{"help": "https://discover.data.vic.gov.au/en_AU/api/3/action/help_show?name=datastore_search", "success": true, "result": {"include_total": true, "limit": 100, "records_format": "objects", "resource_id": "f7be0bd4-1104-4454-8442-75f77f44d7d7", "total_estimation_threshold": null, "records": [{"_id":1,"Performance measures":"#Performance against output performance measures","Unit of measure":null,"2014-15 Target":null,"2014-15 Actual":null,"% variation":null,"Result":null,"Comment":null},{"_id":2,"Performance measures":"This section reports on the Department's performance against the performance measures for each of its outputs.","Unit of measure":null,"2014-15 Target":null,"2014-15 Actual":null,"% variation":null,"Result":null,"Comment":null},{"_id":3,"Performance measures":"One of the Department's outputs is Strategy, Review and Regulation; three represent life stages: Early Childhood Development, School Education, and Higher Education and Skills; and two support services: Support Services Development, and Support for Students with Disabilities.","Unit of measure":null,"2014-15 Target":null,"2014-15 Actual":null,"% variation":null,"Result":null,"Comment":null},{"_id":4,"Performance measures":"These output measures refer to the financial year unless indicated.","Unit of measure":null,"2014-15 Target":null,"2014-15 Actual":null,"% variation":null,"Result":null,"Comment":null},{"_id":5,"Performance measures":"Strategy, Review and Regulation","Unit of measure":null,"2014-15 Target":null,"2014-15 Actual":null,"% variation":null,"Result":null,"Comment":null},{"_id":6,"Performance measures":"The Strategy, Review and Regulation output group develops, plans and monitors strategic policy settings across all stages of learning. It also includes intergovernmental negotiations as well as research, data and performance evaluations. This output group also supports regulation that ensures quality education and training is delivered and contributes to all the Department's objectives of Achievement, Engagement, Wellbeing and Productivity.","Unit of measure":null,"2014-15 Target":null,"2014-15 Actual":null,"% variation":null,"Result":null,"Comment":null},{"_id":7,"Performance measures":"Performance measures","Unit of measure":"Unit of measure","2014-15 Target":"2014-15 Target","2014-15 Actual":"2014-15 Actual","% variation":"% variation","Result":"Result","Comment":"Comment"},{"_id":8,"Performance measures":"Quality","Unit of measure":null,"2014-15 Target":null,"2014-15 Actual":null,"% variation":null,"Result":null,"Comment":null},{"_id":9,"Performance measures":"Stakeholder satisfaction with the Victorian Registration and Qualifications Authority and its services","Unit of measure":"per cent","2014-15 Target":"65","2014-15 Actual":"74","% variation":"13.8","Result":"Target achieved or exceeded","Comment":"This performance measure relates to the 2014 calendar year. The 2014-15 Actual is higher than the 2014-15 Target due to successful VRQA business improvement initiatives."},{"_id":10,"Performance measures":"Percentage of government schools where an enrolment audit is conducted","Unit of measure":"per cent","2014-15 Target":"31","2014-15 Actual":"32.8","% variation":"5.8","Result":"Target achieved or exceeded","Comment":"This performance measure relates to the 2014 calendar year. This is a new performance measure for 2014-15 to reflect government priorities regarding accurate monitoring of student numbers in government schools, to improve government's ability to deliver education services. The 2014-15 Actual is higher than the 2014-15 Target due to increased efficiency in the audit process."},{"_id":11,"Performance measures":"Quantity","Unit of measure":null,"2014-15 Target":null,"2014-15 Actual":null,"% variation":null,"Result":null,"Comment":null},{"_id":12,"Performance measures":"Participants benefiting from initiatives to increase the supply of trained/qualified teachers","Unit of measure":"number","2014-15 Target":"640","2014-15 Actual":"525","% variation":"-18","Result":"Target not achieved-more than 5% variance","Comment":"A number of scholarship and incentive programs combine to provide these data. All these programs have ceased taking in new cohorts. However, payments by the Department to current recipients will continue according to the terms and conditions of each program. In most programs, payments are staged and are conditional on activity such as completing the relevant Information Technology Education course, securing a position in a Victorian Government school, or continuous employment in a Victorian government school for more than 12 months. These conditions vary depending on the program the recipient is benefiting from. The ongoing number of payments is steadily declining and is difficult to forecast. The 2014-15 Actual is lower than the 2014-15 Target due to a higher than anticipated number of attraction or retention payments being forfeited where recipients did not meet the requirements for conditional payments. "},{"_id":13,"Performance measures":"Cost","Unit of measure":null,"2014-15 Target":null,"2014-15 