Common use of PERFORMANCE MONITORING AND REPORTING Clause in Contracts

PERFORMANCE MONITORING AND REPORTING. Performance indicators 23. Achievement of the objectives and outcomes in this Agreement will be informed with reference to the Performance Indicators detailed in Table 1. 24. The NIA ECEC is an agreement between the Commonwealth and the States that provides a framework for cooperation to develop the Early Childhood Education and Care (ECEC) information base required for the COAG early childhood reform agenda. This includes the establishment and maintenance of the ECEC National Minimum Data Set (ECEC NMDS) which underpins the National Early Childhood Education and Care Collection (the National Collection). 25. The annual National Collection is the primary data source for matters under this Agreement and for the measurement of achievement of benchmarks and monitoring of progress under this Agreement. Schedule A of this Agreement outlines specific information relating to Performance Indicator Specifications. 26. In addition, States may provide supplementary data and/or contextual information to the Commonwealth to aid interpretation of the data, on which the Commonwealth will consult with the relevant State. Once agreed by the Commonwealth, the supplementary data and/or contextual information will be used to inform assessment of States’ achievement of performance benchmarks. Supplementary data must be provided in a timely manner to assist in assessing performance benchmarks in accordance with Table 2 and Table 3. Providing universal access to and improving participation of all children in affordable, quality early childhood education program(s), including that: i. vulnerable and disadvantaged children have access to, and participate in, an affordable, quality early childhood education program; ii. Indigenous children have access to, and participate in, an affordable, quality early childhood education program; and iii. all Indigenous four-year-olds in remote communities have access to early childhood education. Implementing accessible, quality early childhood education programs which meet the needs of parents and communities at a cost which does not present a barrier to participation, particularly for vulnerable and disadvantaged children. Delivering strategies and actions targeting the participation of vulnerable and disadvantaged children. Delivering strategies and actions targeting the participation of Indigenous children, including in remote areas. Teacher Qualifications 1. The proportion of early childhood education programs delivered by a degree qualified early childhood teacher who meets the NQF requirements. 95 per cent.*

PERFORMANCE MONITORING AND REPORTING. Performance indicators 23. Achievement of the objectives and outcomes in this Agreement will be informed with reference to the Performance Indicators detailed in Table 1. 24. The NIA ECEC is an agreement between the Commonwealth and the States that provides a framework for cooperation to develop the Early Childhood Education and Care (ECEC) information base required for the COAG early childhood reform agenda. This includes the establishment and maintenance of the ECEC National Minimum Data Set (ECEC NMDS) which underpins the National Early Childhood Education and Care Collection (the National Collection). 25. The annual National Collection is the primary data source for matters under this Agreement and for the measurement of achievement of benchmarks and monitoring of progress under this Agreement. Schedule A of this Agreement outlines specific information relating to Performance Indicator Specifications. 26. In addition, States may provide supplementary data and/or contextual information to the Commonwealth to aid interpretation of the data, on which the Commonwealth will consult with the relevant State. This may include contextual information and data on the impacts of COVID-19-related disruptions in the 2020 and 2021 program years, including the impact of relatively small shifts in enrolment numbers within small population groups. Once agreed by the Commonwealth, the supplementary data and/or contextual information will be used to inform assessment of States’ achievement of performance benchmarks. Supplementary data must be provided in a timely manner to assist in assessing performance benchmarks in accordance with Table 2 Tables 2, 3, 4 and Table 35. Providing universal access to and improving participation of all children in affordable, quality early childhood education program(s), including that: i. vulnerable Vulnerable children and disadvantaged children experiencing disadvantage have access to, and participate in, an affordable, quality early childhood education program; ii. Indigenous children have access to, and participate in, an affordable, quality early childhood education program; and iii. all Indigenous four-year-olds in remote communities have access to early childhood education. Implementing accessible, quality early childhood education programs which meet the needs of parents and communities at a cost which does not present a barrier to participation, particularly for Indigenous children, vulnerable children and disadvantaged childrenchildren experiencing disadvantage. Delivering strategies and actions targeting the participation of vulnerable children and disadvantaged childrenchildren experiencing disadvantage. Delivering strategies and actions targeting the participation of Indigenous children, including in remote areas. Teacher Qualifications 1. The proportion of early childhood education programs delivered by a degree qualified early childhood teacher who meets the NQF requirements. 95 per cent.*

