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TitleChapter 3 Early Childhood Education and Care
LanguageEnglish
File Size1.2 MB
Total Pages153
Table of Contents
                            Final Report 2018 - Chapter 3 Early Childhood Education and Care
	3.1 Profile of ECEC
	3.2 Framework of performance indicators
	3.3 Key performance indicator results
		Outputs
		Equity
			Access — ECEC participation by special needs groups
		Effectiveness
			Access — ECEC participation
			Access — Parent costs for ECEC services
			Appropriateness — Non-standard hours of care in child care services
			Appropriateness — Demand for ECEC
			Quality — Staff quality in ECEC
			Quality — NQF quality and compliance
			Quality — Serious incidents
		Efficiency
			Inputs per output unit — government recurrent expenditure per child
		Outcomes
			Family work-related needs for child care
			ECEC outcomes
	3.4 Definitions of key terms
	3.5 References
Final Report 2018 - 3A Early childhoold education and care — attachment
	Attachment contents
	Profile of ECEC
		Table 3A.1 - 3A.10
		Table 3A.11
	ECEC participation by special needs groups
		Table 3A.12 - 3A.17
	Children enrolled in preschool
		Table 3A.18 - 3A.22
	Parent costs for ECEC
		Table 3A.23 - 3A.26
	Non-standard hours of care in child care
		Table 3A.27
	Demand for ECEC
		Table 3A.28 - 3A.29
	Staff quality in ECEC
		Table 3A.30 - 3A.32
	NQF Quality and compliance
		Table 3A.33 - 3A.36
	Serious incidents
		Table 3A.37
	ECEC expenditure
		Table 3A.38 - 3A.39
	Needs for childcare
		Table 3A.40
	ECEC outcomes
		Table 3A.41
End
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Page 1

EARLY CHILDHOOD EDUCATION AND CARE 3.1



3 Early Childhood Education and Care

CONTENTS
3.1 Profile of ECEC 3.1
3.2 Framework of performance indicators 3.7
3.3 Key performance indicator results 3.9
3.4 Definitions of key terms 3.30
3.5 References 3.35


Attachment tables
Attachment tables are identified in references throughout this chapter by a ‘3A’ prefix (for
example, table 3A.1) and are available from the website www.pc.gov.au/rogs/2018.



This chapter reports on the performance of early childhood education and care (ECEC)
services, which comprise child care and preschool services.

Further information on the Report on Government Services including other reported service
areas, the glossary and list of abbreviations is available at www.pc.gov.au/rogs/2018.

3.1 Profile of ECEC

Service overview

The ECEC sector provides a range of services for children based on their age and education,
care and development needs. ECEC services provide one or more of the following broad
service types:

• Child care services — are provided to children aged 0–12 years including: long day care;
family day care; outside school hours care (OSHC); occasional care; and other care (see
section 3.4 for definitions).

• Preschool services — are services that deliver a preschool program. A ‘preschool
program’ is a structured, play-based learning program, delivered by a qualified teacher,
aimed at children in the year or two before they commence full time schooling (table 3.1).

Page 2

3.2 REPORT ON GOVERNMENT SERVICES 2018




Table 3.1 Preschool programs in Australia, 2016-17a

State/Territory Program name Age of entry — preschool program Age of entry — school

NSW Preschool Generally aged 4 and 5 5 by 31 July
Vic Kindergarten 4 by 30 April 5 by 30 April
Qld Kindergarten 4 by 30 June 5 by 30 June
WA Kindergarten 4 by 30 June 5 by 30 June
SA Preschool 4 by 1 May 5 by 1 May
Tas Kindergarten 4 by 1 January 5 by 1 January
ACT Preschool 4 by 30 April 5 by 30 April
NT Preschool 4 by 30 June 5 by 30 June



a See table 3A.1 for detailed footnotes and caveats.
Source: State and Territory governments (unpublished); table 3A.1.



An ECEC service may offer more than one service type, such as long day care and OSHC
(both child care services) or long day care and preschool. The range of services offered
differs across states and territories and between service providers. The most common type
of integrated service is preschool delivered within a long day care centre.

ECEC services can also provide other non-education services such as maternal and child
health services and family support services. The services provided differ according to
community need, with more extensive services often being provided in disadvantaged
communities.