Actual":null,"% variation":null,"Result":null,"Comment":null},{"_id":14,"Performance measures":"Total output cost","Unit of measure":"$ million","2014-15 Target":"102.8","2014-15 Actual":"90.2","% variation":"-12.3","Result":"Target achieved or exceeded","Comment":"The 2014-15 Actual is lower than the 2014-15 Target primarily due to the timing in delivery of programs such as IT systems including licensing and maintenance payments "},{"_id":15,"Performance measures":"Early Childhood Development","Unit of measure":null,"2014-15 Target":null,"2014-15 Actual":null,"% variation":null,"Result":null,"Comment":null},{"_id":16,"Performance measures":"The Early Childhood Development output group provides funding for a range of services that support children in the early years, including kindergarten and children's services, maternal and child health, and early intervention services for children with a disability. These outputs make a significant contribution to the Government's key outcomes in early childhood services. This group and its outputs contribute towards providing and improving services to support all the Department's objectives of Achievement, Engagement, Wellbeing and Productivity.","Unit of measure":null,"2014-15 Target":null,"2014-15 Actual":null,"% variation":null,"Result":null,"Comment":null},{"_id":17,"Performance measures":"Performance measures","Unit of measure":"Unit of measure","2014-15 Target":"2014-15 Target","2014-15 Actual":"2014-15 Actual","% variation":"% variation","Result":"Result","Comment":"Comment"},{"_id":18,"Performance measures":"Quality","Unit of measure":null,"2014-15 Target":null,"2014-15 Actual":null,"% variation":null,"Result":null,"Comment":null},{"_id":19,"Performance measures":"Families who are satisfied with the Early Childhood Intervention Services provided","Unit of measure":"per cent","2014-15 Target":"90","2014-15 Actual":"91","% variation":"1.1","Result":"Target achieved or exceeded","Comment":"The 2014-15 Actual was not available at the time of publication so the figure given is the Expected Outcome published in 2015-16 State Budget Paper No.3 Service Delivery."},{"_id":20,"Performance measures":"Funded kindergarten services assessed under the National Quality Framework that have a quality assurance process","Unit of measure":"per cent","2014-15 Target":"100","2014-15 Actual":"100","% variation":"0","Result":"Target achieved or exceeded","Comment":"This performance measure relates to the 2014 calendar year."},{"_id":21,"Performance measures":"Quantity","Unit of measure":null,"2014-15 Target":null,"2014-15 Actual":null,"% variation":null,"Result":null,"Comment":null},{"_id":22,"Performance measures":"Children funded to participate in kindergarten","Unit of measure":"number","2014-15 Target":"71,250","2014-15 Actual":"74,627","% variation":"4.7","Result":"Target achieved or exceeded","Comment":"This performance measure relates to the financial year and includes second-year participants."},{"_id":23,"Performance measures":"Kindergarten participation rate","Unit of measure":"per cent","2014-15 Target":"95","2014-15 Actual":"96.4","% variation":"1.5","Result":"Target achieved or exceeded","Comment":"This performance measure relates to the 2014 calendar year and excludes second-year participants."},{"_id":24,"Performance measures":"Maternal and child health clients with children aged 0-1 year receiving enhanced maternal and child health services","Unit of measure":"per cent","2014-15 Target":"10","2014-15 Actual":"15","% variation":"50","Result":"Target achieved or exceeded","Comment":"The 2014-15 Actual was not available at the time of publication so the figure given is the Expected Outcome published in 2015-16 State Budget Paper No.3 Service Delivery. The 2014-15 Actual is expected to be higher than the 2014-15 Target due to municipal councils providing services above the funded target cohort of 10 per cent of the population of families with a child from 0-1 years of age."},{"_id":25,"Performance measures":"Number of early Childhood Intervention Service places and packages funded annually","Unit of measure":"number","2014-15 Target":"11,258","2014-15 Actual":"10,722","% variation":"-4.8","Result":" Target not achieved-less than 5% variance","Comment":"This performance measure refers to Early Childhood Intervention Services places and Flexible Support Packages. The 2014-15 Actual is lower than the 2014-15 Target due to Early Childhood Intervention Services places and Flexible Support packages transferring to the National Disability Insurance Scheme on 1 July 2014. The transfer comprised 512 places and 24 flexible support packages."},{"_id":26,"Performance measures":"Total number of Maternal and Child Health Service clients (aged 0-1 year)","Unit of measure":"number","2014-15 Target":"73,000","2014-15 Actual":"73,000","% variation":"0","Result":"Target achieved or exceeded","Comment":"The 2014-15 Actual was not available at the time of publication so the figure given is the Expected Outcome published in 2015-16 State Budget Paper No.3 Service Delivery."