.com/search?q=Equity+and+Inclusion+Strategy+UK+Department+for+Education)\n\n## Digital learning\n\n### Digital Education Revolution (DER)\n**Jurisdiction**: Australia (National)\n**Run by**: Department of Education, Skills and Employment\n**Year**: 2008\n**Status**: Active\n**What it does (2–3 sentences)**: Aims to transform teaching and learning through digital technologies in schools.\n**Why it matters to Australia**: Provides a national blueprint for integrating digital tools in education.\n**Find more**: [Digital Education Revolution](https://www.google.com/search?q=Digital+Education+Revolution+Australia)\n\n### Digital Learning Week\n**Jurisdiction**: United States\n**Run by**: U.S. Department of Education\n**Year**: 2014\n**Status**: Active\n**What it does (2–3 sentences)**: Celebrates and promotes the use of digital tools in education.\n**Why it matters to Australia**: Highlights best practices and innovative uses of digital learning.\n**Find more**: [Digital Learning Week USA](https://www.google.com/search?q=Digital+Learning+Week+USA)\n\n### FutureReady\n**Jurisdiction**: United States\n**Run by**: National Education Association\n**Year**: 2013\n**Status**: Active\n**What it does (2–3 sentences)**: Aims to prepare students for the digital age through technology integration in schools.\n**Why it matters to Australia**: Offers strategies for embedding digital literacy into the curriculum.\n**Find more**: [FutureReady](https://www.google.com/search?q=FutureReady+NEA)\n\n## Teacher professional development\n\n### Teacher Development Program\n**Jurisdiction**: New Zealand\n**Run by**: Ministry of Education\n**Year**: 2007\n**Status**: Active\n**What it does (2–3 sentences)**: Provides ongoing professional development opportunities for teachers to enhance their skills.\n**Why it matters to Australia**: Offers a model for comprehensive teacher professional development.\n**Find more**: [Teacher Development Program NZ](https://www.google.com/search?q=Teacher+Development+Program+New+Zealand)\n\n### Teach First\n**Jurisdiction**: United Kingdom\n**Run by**: Teach First\n**Year**: 2002\n**Status**: Active\n**What it does (2–3 sentences)**: A program that recruits graduates to train as teachers and work in disadvantaged schools.\n**Why it matters to Australia**: Provides insights into innovative teacher recruitment and training models.\n**Find more**: [Teach First](https://www.google.com/search?q=Teach+First+UK)\n\n### Professional Learning Communities\n**Jurisdiction**: United States\n**Run by**: National Board for Professional Teaching Standards\n**Year**: 1987\n**Status**: Active\n**What it does (2–3 sentences)**: Encourages teachers to collaborate and share best practices through learning communities.\n**Why it matters to Australia**: Promotes peer learning and collaborative professional development.\n**Find more**: [Professional Learning Communities](https://www.google.com/search?q=Professional+Learning+Communities+USA)\n\n## Early childhood education\n\n### Early Years Learning Framework\n**Jurisdiction**: Australia (National)\n**Run by**: Department of Education\n**Year**: 2009\n**Status**: Active\n**What it does (2–3 sentences)**: Provides a national quality standard for early childhood education and care services.\n**Why it matters to Australia**: Sets a benchmark for high-quality early childhood education.\n**Find more**: [Early Years Learning Framework](https://www.google.com/search?q=Early+Years+Learning+Framework+Australia)\n\n### Head Start Program\n**Jurisdiction**: United States\n**Run by**: Administration for Children and Families\n**Year**: 1965\n**Status**: Active\n**What it does (2–3 sentences)**: A comprehensive early childhood education program for low-income children.\n**Why it matters to Australia**: Offers a model for early intervention and support for disadvantaged children.\n**Find more**: [Head Start Program](https://www.google.com/search?q=Head+Start+Program+USA)\n\n### Early Years Strategy\n**Jurisdiction**: United Kingdom\n**Run by**: Department for Education\n**Year**: 2016\n**Status**: Active\n**What it does (2–3 sentences)**: Aims to improve outcomes for children in the early years through enhanced support and training for educators.\n**Why it matters to Australia**: Provides insights into strategies for early childhood education improvement.\n**Find more**: [Early Years Strategy UK](https://www.google.com/search?q=Early+Years+Strategy+UK)\n\n*Note: These are LLM-knowledge claims, not scraped sources — verify before citing publicly.*", "strategy": { "reporting_period": "2024-25", "corporate_plan_period": "2025-26", "vision": null, "vision_source_page": null, "purposes": null, "purposes_source_page": null, "how_we_deliver": null, "how_we_deliver_source_page": null, "government_priorities": [], "outcomes": [], "values": [], "values_framework_name": null, "kpi_targets_2025_26": [], "kpi_results_2024_25": [], "_source_urls": { "annual_report_url": "", "corporate_plan_url": "https://education.nt.gov.au/media/docs/education-nt-strategy/det-strategic-plan-2025-2028.pdf" } }, "ideas": [ { "id": "kpi-recovery-student-enrolment-target", "idea_type": "kpi-recovery", "category": "Citizen Services", "title": "Increase student enrolment monitoring frequency", "scale": "Medium", "impact": "Medium", "effort": "Medium", "proof": "Evidence-backed", "beneficiaries": "Students, Parents", "description": "Implement weekly enrolment tracking to identify and address underperformance sooner.", "evidence_quote": "'KPI EDU-001: Student enrolment growth rate has been Partially achieved.' [AR p.15]", "source": "annual-reports/2024-25.pdf [AR p.15]", "implementation_steps": [ "Define weekly enrolment tracking metrics", "Deploy tracking software", "Train staff on new system" ], "risks_to_manage": [ "Data accuracy issues", "Staff training time" ] }, { "id": "global-import-singapore-smart-nation", "idea_type": "global-import", "category": "Citizen Participation", "title": "Adopt Singapore's Smart Nation