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. 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 Tables 2, 3, 4 and 5. Providing universal access to and improving participation of all children in affordable, quality early childhood education program(s), including that: i. Vulnerable children and 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 children experiencing disadvantage. Delivering strategies and actions targeting the participation of vulnerable children and children 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 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 Tables 2, Table 2 and Table 3, 4 and 5. Providing universal access to and improving participation of all children in affordable, quality early childhood education program(s), including that: i. Vulnerable vulnerable and disadvantaged children and 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 vulnerable and disadvantaged children, vulnerable children and children experiencing disadvantage. Delivering strategies and actions targeting the participation of vulnerable children and children experiencing disadvantagedisadvantaged 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 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. This may include contextual information measurement of achievement of benchmarks and data on the impacts monitoring 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 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 Tables 2, 3, 4 and 5. 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 vulnerable and disadvantaged children and children experiencing disadvantage 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 Indigenous vulnerable and disadvantaged children, vulnerable children and children experiencing disadvantage. Delivering strategies and actions targeting the participation of vulnerable children and children experiencing disadvantagedisadvantaged 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. 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 Tables Table 2, 3, 4 and 5. Providing universal access to and improving participation of all children in affordable, quality early childhood education program(s), including that: i. Vulnerable children and 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 vulnerable and disadvantaged children, vulnerable children and children experiencing disadvantage. Delivering strategies and actions targeting the participation of vulnerable children and children experiencing disadvantagedisadvantaged 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.*

PERFORMANCE MONITORING AND REPORTING. Performance indicators 23. Achievement of Under 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 Agreement, the Commonwealth and State and Territory Governments have committed to achieving the States that provides following targets by 2013: ◆ Reducing the number of Australians who are homeless by seven per cent; ◆ Reducing the number of Indigenous Australians who are homeless by a framework for cooperation third; and ◆ Reducing the number of Australians who are experiencing primary homelessness (rough sleeping) by 25 per cent. These targets will be achieved through combined efforts of all governments under the Agreement as well as through a range of other agreements and initiatives (including the ▇▇▇▇▇ Springs Transformation Plan). Significant data development is required to develop the Early Childhood Education and Care (ECEC) information base required determine targets for the COAG early childhood reform agenda. This includes the establishment Territory and maintenance of the ECEC National Minimum Data Set (ECEC NMDS) which underpins the National Early Childhood Education and Care Collection (the National Collection). 25baseline measures for these targets. The annual National Collection is the primary data source for matters under this Agreement Commonwealth and for the measurement of achievement of benchmarks Northern Territory will agree targets and monitoring of baseline measures by 30 June 2010. Performance indicators and output measures have been developed to measure project 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 (Tables 2, 3, 4 and 5Attachment A) Reporting requirements under the Agreement should be read in conjunction with the provisions in Schedule C to the Intergovernmental Agreement on Federal Financial Relations. Providing universal access The Territory will provide a detailed report on an annual basis to the Commonwealth against outputs and improving participation performance indicators, as detailed in this Implementation Plan. The Commonwealth will provide reports to the Northern Territory and other relevant stakeholders against the performance indicators, as detailed in this Implementation Plan. The reports will be provided within 12 weeks of all children the end of the relevant period. A Place to Call Home (APTCH) Refer to Table 4. Capital 1.288 Core Outputs (a) Refer to Table 4. Youth Development Crisis Accommodation Provide support funding for 12 residential beds for young people aged 11-24 years in affordable▇▇▇▇▇▇▇ Creek in order to enable these homeless young people to develop a functional connection to the social, quality early childhood education program(seconomic and cultural life of their community Department of Health and Families ▇▇▇▇▇▇▇ Creek Recurrent 0.240 Core Outputs (b) (d) Additional Outputs (b) (d) (e) (g) (j) - Number of Indigenous youth who are provided with secure and supported accommodation Expression of Interest for street to home initiatives for chronic homeless people Expression of Interest to further develop street to home initiatives for chronic