},{"_id":27,"Performance measures":"Total number of children receiving Early Childhood Intervention Services","Unit of measure":"number","2014-15 Target":"14,628","2014-15 Actual":"13,936","% variation":"-4.7","Result":" Target not achieved-less than 5% variance","Comment":"The 2014-15 Actual is lower than the 2014-15 Target due to Early Childhood Intervention Services clients transferring to the National Disability Insurance Scheme on 1 July 2014. The transfer comprised 512 places and 24 flexible support packages."},{"_id":28,"Performance measures":"Timeliness","Unit of measure":null,"2014-15 Target":null,"2014-15 Actual":null,"% variation":null,"Result":null,"Comment":null},{"_id":29,"Performance measures":"Children aged 0-1 month enrolled at maternal and child health services from birth notifications","Unit of measure":"per cent","2014-15 Target":"98.5","2014-15 Actual":"98.5","% variation":"0","Result":"Target achieved or exceeded","Comment":"The 2014-15 Actual was not available at the time of publication so the figure given is the Expected Outcome published in 2015-16 State Budget Paper No.3 Service Delivery."},{"_id":30,"Performance measures":"Cost","Unit of measure":null,"2014-15 Target":null,"2014-15 Actual":null,"% variation":null,"Result":null,"Comment":null},{"_id":31,"Performance measures":"Total output cost","Unit of measure":"$ million","2014-15 Target":"522.5","2014-15 Actual":"509.8","% variation":"-2.4","Result":"Target achieved or exceeded","Comment":"The 2014-15 Actual is lower than the 2014-15 Target primarily due to the timing in delivery of programs such as Universal Access to Early Education because the funding was received from the Commonwealth late in the financial year."},{"_id":32,"Performance measures":"School Education","Unit of measure":null,"2014-15 Target":null,"2014-15 Actual":null,"% variation":null,"Result":null,"Comment":null},{"_id":33,"Performance measures":"The School Education output group consists of two outputs. The School Education-Primary output provides services to develop essential skills and learning experiences to engage young minds in the primary sector. The School Education-Secondary output delivers services to consolidate literacy and numeracy competencies including creative and critical thinking, as well as physical, social, emotional and intellectual development in adolescence. It also provides education services as well as varied pathways and support for transition across sectors to further study or employment. This output group contributes towards providing and improving services to support all the Department's objectives of Achievement, Engagement, Wellbeing and Productivity.","Unit of measure":null,"2014-15 Target":null,"2014-15 Actual":null,"% variation":null,"Result":null,"Comment":null},{"_id":34,"Performance measures":"(i) School Education-Primary","Unit of measure":null,"2014-15 Target":null,"2014-15 Actual":null,"% variation":null,"Result":null,"Comment":null},{"_id":35,"Performance measures":"This output provides education and other associated services designed to improve the quality of learning of students in Prep to Year 6 in government and non-government schools.","Unit of measure":null,"2014-15 Target":null,"2014-15 Actual":null,"% variation":null,"Result":null,"Comment":null},{"_id":36,"Performance measures":"Except where indicated, these performance measures relate to: the 2014 calendar year rather than the 2014-15 financial year and government and non-government schools.","Unit of measure":null,"2014-15 Target":null,"2014-15 Actual":null,"% variation":null,"Result":null,"Comment":null},{"_id":37,"Performance measures":"Performance measures","Unit of measure":"Unit of measure","2014-15 Target":"2014-15 Target","2014-15 Actual":"2014-15 Actual","% variation":"% variation","Result":"Result","Comment":"Comment"},{"_id":38,"Performance measures":"Quality","Unit of measure":null,"2014-15 Target":null,"2014-15 Actual":null,"% variation":null,"Result":null,"Comment":null},{"_id":39,"Performance measures":"Parent satisfaction with primary schooling on a 100-point scale","Unit of measure":"100-point scale","2014-15 Target":"83","2014-15 Actual":"83","% variation":"0","Result":"Target achieved or exceeded","Comment":"This performance measure relates to government schools."},{"_id":40,"Performance measures":"Percentage of Indigenous students meeting the national minimum standard for numeracy in Year 3 (National Assessment Program Literacy and Numeracy-NAPLAN testing)","Unit of measure":"per cent","2014-15 Target":"90.7","2014-15 Actual":"88.5","% variation":"-2.4","Result":"Target achieved or exceeded","Comment":"NAPLAN results are subject to measurement error and, when interpreting results, a 95 per cent confidence interval of +/-3 percentage points needs to be considered."},{"_id":41,"Performance measures":"Percentage of Indigenous students meeting the national minimum standard for numeracy in Year 5 (NAPLAN testing)","Unit of measure":"per cent","2014-15 Target":"84.9","2014-15 Actual":"84.8","% variation":"-0.1","Result":"Target achieved or exceeded","Comment":"NAPLAN results are subject to measurement error and, when interpreting results, a 95 per cent confidence interval of +/-2.6 percentage points needs to be considered."