PERFORMANCE MONITORING AND REPORTING. Performance indicators 2322. Achievement of the objectives and outcomes in this Agreement will be informed with reference to the Performance Indicators detailed in Table 1.. National Partnership on Universal Access to Early Childhood Education - 2018 2423. The NIA ECEC NIAECEC is an agreement between the Commonwealth and the States that provides a framework for cooperation to develop the Early Childhood Education and Care (ECEC) information base required for the COAG early childhood reform agenda. This includes the establishment and maintenance of the ECEC National Minimum Data Set (ECEC NMDS) which underpins the National Early Childhood Education and Care Collection (the National Collection). 2524. The annual National Collection is the primary data source for matters under this Agreement and for the measurement of achievement of benchmarks and monitoring of progress under this Agreement. Schedule A of this Agreement outlines specific information relating to Performance Indicator Specificationsspecifications. 2625. In addition, States may provide supplementary data and/or contextual information to the Commonwealth to aid interpretation of the data, on which the Commonwealth will consult with the relevant State. Once agreed by the Commonwealth, the supplementary data and/or contextual information will be used to inform assessment of States’ achievement of performance benchmarks. Supplementary data must be provided in a timely manner to assist in assessing performance benchmarks in accordance with Table 2 and Table 32. Providing universal access to and improving participation of all children in affordable, quality early childhood education program(s), including that: i. vulnerable and disadvantaged children have access to, and participate in, an affordable, quality early childhood education program; ii. Indigenous children have access to, and participate in, an affordable, quality early childhood education program; and iii. all Indigenous four-four year-olds in remote communities have access to early childhood education. Implementing accessible, quality early childhood education programs which meet the needs of parents and communities at a cost which does not present a barrier to participation, particularly for vulnerable and disadvantaged children. Delivering strategies and actions targeting the participation of vulnerable and disadvantaged children. Delivering strategies and actions targeting the participation of Indigenous children, including in remote areas. Teacher Qualifications 1. The proportion of early childhood education programs delivered by a degree qualified early childhood teacher who meets the NQF requirements. 95 per cent.*

PERFORMANCE MONITORING AND REPORTING. Performance indicators 2322. Achievement of the objectives and outcomes in this Agreement will be informed with reference to the Performance Indicators detailed in Table 1. 2423. The NIA ECEC NIAECEC, is an agreement between the Commonwealth and the States that and provides a framework for cooperation to develop the Early Childhood Education and Care (ECEC) information base required for the COAG early childhood reform agenda. This includes the establishment and maintenance of the ECEC National Minimum Data Set (ECEC NMDS) which underpins the National Early Childhood Education and Care Collection (the National Collection). 2524. The annual National Collection is the primary data source for matters under this Agreement and for the measurement of achievement of benchmarks and monitoring of progress under this Agreement. States should refer to Schedule A of this Agreement outlines for specific information relating to Performance Indicator Specificationsspecifications. 2625. In addition, States may provide supplementary data and/or contextual information to the Commonwealth to aid interpretation of the data, on which the Commonwealth will consult with the relevant State. Once agreed by the Commonwealth, the supplementary data and/or contextual information will be used to inform assessment of States’ achievement of performance benchmarks. Supplementary data must be provided in a timely manner to assist in assessing performance benchmarks in accordance with Table 2 2. National Partnership Agreement on Universal Access to Early Childhood Education – 2016 and Table 3. 2017 Providing universal access to and improving participation of all children in affordable, quality early childhood education program(sprogramme(s), including that: i. vulnerable and disadvantaged children have access to, and participate in, an affordable, quality early childhood education programprogramme; ii. Indigenous children have access to, and participate in, an affordable, quality early childhood education programprogramme; and iii. all Indigenous four-four year-olds in remote communities have access to early childhood education. Implementing accessible, quality early childhood education programs programmes which meet the needs of parents and communities at a cost which does not present a barrier to participation, particularly for vulnerable and disadvantaged children. Delivering strategies and actions targeting the participation of vulnerable and disadvantaged children. Delivering strategies and actions targeting the participation of Indigenous children, including in remote areas. Teacher Qualifications 1. The proportion of early childhood education programs programmes delivered by a degree qualified early childhood teacher who meets the NQF requirements. 95 per cent.*

