{ "entity_id": "B-000663", "folder": "Education-Services-Australia", "name": "Education Services Australia", "type": "Inter-jurisdictional Body", "jurisdiction": "Commonwealth", "portfolio": "Education", "website": "http://www.esa.edu.au", "data_status": "rich", "completeness": { "has_strategy_brief": true, "has_strategy_structured": true, "has_vision": true, "has_kpi_targets": true, "has_kpi_results": true, "has_strategy_overview": true, "has_legislation_text": true, "has_legislation_structured": false, "has_global_initiatives_text": false, "has_ideas": true, "has_artifacts": true, "n_ideas": 12, "n_legislation": 0, "n_artifacts": 10, "n_kpi_targets": 25, "n_kpi_results": 25, "n_outcomes": 3, "verified_own_data": true }, "strategy_profile": { "status": "published", "confidence": "high", "summary": "To provide technology-based products and services for education, focusing on advancing nationally agreed education initiatives, programs and projects.", "official_site_url": "http://www.esa.edu.au", "source_documents": [ { "type": "strategie", "title": "ESA Reconciliation Action Plan Download PDF 4.22MB", "url": "http://www.esa.edu.au/media/hpxfncro/esa-reconciliation-action-plan.pdf", "period": null, "confidence": "medium" }, { "type": "strategie", "title": "Download the 2024–26 Strategic Plan Download PDF 14.23MB", "url": "http://www.esa.edu.au/media/cwmdbq3f/esa_strategic_plan_24-26_final.pdf", "period": "2024", "confidence": "medium" }, { "type": "strategie", "title": "ESA Strategic Plan 2021–23 Download PDF 6.68MB", "url": "http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "period": "2021", "confidence": "medium" }, { "type": "strategie", "title": "ESA Strategic Plan 2018–20 Download PDF 3.53MB", "url": "http://www.esa.edu.au/media/dpaowpxi/esa_strategic_plan_2018_2020_short_final.pdf", "period": "2018", "confidence": "medium" }, { "type": "annual_report", "title": "Annual Report", "url": "https://www.esa.edu.au/media/1gxjofgw/esa-annual-report-2024-2025-web.pdf", "period": "2024", "confidence": "high" }, { "type": "corporate_plan", "title": "Corporate Plan", "url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "period": "2021", "confidence": "high" } ], "purpose": { "text": "To provide technology-based products and services for education, focusing on advancing nationally agreed education initiatives, programs and projects.", "source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "source_page": null, "source_deep_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf" }, "vision": { "text": "A world class education system that encourages and supports every student to be the very best they can be, no matter where they live or what kind of learning challenges they may face.", "source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "source_page": 8, "source_deep_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=8" }, "strategic_priorities": [ { "title": "Deliver high-quality projects and services that meet the needs of stakeholders", "description": "Deliver high-quality projects and services that meet the needs of stakeholders", "source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "source_page": 15, "source_deep_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=15" }, { "title": "Disseminate insights that support decision-making", "description": "Disseminate insights that support decision-making", "source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "source_page": 18, "source_deep_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=18" }, { "title": "Provide leadership in education information management", "description": "Provide leadership in education information management", "source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "source_page": 19, "source_deep_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=19" }, { "title": "Develop and maintain national education technology platforms that increase access and improve connectivity", "description": "Develop and maintain national education technology platforms that increase access and improve connectivity", "source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "source_page": 20, "source_deep_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=20" }, { "title": "Strategically engage stakeholders to establish partnerships that help them achieve their goals", "description": "Strategically engage stakeholders to establish partnerships that help them achieve their goals", "source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "source_page": 21, "source_deep_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=21" } ], "values": [ { "name": "User-focused", "description": "", "source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "source_page": null }, { "name": "Collaborative", "description": "", "source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "source_page": null }, { "name": "Innovative", "description": "", "source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "source_page": null }, { "name": "Efficient and sustainable", "description": "", "source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "source_page": null }, { "name": "Responsible", "description": "", "source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "source_page": null }, { "name": "High-quality", "description": "", "source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "source_page": null } ], "outcomes": [ { "name": "Improved student outcomes", "description": "Consistently find that effective use of technology in education is associated with learning gains.", "activities": [ "Identify and deliver evidence-based projects and services", "Research, develop and deploy effective and innovative digital products and services", "Develop products and services that use technology to reduce time and cost" ], "source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "source_page": 15, "source_deep_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=15" }, { "name": "Enhanced teacher impact", "description": "Advances in technology, and their potential to enhance student outcomes and support system and school development, are progressing rapidly.", "activities": [ "Identify and deliver evidence-based projects and services", "Research, develop and deploy effective and innovative digital products and services", "Develop products and services that use technology to reduce time and cost" ], "source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "source_page": 15, "source_deep_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=15" }, { "name": "Stronger school communities", "description": "The national reform priorities include initiatives focused on enhancing national education data quality, consistency and collection to improve the national evidence base and inform policy development.", "activities": [ "Leverage our experience and knowledge in privacy and information management", "Provide trusted, secure information and data management services", "Support systems and sectors in the collection, sharing and protection of data" ], "source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "source_page": 19, "source_deep_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=19" } ], "performance_measures": [ { "code": "CCE01", "measure": "Digital Teaching and Learning products and services growth", "target": "20% over 2019–20 usage", "latest_result": "Target met", "status": "Achieved", "target_source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "target_source_page": 26, "result_source_url": "https://www.esa.edu.au/media/1gxjofgw/esa-annual-report-2024-2025-web.pdf", "result_source_page": 26 }, { "code": "CCE02", "measure": "All commissioned projects incorporated into PMO reporting", "target": "100%", "latest_result": "100%", "status": "Achieved", "target_source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "target_source_page": 26, "result_source_url": "https://www.esa.edu.au/media/1gxjofgw/esa-annual-report-2024-2025-web.pdf", "result_source_page": 26 }, { "code": "CCE03", "measure": "Digital Services revenue", "target": ">$7.5 million", "latest_result": "Exceeded budget", "status": "Achieved", "target_source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "target_source_page": 26, "result_source_url": "https://www.esa.edu.au/media/1gxjofgw/esa-annual-report-2024-2025-web.pdf", "result_source_page": 26 }, { "code": "CCE04", "measure": "Financial margin on SCIS", "target": ">14%", "latest_result": ">14%", "status": "Achieved", "target_source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "target_source_page": 26, "result_source_url": "https://www.esa.edu.au/media/1gxjofgw/esa-annual-report-2024-2025-web.pdf", "result_source_page": 26 }, { "code": "CCE05", "measure": "Secure Hosting Services revenue", "target": "$1.6 million", "latest_result": "$1.6 million", "status": "Achieved", "target_source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "target_source_page": 26, "result_source_url": "https://www.esa.edu.au/media/1gxjofgw/esa-annual-report-2024-2025-web.pdf", "result_source_page": 26 }, { "code": "CCE06", "measure": "ESA Voice of Education Research program project completed/", "target": "Published", "latest_result": "Published", "status": "Achieved", "target_source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "target_source_page": 26, "result_source_url": "https://www.esa.edu.au/media/1gxjofgw/esa-annual-report-2024-2025-web.pdf", "result_source_page": 26 }, { "code": "CCE07", "measure": "Publish high-quality articles", "target": "4", "latest_result": "4", "status": "Achieved", "target_source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "target_source_page": 26, "result_source_url": "https://www.esa.edu.au/media/1gxjofgw/esa-annual-report-2024-2025-web.pdf", "result_source_page": 26 }, { "code": "CCE08", "measure": "Minimum of 75 new product assessments completed", "target": ">150", "latest_result": ">150", "status": "Achieved", "target_source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "target_source_page": 26, "result_source_url": "https://www.esa.edu.au/media/1gxjofgw/esa-annual-report-2024-2025-web.pdf", "result_source_page": 26 }, { "code": "CCE09", "measure": "Privacy and governance PMF implementation", "target": "Completed in line with IIS review recommendations", "latest_result": "Completed in line with IIS review recommendations", "status": "Achieved", "target_source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "target_source_page": 26, "result_source_url": "https://www.esa.edu.au/media/1gxjofgw/esa-annual-report-2024-2025-web.pdf", "result_source_page": 26 }, { "code": "CCE10", "measure": "Online product security assessments", "target": "No avoidable performance or availability issues", "latest_result": "No avoidable performance or availability issues", "status": "Achieved", "target_source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "target_source_page": 26, "result_source_url": "https://www.esa.edu.au/media/1gxjofgw/esa-annual-report-2024-2025-web.pdf", "result_source_page": 26 }, { "code": "CCE11", "measure": "Implement agreed actions", "target": "Agreed actions implemented", "latest_result": "Agreed actions implemented", "status": "Achieved", "target_source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "target_source_page": 26, "result_source_url": "https://www.esa.edu.au/media/1gxjofgw/esa-annual-report-2024-2025-web.pdf", "result_source_page": 26 }, { "code": "CCE12", "measure": "Reconciliation Action Plan (RAP) status", "target": "Innovate", "latest_result": "Innovate", "status": "Achieved", "target_source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "target_source_page": 26, "result_source_url": "https://www.esa.edu.au/media/1gxjofgw/esa-annual-report-2024-2025-web.pdf", "result_source_page": 26 }, { "code": "CCE13", "measure": "Staff feedback", "target": "Steady or improving across all pulse surveys and ‘Progress’ indicators", "latest_result": "Steady or improving across all pulse surveys and ‘Progress’ indicators", "status": "Achieved", "target_source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "target_source_page": 26, "result_source_url": "https://www.esa.edu.au/media/1gxjofgw/esa-annual-report-2024-2025-web.pdf", "result_source_page": 26 }, { "code": "CCE14", "measure": "Internal audit reports", "target": "FRAC acceptance", "latest_result": "FRAC acceptance", "status": "Achieved", "target_source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "target_source_page": 26, "result_source_url": "https://www.esa.edu.au/media/1gxjofgw/esa-annual-report-2024-2025-web.pdf", "result_source_page": 26 }, { "code": "CCE15", "measure": "Board performance survey", "target": "Average score >4.0 on relevant questions", "latest_result": "Average score >4.0 on relevant questions", "status": "Achieved", "target_source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "target_source_page": 26, "result_source_url": "https://www.esa.edu.au/media/1gxjofgw/esa-annual-report-2024-2025-web.pdf", "result_source_page": 26 }, { "code": "CCE16", "measure": "Long-term injury", "target": "0", "latest_result": "0", "status": "Achieved", "target_source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "target_source_page": 26, "result_source_url": "https://www.esa.edu.au/media/1gxjofgw/esa-annual-report-2024-2025-web.pdf", "result_source_page": 26 }, { "code": "CCE17", "measure": "OHS Compliance Training", "target": "95% completion", "latest_result": "95% completion", "status": "Achieved", "target_source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "target_source_page": 