},{"_id":42,"Performance measures":"Percentage of Indigenous students meeting the national minimum standard for reading in Year 3 (NAPLAN testing)","Unit of measure":"per cent","2014-15 Target":"89","2014-15 Actual":"85.3","% variation":"-4.2","Result":" Target not achieved-less than 5% variance","Comment":"This performance measure relates to the calendar year and to government and non-government schools. NAPLAN results are subject to measurement error and when interpreting results, a 95 per cent confidence interval of +/-2.7 percentage point needs to be considered. The 2014-15 Actual is lower than the 2014-15 Target and was partly due to the ongoing high exemption rate for Year 3 Indigenous students (5.7 per cent). The rate continues to be between two and three times higher than for non-Indigenous students. (Exempted students are deemed not to have met the national minimum standard.)"},{"_id":43,"Performance measures":"Percentage of Indigenous students meeting the national minimum standard for reading in Year 5 (NAPLAN testing)","Unit of measure":"per cent","2014-15 Target":"88.7","2014-15 Actual":"82.9","% variation":"-6.5","Result":"Target not achieved-more than 5% variance","Comment":"This performance measure relates to the calendar year and to government and non-government schools. The 2014-15 Target was set based on the previous year result for reading in Year 5. This result has since been revealed as an abnormal spike experienced by all jurisdictions. NAPLAN results are subject to measurement error and when interpreting results, a 95 per cent confidence interval of +/-2.9 percentage point needs to be considered. The 2014-15 Actual is lower than the 2014-15 Target partly due to the exemption rate (7.0 per cent) for Year 5 Indigenous students. This rate is higher than in 2012 and 2013, and continues to be between two and three times higher than for non-Indigenous students. (Exempted students are deemed not to have met the national minimum standard.)"},{"_id":44,"Performance measures":"Percentage of students meeting the national minimum standard for numeracy in Year 3 (NAPLAN testing)","Unit of measure":"per cent","2014-15 Target":"95","2014-15 Actual":"95.5","% variation":"0.5","Result":"Target achieved or exceeded","Comment":"NAPLAN results are subject to measurement error and, when interpreting results, a 95 per cent confidence interval of +/-0.4 percentage point needs to be considered."},{"_id":45,"Performance measures":"Percentage of students meeting the national minimum standard for numeracy in Year 5 (NAPLAN testing)","Unit of measure":"per cent","2014-15 Target":"95","2014-15 Actual":"94.7","% variation":"-0.3","Result":"Target achieved or exceeded","Comment":"NAPLAN results are subject to measurement error and, when interpreting results, a 95 per cent confidence interval of +/-0.4 percentage point needs to be considered."},{"_id":46,"Performance measures":"Percentage of students meeting the national minimum standard for reading in Year 3 (NAPLAN testing)","Unit of measure":"per cent","2014-15 Target":"95","2014-15 Actual":"94.6","% variation":"-0.4","Result":"Target achieved or exceeded","Comment":"NAPLAN results are subject to measurement error and, when interpreting results, a 95 per cent confidence interval of +/-0.4 percentage point needs to be considered."},{"_id":47,"Performance measures":"Percentage of students meeting the national minimum standard for reading in Year 5 (NAPLAN testing)","Unit of measure":"per cent","2014-15 Target":"95","2014-15 Actual":"94.2","% variation":"-0.8","Result":" Target not achieved-less than 5% variance","Comment":"This performance measure relates to the calendar year and to government and non-government schools. NAPLAN results are subject to measurement error and, when interpreting results, a 95 per cent confidence interval of +/- 0.5 percentage points needs to be considered. There is a 95 per cent chance that the true result lies somewhere between 93.7 per cent and 94.7 per cent. The result of 94.2 per cent is outside the target; the difference is minimal. Several factors impacted the result, including the exemption rate (3.1 per cent) for Year 5 students. (Exempted students are deemed not to have met the national minimum standard.)"},{"_id":48,"Performance measures":"Years 5-6 students' opinion of their connectedness with the school","Unit of measure":"5-point scale","2014-15 Target":"4.4","2014-15 Actual":"4.4","% variation":"0","Result":"Target achieved or exceeded","Comment":"This performance measure refers to government schools. Data is from the Attitudes to School Survey, where a higher score represents a higher level of connectedness."},{"_id":49,"Performance measures":"Quantity","Unit of measure":null,"2014-15 Target":null,"2014-15 Actual":null,"% variation":null,"Result":null,"Comment":null},{"_id":50,"Performance measures":"Average Prep-Year 2 class size","Unit of measure":"number","2014-15 Target":"21","2014-15 Actual":"20.9","% variation":"-0.5","Result":"Target achieved or exceeded","Comment":"This performance measure relates to government schools. Class size data based on the February school census."