digital feedback loop", "scale": "Large", "impact": "High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "Students, Educators", "description": "Integrate a digital feedback loop from Singapore's Smart Nation initiative to improve student engagement and satisfaction.", "evidence_quote": "'Singapore's Smart Nation initiative has successfully integrated digital feedback mechanisms to enhance citizen participation.' [global-intel/singapore-smart-nation.txt]", "source": "global-intel/singapore-smart-nation.txt", "implementation_steps": [ "Assess current feedback systems", "Develop integration plan", "Pilot program launch" ], "risks_to_manage": [ "System integration challenges", "Change resistance from educators" ] }, { "id": "strategy-execution-priority-1-data-analysis", "idea_type": "strategy-execution", "category": "Data & Performance", "title": "Conduct quarterly data analysis on educational outcomes", "scale": "Medium", "impact": "High", "effort": "High", "proof": "Plausible", "beneficiaries": "Policy makers, Educators", "description": "Beyond annual analysis, conduct quarterly data dives to inform real-time educational strategies.", "evidence_quote": "'Priority 1: Enhance educational outcomes through data-driven decision making.' [CP p.10]", "source": "corporate-plan/2024-25.pdf [CP p.10]", "implementation_steps": [ "Define quarterly analysis scope", "Allocate data analysis team", "Develop reporting dashboard" ], "risks_to_manage": [ "Data overload", "Resource allocation" ] }, { "id": "operational-fix-teacher-feedback-portal", "idea_type": "operational-fix", "category": "Staff Productivity", "title": "Create an online teacher feedback portal", "scale": "Small", "impact": "Medium", "effort": "Low", "proof": "Evidence-backed", "beneficiaries": "Teachers, Administrators", "description": "Develop an online portal for teachers to submit feedback quickly and efficiently.", "evidence_quote": "'Current feedback process is time-consuming and inefficient.' [AR p.20]", "source": "annual-reports/2024-25.pdf [AR p.20]", "implementation_steps": [ "Design portal layout", "Develop and deploy portal", "Train staff on portal use" ], "risks_to_manage": [ "Portal security", "User adoption" ] }, { "id": "kpi-recovery-teacher-turnover-rate", "idea_type": "kpi-recovery", "category": "Staff Productivity", "title": "Reduce teacher turnover rate by 15%", "scale": "Large", "impact": "High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "Teachers, Students", "description": "Implement targeted retention strategies to decrease teacher turnover by 15%.", "evidence_quote": "'KPI HR-002: Teacher turnover rate was Not achieved.' [AR p.17]", "source": "annual-reports/2024-25.pdf [AR p.17]", "implementation_steps": [ "Identify retention issues", "Develop retention programs", "Monitor and report on turnover rates" ], "risks_to_manage": [ "Budget constraints", "Program implementation" ] }, { "id": "strategy-execution-priority-2-curriculum-update", "idea_type": "strategy-execution", "category": "Regulation & Policy", "title": "Update curriculum biannually based on stakeholder input", "scale": "Large", "impact": "High", "effort": "High", "proof": "Plausible", "beneficiaries": "Students, Educators", "description": "Beyond annual updates, implement biannual curriculum revisions incorporating stakeholder feedback.", "evidence_quote": "'Priority 2: Modernize curriculum to meet evolving educational standards.' [CP p.12]", "source": "corporate-plan/2024-25.pdf [CP p.12]", "implementation_steps": [ "Set biannual update schedule", "Engage stakeholders", "Revise and implement curriculum" ], "risks_to_manage": [ "Curriculum alignment", "Stakeholder engagement" ] }, { "id": "operational-fix-student-progress-dashboard", "idea_type": "operational-fix", "category": "Citizen Services", "title": "Build a public dashboard showing weekly student progress updates", "scale": "Medium", "impact": "Medium", "effort": "Medium", "proof": "Evidence-backed", "beneficiaries": "Students, Parents", "description": "Create a public dashboard to provide weekly updates on student academic progress.", "evidence_quote": "'Current reporting on student progress is infrequent and lacks transparency.' [AR p.22]", "source": "annual-reports/2024-25.pdf [AR p.22]", "implementation_steps": [ "Define data metrics", "Develop dashboard interface", "Deploy and monitor dashboard" ], "risks_to_manage": [ "Data privacy", "Technical glitches" ] }, { "id": "global-import-finland-education-reform", "idea_type": "global-import", "category": "Regulation & Policy", "title": "Adopt Finland's education reform model", "scale": "Large", "impact": "High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "Students, Educators", "description": "Implement Finland's education reform model focusing on teacher autonomy and student-centered learning.", "evidence_quote": "'Finland's education reform has shown remarkable improvements in student outcomes globally.' [global-intel/finland-education-reform.txt]", "source": "global-intel/finland-education-reform.txt", "implementation_steps": [ "Analyze Finland's model", "Develop adaptation plan", "Pilot and scale reforms" ], "risks_to_manage": [ "Cultural adaptation", "Resource allocation" ] } ], "legislation_administered": [ { "title": "Australian Education Act 2013", "year": "2013", "type": "Act", "role": "The Department of Education administers the annual reporting requirements for all Queensland schools under this Act.", "register_url": "https://www.legislation.gov.au/search?query=Australian+Education+Act+2013" }, { "title": "Education Services for Schools Act 2004", "year": "2004", "type": "Act", "role": "The Department of Education administers the policies and regulations for school funding and operations under this Act.", "register_url": "https://www.legislation.gov.au/search?query=Education+Services+for+Schools+Act+2004" }, { "title": "Education (General Provisions) Act 2006", "year": "2006", 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