26, "result_source_url": "https://www.esa.edu.au/media/1gxjofgw/esa-annual-report-2024-2025-web.pdf", "result_source_page": 26 }, { "code": "CCE18", "measure": "EAP participation", "target": "7–9%", "latest_result": "7–9%", "status": "Achieved", "target_source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "target_source_page": 26, "result_source_url": "https://www.esa.edu.au/media/1gxjofgw/esa-annual-report-2024-2025-web.pdf", "result_source_page": 26 }, { "code": "CCE19", "measure": "Actual Net Overhead expense ratio", "target": "<19%", "latest_result": "<19%", "status": "Achieved", "target_source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "target_source_page": 26, "result_source_url": "https://www.esa.edu.au/media/1gxjofgw/esa-annual-report-2024-2025-web.pdf", "result_source_page": 26 }, { "code": "CCE20", "measure": "Process improvement plan", "target": "Implement agreed actions", "latest_result": "Implement agreed actions", "status": "Achieved", "target_source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "target_source_page": 26, "result_source_url": "https://www.esa.edu.au/media/1gxjofgw/esa-annual-report-2024-2025-web.pdf", "result_source_page": 26 }, { "code": "CCE21", "measure": "Environment Report", "target": "Reduce emissions per FTE from 2018–19 levels by 10%", "latest_result": "Reduce emissions per FTE from 2018–19 levels by 10%", "status": "Achieved", "target_source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "target_source_page": 26, "result_source_url": "https://www.esa.edu.au/media/1gxjofgw/esa-annual-report-2024-2025-web.pdf", "result_source_page": 26 }, { "code": "CCE22", "measure": "Financial control and early visibility of progress", "target": "Revenue $40 million", "latest_result": "Revenue $40 million", "status": "Achieved", "target_source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "target_source_page": 26, "result_source_url": "https://www.esa.edu.au/media/1gxjofgw/esa-annual-report-2024-2025-web.pdf", "result_source_page": 26 }, { "code": "CCE23", "measure": "Digital Services revenue", "target": ">$7.5 million", "latest_result": "Exceeded budget", "status": "Achieved", "target_source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "target_source_page": 26, "result_source_url": "https://www.esa.edu.au/media/1gxjofgw/esa-annual-report-2024-2025-web.pdf", "result_source_page": 26 }, { "code": "CCE24", "measure": "Corporate overhead costs", "target": "<$8.6 million", "latest_result": "<$8.6 million", "status": "Achieved", "target_source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "target_source_page": 26, "result_source_url": "https://www.esa.edu.au/media/1gxjofgw/esa-annual-report-2024-2025-web.pdf", "result_source_page": 26 }, { "code": "CCE25", "measure": "Year-end surplus target", "target": "0–2%", "latest_result": "0–2%", "status": "Achieved", "target_source_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf", "target_source_page": 26, "result_source_url": "https://www.esa.edu.au/media/1gxjofgw/esa-annual-report-2024-2025-web.pdf", "result_source_page": 26 } ], "document_alignment_terms": { "must_support": [ "To provide technology-based products and services for education, focusing on advancing nationally agreed education initiatives, programs and projects.", "A world class education system that encourages and supports every student to be the very best they can be, no matter where they live or what kind of learning challenges they may fa", "Deliver high-quality projects and services that meet the needs of stakeholders", "Disseminate insights that support decision-making", "Provide leadership in education information management", "Develop and maintain national education technology platforms that increase access and improve connectivity", "Strategically engage stakeholders to establish partnerships that help them achieve their goals" ], "watch_terms": [ "Digital Teaching and Learning products and services growth", "All commissioned projects incorporated into PMO reporting", "Digital Services revenue", "Financial margin on SCIS", "Secure Hosting Services revenue", "ESA Voice of Education Research program project completed/", "Publish high-quality articles", "Minimum of 75 new product assessments completed", "Privacy and governance PMF implementation", "Online product security assessments", "Implement agreed actions", "Reconciliation Action Plan (RAP) status" ], "avoid_claiming_without_evidence": [] }, "review_note": "" }, "strategy_brief_md": "# Education Services Australia — Strategy Brief\n\n**Reporting period**: 2024-25\n**Corporate plan in force**: 2025-26\n**Corporate Plan**: [2025-26](http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf)\n\n## Vision\n\n> A world class education system that encourages and supports every student to be the very best they can be, no matter where they live or what kind of learning challenges they may face. [[CP p.8](https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=8)(http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=8)]\n\n## Our purpose / purposes\n\n> To provide technology-based products and services for education, focusing on advancing nationally agreed education initiatives, programs and projects.\n\n## How we deliver\n\n> We will use our unique combination of education and technology expertise to create and deliver solutions that can be used to improve student outcomes and enhance performance across all education sectors.\n\n## Government priorities for this department\n\n- Deliver high-quality projects and services that meet the needs of stakeholders [[CP p.15](https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=15)(http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=15)]\n- Disseminate insights that support decision-making [[CP p.18](https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=18)(http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=18)]\n- Provide leadership in education information management [[CP p.19](https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=19)(http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=19)]\n- Develop and maintain national education technology platforms that increase access and improve connectivity [[CP p.20](https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=20)(http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=20)]\n- Strategically engage stakeholders to establish partnerships that help them achieve their goals [[CP p.21](https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=21)(http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=21)]\n\n## Outcomes\n\n### Improved student outcomes\nConsistently find that effective use of technology in education is associated with learning gains. [[CP p.15](https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=15)(http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=15)]\n\n**Key activities:**\n- Identify and deliver evidence-based projects and services\n- Research, develop and deploy effective and innovative digital products and services\n- Develop products and services that use technology to reduce time and cost\n\n### Enhanced teacher impact\nAdvances in technology, and their potential to enhance student outcomes and support system and school development, are progressing rapidly. [[CP p.15](https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=15)(http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=15)]\n\n**Key activities:**\n- Identify and deliver evidence-based projects and services\n- Research, develop and deploy effective and innovative digital products and services\n- Develop products and services that use technology to reduce time and cost\n\n### Stronger school communities\nThe national reform priorities include initiatives focused on enhancing national education data quality, consistency and collection to improve the national evidence base and inform policy development. [[CP p.19](https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=19)(http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=19)]\n\n**Key activities:**\n- Leverage our experience and knowledge in privacy and information management\n- Provide trusted, secure information and data management services\n- Support systems and sectors in the collection, sharing and protection of data\n\n## Values and principles\n\n_Our values_\n\n- User-focused\n- Collaborative\n- Innovative\n- Efficient and sustainable\n- Responsible\n- High-quality\n\n## What they will measure themselves on this year (targets from 2025-26 corporate plan)\n\n| Code | Measure | Target | Source |\n|---|---|---|---|\n| CCE01 | Digital Teaching and Learning products and services growth | 20% over 2019–20 usage | [CP p.26](https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26)(http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26) |\n| CCE02 | All commissioned projects incorporated into PMO reporting | 100% | [CP p.26](https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26)(http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26) |\n| CCE03 | Digital Services revenue | >$7.5 million | [CP p.26](https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26)(http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26) |\n| CCE04 | Financial margin on SCIS | >14% | [CP p.26](https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26)(http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26) |\n| CCE05 | Secure Hosting Services revenue | $1.6 million | [CP p.26](https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26)(http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26) |\n| CCE06 | ESA Voice of Education Research program project completed/ | Published | [CP p.26](https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26)(http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26) |\n| CCE07 | Publish high-quality articles | 4 | [CP p.26](https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26)(http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26) |\n| CCE08 | Minimum of 75 new product assessments completed | >150 | [CP p.26](https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26)(http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26) |\n| CCE09 | Privacy and governance PMF implementation | Completed in line with IIS review recommendations | [CP p.26](https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26)(http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26) |\n| CCE10 | Online product security assessments | No avoidable performance or availability issues | [CP p.26](https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26)(http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26) |\n| CCE11 | Implement agreed actions | Agreed actions implemented | [CP p.26](https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26)(http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26) |\n| CCE12 | Reconciliation Action Plan (RAP) status | Innovate | [CP p.26](https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26)(http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26) |\n| CCE13 | Staff feedback | Steady or improving across all pulse surveys and ‘Progress’ indicators | [CP p.26](https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26)(http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26) |\n| CCE14 | Internal audit reports | FRAC acceptance | [CP p.26](https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26)(http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26) |\n| CCE15 | Board performance survey | Average score >4.0 on relevant questions | [CP p.26](https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26)(http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26) |\n| CCE16 | Long-term injury | 0 | [CP p.26](https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26)(http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26) |\n| CCE17 | OHS Compliance Training | 95% completion | [CP p.26](https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26)(http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26) |\n| CCE18 | EAP participation | 7–9% | [CP p.26](https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26)(http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26) |\n| CCE19 | Actual Net Overhead expense ratio | <19% | [CP p.26](https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26)(http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26) |\n| CCE20 | Process improvement plan | Implement agreed actions | [CP p.26](https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26)(http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26) |\n| CCE21 | Environment Report | Reduce emissions per FTE from 2018–19 levels by 10% | [CP p.26](https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26)(http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26) |\n| CCE22 | Financial control and early visibility of progress | Revenue $40 million | [CP p.26](https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26)(http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26) |\n| CCE23 | Digital Services revenue | >$7.5 million | [CP p.26](https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26)(http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26) |\n| CCE24 | Corporate overhead costs | <$8.6 million | [CP p.26](https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26)(http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26) |\n| CCE25 | Year-end surplus target | 0–2% | [CP p.26](https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26)(http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf#page=26) |\n\n## How