},{"_id":51,"Performance measures":"Average rate of student attendance at Year 5","Unit of measure":"per cent","2014-15 Target":"94","2014-15 Actual":"93","% variation":"-1.1","Result":" Target not achieved-less than 5% variance","Comment":"This performance measure relates to government schools. The attendance rate covers all absences, including those due to illness and approved family holidays."},{"_id":52,"Performance measures":"Average rate of student attendance at Year 6","Unit of measure":"per cent","2014-15 Target":"94","2014-15 Actual":"93","% variation":"-1.1","Result":" Target not achieved-less than 5% variance","Comment":"This performance measure relates to government schools. The attendance rate covers all absences, including those due to illness and approved family holidays."},{"_id":53,"Performance measures":"Investment in non-government schools (primary)","Unit of measure":"$ million","2014-15 Target":"323.1","2014-15 Actual":"326.1","% variation":"0.9","Result":"Target achieved or exceeded","Comment":"This performance measure relates to the financial year."},{"_id":54,"Performance measures":"Number of Assistant Principals, aspiring leaders and leadership teams participating in leadership development programs","Unit of measure":"number","2014-15 Target":"900","2014-15 Actual":"1,783","% variation":"98.1","Result":"Target achieved or exceeded","Comment":"This performance measure relates to government schools. The 2014-15 Actual is higher than the 2014-15 Target due to due to increased provision of professional development programs offered by the Bastow Institute of Educational Leadership, including in rural and regional areas. "},{"_id":55,"Performance measures":"Number of Principals participating in statewide, centrally funded leadership development programs","Unit of measure":"number","2014-15 Target":"380","2014-15 Actual":"728","% variation":"91.6","Result":"Target achieved or exceeded","Comment":"This performance measure relates to government schools. The 2014-15 Actual is higher than the 2014-15 Target due to increased provision of professional development programs offered by the Bastow Institute of Educational Leadership, including in rural and regional areas. "},{"_id":56,"Performance measures":"Statewide computer to student ratio: primary","Unit of measure":"ratio","2014-15 Target":"01:02.5","2014-15 Actual":"01:01.5","% variation":"38","Result":"Target achieved or exceeded","Comment":"This performance measure relates to government schools and the calendar year. The full-year Actual is better than the published Target due to the inclusion of Bring Your Own Device (BYOD) computers."},{"_id":57,"Performance measures":"Cost","Unit of measure":null,"2014-15 Target":null,"2014-15 Actual":null,"% variation":null,"Result":null,"Comment":null},{"_id":58,"Performance measures":"Total output cost","Unit of measure":"$ million","2014-15 Target":"4,336.50","2014-15 Actual":"4,368.30","% variation":"0.7","Result":" Target not achieved-less than 5% variance","Comment":"This performance measure relates to the financial year."},{"_id":59,"Performance measures":"(ii) School Education-Secondary","Unit of measure":null,"2014-15 Target":null,"2014-15 Actual":null,"% variation":null,"Result":null,"Comment":null},{"_id":60,"Performance measures":"This output involves provision of education and other associated services designed to improve the quality of student learning and transition of students in Years 7 to 12 in government and non-government schools. It also covers the provision of cross-sectoral services to improve the transition to further education, training and employment.","Unit of measure":null,"2014-15 Target":null,"2014-15 Actual":null,"% variation":null,"Result":null,"Comment":null},{"_id":61,"Performance measures":"Except where indicated, these performance measures relate to: the 2014 calendar year rather than the 2014-15 financial year and government and non-government schools.","Unit of measure":null,"2014-15 Target":null,"2014-15 Actual":null,"% variation":null,"Result":null,"Comment":null},{"_id":62,"Performance measures":"Performance measures","Unit of measure":"Unit of measure","2014-15 Target":"2014-15 Target","2014-15 Actual":"2014-15 Actual","% variation":"% variation","Result":"Result","Comment":"Comment"},{"_id":63,"Performance measures":"Quality","Unit of measure":null,"2014-15 Target":null,"2014-15 Actual":null,"% variation":null,"Result":null,"Comment":null},{"_id":64,"Performance measures":"Average rate of student attendance in Years 11 and 12","Unit of measure":"per cent","2014-15 Target":"92","2014-15 Actual":"92","% variation":"0","Result":"Target achieved or exceeded","Comment":"This performance measure relates to government schools."