National Indigenous Reform Agreement: PI 17-The proportion of Indigenous children (by geographic location as identified by the ASGC), who are enrolled in (and attending, where possible to measure) a preschool program, 2012
Identifying and definitional attributes
|Metadata item type:||Indicator|
|Short name:||PI 17-The proportion of Indigenous children (by geographic location as identified by the ASGC), who are enrolled in (and attending, where possible to measure) a preschool program, 2012|
|Registration status:||Indigenous, Archived 13/06/2013|
There are two measures for this indicator:
a) The proportion of Indigenous children aged 4 and 5 years who are enrolled in a preschool program, by Indigenous status.
b) The proportion of Indigenous children aged 4 and 5 years who are attending a preschool program, by Indigenous status.
|Indicator set:||National Indigenous Reform Agreement (2012) Indigenous, Archived 13/06/2013|
|Outcome area:||Indigenous children have access to affordable, quality early childhood education in the year before formal schooling as a minimum Indigenous, Archived 26/09/2013|
Collection and usage attributes
|Computation description:||Presentation: Percentage.|
100 x (Numerator ÷ Denominator)
(a) The number of children aged 4 and 5 years old as at 1 July of the collection year, who are enrolled in a preschool program by Indigenous status:
(b) The number of children aged 4 and 5 years old as at 1 July of the collection year, who are attending a preschool program by Indigenous status:
|Numerator data elements:|
(a) and (b) Estimated number of children aged 4 years old by Indigenous status:
|Denominator data elements:|
|Disaggregation:||See numerator and denominator.|
DATA NOT AVAILABLE FOR 2012 REPORTING.
Data were not available to report against this indicator for the baseline or 2011 CRC report.
The National Early Childhood Education and Care (ECEC) data collection has been established to provide nationally consistent estimates on early childhood education and care and support performance reporting.
The first National ECEC Collection was conducted in 2010 and was based on jurisdictional administrative data at the service provider level and the child level. Episodes of preschool delivery rather than counts of children were reported for most jurisdictions in 2010 as not all jurisdictions were able to provide enough detail from their administrative systems to accurately report on counts of children.
An episode is the count of the occurrence of a specific characteristic. For the National ECEC Collection, an episode refers to a preschool program provided to a child. When one child attends two different preschool programs, the child is attending two episodes of preschool. Therefore, statistics presented on episodes of preschools programs may be higher than the number of children enrolled and attending preschool programs, as some children may have multiple episodes.
Data from the 2010 ECEC collection are not deemed of sufficient quality to report in the 2012 CRC report.
Depending on the quality of the data, the second ECEC collection in 2011 is expected to be used to report against this indicator for the first time in the 2013 CRC report. Child level estimates will be available for some but not all jurisdictions as some states are expected to still provide data at the aggregate level for the 2011 ECEC collection.
This Indicator specifies breakdown by geographical location according to ASGC. The ABS is in the process of migrating to the new Australian Statistical Geography Standard (ASGS) from July 2011.
Remoteness disaggregation for the National ECEC Collection allows for reporting by ASGC and Accessibility /Remoteness Index of Australia (ARIA). The child’s residential address is used where possible to code geo-location. If not possible, then the address/location of the preschool is used as a proxy. Jurisdictions were not able to provide enough geographical information for the 2010 collection to enable disaggregation by remoteness area and this is likely to be the case for some jurisdictions for the 2011 collection. It should also be noted that population projections for single year of age for the Indigenous population are 'experimental' and are not available at levels lower than state, which means that this indicator will not be able to be derived at AGSC/ASGS levels by state/territory.
The year before full-time schooling (YBFS) can be conceptualised as Year 1 minus 2. As is the case in the school sector, levels of schooling do not equate neatly to one age group. To include 4 and 5 year olds in the numerator over a single year denominator is consistent with the cohort approach used in schools and is also consistent with the methods used by most states to calculate participation rates for all children in the YBFS as is currently done in the Report on Government Services (ROGS).
A child is considered to be enrolled in a preschool program if they attended a preschool program for at least one hour during the reference week. Children who are absent in the reference period due to illness or holiday leave are considered to be enrolled if they are expected to return.
A child is considered to be attending a preschool program if the child is present at least once during the reference period.
It has been suggested that the proportion of Indigenous children in a preschool program should be reported as a rate and alternatively as a share of Indigenous children in the community. This requires no extra information to be collected, yet provides a more complete picture of Indigenous children in preschool. The share calculation is less sensitive to inaccuracies in population estimates and small changes in enrolment numbers, particularly over time.
In order to calculate the share, the number of four and five year old Indigenous children enrolled in preschool is divided by the total number of children enrolled in preschool. This proportion is then compared with the number of Indigenous four year olds in the population(as a proxy for the children in the year before school), divided by the number of all four year-olds in the community.
The same applies to the proportion of Indigenous children attending a preschool program.
ABS advises caution in the use of single year of age Indigenous population projection data when calculating indicators such as rates, due to the inherent uncertainty in single year of age estimates as a result of quality issues associated with the source data assumptions used to derive estimates, and issues associated with modelling small numbers.
The AIHW is currently undertaking a project to assess alternative data sources which could be used to estimate the Indigenous pre-school aged population which could be considered for future reporting against this indicator.
This indicator meets two COAG specific outcome areas: Indigenous children have access to affordable, quality early childhood education in the year before formal schooling as a minimum and Indigenous children acquire the basic skills for life and learning.
Baseline year for NIRA target (ensure all Indigenous 4 year olds in remote communities have access to quality early childhood education within five years) is 2008; baseline year for this indicator will be 2010; target year is 2013.
|Unit of measure:||Person|
Indicator conceptual framework
|Framework and dimensions:||Socioeconomic Factors|
Data source attributes
|Organisation responsible for providing data:||Australian Bureau of Statistics (for ECEC data collection).|
|Further data development / collection required:||Specification: Interim|
Source and reference attributes
|Steward:||National Indigenous Reform Agreement Performance Information Management Group|
|Related metadata references:|
Has been superseded by National Indigenous Reform Agreement: PI 10-The proportion of Indigenous children aged 4 and 5 years who are enrolled in, and attending, a preschool program in the year before full-time schooling, by remoteness, 2013 Indigenous, Archived 13/12/2013
Supersedes National Indigenous Reform Agreement: PI 17-The proportion of Indigenous children (by geographic location as identified by the ASGC), who are enrolled in (and attending, where possible to measure) a preschool program Indigenous, Archived 01/07/2012