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Our new Outcomes-Based Management (OBM) framework

Public sector agencies are required to report their financial and operational performance and targets in State budgets and annual reports using an Outcomes-Based Management (OBM) framework.

OBM frameworks specify each agency’s Desired Outcomes, Services and Key Effectiveness and Efficiency Indicators. 

In 2018–19 we received approval from the Department of Treasury to commence reporting against a new OBM framework that provides a better, more balanced representation of our services, performance and main areas of expenditure following the Machinery of Government and other changes since 1 July 2017.

Our new OBM framework is outlined in the table below, followed by further information about each key effectiveness and efficiency indicator.

Desired Outcome Key Effectiveness Indicators Services Key Efficiency Indicators
School students across Western Australia have access to high quality education.
  • Rate of participation in education.
  • Retention in public schooling.
  • Western Australian Certificate of Education (WACE) achievement rate by Year 12 public school students.
  • Year 3 public school students achieving proficiency in:
    • Reading
    • Numeracy
  • Year 5 public school students achieving proficiency in:
    • Reading
    • Numeracy
  • Year 7 public school students achieving proficiency in:
    • Reading
    • Numeracy
  • Year 9 public school students achieving proficiency in:
    • Reading
    • Numeracy

1. Public primary education

  • Cost per student full time equivalents (primary)

2. Public secondary education

  • Cost per student full time equivalents (secondary)
3. Regulation and non-government sector assistance
  • Cost of non-government school regulatory services per non-government school
  • Cost of teacher regulatory services per teacher 

4. Support to the School Curriculum and Standards Authority

  • Cost per student of support to the School Curriculum and Standards Authority.

Key effectiveness indicators show how well we are achieving our Desired Outcome.

Rate of participation in education

This indicator was retained from our old framework.

It is an apparent measure of the proportion of Western Australian residents aged 15 to 17 years (in the final years of the compulsory education period) who are participating in some form of education: at public or non-government schools, nationally accredited vocational education and training (VET) or university.

Retention in public schooling

This indicator was retained from our old framework.

It is an apparent measure of the proportion of students who progress from the start to the end of the secondary years of schooling in the State’s public school system. The rate will continue to span Year 8 to Year 12 until 2020, when it will span Year 7 to Year 12 to correspond with the first student cohort that began secondary school in Year 7 (in 2015) reaching Year 12 (in 2020).

Western Australian Certificate of Education (WACE) achievement rate by Year 12 public school students

This new indicator shows the proportion of Year 12 public school students in Semester 2 who achieved the Western Australian Certificate of Education (WACE), the qualification associated with successful Year 12 completion.

It is better than the Secondary Graduation rate that it replaced because the WACE Achievement rate is calculated by longitudinally tracking the Year 12 outcomes of individual public school students. By contrast, the Secondary Graduation rate was an apparent rate from Year 8 that did not actually longitudinally track the WACE outcome of each individual student.

The differences between the WACE Achievement and Secondary Graduation rates means their results are not comparable to one another.

Public school students achieving proficiency in Reading and Numeracy: Years 3, 5, 7 and 9

These eight new indicators show the proportion of public school students in Years 3, 5, 7 and 9 who achieved the proficiency standard in Reading and Numeracy in the annual National Assessment Program – Literacy and Numeracy (NAPLAN). 

To achieve proficiency, students must meet much higher standards of reading and numeracy than the national minimum standards reported under our old OBM framework. The proficiency standards were set by the Department based on some provisional work by the Australian Curriculum, Assessment and Reporting Authority (ACARA) in consultation with state and territory education jurisdictions. 

They indicate the proportion of students who demonstrate the literacy or numeracy skills that most students should have acquired by Years 3, 5, 7 and 9. Proficiency standards are therefore much better indicators of the quality of students’ literacy and numeracy skills and knowledge than national minimum standards.

Results for these new NAPLAN indicators are not comparable to the national minimum standards indicators reported under the old OBM. Results against the national minimum standards will continue to be reported in appendices of our annual reports. 

Key efficiency indicators show how efficiently we are delivering our Services.

Service 1 – Public Primary Education
Cost per student full time equivalents (primary).

This indicator was retained from the old framework but with a change to the calculation methodology. It is the total cost of services for public primary education, divided by the average full time equivalent of public primary school students across the financial year.

Service 2 – Public Secondary Education
Cost per student full time equivalents (secondary).

This indicator was retained from the old framework but with a change to the calculation methodology. It is the total cost of services for secondary primary education, divided by the average full time equivalent of public secondary school students across the financial year.

Service 3 – Regulation and Non-Government Sector Assistance
Cost of non-government school regulatory services per non-government school.

This new indicator is the total cost of providing regulatory services to non-government schools, divided by the number of non-government schools across the financial year.

Cost of teacher regulatory services per teacher.

This indicator was retained from the old framework but with a change to the calculation methodology.  It is the total cost of providing services to the Teacher Registration Board of Western Australia, divided by the number of teachers across the financial year. 

Service 4 – Support to the School Curriculum and Standards Authority
Cost per student of support to the School Curriculum and Standards Authority.

This new indicator is the total cost of providing resources to the School Curriculum and Standards Authority to assist it in performing its statutory functions for Western Australian school students, divided by the average full time equivalent of Western Australian school students across the financial year.