they performed last year (results from 2024-25 annual report)\n\n| Code | Measure | Result | Status | Source |\n|---|---|---|---|---|\n| CCE01 | Digital Teaching and Learning products and services growth | Target met | Achieved | AR p.26 |\n| CCE02 | All commissioned projects incorporated into PMO reporting | 100% | Achieved | AR p.26 |\n| CCE03 | Digital Services revenue | Exceeded budget | Achieved | AR p.26 |\n| CCE04 | Financial margin on SCIS | >14% | Achieved | AR p.26 |\n| CCE05 | Secure Hosting Services revenue | $1.6 million | Achieved | AR p.26 |\n| CCE06 | ESA Voice of Education Research program project completed/ | Published | Achieved | AR p.26 |\n| CCE07 | Publish high-quality articles | 4 | Achieved | AR p.26 |\n| CCE08 | Minimum of 75 new product assessments completed | >150 | Achieved | AR p.26 |\n| CCE09 | Privacy and governance PMF implementation | Completed in line with IIS review recommendations | Achieved | AR p.26 |\n| CCE10 | Online product security assessments | No avoidable performance or availability issues | Achieved | AR p.26 |\n| CCE11 | Implement agreed actions | Agreed actions implemented | Achieved | AR p.26 |\n| CCE12 | Reconciliation Action Plan (RAP) status | Innovate | Achieved | AR p.26 |\n| CCE13 | Staff feedback | Steady or improving across all pulse surveys and ‘Progress’ indicators | Achieved | AR p.26 |\n| CCE14 | Internal audit reports | FRAC acceptance | Achieved | AR p.26 |\n| CCE15 | Board performance survey | Average score >4.0 on relevant questions | Achieved | AR p.26 |\n| CCE16 | Long-term injury | 0 | Achieved | AR p.26 |\n| CCE17 | OHS Compliance Training | 95% completion | Achieved | AR p.26 |\n| CCE18 | EAP participation | 7–9% | Achieved | AR p.26 |\n| CCE19 | Actual Net Overhead expense ratio | <19% | Achieved | AR p.26 |\n| CCE20 | Process improvement plan | Implement agreed actions | Achieved | AR p.26 |\n| CCE21 | Environment Report | Reduce emissions per FTE from 2018–19 levels by 10% | Achieved | AR p.26 |\n| CCE22 | Financial control and early visibility of progress | Revenue $40 million | Achieved | AR p.26 |\n| CCE23 | Digital Services revenue | Exceeded budget | Achieved | AR p.26 |\n| CCE24 | Corporate overhead costs | <$8.6 million | Achieved | AR p.26 |\n| CCE25 | Year-end surplus target | 0–2% | Achieved | AR p.26 |", "strategy_overview_evidence_md": null, "internal_strategy_evidence_md": "# Education Services Australia - Strategy, Performance, and Operating Profile\n\n**Generated at**: 2026-05-09T22:38:56.378799+00:00\n**Entity ID**: B-000663\n**Entity type**: Inter-jurisdictional Body\n**Jurisdiction**: Commonwealth\n**Portfolio**: Education\n**Website**: http://www.esa.edu.au\n\n> Draft generated from scraped source material. Treat this as an evidence pack for editorial review, not a final judgement.\n\n## Source Coverage\n\n| Source type | Count |\n|---|---:|\n| other-pdfs | 4 |\n| pages | 13 |\n| strategies | 4 |\n\n## Executive Readout\n\n### Purpose\n\n- [Page 4]\nESA strategic plan 2018–2020\nESA’s 2018–2020 strategic objective is to enhance our impact on Australia’s\neducation landscape by contributing to improved student outcomes,\nenhanced teacher impact and stronger school communities.\n Source: `strategies/esa_strategic_plan_2018_2020_short_final.pdf (http://www.esa.edu.au/media/dpaowpxi/esa_strategic_plan_2018_2020_short_final.pdf)`\n- [Page 26]\nAppendix 1\nObjective: Measure (intent) Measure (metric) 2020–21 target FY21–22 target\n1.\n Source: `strategies/esa-strategic-plan-2021-2023_full.pdf (http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf)`\n- Co-creation, interviews,\nconnection in the classroom. regular feedback touchpoints and\nperformance monitoring ensure that\nWe aim to support educators\nsolutions are and continue to be fit\nby providing tools and\nfor purpose.\nresources to make their lives\neasier, and enhance their\nWith technology evolving rapidly,\nability to make an impact on\nESA’s role is to ensure we stay\nstudents in the classroom. ahead of the curve and offer\nadvice and guidance where\nOur products are designed with\npossible, allowing policymakers,\nthe primary objective of improving\neducators and schools to prepare\nstudent outcomes and building\nfor advancements in education\nstrong education communities.\ntechnology.\n Source: `other-pdfs/esa-impact-report-2022-23_final.pdf (http://www.esa.edu.au/media/cqbk2htq/esa-impact-report-2022-23_final.pdf)`\n- [pages 6,7,8,9,10]\nis to ensure we stay\nstudents in the classroom. ahead of the curve and offer\nadvice and guidance where\nOur products are designed with\npossible, allowing policymakers,\nthe primary objective of improving\neducators and schools to prepare\nstudent outcomes and building\nfor advancements in education\nstrong education communities.\ntechnology.\n Source: `other-pdfs/esa-impact-report-2022-23_final.pdf (http://www.esa.edu.au/media/cqbk2htq/esa-impact-report-2022-23_final.pdf)`\n\n### Role and Functions\n\n- ESA is a capable, well governed and sustainable organisation\nEnable our people Engaged and capable staff Undertake ‘Voice Survey’ Staff feedback steady or Staff feedback steady or\nimproving across all pulse improving across ‘Progress’\nsurveys and “Passion” indicators\nESA is effectively governed Internal audit program FRAC acceptance of internal FRAC acceptance of internal\nsatisfactorily delivered audit reports audit reports\nCEO support/advice to Board performance survey Board performance survey\nBoard Average score >4.0 on average score >4.0 on\nrelevant questions relevant questions\nA safe workplace Long-term injury (number) 0 0\nOHS Compliance Training 95%\ncompletion\nEAP participation 7–9%\nSustainable infrastructure Operational costs effectively Actual Net Overhead <19% <19%\nand efficient processes controlled expense ratio is better than\ntarget\n Source: `strategies/esa-strategic-plan-2021-2023_full.pdf (http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf)`\n- [pages 17,18,19]\nManager Digital\nEducation Strategy\nresources and collaborate to identify opportunities 2023 & Teaching & Learning\nto Staff and external\nfor strengthening connections with Narragunnawali May 2024 Support: Project Manager,\nstakeholders.\nprofessional learning/RAP development processes Digital Teaching & Learning\nand ESA’s work in developing professional learning\nand resources for the education sector\n3.\n Source: `strategies/esa-reconciliation-action-plan.pdf (http://www.esa.edu.au/media/hpxfncro/esa-reconciliation-action-plan.pdf)`\n- [Page 26]\nAppendix 1\nObjective: Measure (intent) Measure (metric) 2020–21 target FY21–22 target\n1.\n Source: `strategies/esa-strategic-plan-2021-2023_full.pdf (http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf)`\n- [pages 6,7,8]\neen working on the ELLIC program since 2020, and the Australian\nThe project team is further supported by a Circle of Advisors comprised of Government is investing in an expansion of the trial to include students in the\nNoongar language teachers, oversight by a Noongar Elder, and curriculum input early primary years (Foundation to Year 3), for whom English is an additional\nfrom Noongar curriculum writers and content creators, who play an essential role language or dialect, to participate in age-appropriate English language learning.\nin capturing the dialect variations and supporting the development of resources.\n Source: `other-pdfs/esa_innovate_report_final.pdf (http://www.esa.edu.au/media/tf2g1jjc/esa_innovate_report_final.pdf)`\n- [Page 7]\nEducation Services Australia 6\n2022–23 Impact Report\nFrom On behalf of the Board, I am I congratulate ESA’s CEO, Andrew Audit Committee for their valuable\nproud to present the 2022–23 Smith, his executive team and contributions and their ongoing\nImpact Report for Education all ESA staff for their agility and commitment to the organisation.\nthe Chair\nprofessionalism to respond flexibly\nServices Australia (ESA).\n Source: `other-pdfs/esa-impact-report-2022-23_final.pdf (http://www.esa.edu.au/media/cqbk2htq/esa-impact-report-2022-23_final.pdf)`\n- I also extend my gratitude to the\nto the needs of the education sector\neducation ministers across Australia\nSince commencing in the in delivering ESA’s work.\nfor their guidance and trust in ESA,\nrole of Chair on 1 March 2017,\nAs my term as ESA Board Chair as well as the partner agencies\nit has been my pleasure and\nfinishes in early 2024, I would like to we work alongside, in support of\nprivilege to reflect on the\ntake the opportunity to acknowledge a shared goal to deliver positive\ncompany’s annual performance\nthe commitment and expertise outcomes for Australian students.\nand achievements in making a\nof current and former Board and\npositive difference in the lives and\nIn closing, I am immensely proud\ncommittee members, including\nlearning of young Australians.\nof ESA’s achievements and impact\nthose who resigned during the\nthroughout my term as Board Chair\n Source: `other-pdfs/esa-impact-report-2022-23_final.pdf (http://www.esa.edu.au/media/cqbk2htq/esa-impact-report-2022-23_final.pdf)`\n\n### Strategic Priorities\n\n- The Letter is the mechanism by which the teachers and young Australians.\nday of the test window, more than 1 million students\nEMM communicates its expectations about the\nsat an online NAPLAN test.\norganisation’s strategic priorities, key tasks and\nstakeholder relationships.\n• Generative AI: ESA has been working on responding\nto the National Framework for Generative AI in\nI would like to take this opportunity to thank Education\nSchools throughout the year, with a particular focus\nMinisters and senior officials from across the\non the evaluation of AI-equipped software products.\ncountry for their continued support of ESA’s work\nand to acknowledge the important partnerships\n• Yikan Noongar Year 4: The Western Australian\nVicki Baylis\nwe enjoy with our fellow education architecture\nDepartment of Education (DoE) has engaged ESA\nagencies: Australian Institute for Teaching and School\n Source: `other-pdfs/impact-report-2023-24.pdf (http://www.esa.edu.au/media/4x4ocapv/impact-report-2023-24.pdf)`\n- [Page 28]\nEducation Services Australia 27\n2022–23 Impact Report\nBuilding a positive culture\nto empower our people\nOur people and culture were designed with the future of minimum of 40% of their working The ESA wellbeing program\nare the bedrock of our work and flexibility in mind, along hours in the office, and also gives remains a key priority, offering staff\napproach to delivering with sustainable choices to actively the option to work remotely from various opportunities to enhance\nreduce our carbon footprint. anywhere in the world for up to 3 their health and happiness, such\nimpactful projects.\nweeks a year. as nutritious snacks, a springtime\nTo celebrate the return of staff to\nEmbracing a new phase in our work walking contest, seated massages,\nthe office, we hosted a ‘Welcome To revive the close-knit culture of\nenvironment, we have redefined flu vaccinations and other wellness\n Source: `other-pdfs/esa-impact-report-2022-23_final.pdf (http://www.esa.edu.au/media/cqbk2htq/esa-impact-report-2022-23_final.pdf)`\n- [pages 8,9,10]\npriorities, key tasks and\nstakeholder relationships.\n• Generative AI: ESA has been working on responding\nto the National Framework for Generative AI in\nI would like to take this opportunity to thank Education\nSchools throughout the year, with a particular focus\nMinisters and senior officials from across the\non the evaluation of AI-equipped software products.\ncountry for their continued support of ESA’s work\nand to acknowledge the important partnerships\n• Yikan Noongar Year 4: The Western Australian\nVicki Baylis\nwe enjoy with our fellow education architecture\nDepartment of Education (DoE) has engaged ESA\nagencies: Australian Institute for Teaching and School\nto develop the Year 4 Yikan Noongar Language Chair, Education Services Australia\nImpact Report 2023–24 Education Services Australia 8\n Source: `other-pdfs/impact-report-2023-24.pdf (http://www.esa.edu.au/media/4x4ocapv/impact-report-2023-24.pdf)`\n- [pages 17,18,19]\nManager Digital\nEducation Strategy\nresources and collaborate to identify opportunities 2023 & Teaching & Learning\nto Staff and external\nfor strengthening connections with Narragunnawali May 2024 Support: Project Manager,\nstakeholders.\nprofessional learning/RAP development processes Digital Teaching & Learning\nand ESA’s work in developing professional learning\nand resources for the education sector\n3.\n Source: `strategies/esa-reconciliation-action-plan.pdf (http://www.esa.edu.au/media/hpxfncro/esa-reconciliation-action-plan.pdf)`\n- [Page 4]\nESA strategic plan 2018–2020\nESA’s 2018–2020 strategic objective is to enhance our impact on Australia’s\neducation landscape by contributing to improved student outcomes,\nenhanced teacher impact and stronger school communities.\n Source: `strategies/esa_strategic_plan_2018_2020_short_final.pdf (http://www.esa.edu.au/media/dpaowpxi/esa_strategic_plan_2018_2020_short_final.pdf)`\n- [pages 6,7,8,9]\nperational plans that: resourced through funded projects, fee-for-\nservice products and prudent investment in the\n1. enable our people to ensure that ESA’s workforce\ndevelopment of products and services.\nis capable, productive and engaged and that ESA\nprovides a safe workplace At all times, ESA will maintain the core capability\nrequired to support education ministers’ priorities.