PERFORMANCE MONITORING AND REPORTING. Performance indicators 2322. Achievement of the objectives and outcomes in this Agreement will be informed with reference to the Performance Indicators performance indicators detailed in Table 1: Outcomes, Outputs, Performance Indicators and Performance Benchmarks. Schedule A: Monitoring and Reporting details the collection methodology, definitions and disaggregation required for monitoring of this Agreement. 24. The NIA ECEC is an agreement between the Commonwealth and the States that provides a framework for cooperation to develop the Early Childhood Education and Care (ECEC) information base required for the COAG early childhood reform agenda. This includes the establishment and maintenance of the ECEC National Minimum Data Set (ECEC NMDS) which underpins the National Early Childhood Education and Care Collection (the National Collection). 2523. The annual National Collection is the primary data source for matters under this Agreement and for the measurement of achievement of benchmarks and monitoring of progress under this Agreement. Schedule A of this Agreement outlines specific information relating to Performance Indicator Specifications. 2624. In addition, States may provide supplementary data and/or contextual information to the Commonwealth to aid interpretation should they wish to do so. 25. The Parties agree to work towards refining the National Collection (while maintaining comparability across collections for the purposes of tracking progress over time) to make it the data, on which sole data source for the Commonwealth will consult with the relevant State. Once agreed measurement of achievement of benchmarks and monitoring of progress by the Commonwealth, the supplementary data and/or contextual information will be used to inform assessment end of States’ achievement of performance benchmarks. Supplementary data must be provided in a timely manner to assist in assessing performance benchmarks in accordance with Table 2 and Table 3this Agreement. Providing universal access Universal Access to and improving participation of all children in affordable, quality early childhood education program(sprogramme(s), including that: i. vulnerable and disadvantaged children have access to, and participate in, an affordable, quality early childhood education programprogramme; ii. Indigenous children have access to, and participate in, an affordable, quality early childhood education programprogramme; and iii. all Indigenous four-year-olds in remote communities have access to early childhood educationeducation for all Indigenous four year olds in remote communities. Implementing accessible, quality early childhood education programs programmes which meet the needs of parents and communities at a cost which does not present a barrier to participation, particularly for vulnerable and disadvantaged children. Delivering strategies and actions targeting the participation of vulnerable and disadvantaged children. Delivering strategies and actions targeting the participation of Indigenous children, including in remote areas. Teacher Qualifications 1. The proportion of early childhood education programs programmes delivered by a degree qualified early childhood teacher who meets the NQF National Quality Framework requirements. 95 per cent* Access to Quality Programme 2. The proportion of children enrolled in the year before full-time school in quality early childhood education programme(s). 95 per cent of children including: • 95 per cent of Indigenous children; and • 95 per cent of vulnerable and disadvantaged children. Access to a Quality 600 hour Programme 3. The proportion of enrolled children enrolled in the year before full-time school in quality early childhood education programme(s) for 600 hours per year. 95 per cent of enrolled children including: • 95 per cent of Indigenous children; and • 95 per cent of vulnerable and disadvantaged children.*