},{"_id":65,"Performance measures":"Average rate of student attendance in Years 7-10","Unit of measure":"per cent","2014-15 Target":"91","2014-15 Actual":"90","% variation":"-1.1","Result":" Target not achieved-less than 5% variance","Comment":"This performance measure relates to government schools. The attendance rate covers all absences, including those due to illness and approved family holidays."},{"_id":66,"Performance measures":"Enrolments in units of accredited vocational programs in schools as a proportion of total VCE unit enrolments in schools","Unit of measure":"per cent","2014-15 Target":"8.6","2014-15 Actual":"9.3","% variation":"8.1","Result":"Target achieved or exceeded","Comment":"The 2014-15 Actual is higher than the 2014-15 Target due to increasing numbers of students enrolling in at least one unit of VET."},{"_id":67,"Performance measures":"Median VCE study score","Unit of measure":"number","2014-15 Target":"29","2014-15 Actual":"29","% variation":"0","Result":"Target achieved or exceeded","Comment":"This performance measure relates to government schools."},{"_id":68,"Performance measures":"Parent satisfaction with secondary schooling on a 100-point scale","Unit of measure":"100-point scale","2014-15 Target":"75","2014-15 Actual":"76","% variation":"1.3","Result":"Target achieved or exceeded","Comment":"This performance measure relates to government schools. Data is drawn from the Parent Opinion Survey, where a higher score represents a higher level of satisfaction."},{"_id":69,"Performance measures":"Percentage of Victorian Certificates of Applied Learning satisfactorily completed by school students","Unit of measure":"per cent","2014-15 Target":"75","2014-15 Actual":"78.6","% variation":"4.8","Result":"Target achieved or exceeded","Comment":null},{"_id":70,"Performance measures":"Percentage of school leavers completing a VCE VET certificate program in a school progressing to further education, training or work","Unit of measure":"per cent","2014-15 Target":"92","2014-15 Actual":"95.7","% variation":"4","Result":"Target achieved or exceeded","Comment":"This performance measure relates to the calendar year and to government and non-government schools."},{"_id":71,"Performance measures":"Percentage of school leavers completing an Intermediate or Senior Victorian Certificate of Applied Learning in a school progressing to further education, training or work","Unit of measure":"per cent","2014-15 Target":"80","2014-15 Actual":"85.1","% variation":"6.4","Result":"Target achieved or exceeded","Comment":"This performance measure relates to the calendar year and to government and non-government schools. The 2014-15 Actual is higher than the 2014-15 Target due to an increasing proportion of students undertaking VCAL at Intermediate and Senior levels."},{"_id":72,"Performance measures":"Percentage of students who remain at school from Year 7 to Year 12 ","Unit of measure":"per cent","2014-15 Target":"86.2","2014-15 Actual":"89.1","% variation":"3.4","Result":"Target achieved or exceeded","Comment":"Data based on the February school census. This performance measure relates to government schools. The statistic is the apparent retention rate (full-time equivalent enrolments of Year 12 students in 2014 divided by the full-time equivalent enrolments of Year 7 students in 2009)."},{"_id":73,"Performance measures":"Years 7-9 students' opinion of their connectedness with the school","Unit of measure":"5-point scale","2014-15 Target":"3.7","2014-15 Actual":"3.7","% variation":"0","Result":"Target achieved or exceeded","Comment":"This performance measure relates to government schools. Data is from the Attitudes to School Survey, where a higher score represents a higher level of connectedness."},{"_id":74,"Performance measures":"Percentage of Indigenous students meeting the national minimum standard for numeracy in Year 7 (NAPLAN testing)","Unit of measure":"per cent","2014-15 Target":"87.5","2014-15 Actual":"83.6","% variation":"-4.5","Result":" Target not achieved-less than 5% variance","Comment":"This performance measure relates to the calendar year and to government and non-government schools. NAPLAN results are subject to measurement error and, when interpreting results, a 95 per cent confidence interval of +/-3.1 percentage point needs to be considered. The 2014-15 Actual is lower than the 2014-15 Target due to several factors including the high exemption rate (5.4 per cent) for Year 7 Indigenous students. (Exempted students are deemed not to have met the national minimum standard.)"},{"_id":75,"Performance measures":"Percentage of Indigenous students meeting the national minimum standard for numeracy in Year 9 (NAPLAN testing)","Unit of measure":"per cent","2014-15 Target":"81","2014-15 Actual":"83.3","% variation":"2.8","Result":"Target achieved or exceeded","Comment":"NAPLAN results are subject to measurement error and, when interpreting results, a 95 per cent confidence interval of +/-3.0 percentage points needs to be considered."