\n Source: `strategies/esa-strategic-plan-2021-2023_full.pdf (http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf)`\n- [Page 19]\nPillar 3\nProvide leadership in education information\nmanagement\nRationale Key activities\nThe national reform priorities include ESA will be a leader in the management of\ninitiatives focused on enhancing education information and data.\n Source: `strategies/esa-strategic-plan-2021-2023_full.pdf (http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf)`\n- [Page 26]\nAppendix 1\nObjective: Measure (intent) Measure (metric) 2020–21 target FY21–22 target\n1.\n Source: `strategies/esa-strategic-plan-2021-2023_full.pdf (http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf)`\n- ESA is a capable, well governed and sustainable organisation\nEnable our people Engaged and capable staff Undertake ‘Voice Survey’ Staff feedback steady or Staff feedback steady or\nimproving across all pulse improving across ‘Progress’\nsurveys and “Passion” indicators\nESA is effectively governed Internal audit program FRAC acceptance of internal FRAC acceptance of internal\nsatisfactorily delivered audit reports audit reports\nCEO support/advice to Board performance survey Board performance survey\nBoard Average score >4.0 on average score >4.0 on\nrelevant questions relevant questions\nA safe workplace Long-term injury (number) 0 0\nOHS Compliance Training 95%\ncompletion\nEAP participation 7–9%\nSustainable infrastructure Operational costs effectively Actual Net Overhead <19% <19%\nand efficient processes controlled expense ratio is better than\ntarget\n Source: `strategies/esa-strategic-plan-2021-2023_full.pdf (http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf)`\n- [Page 7]\nStrategic Four key themes emerged from the strategic planning process:\ncontext\n1 Education sector 2 EdTech market and 3 Government policy 4 Government priorities and\nemerging technologies and operation needs of education\nAustralia’s education sector is characterised by Existing and emerging technologies are Education policy is evolving at a national, state ESA is well positioned to bridge the gap between\nstrong capability and significant goodwill, transforming the classroom for students, and jurisdiction level as education ministers government policy and priorities and the needs\nhowever, in a rapidly changing environment teachers and educational institutions, with respond to opportunities and challenges.\n Source: `strategies/esa_strategic_plan_24-26_final.pdf (http://www.esa.edu.au/media/cwmdbq3f/esa_strategic_plan_24-26_final.pdf)`\n\n## KPIs, Targets, and Where They Are At\n\n- [Page 26]\nAppendix 1\nObjective: Measure (intent) Measure (metric) 2020–21 target FY21–22 target\n1.\n Source: `strategies/esa-strategic-plan-2021-2023_full.pdf (http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf)`\n- ESA is a capable, well governed and sustainable organisation\nEnable our people Engaged and capable staff Undertake ‘Voice Survey’ Staff feedback steady or Staff feedback steady or\nimproving across all pulse improving across ‘Progress’\nsurveys and “Passion” indicators\nESA is effectively governed Internal audit program FRAC acceptance of internal FRAC acceptance of internal\nsatisfactorily delivered audit reports audit reports\nCEO support/advice to Board performance survey Board performance survey\nBoard Average score >4.0 on average score >4.0 on\nrelevant questions relevant questions\nA safe workplace Long-term injury (number) 0 0\nOHS Compliance Training 95%\ncompletion\nEAP participation 7–9%\nSustainable infrastructure Operational costs effectively Actual Net Overhead <19% <19%\nand efficient processes controlled expense ratio is better than\ntarget\n Source: `strategies/esa-strategic-plan-2021-2023_full.pdf (http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf)`\n- [Page 27]\nObjective: Measure (intent) Measure (metric) 2020–21 target FY21–22 target\n2.\n Source: `strategies/esa-strategic-plan-2021-2023_full.pdf (http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf)`\n- [Page 10]\nRelationships – our progress so far\nCompleted In Progress Not Achieved\nAction Deliverable Timeline Status\n1.\n Source: `other-pdfs/esa_innovate_report_final.pdf (http://www.esa.edu.au/media/tf2g1jjc/esa_innovate_report_final.pdf)`\n- [Page 11]\nCompleted In Progress Not Achieved\nAction Deliverable Timeline Status\n3.\n Source: `other-pdfs/esa_innovate_report_final.pdf (http://www.esa.edu.au/media/tf2g1jjc/esa_innovate_report_final.pdf)`\n- [Page 15]\nRespect – our progress so far\nCompleted In Progress Not Achieved\nAction Deliverable Timeline Status\n1.\n Source: `other-pdfs/esa_innovate_report_final.pdf (http://www.esa.edu.au/media/tf2g1jjc/esa_innovate_report_final.pdf)`\n- [Page 16]\nCompleted In Progress Not Achieved\nAction Deliverable Timeline Status\n3.\n Source: `other-pdfs/esa_innovate_report_final.pdf (http://www.esa.edu.au/media/tf2g1jjc/esa_innovate_report_final.pdf)`\n- [Page 19]\nOpportunities – our progress so far\nCompleted In Progress Not Achieved\nAction Deliverable Timeline Status\n1.\n Source: `other-pdfs/esa_innovate_report_final.pdf (http://www.esa.edu.au/media/tf2g1jjc/esa_innovate_report_final.pdf)`\n- [Page 20]\nCompleted In Progress Not Achieved\nAction Deliverable Timeline Status\n3.\n Source: `other-pdfs/esa_innovate_report_final.pdf (http://www.esa.edu.au/media/tf2g1jjc/esa_innovate_report_final.pdf)`\n- [Page 22]\nGovernance – our progress so far\nCompleted In Progress Not Achieved\nAction Deliverable Timeline Status\n1.\n Source: `other-pdfs/esa_innovate_report_final.pdf (http://www.esa.edu.au/media/tf2g1jjc/esa_innovate_report_final.pdf)`\n- [Page 23]\nCompleted In Progress Not Achieved\nAction Deliverable Timeline Status\n3.\n Source: `other-pdfs/esa_innovate_report_final.pdf (http://www.esa.edu.au/media/tf2g1jjc/esa_innovate_report_final.pdf)`\n- This was achieved through\nprocurement of goods and services – including graphic design, printing of\nThe Maths in Schools project exceeded our Indigenous supply chain target educational resources and promotional materials, penetration testing of the\nthrough an expenditure of 4.23% of total budget across the life of the project. website environments, and event catering – and exceeding our workforce\nThe National Indigenous Australians Agency (NIAA) provided the team performance target.\nwith the following feedback: ‘In achieving these targets, Education Services\nAustralia Limited has made a valuable contribution to stimulating Indigenous Yikan Noongar\nentrepreneurship, business and economic development.\n Source: `other-pdfs/esa_innovate_report_final.pdf (http://www.esa.edu.au/media/tf2g1jjc/esa_innovate_report_final.pdf)`\n- [pages 17,18,19]\nManager Digital\nEducation Strategy\nresources and collaborate to identify opportunities 2023 & Teaching & Learning\nto Staff and external\nfor strengthening connections with Narragunnawali May 2024 Support: Project Manager,\nstakeholders.\nprofessional learning/RAP development processes Digital Teaching & Learning\nand ESA’s work in developing professional learning\nand resources for the education sector\n3.\n Source: `strategies/esa-reconciliation-action-plan.pdf (http://www.esa.edu.au/media/hpxfncro/esa-reconciliation-action-plan.pdf)`\n- [Page 7]\nEducation Services Australia 6\n2022–23 Impact Report\nFrom On behalf of the Board, I am I congratulate ESA’s CEO, Andrew Audit Committee for their valuable\nproud to present the 2022–23 Smith, his executive team and contributions and their ongoing\nImpact Report for Education all ESA staff for their agility and commitment to the organisation.\nthe Chair\nprofessionalism to respond flexibly\nServices Australia (ESA).\n Source: `other-pdfs/esa-impact-report-2022-23_final.pdf (http://www.esa.edu.au/media/cqbk2htq/esa-impact-report-2022-23_final.pdf)`\n\n## Key Metrics\n\n| Values found | Evidence | Source |\n|---|---|---|\n| 1.2 million | We have Mr Tony Brennan JP and Ms Felicity Thomlinson. team and all ESA staff for their ongoing support and\ncontinued to focus on initiatives that reduce teacher dedication to delivering ESA’s important work in the\nThe Board is proud of the company’s achievements\nworkload and contribute to student achievement and education sector.\nthis year, and I would like to highlight some of the\nwellbeing, particularly for those students experiencing\nkey area | `other-pdfs/impact-report-2023-24.pdf (http://www.esa.edu.au/media/4x4ocapv/impact-report-2023-24.pdf)` |\n| $4 | �\u000f\u0004{�e����J'p_2\f�O4`\b\u0013��-0_\nN���r�w���=G\u0017u��k�k�3��p�%׋nO\u00028�l��U4���\u0003l\u0011��e�!y\u001b�u&w�p�!\u001e��R�\f����\u0005�\u000f\b\u0002�I\u0001Y\b�\u0011\b҂�rc�Z�\u0015#츂\u0014O��\u0007D.'$I�\u000f���-r���o��+���dC�\n1 ��5\u0013ё�0Y\u0004e,�֧\bx��\u000b�\u001f��tV��0���A�6���\u0010P�@\u001d�������<=$+�ac���w��W�t`;4n�/A��sҜ$4pv\u0014��$o\u0010�\u001f�� \u001cxJ{�\u0013;�u$[�\b���e�\u0016�u}ϋ�{��G���ѧ����[5u'\u001c\\m�?Q�\u0001h�ɟ8P6���Z��� ��\u0001�^��\u0013��^\u0019��ܑҺ?�u^�\u001d�\u0019�;�U�A��p�t\u0018k*�Y�i�v\u0013vM\u001d�$HLX�H��E�\n\"�d��YK�\\�0n��w\u000b��18/������+�����F�#2^�\n��jr�wP�ϯ�Ԣ*\u0011�\u0006\n�@71�P\u0014�&�w�\u0016>!㭷��b�Ǹ<��o��� | `pages/about.html (http://www.esa.edu.au/media/1d3fnnc0/banner-image_woodcroft_2022_teacher-with-student-on-laptop_about-us_may2025.png?width=925&height=689&format=webp&quality=90&v=1dbc00ce0790650&hmac=b8f3de61b04c69e654222e52cb103556a5350a0486c31ae81475ae7227f9dd81)` |\n| 4% | <�}�zt�YPHr��\u000eg\u0015\\b�\u00154%3 V�<�4C���}\f\u001e��v@�6u����2冟�-T\u0006��?�,\\\fm>X���\u0005�Q3P�-{����\\��*���?A\u00171�)+�(Y�\u000f,�UcY}\u0011ו\n\u0014��~���h}4��}�q�h��\u0002S\u0006x/#\fY\u001f���`]\\|�\"O���V\u001fu����G�m�kI����Jf�(C\u0017A\u0019�y@d\u0013�m\u0005�����*\u0014-���'e�;u\u001fdI̴����m���;*�Y\u0019(,`H͐\\�q�5W'z1yF\u0006�,�3V�<�8&*d\u00170�8^��c��Z���vw�ޚ�\u0006�T�\n�c��\u0013�痞!\u0003UM�YUr6Ι�5�f̨�\u000eeuiP�Q\u001a��\\Ԋ\u0015C\u0007/\u0013�\u001fc����)�_1�7sd�n�R���[D<>��@���\u000b����\"�\n��\u001b\u001b�<�q[��� �LA�SԞ�\u001e�\u0012��\u0013Nɜ�-�\u0007\u0014���Ԗ����63�& ��\u0015��m2��6�\u001f׍�21�)\u0019�@�H\u0019M�]�=��g9�\u0003�+7 z�d�e�0���� �� | `pages/about.html (http://www.esa.edu.au/media/1d3fnnc0/banner-image_woodcroft_2022_teacher-with-student-on-laptop_about-us_may2025.png?width=925&height=689&format=webp&quality=90&v=1dbc00ce0790650&hmac=b8f3de61b04c69e654222e52cb103556a5350a0486c31ae81475ae7227f9dd81)` |\n| $0 | H����j\u001bA\f�_E/`EҌ4ҵPz.94wC�ú\u0010\u0002��}5���ݦ,��v�\u001a���Oߞ\u0005^��\n\u0018(/\u0006\u0015��T*\u0001��BN�p<Ϗ���4@����7���\u0002���\n�Q��8�\u0002�XO�S:��C����CŗW>��=ۡoc�6}�#���y�-��x\u0006J\u0016T\u001az��lP\u0019�UPB���2��6,��b��\u001c�\u0002F�f�\u0012X�� \u001a�,v�\u0013HI\u001d}'��)�\u0003~��,��uC��9��\u0005\u001c$0J��z�?�كVn콘P�Z[g��\u0005��O\u0004�'���\u0002p�U�.�`\u0005��ڳ5��\u000b\u000f��4_�<���N{\u0012��&\u00170�;߀�z�\u001b�$��\u001b�z\u0004�!�G82\u0007��Y]px1�+�\u001b?�9Oo�T;��ڿ����f_/469u�����`c�I0Aj�#�/+��\u001b<9\u0016x\\|�9\u0003���\u0017YQZm��_-\u000fW\u0011�`#�B�c�\u001d'�<#\u001b\u001c~\u0004���\u0019�0b�\u0011�d[Iݖ9��N��8�,Mv\u0013��w/dQ\u001b�QO��Rce�\u0015�����\u001b=8W\u0017\u0018b��J\u001a�a��\u0018�T | `pages/strategies-index__02.html (http://www.esa.edu.au/media/hpxfncro/esa-reconciliation-action-plan.pdf)` |\n| $9 | U_�;o;��[���߀�\u0010B�,�\u001b���g�4ߕ*�A%��K\u001e��۳�m��)����}�\u0019}\n)�'����\u001f���S'9�<\u0010`Ͼ�p�g�2WjX�&\u0016�\n�U���z�L�\u0013��&�$��:L����\b���#Y��ru���]��\u00046�gk\u0015'�$r�Ծ��\u001eĘ%�(A��\u0011��Q�UU���s�uww4;g���L<�\u0006k�g�����3�R�6����[�)~�x�t�I��%Ld����X�k{\u001c\\��\u0006\u0017A���9yt��R\u000eZ:��(��\u001e\"\u001a�\u0011������\u001d\nT\\|�\u000f�\u001e��y���m��e��{�����z��\n\u001a\u0001�\u0001\u0006������:\u000e�O�4Ptj��q=8K�H�]9�=5�%��#�4����\n\u0003_��r>C��\u001cy!�$9\u001c�5��~�\u00115<��@�V�)x��^(\u000b���\u000e�#}�\u000b\u001f.%\u0005�����\\�\u0013����B\\�\u0016�\u0001���S�\u0004�$\f,b�`\\|_.*���V>\"P�R\u001d$���\u000b\u000f�h'����iSAr�o\n\u0014���VkA:�L�4 | `pages/strategies-index__02.html (http://www.esa.edu.au/media/hpxfncro/esa-reconciliation-action-plan.pdf)` |\n| $62 | �z�X�?či�\u0004]'�������6I�O�\u0005n\nï�ĤY\u001b���9�wl\u000eQ�r�hU e�Aj�\u0011��8ֈ6pG�5&\u001d�4�ǭV�%�]�^k�l7$-���殎��\f�R>KnQ�\n\f��,:���� ��Ep���CI\\\\|r��Mb\u0014 ��(���\u0014Z\b\u0013�Q\u001e�\u0014�����\u000e�K�Aiy�/���\u0018V\u001d�1@;_Α6��8V�]�\u0011���^:������q p[\u001c:�a��+�\u000bT\u0002��\u000b�j��\u0013\u0007�,8\u000e�*�}�Q?qq F�xR�W�Rd��\\J~�\b\n�p�����t���\u0014�2\u000f�p�\u001b���v�?�i�a�5\u0015��ו�]����Cߺ\n�\u0016�\u0016/\u0002��*C=��س_Й����y�L`�x�H��\u0003\u0014>l]l�>9\u0004`\u001b��\u001e\u001a\\�T\u0015��U�x���$62��\u0006��FK\u0004}f�\u001b�x��`zf$��yɩ��2��%3c�2�?��^/��-d�uó�,��a�\u0014\u0016F<�H�7Y�\u0013�[�\u0017�b*̓(E\u000b��l�����wV���B0S�\u001f�\u0019��\u0011�6\u0011�� | `pages/strategies-index__02.html (http://www.esa.edu.au/media/hpxfncro/esa-reconciliation-action-plan.pdf)` |\n| $5 | \u0006�\u0004\u0006������<4��[rď�P���v^�6�:�\u00164�)v��}O��/�$$5��m\u0004�. �81�N\u000eC�O�DVh�h`\u0011ݸ�4>�*c�C�l��\u0015¿��[�[����no�=��\u001d�][W�}}�2=$� m$�\u000b�M\u0004��=M\bS�J\u0014�Q5B5hZ\u0018X�fn�(Mz��_ǀ\u000e\u0005\u0001u�1�j�Qp�����8JQJ;����1[*��l��,O�J��Q\n\u0014�\u001b�+�\u000f��j�;h�[�� \u001e #��@�Qߒh>ʃ\u0010���]��\u0005!�=�\"�\u0011�&h2T�Z\u0003�[��Ų�X��\u0018\b���.4d\u0017L�;�=����Bs����\u0014���:~�q\u0019�٘yN����\u0002'���f2�e\u001b\u0019'�\u0002�2Bs5�P�ݸ�\u0019O/���I��\n�(zMM�\u0004��\u0006F#��A��\\�{[��\u0015��:*O,���ɝ�8G]M'IZ\f��]@78l(h\u0006\u0016�Ckp\\|y/Ե�=�x�X�f�\u0005h�VP̂�]��\u0005���\u0012͗��y�q��?