Outcome 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 outcome based management (OBM) framework.
OBM frameworks specify each agency’s desired outcomes, services and key effectiveness and efficiency indicators.
Our OBM framework is outlined in the table below, followed by further information about each key effectiveness and efficiency indicator.
|School students across Western Australia have access to high quality education.|
|Key effectiveness indicators|
|Services||Key efficiency indicators|
|1. Public primary education|| |
|2. Public secondary education|| |
|3. Regulation and non-government sector assistance|| |
|4. 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 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 school, nationally accredited vocational education and training (VET) or university.
Retention in public schooling
This indicator 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. Prior to 2020, the apparent retention rate was from Year 8 to Year 12. From 2020, it is from Year 7 to Year 12. This is because the 2020 Year 12 cohort was the first cohort to commence secondary school in Year 7.
Western Australian Certificate of Education (WACE) achievement rate by Year 12 public school students
This 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.
The WACE Achievement rate is an actual measure rather than an apparent measure as it is calculated by longitudinally tracking the Year 12 outcomes of individual public school students.
Public school students achieving proficiency in Reading and Numeracy: Years 3, 5, 7 and 9
These eight 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).
We set the proficiency standards based on provisional work conducted nationally. They represent challenging but reasonable reading and numeracy achievement expectations for a typical student in Years 3, 5, 7 or 9. Proficiency indicates students are on track to meet the curriculum expectations for the year level and assessment area. Proficiency standards are more challenging to achieve than national minimum standards and we consider them to be better indicators of the quality of students’ reading and numeracy skills.
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 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 is the total cost of services for public secondary 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 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 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 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.