Roles and responsibilities

The Australian, State and Territory governments have different but complementary roles in
ECEC. The Australian Government’s main roles and responsibilities include:

• paying the Child Care Benefit (CCB) and the Child Care Rebate (CCR) to eligible
families using approved child care services or registered carers (only CCB). The types
of child care for which families receive subsidised care are in table 3.2

• providing funding to State and Territory governments to support the achievement of
universal access to early childhood education (through the National Partnership
Agreement on Universal Access to Early Childhood Education (NP UAECE) — 2016
and 2017

• providing funding to support the implementation of the National Quality Framework
(NQF) (see section 3.4), through the National Partnership Agreement on the National
Quality Agenda for Early Childhood Education and Care (NP NQAECEC) — 2015-16
to 2017-18

• providing operational and capital funding to some providers.

Page 76

TABLE 3A.13

REPORT ON
GOVERNMENT
SERVICES 2018

EARLY CHILDHOOD
EDUCATION AND CARE
PAGE 2 of TABLE 3A.13

Table 3A.13

Unit NSW Vic Qld WA SA Tas ACT NT Aust

Proportion of children enrolled in a preschool program aged 3–5 years who are from special needs groups,
2016, compared with their representation in the community (a), (b), (c), (d)

Number no. 852 43 2 253 3 071 1 145 151 .. 2 068 9 577
Proportion of all children in preschool programs % 0.5 – 2.1 6.1 3.5 1.4 .. 38.9 1.9

% 0.6 – 3.3 7.1 3.9 1.7 .. 45.8 2.5

(a)

(b)

(c)

(d)
(e)

(f)
(g)

(h)

(i)

Care needs to be taken when interpreting data related to Aboriginal and Torres Strait Islander children due to reporting issues associated with both the
identification and reporting of Indigenous status.

For more information on NECECC data quality, including collection methodologies and data limitations, see Preschool Education, Australia (Cat. no. 4240.0)
on the ABS website.

Data on representation in the community are sourced from ABS Census of Population and Housing (NESB children), ABS Survey of Disability, Ageing and
Carer s (children with disability) and ABS population estimates and projections (Aboriginal and Torres Strait Islander children and children from regional and
remote areas). Data in italics have relative standard errors above 25 per cent and should be used with caution.

State and Territory government data on children with disability are not directly comparable because the definition of disability varies across jurisdictions.

Data on children enrolled in preschool programs are for July/August 2016 (for both NECECC and State and Territory government data).

Data on enrolment in preschool programs by children from special needs groups are from Preschool Education, Australia (cat. no. 4240.0), except for
enrolments of children from NESB and children with disability, which are reported by State and Territory governments. For this reason, caution should be
used when making comparisons across special needs groups.

NESB enrolment data are not available for WA and NT. Data for NSW exclude children receiving a preschool program from a long day care centre. For
Victoria, data on children form a NESB and with disability cannot be identified for 3 year old children who attend the Early Start Kindergarten (ESK) Program,
although ESK children are included in the denominator. Tasmania data for children from NESB and with disability include government enrolments only. Data
for Australia for children from NESB enrolled in a preschool program are the total of the sum of the states and territories for which data are available, and
should not be interpreted as national data.

Representation of children aged 3–5 years in the
community, 2016 (i)

Regional and remote areas are based upon the ABS ASGS 2011. Regional areas comprise inner regional and outer regional areas. Remote areas comprise
remote and very remote areas. The regional classification data are based on the location of the child's main service provider.

Data for Preschool Education, Australia (cat. no. 4240.0) were collected through the NECECC. Data are not be fully comparable with previous reports due to
changes in coverage and methodologies.

State and Territory data are based on the location of the child's main service provider. Other territory locations are included in State and Territory and
Australian totals.

Page 77

TABLE 3A.13

REPORT ON
GOVERNMENT
SERVICES 2018

EARLY CHILDHOOD
EDUCATION AND CARE
PAGE 3 of TABLE 3A.13

Table 3A.13

Unit NSW Vic Qld WA SA Tas ACT NT Aust

Proportion of children enrolled in a preschool program aged 3–5 years who are from special needs groups,
2016, compared with their representation in the community (a), (b), (c), (d)

Source :
na Not available. .. Not applicable. – Nil or rounded to zero.

ABS 2017, Preschool Education, Australia, 2016, Cat. no. 4240.0; ABS 2017, 2016 Census of Population and Housing , TableBuilder; ABS 2016,
Microdata: Disability, Ageing and Carers, Australia, 2015 , Cat. no. 4430.0.30.002; ABS 2014, Estimates and Projections, Aboriginal and Torres Strait
Islander Australians, 2001 to 2026, Cat. no. 3238.0; ABS unpublished, Australian Demographic Statistics, Jun 2016, Cat. no. 3101.0; ABS
unpublished, Population by Age and Sex, Regions of Australia, 2016 , Cat. no. 3235.0; State and Territory governments unpublished.