\u0004T̨�1g�q�՜}}`�Qk�\u000f\u001fظO�+�\u00036 | `pages/strategies-index__02.html (http://www.esa.edu.au/media/hpxfncro/esa-reconciliation-action-plan.pdf)` |\n| $700 m | We\ndonated\nWe raised more than\nunused fridges and\n$700 microwaves to West\nWelcome Wagon,\nfor the Indigenous supporting asylum\nLiteracy Foundation seekers and refugees.\nthrough book sales\nand staff fundraising. | `other-pdfs/esa-impact-report-2022-23_final.pdf (http://www.esa.edu.au/media/cqbk2htq/esa-impact-report-2022-23_final.pdf)` |\n| 1.2 million | We have Mr Tony Brennan JP and Ms Felicity Thomlinson. team and all ESA staff for their ongoing support and\ncontinued to focus on initiatives that reduce teacher dedication to delivering ESA’s important work in the\nThe Board is proud of the company’s achievements\nworkload and contribute to student achievement and education sector.\nthis year, and I would like to highlight some of the\nwellbeing, particularly for those students experiencing\nkey area | `other-pdfs/impact-report-2023-24.pdf (http://www.esa.edu.au/media/4x4ocapv/impact-report-2023-24.pdf)` |\n\n## Key Achievements\n\n- ESA is a capable, well governed and sustainable organisation\nEnable our people Engaged and capable staff Undertake ‘Voice Survey’ Staff feedback steady or Staff feedback steady or\nimproving across all pulse improving across ‘Progress’\nsurveys and “Passion” indicators\nESA is effectively governed Internal audit program FRAC acceptance of internal FRAC acceptance of internal\nsatisfactorily delivered audit reports audit reports\nCEO support/advice to Board performance survey Board performance survey\nBoard Average score >4.0 on average score >4.0 on\nrelevant questions relevant questions\nA safe workplace Long-term injury (number) 0 0\nOHS Compliance Training 95%\ncompletion\nEAP participation 7–9%\nSustainable infrastructure Operational costs effectively Actual Net Overhead <19% <19%\nand efficient processes controlled expense ratio is better than\ntarget\n Source: `strategies/esa-strategic-plan-2021-2023_full.pdf (http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf)`\n- We have Mr Tony Brennan JP and Ms Felicity Thomlinson. team and all ESA staff for their ongoing support and\ncontinued to focus on initiatives that reduce teacher dedication to delivering ESA’s important work in the\nThe Board is proud of the company’s achievements\nworkload and contribute to student achievement and education sector.\nthis year, and I would like to highlight some of the\nwellbeing, particularly for those students experiencing\nkey areas: I hope you enjoy reading about ESA’s highlights and\neducational disadvantage.\nimpacts throughout 2023–24 and I very much look\n• NAPLAN: We saw a staggering 1.2 million students\nOn 28 February 2024, ESA received an updated forward to another year of working together as we\nacross 9,411 schools and campuses complete their\nLetter of Expectation signed by Minister Clare on continue to create, shape and nurture solutions that\n Source: `other-pdfs/impact-report-2023-24.pdf (http://www.esa.edu.au/media/4x4ocapv/impact-report-2023-24.pdf)`\n- Key indicators of our impact\ninclude:\n1. d eliver high-quality projects and services\nthat meet the needs of stakeholders • user feedback on the impact of projects delivered\non behalf of governments\n2. d isseminate insights that support decision-\nmaking • uptake of products and services offered by ESA\n3. p rovide leadership in education information • stakeholder satisfaction with ESA’s performance\nmanagement and approach\n4. d evelop and maintain national education • secure and effective information management\ntechnology platforms that increase access and\n• strong governance processes and practices\nimprove connectivity\n• staff engagement and satisfaction\n5. strategically engage stakeholders to establish\npartnerships that help them achieve their goals. • sustainable financial performance.\n Source: `strategies/esa-strategic-plan-2021-2023_full.pdf (http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf)`\n- [Page 10]\nRelationships – our progress so far\nCompleted In Progress Not Achieved\nAction Deliverable Timeline Status\n1.\n Source: `other-pdfs/esa_innovate_report_final.pdf (http://www.esa.edu.au/media/tf2g1jjc/esa_innovate_report_final.pdf)`\n- [Page 11]\nCompleted In Progress Not Achieved\nAction Deliverable Timeline Status\n3.\n Source: `other-pdfs/esa_innovate_report_final.pdf (http://www.esa.edu.au/media/tf2g1jjc/esa_innovate_report_final.pdf)`\n- [Page 15]\nRespect – our progress so far\nCompleted In Progress Not Achieved\nAction Deliverable Timeline Status\n1.\n Source: `other-pdfs/esa_innovate_report_final.pdf (http://www.esa.edu.au/media/tf2g1jjc/esa_innovate_report_final.pdf)`\n- [Page 16]\nCompleted In Progress Not Achieved\nAction Deliverable Timeline Status\n3.\n Source: `other-pdfs/esa_innovate_report_final.pdf (http://www.esa.edu.au/media/tf2g1jjc/esa_innovate_report_final.pdf)`\n- [Page 19]\nOpportunities – our progress so far\nCompleted In Progress Not Achieved\nAction Deliverable Timeline Status\n1.\n Source: `other-pdfs/esa_innovate_report_final.pdf (http://www.esa.edu.au/media/tf2g1jjc/esa_innovate_report_final.pdf)`\n- [Page 20]\nCompleted In Progress Not Achieved\nAction Deliverable Timeline Status\n3.\n Source: `other-pdfs/esa_innovate_report_final.pdf (http://www.esa.edu.au/media/tf2g1jjc/esa_innovate_report_final.pdf)`\n- [Page 22]\nGovernance – our progress so far\nCompleted In Progress Not Achieved\nAction Deliverable Timeline Status\n1.\n Source: `other-pdfs/esa_innovate_report_final.pdf (http://www.esa.edu.au/media/tf2g1jjc/esa_innovate_report_final.pdf)`\n- [Page 23]\nCompleted In Progress Not Achieved\nAction Deliverable Timeline Status\n3.\n Source: `other-pdfs/esa_innovate_report_final.pdf (http://www.esa.edu.au/media/tf2g1jjc/esa_innovate_report_final.pdf)`\n- [pages 19,20,21,22,23,24,25]\nP rovide trusted, secure information and\nappropriate, safe and secure sharing data management services that support the\nand analysis of national education development and use of the national education\ninformation and data are necessary evidence base.\nfor the achievement of education\n3.\n Source: `strategies/esa-strategic-plan-2021-2023_full.pdf (http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf)`\n\n## Key Issues, Risks, and Recommendations\n\n- ESA is a capable, well governed and sustainable organisation\nEnable our people Engaged and capable staff Undertake ‘Voice Survey’ Staff feedback steady or Staff feedback steady or\nimproving across all pulse improving across ‘Progress’\nsurveys and “Passion” indicators\nESA is effectively governed Internal audit program FRAC acceptance of internal FRAC acceptance of internal\nsatisfactorily delivered audit reports audit reports\nCEO support/advice to Board performance survey Board performance survey\nBoard Average score >4.0 on average score >4.0 on\nrelevant questions relevant questions\nA safe workplace Long-term injury (number) 0 0\nOHS Compliance Training 95%\ncompletion\nEAP participation 7–9%\nSustainable infrastructure Operational costs effectively Actual Net Overhead <19% <19%\nand efficient processes controlled expense ratio is better than\ntarget\n Source: `strategies/esa-strategic-plan-2021-2023_full.pdf (http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf)`\n- [Page 7]\nEducation Services Australia 6\n2022–23 Impact Report\nFrom On behalf of the Board, I am I congratulate ESA’s CEO, Andrew Audit Committee for their valuable\nproud to present the 2022–23 Smith, his executive team and contributions and their ongoing\nImpact Report for Education all ESA staff for their agility and commitment to the organisation.\nthe Chair\nprofessionalism to respond flexibly\nServices Australia (ESA).\n Source: `other-pdfs/esa-impact-report-2022-23_final.pdf (http://www.esa.edu.au/media/cqbk2htq/esa-impact-report-2022-23_final.pdf)`\n- [pages 17,18,19]\nManager Digital\nEducation Strategy\nresources and collaborate to identify opportunities 2023 & Teaching & Learning\nto Staff and external\nfor strengthening connections with Narragunnawali May 2024 Support: Project Manager,\nstakeholders.\nprofessional learning/RAP development processes Digital Teaching & Learning\nand ESA’s work in developing professional learning\nand resources for the education sector\n3.\n Source: `strategies/esa-reconciliation-action-plan.pdf (http://www.esa.edu.au/media/hpxfncro/esa-reconciliation-action-plan.pdf)`\n- [Page 26]\nAppendix 1\nObjective: Measure (intent) Measure (metric) 2020–21 target FY21–22 target\n1.\n Source: `strategies/esa-strategic-plan-2021-2023_full.pdf (http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf)`\n- [Page 7]\nStrategic Four key themes emerged from the strategic planning process:\ncontext\n1 Education sector 2 EdTech market and 3 Government policy 4 Government priorities and\nemerging technologies and operation needs of education\nAustralia’s education sector is characterised by Existing and emerging technologies are Education policy is evolving at a national, state ESA is well positioned to bridge the gap between\nstrong capability and significant goodwill, transforming the classroom for students, and jurisdiction level as education ministers government policy and priorities and the needs\nhowever, in a rapidly changing environment teachers and educational institutions, with respond to opportunities and challenges.\n Source: `strategies/esa_strategic_plan_24-26_final.pdf (http://www.esa.edu.au/media/cwmdbq3f/esa_strategic_plan_24-26_final.pdf)`\n- Chair, Ms Diane Joseph, and Chair\nof the Finance Risk and Audit\nDuring the year, we continued to Andrew Smith\nCommittee, Mr Sam Spadavecchia.\nsee growth in opportunities for\nCEO,\neducation technology, including While it’s impossible to describe\nEducation Services Australia\nthrough the increasing application of the full extent of their impact over\ngenerative artificial intelligence (AI). the last seven years, I take this\nWith a focus on empowering and opportunity to express my sincere\nsupporting Australia’s educators,\n Source: `other-pdfs/esa-impact-report-2022-23_final.pdf (http://www.esa.edu.au/media/cqbk2htq/esa-impact-report-2022-23_final.pdf)`\n- ESA’s strength lies in its expertise Northern\nOur staff continue to work Territory\nin the unique combination of\nflexibly in partnership with our\ntechnology and education.\nstakeholders to deliver products Queensland\nThroughout 2022–23, we have\nthat reflect their requirements and\napplied this expertise to lead\npromote excellence in education Western\nand drive initiatives to identify\nAustralia\nand improve student outcomes South\nnew and emerging opportunities\nAustralia\nand equity.\nin the use of digital technology,\nNew South Wales\nsuch as generative AI, as well as\nAustralian\nCapital Territory\nVictoria\n18mins 114\n291,068\n38secs assessments started\n56,494\nby Safer Technologies Tasmania\naverage user session\n4 Schools (ST4S) 467,851\ntime on myfuture\n95,405\n19\n935,861\nconferences\nattended by ESA\n Source: `other-pdfs/esa-impact-report-2022-23_final.pdf (http://www.esa.edu.au/media/cqbk2htq/esa-impact-report-2022-23_final.pdf)`\n- [Page 28]\nEducation Services Australia 27\n2022–23 Impact Report\nBuilding a positive culture\nto empower our people\nOur people and culture were designed with the future of minimum of 40% of their working The ESA wellbeing program\nare the bedrock of our work and flexibility in mind, along hours in the office, and also gives remains a key priority, offering staff\napproach to delivering with sustainable choices to actively the option to work remotely from various opportunities to enhance\nreduce our carbon footprint. anywhere in the world for up to 3 their health and happiness, such\nimpactful projects.\nweeks a year. as nutritious snacks, a springtime\nTo celebrate the return of staff to\nEmbracing a new phase in our work walking contest, seated massages,\nthe office, we hosted a ‘Welcome To revive the close-knit culture of\nenvironment, we have redefined flu vaccinations and other wellness\n Source: `other-pdfs/esa-impact-report-2022-23_final.pdf (http://www.esa.edu.au/media/cqbk2htq/esa-impact-report-2022-23_final.pdf)`\n- We have Mr Tony Brennan JP and Ms Felicity Thomlinson. team and all ESA staff for their ongoing support and\ncontinued to focus on initiatives that reduce teacher dedication to delivering ESA’s important work in the\nThe Board is proud of the company’s achievements\nworkload and contribute to student achievement and education sector.\nthis year, and I would like to highlight some of the\nwellbeing, particularly for those students experiencing\nkey areas: I hope you enjoy reading about ESA’s highlights and\neducational disadvantage.\nimpacts throughout 2023–24 and I very much look\n• NAPLAN: We saw a staggering 1.2 million students\nOn 28 February 2024, ESA received an updated forward to another year of working together as we\nacross 9,411 schools and campuses complete their\nLetter of Expectation signed by Minister Clare on continue to create, shape and nurture solutions that\n Source: `other-pdfs/impact-report-2023-24.pdf (http://www.esa.edu.au/media/4x4ocapv/impact-report-2023-24.pdf)`\n- Additionally, 639 distance and home-school\nprioritising transparency, non-discrimination and risk management. students completed NAPLAN tests remotely, ensuring all students\nNAPLAN tests submitted Australian schools\nIn partnership with the Australian Educational Research Organisation had a fair testing experience, regardless of location.\nfrom 13 schools using submitted more\n(AERO), we also began creating frameworks to assess how effectively\nthe “low- or no- than 4.48 million\nAI-equipped software supports learning outcomes, addressing a bandwidth” solution NAPLAN tests\ncritical gap in current policies.