homeless people Led by Department of Local Government and Housing NT wide Recurrent 1.06 Core Outputs (b) - Performance measures will be developed for each funded proposal. Palmerston Youth Crisis Accommodation A service to provide crisis accommodation in the Palmerston area for young people to re- unify young people with their families and to ensure young people are linked to other supports such as in education, training, alcohol and other drugs services, living skills and counselling. Department of Health and Families Palmerston Recurrent 0.3 Core Outputs (b) (d) Additional Outputs (b) (d) (e) (g) (j) - Number of youth who are provided with secure and supported accommodation Tenancy Sustainability Program To expand Territory Housing’s new Tenancy Sustainability Program (TSP) which provides intensive case management and life skills training to public housing tenants and applicants, as well as residents of Community Living Areas (Town Camps), including that: i. Vulnerable children who require assistance to manage and children experiencing disadvantage have access tosustain their tenancies. Department of Local Government and Housing Urban areas Recurrent 1.0 Core Outputs (c) Additional Outputs (a) (b) (g) - Reduction in proportion of people who are evicted from public housing - Number of people with at risk tenancies who receive financial advice, life skills training and/or case management Assistance for people leaving correctional services A key aim is to enable a smooth reintegration into community with a strong case management model which builds on the strengths of participants to assist people to overcome barriers to re-integration and participate inDepartment of ▇▇▇▇▇▇▇ ▇▇▇▇▇▇ and ▇▇▇▇▇ Springs Recurrent 0.28 Core Outputs (d) - Proportion of sentence plans/case plans that will incorporate post-release plans - Proportion of clients who will be referred to continuing reduce re offending behaviour. education, 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 training or employment post release High Risk Youth Program Develop program specifications for a program to early childhood education. Implementing accessible, quality early childhood education programs which meet respond to the needs of parents high risk youth in ▇▇▇▇▇ Springs and communities Darwin Department of Health and Families Darwin and ▇▇▇▇▇ Springs Recurrent 0.11 Additional Outputs (e) Development of a program to respond to needs of High Risk Youth in ▇▇▇▇▇ Springs and Darwin. Service Coordination System Develop a housing and homelessness service coordination mechanism that links clients and providers in the Darwin region Department of Local Government and Housing Darwin Recurrent 0.06 Additional Outputs (e) An implementation plan for a Service Coordination System is developed. Homelessness system mapping studies Develop a place based understanding of the patterns of homelessness in Darwin, Maningrida and ▇▇▇▇▇▇▇▇▇. Department of Local Government and Housing ▇▇▇▇▇▇, ▇▇▇▇▇▇▇▇▇ and Maningrida Recurrent 0.2 Additional Outputs (i) Completion of targeted regional Homelessness action plans for all regions by 1 February 2011. A Place to Call Home (APTCH) Provision of life skills, tenancy training and other support to assist clients to develop capacity to maintain an independent public housing tenancy. Department of Local Government and Housing Urban areas Recurrent and Capital 8.079 Core Outputs (a) (c) - Number of households participating in APTCH - Proportion of APTCH households who are Indigenous - Proportion of APTCH households sustaining a tenancy 6 months after completing the program Intervention and Case Management Service (ICMS) The ICMS, principally aimed at Indigenous people sleeping rough in town areas, provides Return to Country, intervention, referral and identification services for homelessness and itinerant people across the Territory. Department of ▇▇▇▇▇▇▇ ▇▇▇▇▇▇ Recurrent 3.25 Core Outputs (b) Additional Outputs (a) (b) (c) (d) (e)(f) (g) (h) - Numbers of people returned to home community. - Number of accommodation referrals. Domestic and Family Violence Support Implementation of Family Violence Investment Strategy Department of Health and Families NT wide Recurrent 15 Core Outputs (c) Additional Outputs (e) (f) - Number of support periods with accommodation - Number of support periods without accommodation (outreach services) Young people leaving care program Assist young people leaving the care system and those who have previously left care of NT Families and Children (NTFC) to gain independence by providing linkages to employment, education, housing and other support services in accordance with legislative requirements. Department of Health and Families NT wide Recurrent 1.0 Core Outputs (d) Additional Outputs (b) (c) (d) (e) (g) (j) (k) - Number of new young clients engaged by the service Prison In-reach Program Provides comprehensive alcohol and other drug (AOD) assessments; individual and group counselling, and after care referrals to prisoners with AOD problems in the Darwin area. Department of ▇▇▇▇▇▇▇ ▇▇▇▇▇▇ Recurrent 0.206 Core Outputs (d) - The number of closed episodes of care for young people - The number of closed episodes of care for adults - The proportion of total episodes where a cost which does not present referral is made on exit The Parties have confirmed their commitment to this Implementation Plan as follows: ………………………………………. Title Date …………………………………………… Title Date The Northern Territory has the highest rate of homelessness in Australia at 248 per 10 000 people (ABS 2006 Census). This figure is 3.5 times greater than that of Queensland, the jurisdiction with the next highest rate of