},{"_id":76,"Performance measures":"Percentage of Indigenous students meeting the national minimum standard for reading in Year 7 (NAPLAN testing)","Unit of measure":"per cent","2014-15 Target":"87.5","2014-15 Actual":"84.3","% variation":"-3.7","Result":" Target not achieved-less than 5% variance","Comment":"This performance measure relates to the calendar year and to government and non-government schools. NAPLAN results are subject to measurement error and, when interpreting results, a 95 per cent confidence interval of +/-2.9 percentage points needs to be considered. There is a 95 per cent chance that the true result falls between 81.4 and 87.2 per cent. While the result of 84.3 per cent is outside the target, the difference is minimal. The 2014-15 Actual is lower than the 2014-15 Target due to several factors including the high exemption rate (5.4 per cent) for Year 7 Indigenous students. (Exempted students are deemed not to have met the national minimum standard.) "},{"_id":77,"Performance measures":"Percentage of Indigenous students meeting the national minimum standard for reading in Year 9 (NAPLAN testing)","Unit of measure":"per cent","2014-15 Target":"82.7","2014-15 Actual":"81.8","% variation":"-1.1","Result":"Target achieved or exceeded","Comment":"NAPLAN results are subject to measurement error and, when interpreting results, a 95 per cent confidence interval of +/-3.2 percentage points needs to be considered."},{"_id":78,"Performance measures":"Percentage of Year 9 students reaching the top two bands (Bands 9 and 10) in NAPLAN numeracy","Unit of measure":"per cent","2014-15 Target":"24","2014-15 Actual":"25.3","% variation":"5.4","Result":"Target achieved or exceeded","Comment":"NAPLAN results are subject to measurement error and, when interpreting results, a 95 per cent confidence interval of up to +/-2.0 percentage point needs to be considered. The scale for each domain is divided into 10 bands to cover the full range of student achievement in the tests. The bands map the increasing complexity of the skills assessed by NAPLAN. Students in Year 9 are assessed between Bands 5 and 10."},{"_id":79,"Performance measures":"Percentage of Year 9 students reaching the top two Bands (Bands 9 and 10) in NAPLAN reading","Unit of measure":"per cent","2014-15 Target":"20.4","2014-15 Actual":"22.6","% variation":"10.8","Result":"Target achieved or exceeded","Comment":"NAPLAN results are subject to measurement error and, when interpreting results, a 95 per cent confidence interval of up to +/-2.0 percentage points needs to be considered. The scale for each domain is divided into 10 bands to cover the full range of student achievement in the tests. The bands map the increasing complexity of the skills assessed by NAPLAN. Students in Year 9 are assessed between Bands 5 and 10."},{"_id":80,"Performance measures":"Percentage of students meeting the national minimum standard for numeracy in Year 7 (NAPLAN testing)","Unit of measure":"per cent","2014-15 Target":"95","2014-15 Actual":"95.5","% variation":"0.5","Result":"Target achieved or exceeded","Comment":"NAPLAN results are subject to measurement error and, when interpreting results, a 95 per cent confidence interval of +/-0.5 percentage point needs to be considered."},{"_id":81,"Performance measures":"Percentage of students meeting the national minimum standard for numeracy in Year 9 (NAPLAN testing)","Unit of measure":"per cent","2014-15 Target":"94","2014-15 Actual":"94.8","% variation":"0.9","Result":"Target achieved or exceeded","Comment":"NAPLAN results are subject to measurement error and, when interpreting results, a 95 per cent confidence interval of +/-0.6 percentage points needs to be considered."},{"_id":82,"Performance measures":"Percentage of students meeting the national minimum standard for reading in Year 7 (NAPLAN testing)","Unit of measure":"per cent","2014-15 Target":"95","2014-15 Actual":"95.6","% variation":"0.6","Result":"Target achieved or exceeded","Comment":"NAPLAN results are subject to measurement error and, when interpreting results, a 95 per cent confidence interval of +/-0.5 percentage points needs to be considered."},{"_id":83,"Performance measures":"Percentage of students meeting the national minimum standard for reading in Year 9 (NAPLAN testing)","Unit of measure":"per cent","2014-15 Target":"93","2014-15 Actual":"93.3","% variation":"0.3","Result":"Target achieved or exceeded","Comment":"NAPLAN results are subject to measurement error and, when interpreting results, a 95 per cent confidence interval of +/-0.6 percentage points needs to be considered."},{"_id":84,"Performance measures":"Quantity","Unit of measure":null,"2014-15 Target":null,"2014-15 Actual":null,"% variation":null,"Result":null,"Comment":null},{"_id":85,"Performance measures":"Investment in non-government schools (secondary)","Unit of measure":"$ million","2014-15 Target":"338.2","2014-15 Actual":"339.4","% variation":"0.4","Result":" Target not achieved-less than 5% variance","Comment":"This performance measure relates to the financial year."