\n Source: `other-pdfs/impact-report-2023-24.pdf (http://www.esa.edu.au/media/4x4ocapv/impact-report-2023-24.pdf)`\n- Encourage and support staff and senior leaders to 27 May – 3 Lead: General Manager People\nparticipate in at least one external event to recognise June 2023 & Culture\nand celebrate NRW. & 2024 Support: Leadership Team\n4.\n Source: `strategies/esa-reconciliation-action-plan.pdf (http://www.esa.edu.au/media/hpxfncro/esa-reconciliation-action-plan.pdf)`\n- Key indicators of our impact\ninclude:\n1. d eliver high-quality projects and services\nthat meet the needs of stakeholders • user feedback on the impact of projects delivered\non behalf of governments\n2. d isseminate insights that support decision-\nmaking • uptake of products and services offered by ESA\n3. p rovide leadership in education information • stakeholder satisfaction with ESA’s performance\nmanagement and approach\n4. d evelop and maintain national education • secure and effective information management\ntechnology platforms that increase access and\n• strong governance processes and practices\nimprove connectivity\n• staff engagement and satisfaction\n5. strategically engage stakeholders to establish\npartnerships that help them achieve their goals. • sustainable financial performance.\n Source: `strategies/esa-strategic-plan-2021-2023_full.pdf (http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf)`\n- [pages 25,26,27,28]\nt executive and Board\n• uptake of products and services offered by ESA\nlevel and will evolve as implementation plans are\n• stakeholder satisfaction with ESA’s performance developed.\nand approach\nA first draft of the Balanced Scorecard showing\n• secure and effective information management\ninitial metrics can be found at Appendix 1.\n• strong governance processes and practices\n• staff engagement and satisfaction\n• sustainable financial performance.\n Source: `strategies/esa-strategic-plan-2021-2023_full.pdf (http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf)`\n- [Page 27]\nObjective: Measure (intent) Measure (metric) 2020–21 target FY21–22 target\n2.\n Source: `strategies/esa-strategic-plan-2021-2023_full.pdf (http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf)`\n\n## Corporate Values and Operating Culture\n\n- [Page 25]\nEducation Services Australia 24\n2022–23 Impact Report\nCASE STUDY\nDecolonising librar y catalogues –\nA respectful approach\nThe Schools Catalogue changing landscape of cultural collaboration has led to updates\nInformation Service (SCIS) awareness and respect.\n Source: `other-pdfs/esa-impact-report-2022-23_final.pdf (http://www.esa.edu.au/media/cqbk2htq/esa-impact-report-2022-23_final.pdf)`\n- Focused on advancing nationally agreed education initiatives,\nprograms and projects, ESA will:\n1. research, test and develop innovative 4. support national infrastructure to ensure\ntechnologies and communication systems access to quality-assured systems and\nfor use in education content and interoperability between\nindividuals, entities and systems\n2. devise, develop and deliver curriculum and\nassessment, professional development, 5. create, publish, disseminate and market\ncareer and information support services curriculum and assessment materials,\nICT-based solutions, products and services\n3. facilitate the pooling, sharing and distribution to support learning, teaching, leadership\nof knowledge, resources and services to and administration.\nsupport and promote e-learning\nESA Company Objects\nThe ministers’ Interim Letter of Expectation 2020 provides five operating principles\n Source: `strategies/esa-strategic-plan-2021-2023_full.pdf (http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf)`\n- [Page 13]\nEnhancing educator impact with high-quality\nprofessional learning alternate still image/\n(cont’d) 19\n25+\n400% poster frame for\nprofessional learning\nconsideration:\nminutes per session\nworkshops delivered by increase in attendance at\nmyfuture\non average for https://www.istockphoto.\nthe myfuture platform to SCIS webinars\nmyfuture users\nWith demand for career guidance on the rise, ESA’s national online career com/photo/sitting-\nsupport career education\ninformation service, myfuture, delivered 19 professional learning workshops\ntogether-gm1225019626-\nand 14 webinars – giving teachers and career practitioners tools to support a\n360422188?searchscope=\nrange of student pathways.\nimage%2Cfilm\nUsers spent, on average, 25 minutes per visit to the website, making myfuture\nan invaluable resource for career education strategies, including for students\n Source: `other-pdfs/impact-report-2023-24.pdf (http://www.esa.edu.au/media/4x4ocapv/impact-report-2023-24.pdf)`\n- [pages 17,18,19]\nManager Digital\nEducation Strategy\nresources and collaborate to identify opportunities 2023 & Teaching & Learning\nto Staff and external\nfor strengthening connections with Narragunnawali May 2024 Support: Project Manager,\nstakeholders.\nprofessional learning/RAP development processes Digital Teaching & Learning\nand ESA’s work in developing professional learning\nand resources for the education sector\n3.\n Source: `strategies/esa-reconciliation-action-plan.pdf (http://www.esa.edu.au/media/hpxfncro/esa-reconciliation-action-plan.pdf)`\n- [Page 7]\nEducation Services Australia 6\n2022–23 Impact Report\nFrom On behalf of the Board, I am I congratulate ESA’s CEO, Andrew Audit Committee for their valuable\nproud to present the 2022–23 Smith, his executive team and contributions and their ongoing\nImpact Report for Education all ESA staff for their agility and commitment to the organisation.\nthe Chair\nprofessionalism to respond flexibly\nServices Australia (ESA).\n Source: `other-pdfs/esa-impact-report-2022-23_final.pdf (http://www.esa.edu.au/media/cqbk2htq/esa-impact-report-2022-23_final.pdf)`\n- [Page 9]\n• National School Reform Agreement 2019-2023 • Learnings from Reflect RAP\nThe National School Reform Agreement, signed Our experiences of implementing the Reflect RAP\nby all Australian governments in 2018, outlines a highlighted a number of key learnings about the\nset of strategic reforms in areas where national importance of:\ncollaboration will have the greatest impact, builds on\n- Building strong and enduring relationships with\ncurrent national reform efforts, complements State\nAboriginal and Torres Strait Islander peoples and\nand Territory leadership in each jurisdiction and\norganisations based on trust and respect\nsupports local implementation.\n- Recognising and valuing Aboriginal and Torres\nESA supports the Australian, state and territory\nStrait Islander self-determination, knowledges\ngovernments to implement reform initiatives that\nand histories\n Source: `strategies/esa-reconciliation-action-plan.pdf (http://www.esa.edu.au/media/hpxfncro/esa-reconciliation-action-plan.pdf)`\n- These\nMore than 6,500 views Attendees found our webinars\ntopics included:\nengaging, with our statistics\nof our webinar recordings\n• Managing career uncertainty indicate their sustained value showing an 82% average\nand anxiety to educators, beyond the\ninterest rating.\ninitial broadcast.\n• Where do young people go for\ncareers information\n• What counts when making Throughout the year, phonics 98%\ncareer choices – opportunities resources were adapted to create\nin agriculture online professional learning with\nof educators surveyed rated\nwebinars and supporting resources\nthe Literacy Hub webinars\nfreely available to all Australian\nSchools via the Literacy Hub. as good or excellent.\n Source: `other-pdfs/esa-impact-report-2022-23_final.pdf (http://www.esa.edu.au/media/cqbk2htq/esa-impact-report-2022-23_final.pdf)`\n- [Page 3]\nContents\nOur vision for reconciliation 2\nMessage from\nEducation Services Australia 3\nMessage from Reconciliation Australia 4\nOur business 5\nOur RAP 6\nOur RAP journey so far 8\nOur RAP Champions and Leaders 9\nRelationships 10\nRespect 12\nOpportunities 14\nGovernance 16\nEducation Services Australia Innovate Reconciliation Action Plan (RAP) January 2023 – December 2024 1\n Source: `strategies/esa-reconciliation-action-plan.pdf (http://www.esa.edu.au/media/hpxfncro/esa-reconciliation-action-plan.pdf)`\n\n## Global Ideas and Case Study Inputs\n\n_No global-intelligence source text found yet. Run `CLAUDE/global-ideas-scraper.py ` to populate case-study sources._\n\n## Source Artifacts Used\n\n- `strategies/esa-reconciliation-action-plan.pdf` - strategies - http://www.esa.edu.au/media/hpxfncro/esa-reconciliation-action-plan.pdf\n- `strategies/esa_strategic_plan_2018_2020_short_final.pdf` - strategies - http://www.esa.edu.au/media/dpaowpxi/esa_strategic_plan_2018_2020_short_final.pdf\n- `strategies/esa-strategic-plan-2021-2023_full.pdf` - strategies - http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf\n- `strategies/esa_strategic_plan_24-26_final.pdf` - strategies - http://www.esa.edu.au/media/cwmdbq3f/esa_strategic_plan_24-26_final.pdf\n- `pages/about.html` - pages - http://www.esa.edu.au/media/1d3fnnc0/banner-image_woodcroft_2022_teacher-with-student-on-laptop_about-us_may2025.png?width=925&height=689&format=webp&quality=90&v=1dbc00ce0790650&hmac=b8f3de61b04c69e654222e52cb103556a5350a0486c31ae81475ae7227f9dd81\n- `pages/announcements-index.html` - pages - http://www.esa.edu.au/privacy/collection-statement\n- `pages/announcements-index__03.html` - pages - http://www.esa.edu.au/privacy/collection-statement\n- `pages/contact.html` - pages - http://www.esa.edu.au/contact-us\n- `pages/homepage.html` - pages - http://www.esa.edu.au\n- `pages/leadership.html` - pages - http://www.esa.edu.au/who-we-are/our-executive-team\n- `pages/ministers.html` - pages - http://www.esa.edu.au/our-impact/impact-report\n- `pages/news-latest.html` - pages - http://www.esa.edu.au/styles/components/widgets/news.css?v=Y2n6mxk016CxsTvQDEtOe1dMCJzWcPoJ5MaNoQ9zQS0\n- `pages/strategies-index.html` - pages - http://www.esa.edu.au/who-we-are/reconciliation-action-plan\n- `pages/strategies-index__00.html` - pages - http://www.esa.edu.au/who-we-are/reconciliation-action-plan\n- `pages/strategies-index__01.html` - pages - http://www.esa.edu.au/our-impact/strategic-plan\n- `pages/strategies-index__02.html` - pages - http://www.esa.edu.au/media/hpxfncro/esa-reconciliation-action-plan.pdf\n- `pages/structure.html` - pages - http://www.esa.edu.au/who-we-are/social-responsibility\n- `other-pdfs/education-services-australia-collection-statement.pdf` - other-pdfs - http://www.esa.edu.au/media/1o2hdbra/education-services-australia-collection-statement.pdf\n- `other-pdfs/esa_innovate_report_final.pdf` - other-pdfs - http://www.esa.edu.au/media/tf2g1jjc/esa_innovate_report_final.pdf\n- `other-pdfs/esa-impact-report-2022-23_final.pdf` - other-pdfs - http://www.esa.edu.au/media/cqbk2htq/esa-impact-report-2022-23_final.pdf\n- `other-pdfs/impact-report-2023-24.pdf` - other-pdfs - http://www.esa.edu.au/media/4x4ocapv/impact-report-2023-24.pdf\n\n## Gaps To Fix\n\n- No corporate plan text source found.\n- No annual report text source found.\n- No global comparison/case-study sources found.", "legislation_md": "# Education Services Australia - Acts and Legislation Discovery\n\n**Generated at**: 2026-05-09T21:25:02.026555+00:00\n**Entity ID**: B-000663\n**Jurisdiction**: Commonwealth\n**Portfolio**: Education\n\n> This is an evidence-based discovery list from scraped department material. A mention does not always mean the department administers the legislation; high-confidence and official register links should be reviewed.