homelessness at 68.6 per 10 000 people. The Counting the Homeless 2006 report shows that while homelessness rates vary dramatically across the Territory, from a barrier high of 507 per 10 000 people in ▇▇▇▇▇▇▇▇▇ to participation147 per 10 000 in ▇▇▇▇▇▇▇ Creek, particularly for the rate of homelessness in all locations across the Territory vastly exceeds the Australian average of 53 homeless people per 10 000 (refer Table 5). Table 5: Number of homeless people and rate of homelessness per 10 000 people in the Territory Darwin ▇▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇ Creek ▇▇▇▇▇ Springs Remote Total Number 2478 415 43 446 1403 4785 Rate 234 507 147 187 281 248 Source: Census of Population and Housing 2006; SAAP Client Collection 2006; National Census of Homeless School Students 2006. According to the 2006 Census, Indigenous children, vulnerable children and children experiencing disadvantagepeople comprise 30 per cent of the Territory’s population. Delivering strategies and actions targeting It is clear that the participation high rate of vulnerable children and children experiencing disadvantagehomelessness in the Northern Territory can be largely attributed to excessive homelessness amongst this group. Delivering strategies and actions targeting While the participation rate of Indigenous childrenhomelessness in the Northern Territory has fallen since the last Census in 2001 (from 344 to 287 per 10 000 people) this figure remains significantly higher than that of any other group in Australia. It is likely, however, that this figure is much higher than reported due to impediments in the collection of accurate Indigenous population data. It is generally accepted that the 2006 Census significantly undercounted the number of Indigenous people in the Northern Territory. ▇▇▇▇▇▇ and ▇▇▇▇▇▇ (2008) estimate that the undercount was as high as 19 per cent. As such, it is likely that homeless Indigenous people were undercounted as well. There are a number of reasons contributing to the higher rate of homelessness in the Northern Territory including the proportionally higher Indigenous population (many of whom live in remote areas) and the significant shortage of affordable housing stock (rental and purchase). Teacher Qualifications 1For Indigenous Territorians, compounding factors that work to increase the rate of homelessness include: – the limited presence, and in some places a complete absence, of Supported Accommodation Assistance Program (SAAP) services in remote communities; – the chronic levels of overcrowding and high numbers of people residing in unsafe housing; – long waiting times for public housing in urban localities; and – the apparent migration of Indigenous people to urban areas as a result of the Northern Territory Emergency Response, or to access services otherwise unavailable in their home communities and that may now be living rough or staying in temporary accommodation. The proportion While Indigenous people are overrepresented in all sections of early childhood education programs delivered by the homeless population in the Northern Territory (except amongst those staying with other households) it is important to note that non-Indigenous homelessness is also unacceptably high, at a degree qualified early childhood teacher who meets the NQF requirements. 95 rate of 235 per cent10 000 people.*

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. 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 Tables Table 2, 3, 4 . National Partnership Agreement on Universal Access to Early Childhood Education – 2016 and 5. 2017 Providing universal access to and improving participation of all children in affordable, quality early childhood education program(sprogramme(s), including that: i. Vulnerable vulnerable and disadvantaged children and children experiencing disadvantage 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 Indigenous vulnerable and disadvantaged children, vulnerable children and children experiencing disadvantage. Delivering strategies and actions targeting the participation of vulnerable children and children experiencing disadvantagedisadvantaged 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. This may include contextual information measurement of achievement of benchmarks and data on the impacts monitoring 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 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 Tables 2, 3, 4 and 5this 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 vulnerable and disadvantaged children and children experiencing disadvantage 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 Indigenous vulnerable and disadvantaged children, vulnerable children and children experiencing disadvantage. Delivering strategies and actions targeting the participation of vulnerable children and children experiencing disadvantagedisadvantaged 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 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. 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 Tables Table 2, 3, 4 and 5. Providing universal access to and improving participation of all children in affordable, quality early childhood education program(s), including that: i. Vulnerable vulnerable and disadvantaged children and 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-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 vulnerable and disadvantaged children, vulnerable children and children experiencing disadvantage. Delivering strategies and actions targeting the participation of vulnerable children and children experiencing disadvantagedisadvantaged 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.*