Page 152

TABLE 3A.41

REPORT ON
GOVERNMENT
SERVICES 2018

EARLY CHILDHOOD
EDUCATION AND CARE
PAGE 1 of TABLE 3A.41

Table 3A.41

Unit NSW Vic Qld WA SA Tas ACT NT Aust

Children developmentally vulnerable on one or more domains
no. 13 567 11 093 10 550 6 168 3 802 1 180 972 953 48 285

Did not receive any ECEC no. 2 037 630 2 112 322 113 45 36 110 5 405
Unknown ECEC experience no. 2 774 1 742 3 558 405 423 71 153 144 9 270

no. 18 378 13 465 16 220 6 895 4 338 1 296 1 161 1 207 62 960

Total children valid on the developmentally vulnerable on one or more domains indicator
no. 75 201 61 057 46 389 30 337 16 926 5 834 4 587 2 763 243 094

Did not receive any ECEC no. 5 905 1 450 5 224 830 281 110 69 165 14 034
Unknown ECEC experience no. 9 850 5 163 10 414 1 206 1 244 215 501 320 28 913

no. 90 956 67 670 62 027 32 373 18 451 6 159 5 157 3 248 286 041

Children developmentally vulnerable on one or more domains
% 18.0 18.2 22.7 20.3 22.5 20.2 21.2 34.5 19.9

Did not receive any ECEC % 34.5 43.4 40.4 38.8 40.2 40.9 52.2 66.7 38.5
Unknown ECEC experience % 28.2 33.7 34.2 33.6 34.0 33.0 30.5 45.0 32.1

% 20.2 19.9 26.1 21.3 23.5 21.0 22.5 37.2 22.0

Children developmentally vulnerable on one or more domains
no. 12 853 10 326 9 135 6 094 3 416 1 211 884 927 44 846

Did not receive any ECEC no. 2 741 879 3 115 493 178 39 43 104 7 592
Unknown ECEC experience no. 2 128 1 202 2 967 461 521 58 83 75 7 495

no. 17 722 12 407 15 217 7 048 4 115 1 308 1 010 1 106 59 933

Children developmentally vulnerable on one or more domains of the Australian Early Development Census
(AEDC), by ECEC experience (a), (b), (c)

Received some ECEC

2012

Total children developmentally vulnerable
on one or more domains

2015

Received some ECEC

Total children developmentally vulnerable
on one or more domains

Received some ECEC

Total children with at least one valid
domain score

Received some ECEC

Total children developmentally vulnerable
on one or more domains

Page 153

TABLE 3A.41

REPORT ON
GOVERNMENT
SERVICES 2018

EARLY CHILDHOOD
EDUCATION AND CARE
PAGE 2 of TABLE 3A.41

Table 3A.41

Unit NSW Vic Qld WA SA Tas ACT NT Aust

Children developmentally vulnerable on one or more domains of the Australian Early Development Census
(AEDC), by ECEC experience (a), (b), (c)

Total children valid on the developmentally vulnerable on one or more domains indicator
no. 72 794 57 680 40 055 27 906 15 401 5 752 4 146 2 728 226 462

Did not receive any ECEC no. 8 437 2 175 8 866 1 253 447 139 140 185 21 642
Unknown ECEC experience no. 7 690 3 729 9 073 1 472 1 507 195 308 204 24 178

no. 88 921 63 584 57 994 30 631 17 355 6 086 4 594 3 117 272 282

Children developmentally vulnerable on one or more domains
% 17.7 17.9 22.8 21.8 22.2 21.1 21.3 34.0 19.8

Did not receive any ECEC % 32.5 40.4 35.1 39.3 39.8 28.1 30.7 56.2 35.1
Unknown ECEC experience % 27.7 32.2 32.7 31.3 34.6 29.7 26.9 36.8 31.0

% 19.9 19.5 26.2 23.0 23.7 21.5 22.0 35.5 22.0

(a)

(b)
(c)
Source :

Received some ECEC

Received some ECEC

Total children with at least one valid
domain score

Australian Government Department of Education and Training unpublished, Australian Early Development Census, 2012 and 2015.

Children classified as developmentally vulnerable score below the 10th percentile (in the lowest 10 per cent) of the national AEDC population for an AEDC
domain.
Received some ECEC includes any formal child care or preschool. Family day care and informal care are not included.
Data are reported by teachers and are therefore, dependent on the teacher's knowledge of the child's ECEC experience.

Total children developmentally vulnerable
on one or more domains

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