PERFORMANCE MONITORING AND REPORTING. Performance indicators 23. Achievement of the objectives and outcomes in this Agreement will be informed with reference to the Performance Indicators performance indicators detailed in Table 1: Outcomes, Outputs, Performance Indicators and Performance Benchmarks. Schedule A: Monitoring and Reporting details the collection methodology, definitions and disaggregation required for monitoring of this agreement. 24. The NIA ECEC is an agreement between the Commonwealth and the States that provides a framework for cooperation to develop the Early Childhood Education and Care (ECEC) information base required for the COAG early childhood reform agenda. This includes the establishment and maintenance of the ECEC National Minimum Data Set (ECEC NMDS) which underpins the National Early Childhood Education and Care Collection (the National Collection). 25. The annual National Collection is the primary data source for matters under this Agreement and for the measurement of achievement of benchmarks and monitoring of progress under this Agreement. Schedule A of this Agreement outlines specific information relating to Performance Indicator Specifications. 2625. State based collections or data may be used to supplement the National Collection where it is agreed with the Commonwealth prior to the publication of the National Collection each year and for the purposes of reporting between collections and in the Progress Report. In addition, States may provide supplementary data and/or contextual information to the Commonwealth to aid interpretation should they wish to do so. 26. The Parties agree to work towards refining the National Collection (while maintaining comparability across collections for the purposes of tracking progress over time) to make it the data, on which sole data source for the Commonwealth will consult with the relevant State. Once agreed measurement of achievement of benchmarks and monitoring of progress by the Commonwealth, the supplementary data and/or contextual information will be used to inform assessment end of States’ achievement of performance benchmarksthis Agreement. Supplementary data must be provided in a timely manner to assist in assessing performance benchmarks in accordance with Table 2 and Table 3. Providing universal access Maintaining Universal Access to and improving participation of all children in affordable, quality early childhood education program(s), including that: i. vulnerable and disadvantaged children have access to, to and participate in, in an affordable, quality early childhood education program; . ii. Indigenous children have access to, and participate in, in an affordable, quality early childhood education program; and . iii. all Indigenous four-year-olds in remote communities have the achievement of the Closing the Gap target is maintained, to ensure access to early childhood education. education for all Indigenous four year olds in remote Implementing accessible, quality early childhood education programs which meet the needs of parents and communities at a cost which does not present a barrier to participation, particularly for vulnerable and disadvantaged children. Delivering strategies and actions targeting the participation of vulnerable and disadvantaged children. Delivering strategies and actions targeting the participation of Indigenous children, including in remote areas. Teacher Qualifications 1. The proportion of early childhood education programs delivered by a degree qualified early childhood teacher who meets the NQF National Quality Framework requirements. 95 per cent* Access to Quality Program 2. The proportion of children enrolled in the year before full-time school in quality early childhood education program(s). 95 per cent of children including:  95 per cent of Indigenous children; and  95 per cent of vulnerable and disadvantaged children.*

PERFORMANCE MONITORING AND REPORTING. Performance indicators 2322. Achievement of the objectives and outcomes in this Agreement will be informed with reference to the Performance Indicators detailed in Table 1.. National Partnership on Universal Access to Early Childhood Education - 2018 2423. The NIA ECEC NIAECEC is an agreement between the Commonwealth and the States that provides a framework for cooperation to develop the Early Childhood Education and Care (ECEC) information base required for the COAG early childhood reform agenda. This includes the establishment and maintenance of the ECEC National Minimum Data Set (ECEC NMDS) which underpins the National Early Childhood Education and Care Collection (the National Collection). 2524. The annual National Collection is the primary data source for matters under this Agreement and for the measurement of achievement of benchmarks and monitoring of progress under this Agreement. Schedule A of this Agreement outlines specific information relating to Performance Indicator Specificationsspecifications. 2625. In addition, States may provide supplementary data and/or contextual information to the Commonwealth to aid interpretation of the data, on which the Commonwealth will consult with the relevant State. Once agreed by the Commonwealth, the supplementary data and/or contextual information will be used to inform assessment of States’ achievement of performance benchmarks. Supplementary data must be provided in a timely manner to assist in assessing performance benchmarks in accordance with Table 2 and Table 32. Providing universal access to and improving participation of all children in affordable, quality early childhood education program(s), including that: i. vulnerable and disadvantaged children have access to, and participate in, an affordable, quality early childhood education program; ii. Indigenous children have access to, and participate in, an affordable, quality early childhood education program; and iii. all Indigenous four-year-olds in remote communities have access to early childhood education. Implementing accessible, quality early childhood education programs which meet the needs of parents and communities at a cost which does not present a barrier to participation, particularly for vulnerable and disadvantaged children. Delivering strategies and actions targeting the participation of vulnerable and disadvantaged children. Delivering strategies and actions targeting the participation of Indigenous children, including in remote areas. Teacher Qualifications 1. The proportion of early childhood education programs delivered by a degree qualified early childhood 95 per cent.* i. vulnerable and disadvantaged children have access to, and participate in, an affordable, quality early childhood education program; teacher who meets the NQF requirements. 95 per cent.*