\n\n## Summary\n\n- Source files scanned: 21\n- Unique legislation references found: 0\n\n## Legislation References\n\n_No Act/Regulation/Instrument references found in the local corpus._\n\n## Files Scanned\n\n- `pages/about.html` (page)\n- `pages/announcements-index.html` (page)\n- `pages/announcements-index__03.html` (page)\n- `pages/contact.html` (page)\n- `pages/homepage.html` (page)\n- `pages/leadership.html` (page)\n- `pages/ministers.html` (page)\n- `pages/news-latest.html` (page)\n- `pages/strategies-index.html` (page)\n- `pages/strategies-index__00.html` (page)\n- `pages/strategies-index__01.html` (page)\n- `pages/strategies-index__02.html` (page)\n- `pages/structure.html` (page)\n- `other-pdfs/education-services-australia-collection-statement.pages.jsonl` (pdf_pages)\n- `other-pdfs/esa-impact-report-2022-23_final.pages.jsonl` (pdf_pages)\n- `other-pdfs/esa_innovate_report_final.pages.jsonl` (pdf_pages)\n- `other-pdfs/impact-report-2023-24.pages.jsonl` (pdf_pages)\n- `strategies/esa-reconciliation-action-plan.pages.jsonl` (pdf_pages)\n- `strategies/esa-strategic-plan-2021-2023_full.pages.jsonl` (pdf_pages)\n- `strategies/esa_strategic_plan_2018_2020_short_final.pages.jsonl` (pdf_pages)\n- `strategies/esa_strategic_plan_24-26_final.pages.jsonl` (pdf_pages)", "global_initiatives_md": null, "strategy": { "reporting_period": "2024-25", "corporate_plan_period": "2025-26", "vision": "A world class education system that encourages and supports every student to be the very best they can be, no matter where they live or what kind of learning challenges they may face.", "vision_source_page": 8, "purposes": "To provide technology-based products and services for education, focusing on advancing nationally agreed education initiatives, programs and projects.", "purposes_source_page": null, "how_we_deliver": "We will use our unique combination of education and technology expertise to create and deliver solutions that can be used to improve student outcomes and enhance performance across all education sectors.", "how_we_deliver_source_page": null, "government_priorities": [ { "text": "Deliver high-quality projects and services that meet the needs of stakeholders", "source_page": 15 }, { "text": "Disseminate insights that support decision-making", "source_page": 18 }, { "text": "Provide leadership in education information management", "source_page": 19 }, { "text": "Develop and maintain national education technology platforms that increase access and improve connectivity", "source_page": 20 }, { "text": "Strategically engage stakeholders to establish partnerships that help them achieve their goals", "source_page": 21 } ], "outcomes": [ { "name": "Improved student outcomes", "description": "Consistently find that effective use of technology in education is associated with learning gains.", "key_activities": [ "Identify and deliver evidence-based projects and services", "Research, develop and deploy effective and innovative digital products and services", "Develop products and services that use technology to reduce time and cost" ], "source_page": 15 }, { "name": "Enhanced teacher impact", "description": "Advances in technology, and their potential to enhance student outcomes and support system and school development, are progressing rapidly.", "key_activities": [ "Identify and deliver evidence-based projects and services", "Research, develop and deploy effective and innovative digital products and services", "Develop products and services that use technology to reduce time and cost" ], "source_page": 15 }, { "name": "Stronger school communities", "description": "The national reform priorities include initiatives focused on enhancing national education data quality, consistency and collection to improve the national evidence base and inform policy development.", "key_activities": [ "Leverage our experience and knowledge in privacy and information management", "Provide trusted, secure information and data management services", "Support systems and sectors in the collection, sharing and protection of data" ], "source_page": 19 } ], "values": [ "User-focused", "Collaborative", "Innovative", "Efficient and sustainable", "Responsible", "High-quality" ], "values_framework_name": "Our values", "kpi_targets_2025_26": [ { "code": "CCE01", "measure": "Digital Teaching and Learning products and services growth", "target": "20% over 2019–20 usage", "source_page": 26 }, { "code": "CCE02", "measure": "All commissioned projects incorporated into PMO reporting", "target": "100%", "source_page": 26 }, { "code": "CCE03", "measure": "Digital Services revenue", "target": ">$7.5 million", "source_page": 26 }, { "code": "CCE04", "measure": "Financial margin on SCIS", "target": ">14%", "source_page": 26 }, { "code": "CCE05", "measure": "Secure Hosting Services revenue", "target": "$1.6 million", "source_page": 26 }, { "code": "CCE06", "measure": "ESA Voice of Education Research program project completed/", "target": "Published", "source_page": 26 }, { "code": "CCE07", "measure": "Publish high-quality articles", "target": "4", "source_page": 26 }, { "code": "CCE08", "measure": "Minimum of 75 new product assessments completed", "target": ">150", "source_page": 26 }, { "code": "CCE09", "measure": "Privacy and governance PMF implementation", "target": "Completed in line with IIS review recommendations", "source_page": 26 }, { "code": "CCE10", "measure": "Online product security assessments", "target": "No avoidable performance or availability issues", "source_page": 26 }, { "code": "CCE11", "measure": "Implement agreed actions", "target": "Agreed actions implemented", "source_page": 26 }, { "code": "CCE12", "measure": "Reconciliation Action Plan (RAP) status", "target": "Innovate", "source_page": 26 }, { "code": "CCE13", "measure": "Staff feedback", "target": "Steady or improving across all pulse surveys and ‘Progress’ indicators", "source_page": 26 }, { "code": "CCE14", "measure": "Internal audit reports", "target": "FRAC acceptance", "source_page": 26 }, { "code": "CCE15", "measure": "Board performance survey", "target": "Average score >4.0 on relevant questions", "source_page": 26 }, { "code": "CCE16", "measure": "Long-term injury", "target": "0", "source_page": 26 }, { "code": "CCE17", "measure": "OHS Compliance Training", "target": "95% completion", "source_page": 26 }, { "code": "CCE18", "measure": "EAP participation", "target": "7–9%", "source_page": 26 }, { "code": "CCE19", "measure": "Actual Net Overhead expense ratio", "target": "<19%", "source_page": 26 }, { "code": "CCE20", "measure": "Process improvement plan", "target": "Implement agreed actions", "source_page": 26 }, { "code": "CCE21", "measure": "Environment Report", "target": "Reduce emissions per FTE from 2018–19 levels by 10%", "source_page": 26 }, { "code": "CCE22", "measure": "Financial control and early visibility of progress", "target": "Revenue $40 million", "source_page": 26 }, { "code": "CCE23", "measure": "Digital Services revenue", "target": ">$7.5 million", "source_page": 26 }, { "code": "CCE24", "measure": "Corporate overhead costs", "target": "<$8.6 million", "source_page": 26 }, { "code": "CCE25", "measure": "Year-end surplus target", "target": "0–2%", "source_page": 26 } ], "kpi_results_2024_25": [ { "code": "CCE01", "measure": "Digital Teaching and Learning products and services growth", "result": "Target met", "status": "Achieved", "source_page": 26 }, { "code": "CCE02", "measure": "All commissioned projects incorporated into PMO reporting", "result": "100%", "status": "Achieved", "source_page": 26 }, { "code": "CCE03", "measure": "Digital Services revenue", "result": "Exceeded budget", "status": "Achieved", "source_page": 26 }, { "code": "CCE04", "measure": "Financial margin on SCIS", "result": ">14%", "status": "Achieved", "source_page": 26 }, { "code": "CCE05", "measure": "Secure Hosting Services revenue", "result": "$1.6 million", "status": "Achieved", "source_page": 26 }, { "code": "CCE06", "measure": "ESA Voice of Education Research program project completed/", "result": "Published", "status": "Achieved", "source_page": 26 }, { "code": "CCE07", "measure": "Publish high-quality articles", "result": "4", "status": "Achieved", "source_page": 26 }, { "code": "CCE08", "measure": "Minimum of 75 new product assessments completed", "result": ">150", "status": "Achieved", "source_page": 26 }, { "code": "CCE09", "measure": "Privacy and governance PMF implementation", "result": "Completed in line with IIS review recommendations", "status": "Achieved", "source_page": 26 }, { "code": "CCE10", "measure": "Online product security assessments", "result": "No avoidable performance or availability issues", "status": "Achieved", "source_page": 26 }, { "code": "CCE11", "measure": "Implement agreed actions", "result": "Agreed actions implemented", "status": "Achieved", "source_page": 26 }, { "code": "CCE12", "measure": "Reconciliation Action Plan (RAP) status", "result": "Innovate", "status": "Achieved", "source_page": 26 }, { "code": "CCE13", "measure": "Staff feedback", "result": "Steady or improving across all pulse surveys and ‘Progress’ indicators", "status": "Achieved", "source_page": 26 }, { "code": "CCE14", "measure": "Internal audit reports", "result": "FRAC acceptance", "status": "Achieved", "source_page": 26 }, { "code": "CCE15", "measure": "Board performance survey", "result": "Average score >4.0 on relevant questions", "status": "Achieved", "source_page": 26 }, { "code": "CCE16", "measure": "Long-term injury", "result": "0", "status": "Achieved", "source_page": 26 }, { "code": "CCE17", "measure": "OHS Compliance Training", "result": "95% completion", "status": "Achieved", "source_page": 26 }, { "code": "CCE18", "measure": "EAP participation", "result": "7–9%", "status": "Achieved", "source_page": 26 }, { "code": "CCE19", "measure": "Actual Net Overhead expense ratio", "result": "<19%", "status": "Achieved", "source_page": 26 }, { "code": "CCE20", "measure": "Process improvement plan", "result": "Implement agreed actions", "status": "Achieved", "source_page": 26 }, { "code": "CCE21", "measure": "Environment Report", "result": "Reduce emissions per FTE from 2018–19 levels by 10%", "status": "Achieved", "source_page": 26 }, { "code": "CCE22", "measure": "Financial control and early visibility of progress", "result": "Revenue $40 million", "status": "Achieved", "source_page": 26 }, { "code": "CCE23", "measure": "Digital Services revenue", "result": "Exceeded budget", "status": "Achieved", "source_page": 26 }, { "code": "CCE24", "measure": "Corporate overhead costs", "result": "<$8.6 million", "status": "Achieved", "source_page": 26 }, { "code": "CCE25", "measure": "Year-end surplus target", "result": "0–2%", "status": "Achieved", "source_page": 26 } ], "_source_urls": { "annual_report_url": "https://www.esa.edu.au/media/1gxjofgw/esa-annual-report-2024-2025-web.pdf", "corporate_plan_url": "https://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf" } }, "ideas": [ { "entity_id": "B-000663", "entity_name": "Education Services Australia", "folder_name": "Education-Services-Australia", "category": "Data & Performance", "scale": "small", "title": "KPI evidence register with named owners", "idea": "Create a simple register mapping each KPI to source data, owner, frequency, target, and last result.", "quote": "[Page 27]\nObjective: Measure (intent) Measure (metric) 2020–21 target FY21–22 target\n2.", "impact": "High", "effort": "Low", "proof": "Evidence-backed", "beneficiaries": "Executives / Parliament / public", "source": "strategies/esa-strategic-plan-2021-2023_full.pdf (http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf)", "implementation": [ "Pick one high-volume process or document family.", "Name an owner and baseline current volume, time, cost, and satisfaction.", "Run a 4-8 week pilot with clear before/after metrics.", "Publish lessons and decide whether to scale." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability" ] }, { "entity_id": "B-000663", "entity_name": "Education Services Australia", "folder_name": "Education-Services-Australia", "category": "Data & Performance", "scale": "large", "title": "Outcome dashboard linking budget, delivery, and public impact", "idea": "Build a public-facing outcome dashboard showing spend, outputs, outcomes, and delivery confidence.", "quote": "[Page 27]\nObjective: Measure (intent) Measure (metric) 2020–21 target FY21–22 target\n2.", "impact": "Very High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "Executives / Parliament / public", "source": "strategies/esa-strategic-plan-2021-2023_full.pdf (http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf)", "implementation": [ "Create a senior responsible owner and cross-functional delivery team.", "Map legislation, data, privacy, procurement, cyber, and workforce constraints.", "Co-design with users and frontline staff before technology selection.", "Stage delivery through pilots, benefits tracking, and public reporting." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability" ] }, { "entity_id": "B-000663", "entity_name": "Education Services Australia", "folder_name": "Education-Services-Australia", "category": "Staff Productivity", "scale": "small", "title": "Reusable briefing and summary assistant for internal documents", "idea": "Create controlled templates for summarising reports, submissions, minutes, and ministerial briefs.", "quote": "ESA is a capable, well governed and sustainable organisation\nEnable our people Engaged and capable staff Undertake ‘Voice Survey’ Staff feedback steady or Staff feedback steady or\nimproving across all pulse improving across ‘Progress’\nsurveys and “Passion” indicators\nESA is effectively governed Internal audit program FRAC acceptance of internal FRAC acceptance of internal\nsatisfactorily delivered audit reports audit reports\nCEO support/advice to Board performance survey Board performance survey\nBoard Average score >4.0 on average score >4.0 on\nrelevant questions relevant questions\nA safe workplace Long-term injury (number) 0 0\nOHS Compliance Training 95%\ncompletion\nEAP participation 7–9%\nSustainable infrastructure Operational costs effectively Actual Net Overhead <19% <19%\nand efficient processes controlled expense ratio is better than\ntarget", "impact": "High", "effort": "Low", "proof": "Evidence-backed", "beneficiaries": "APS staff / executives", "source": "strategies/esa-strategic-plan-2021-2023_full.pdf (http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf)", "implementation": [ "Pick one high-volume process or document family.", "Name an owner and baseline current volume, time, cost, and satisfaction.", "Run a 4-8 week pilot with clear before/after metrics.", "Publish lessons and decide whether to scale." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Sensitive information leakage", "Inconsistent quality of generated drafts" ] }, { "entity_id": "B-000663", "entity_name": "Education Services Australia", "folder_name": "Education-Services-Australia", "category": "Staff Productivity", "scale": "large", "title": "Department-wide knowledge and briefing platform", "idea": "Build a secure knowledge platform that lets staff search, summarise, and cite approved departmental material.", "quote": "ESA is a capable, well governed and sustainable organisation\nEnable our people Engaged and capable staff Undertake ‘Voice Survey’ Staff feedback steady or Staff feedback steady or\nimproving across all pulse improving across ‘Progress’\nsurveys and “Passion” indicators\nESA is effectively governed Internal audit program FRAC acceptance of internal FRAC acceptance of internal\nsatisfactorily delivered audit reports audit reports\nCEO support/advice to Board performance survey Board performance survey\nBoard Average score >4.0 on average score >4.0 on\nrelevant questions relevant questions\nA safe workplace Long-term injury (number) 0 0\nOHS Compliance Training 95%\ncompletion\nEAP participation 7–9%\nSustainable infrastructure Operational costs effectively Actual Net Overhead <19% <19%\nand efficient processes controlled expense ratio is better than\ntarget", "impact": "Very High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "APS staff / executives", "source": "strategies/esa-strategic-plan-2021-2023_full.pdf (http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf)", "implementation": [ "Create a senior responsible owner and cross-functional delivery team.", "Map legislation, data, privacy, procurement, cyber, and workforce constraints.", "Co-design with users and frontline staff before technology selection.", "Stage delivery through pilots, benefits tracking, and public reporting." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Sensitive information leakage", "Inconsistent quality of generated drafts" ] }, { "entity_id": "B-000663", "entity_name": "Education Services Australia", "folder_name": "Education-Services-Australia", "category": "Citizen Services", "scale": "small", "title": "Plain-language service pages and proactive status updates", "idea": "Rewrite high-volume pages and letters into plain language, add status notifications, and measure contact reduction.", "quote": "[Page 4]\nEducation Services Australia 3\n2022–23 Impact Report\nOur operating principles\n1 2 3 4 5\nInnovation Leveraging\nEngagement Efficiency Sustainability\nand quality existing capital\nESA should deliver ESA should engage Wherever possible, ESA ESA should ensure products ESA should continue\nhigh-quality and innovative closely with all jurisdictions, should work to leverage and services are cost- to build its capability to\nproducts and services to systems, the bodies that existing investment in effective and delivered ensure its continued\nmeet the requirements of comprise the national resources, tools and competitively and in a timely financial viability into the\nthe education sector in education architecture, and infrastructure that is manner.", "impact": "High", "effort": "Low", "proof": "Evidence-backed", "beneficiaries": "Citizens / service users", "source": "other-pdfs/esa-impact-report-2022-23_final.pdf (http://www.esa.edu.au/media/cqbk2htq/esa-impact-report-2022-23_final.pdf)", "implementation": [ "Pick one high-volume process or document family.", "Name an owner and baseline current volume, time, cost, and satisfaction.", "Run a 4-8 week pilot with clear before/after metrics.", "Publish lessons and decide whether to scale." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Digital exclusion", "Low public trust if feedback is not acted on" ] }, { "entity_id": "B-000663", "entity_name": "Education Services Australia", "folder_name": "Education-Services-Australia", "category": "Citizen Services", "scale": "large", "title": "Single front door for life-event based services", "idea": "Bundle services around life events so citizens can complete related steps across agencies in one journey.", "quote": "[Page 4]\nEducation Services Australia 3\n2022–23 Impact Report\nOur operating principles\n1 2 3 4 5\nInnovation Leveraging\nEngagement Efficiency Sustainability\nand quality existing capital\nESA should deliver ESA should engage Wherever possible, ESA ESA should ensure products ESA should continue\nhigh-quality and innovative closely with all jurisdictions, should work to leverage and services are cost- to build its capability to\nproducts and services to systems, the bodies that existing investment in effective and delivered ensure its continued\nmeet the requirements of comprise the national resources, tools and competitively and in a timely financial viability into the\nthe education sector in education architecture, and infrastructure that is manner.", "impact": "Very High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "Citizens / service users", "source": "other-pdfs/esa-impact-report-2022-23_final.pdf (http://www.esa.edu.au/media/cqbk2htq/esa-impact-report-2022-23_final.pdf)", "implementation": [ "Create a senior responsible owner and cross-functional delivery team.", "Map legislation, data, privacy, procurement, cyber, and workforce constraints.", "Co-design with users and frontline staff before technology selection.", "Stage delivery through pilots, benefits tracking, and public reporting." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Digital exclusion", "Low public trust if feedback is not acted on" ] }, { "entity_id": "B-000663", "entity_name": "Education Services Australia", "folder_name": "Education-Services-Australia", "category": "Citizen Participation", "scale": "small", "title": "Consultation feedback summaries with response tracking", "idea": "Summarise consultation submissions by theme and publish what changed in response.", "quote": "Key indicators of our impact\ninclude:\n1. d eliver high-quality projects and services\nthat meet the needs of stakeholders • user feedback on the impact of projects delivered\non behalf of governments\n2. d isseminate insights that support decision-\nmaking • uptake of products and services offered by ESA\n3. p rovide leadership in education information • stakeholder satisfaction with ESA’s performance\nmanagement and approach\n4. d evelop and maintain national education • secure and effective information management\ntechnology platforms that increase access and\n• strong governance processes and practices\nimprove connectivity\n• staff engagement and satisfaction\n5. strategically engage stakeholders to establish\npartnerships that help them achieve their goals. • sustainable financial performance.", "impact": "High", "effort": "Low", "proof": "Evidence-backed", "beneficiaries": "Citizens / stakeholders / policy teams", "source": "strategies/esa-strategic-plan-2021-2023_full.pdf (http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf)", "implementation": [ "Pick one high-volume process or document family.", "Name an owner and baseline current volume, time, cost, and satisfaction.", "Run a 4-8 week pilot with clear before/after metrics.", "Publish lessons and decide whether to scale." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Digital exclusion", "Low public trust if feedback is not acted on" ] }, { "entity_id": "B-000663", "entity_name": "Education Services Australia", "folder_name": "Education-Services-Australia", "category": "Citizen Participation", "scale": "large", "title": "Always-on policy participation platform", "idea": "Create a standing participation platform where citizens and stakeholders can propose, vote, and track ideas.", "quote": "Key indicators of our impact\ninclude:\n1. d eliver high-quality projects and services\nthat meet the needs of stakeholders • user feedback on the impact of projects delivered\non behalf of governments\n2. d isseminate insights that support decision-\nmaking • uptake of products and services offered by ESA\n3. p rovide leadership in education information • stakeholder satisfaction with ESA’s performance\nmanagement and approach\n4. d evelop and maintain national education • secure and effective information management\ntechnology platforms that increase access and\n• strong governance processes and practices\nimprove connectivity\n• staff engagement and satisfaction\n5. strategically engage stakeholders to establish\npartnerships that help them achieve their goals. • sustainable financial performance.", "impact": "Very High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "Citizens / stakeholders / policy teams", "source": "strategies/esa-strategic-plan-2021-2023_full.pdf (http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf)", "implementation": [ "Create a senior responsible owner and cross-functional delivery team.", "Map legislation, data, privacy, procurement, cyber, and workforce constraints.", "Co-design with users and frontline staff before technology selection.", "Stage delivery through pilots, benefits tracking, and public reporting." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Digital exclusion", "Low public trust if feedback is not acted on" ] }, { "entity_id": "B-000663", "entity_name": "Education Services Australia", "folder_name": "Education-Services-Australia", "category": "Procurement & Delivery", "scale": "small", "title": "Procurement lessons library for repeat purchases", "idea": "Capture reusable procurement clauses, market lessons, supplier performance notes, and common evaluation criteria.", "quote": "This was achieved through\nprocurement of goods and services – including graphic design, printing of\nThe Maths in Schools project exceeded our Indigenous supply chain target educational resources and promotional materials, penetration testing of the\nthrough an expenditure of 4.23% of total budget across the life of the project. website environments, and event catering – and exceeding our workforce\nThe National Indigenous Australians Agency (NIAA) provided the team performance target.\nwith the following feedback: ‘In achieving these targets, Education Services\nAustralia Limited has made a valuable contribution to stimulating Indigenous Yikan Noongar\nentrepreneurship, business and economic development.", "impact": "High", "effort": "Low", "proof": "Evidence-backed", "beneficiaries": "Delivery teams / suppliers", "source": "other-pdfs/esa_innovate_report_final.pdf (http://www.esa.edu.au/media/tf2g1jjc/esa_innovate_report_final.pdf)", "implementation": [ "Pick one high-volume process or document family.", "Name an owner and baseline current volume, time, cost, and satisfaction.", "Run a 4-8 week pilot with clear before/after metrics.", "Publish lessons and decide whether to scale." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability" ] }, { "entity_id": "B-000663", "entity_name": "Education Services Australia", "folder_name": "Education-Services-Australia", "category": "Procurement & Delivery", "scale": "large", "title": "Portfolio delivery office for major investments", "idea": "Stand up a portfolio delivery office that tracks benefits, risks, dependencies, procurement, and delivery confidence.", "quote": "This was achieved through\nprocurement of goods and services – including graphic design, printing of\nThe Maths in Schools project exceeded our Indigenous supply chain target educational resources and promotional materials, penetration testing of the\nthrough an expenditure of 4.23% of total budget across the life of the project. website environments, and event catering – and exceeding our workforce\nThe National Indigenous Australians Agency (NIAA) provided the team performance target.\nwith the following feedback: ‘In achieving these targets, Education Services\nAustralia Limited has made a valuable contribution to stimulating Indigenous Yikan Noongar\nentrepreneurship, business and economic development.", "impact": "Very High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "Delivery teams / suppliers", "source": "other-pdfs/esa_innovate_report_final.pdf (http://www.esa.edu.au/media/tf2g1jjc/esa_innovate_report_final.pdf)", "implementation": [ "Create a senior responsible owner and cross-functional delivery team.", "Map legislation, data, privacy, procurement, cyber, and workforce constraints.", "Co-design with users and frontline staff before technology selection.", "Stage delivery through pilots, benefits tracking, and public reporting." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability" ] }, { "entity_id": "B-000663", "entity_name": "Education Services Australia", "folder_name": "Education-Services-Australia", "category": "Risk & Assurance", "scale": "small", "title": "Recommendation tracker for audits, reviews, and inquiries", "idea": "Publish a single internal tracker for audit/review recommendations, owners, due dates, and implementation evidence.", "quote": "ESA is a capable, well governed and sustainable organisation\nEnable our people Engaged and capable staff Undertake ‘Voice Survey’ Staff feedback steady or Staff feedback steady or\nimproving across all pulse improving across ‘Progress’\nsurveys and “Passion” indicators\nESA is effectively governed Internal audit program FRAC acceptance of internal FRAC acceptance of internal\nsatisfactorily delivered audit reports audit reports\nCEO support/advice to Board performance survey Board performance survey\nBoard Average score >4.0 on average score >4.0 on\nrelevant questions relevant questions\nA safe workplace Long-term injury (number) 0 0\nOHS Compliance Training 95%\ncompletion\nEAP participation 7–9%\nSustainable infrastructure Operational costs effectively Actual Net Overhead <19% <19%\nand efficient processes controlled expense ratio is better than\ntarget", "impact": "High", "effort": "Low", "proof": "Evidence-backed", "beneficiaries": "Executives / assurance teams", "source": "strategies/esa-strategic-plan-2021-2023_full.pdf (http://www.esa.edu.au/media/tuobak42/esa-strategic-plan-2021-2023_full.pdf)", "implementation": [ "Pick one high-volume process or document family.", "Name an owner and baseline current volume, time, cost, and satisfaction.", "Run a 4-8 week pilot with clear before/after metrics.", "Publish lessons and decide whether to scale." ], "risks": [ "Privacy and data quality", "Change fatigue", 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