},{"_id":86,"Performance measures":"Number of certificate enrolments in accredited vocational programs in schools","Unit of measure":"number","2014-15 Target":"55,000","2014-15 Actual":"57,017","% variation":"3.7","Result":"Target achieved or exceeded","Comment":null},{"_id":87,"Performance measures":"Number of school students enrolled in Victorian Certificate of Applied Learning","Unit of measure":"number","2014-15 Target":"16,500","2014-15 Actual":"17,851","% variation":"8.2","Result":"Target achieved or exceeded","Comment":"The 2014-15 Actual is higher than the 2014-15 Target due to higher than anticipated demand."},{"_id":88,"Performance measures":"Number of school students participating in accredited vocational programs","Unit of measure":"number","2014-15 Target":"43,000","2014-15 Actual":"45,860","% variation":"6.7","Result":"Target achieved or exceeded","Comment":"The 2014-15 Actual is higher than the 2014-15 Target due to higher than anticipated demand. "},{"_id":89,"Performance measures":"Number of School students satisfactorily completing at least one Victorian Certificate of Applied Learning certificate","Unit of measure":"number","2014-15 Target":"9,750","2014-15 Actual":"10,690","% variation":"9.6","Result":"Target achieved or exceeded","Comment":"The 2014-15 Actual is higher than the 2014-15 Target due to higher than anticipated completion trends. An increasing number of students are undertaking VCAL at Intermediate and Senior levels as VCAL becomes more established as an alternative qualification to the VCE. "},{"_id":90,"Performance measures":"Number of school-based apprentices/trainees","Unit of measure":"number","2014-15 Target":"3,200","2014-15 Actual":"3,801","% variation":"18.8","Result":"Target achieved or exceeded","Comment":"The 2014-15 Actual is higher than the 2014-15 Target due to higher than anticipated demand."},{"_id":91,"Performance measures":"Statewide computer to student ratio: secondary","Unit of measure":"ratio","2014-15 Target":"01:01.5","2014-15 Actual":"01:00.9","% variation":"37.3","Result":"Target achieved or exceeded","Comment":"This performance measure relates to government schools. The 2014-15 Actual is lower (better) than the 2014-15 Target due to the inclusion of Bring Your Own Device (BYOD) computers."},{"_id":92,"Performance measures":"Cost","Unit of measure":null,"2014-15 Target":null,"2014-15 Actual":null,"% variation":null,"Result":null,"Comment":null},{"_id":93,"Performance measures":"Total output cost","Unit of measure":"$ million","2014-15 Target":"3,672.60","2014-15 Actual":"3,696.30","% variation":"0.6","Result":" Target not achieved-less than 5% variance","Comment":"This measure relates to the financial year "},{"_id":94,"Performance measures":"Higher Education and Skills","Unit of measure":null,"2014-15 Target":null,"2014-15 Actual":null,"% variation":null,"Result":null,"Comment":null},{"_id":95,"Performance measures":"The Higher Education and Skills output responds to the labour and skills needs of individuals and industry. This output covers the system design, contracting and monitoring of VET services. It also involves the development and implementation of effective strategies for accredited and pre-accredited VET through adult community education. This output group contributes towards providing and improving services to support all the Department's objectives of Achievement, Engagement, Wellbeing and Productivity.","Unit of measure":null,"2014-15 Target":null,"2014-15 Actual":null,"% variation":null,"Result":null,"Comment":null},{"_id":96,"Performance measures":"Except where indicated, these performance measures relate to the 2014 calendar year rather than the 2014-15 financial year.","Unit of measure":null,"2014-15 Target":null,"2014-15 Actual":null,"% variation":null,"Result":null,"Comment":null},{"_id":97,"Performance measures":"Performance measures","Unit of measure":"Unit of measure","2014-15 Target":"2014-15 Target","2014-15 Actual":"2014-15 Actual","% variation":"% variation","Result":"Result","Comment":"Comment"},{"_id":98,"Performance measures":"Quality","Unit of measure":null,"2014-15 Target":null,"2014-15 Actual":null,"% variation":null,"Result":null,"Comment":null},{"_id":99,"Performance measures":"Percentage of VET graduates who rate quality of training as four or more out of five","Unit of measure":"per cent","2014-15 Target":"88.5","2014-15 Actual":"84.6","% variation":"-4.4","Result":" Target not achieved-less than 5% variance","Comment":"This performance measure relates to the calendar year. While the result is a modest reduction from a high base, the decline is consistent with the trend of recent years and the failure to meet the target may reflect quality issues for training provision. Such quality issues will be addressed through the Quality Review and the VET Funding Review. "},{"_id":100,"Performance measures":"Successful training completions as measured by module load completion rate","Unit of measure":"per cent","2014-15 Target":"83.5","2014-15 Actual":"81.5","% variation":"-2.4","Result":" Target not achieved-less than 5% variance","Comment":"The 2014-15 Actual is lower than the 2014-15 Target due to changes to entitlement and subsidy levels which have had the effect of lowering overall demand. 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