Australian Bureau of Statistics
4240.0.55.001 - National Early Childhood Education and Care Collection: Concepts, Sources and Methods, 2012
Latest ISSUE Released at 11:30 AM (CANBERRA TIME) 13/03/2013
|Page tools: Print Page Print All RSS Search this Product|
A child is not considered to be enrolled if they were absent during the reference period and not expected to return to the preschool program.
Episode of enrolment/attending a preschool program
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.
For the purposes of the National ECEC Collection a child is considered to be Aboriginal and/or Torres Strait Islander if he or she is identified by a parent/guardian as being of Aboriginal and/or Torres Strait Islander origin. The National ECEC Collection uses the ABS standard Indigenous categories, which are as follows:
For the purpose of the National ECEC Collection, a jurisdiction is defined as the Australian Government or a state or territory government within Australia.
Licensed service providers
Licensed service providers are service providers that have been issued with a license by the relevant department or authority which grants legal approval or accreditation to operate their service or a particular component of their service, such as a preschool program or child care centre.
Preschool management type refers to the legal or social entity responsible for managing the service. Data presented from the National ECEC Collection are based on ECEC NMDS categories. Early childhood education and care services may be provided by a number of legal and social entities. The management type categories used in the National ECEC Collection include the following.
Government managed: State and territory and local government managed: State and territory and local government managed services are services that are managed by the state, territory or local government. Excludes state and territory government schools.
State and territory government schools: State and territory government schools are schools that are funded and managed by the respective state or territory government.
Non-government managed: Private not-for-profit - community managed: Community managed services include services that are managed by organisations based in the community through a membership made up of community members (e.g. the parents). The membership elects a management committee and the committee is accountable to the membership. No profit is distributed to the management committee or the members, any surplus funds are redirected to the service.
Private not for profit - other organisations: Other organisations include services that are managed by non-profit organisations such as charity organisations, consortium of charity organisations and church groups. Excludes Independent and Catholic schools.
Private for-profit: Private for-profit services include for-profit services provided or managed by a company or private individual.
Independent schools: Independent schools are non-government schools that are governed, managed and accountable at the level of the individual school and are not affiliated with the diocesan Catholic Department of Education.
Catholic schools: Catholic schools are schools that are affiliated with the diocesan Catholic Department of Education. Catholic schools, as with other classes of non-government schools, receive funding from the Australian Government.
Other: Other services include employer sponsored services.
Metadata Online Registry (METeOR)
METeOR is an online repository for national metadata standards for health, housing and community services statistics and information. It is the resource which holds all ECEC NMDS data elements and associated metadata standards.
Performance indicators are measurement indicators used to assess the progress of the National Partnership on Early Childhood Education (NP ECE) and may be calculated using data from the National ECEC Collection. Performance Indicators relating to the NP ECE are further described in detail in Chapter 8: Collection Background and Governance.
A preschool program is a structured, play-based learning program, delivered by a degree qualified teacher, aimed at children in the year before they commence full-time schooling. This is irrespective of the type of institution that provides it or whether it is government funded or privately provided. Programs may be delivered in a variety of service settings including separate preschools or kindergartens, long day care centres, in association with a school etc. Early childhood education terminology of a preschool program differs across states and territories, and these differences are outlined in Chapter 3: Concepts and Definitions.
The period of time for which the data are collected and/or compiled (e.g. calendar year, financial year, last week, last fortnight or a specific day of the month etc.). The reference period may vary for each data element within a collection. For example, fees and hours data could be collected over a 2 week period; however these data would then be derived back to a representative week. For the 2012 National ECEC Collection the reference period was 30 July to 3 August 2012.
Service activity type
The service activity type is the type of service available or provided by an early childhood education and care service provider. Definitions of service activity types include the following.
Long day care: Long day care is a centre-based form of child care service providing all-day or part-time care for children of working families and the general community (services may cater to specific groups within the general community). For-profit and not-for-profit organisations, local councils, community organisations and employers may run these services. Long day cares primarily provide long day care services for children aged 0–5 years. Some long day care may also provide preschool and kindergarten programs and care for school children before and after school and during school holidays, where state and territory government regulations allow this. The service may operate from stand-alone or shared premises, including those on school grounds.
Occasional care: Occasional care comprises of services usually provided at a centre on an hourly or sessional basis for short periods or at irregular intervals for parents who need time to, for example, attend appointments, take care of personal matters, undertake casual and part time employment, study or have temporary respite from full time parenting. These services provide developmental activities for children and are aimed primarily at 0–5 year olds. Centres providing these services usually employ a mix of qualified and other staff.
Outside school hours care: Outside school hours care comprises services that provide care for school aged children (5–12 year olds) before school, after school, during school holidays, and on pupil free days. Outside school hours care may use stand-alone facilities, share school buildings and grounds and/or share facilities such as community halls.
Vacation care: Vacation care comprises services provided for school aged children (5–12 year olds) during school holidays only.
Family day care: Family day care comprises services providing small group care for children in the home environment of a registered carer. Care is primarily aimed at 0–5 year olds, but primary school children may also receive care before and after school, and during school holidays. Educators work in partnership with scheme management and coordination unit staff.
In-home care: In-home care comprises services where an approved carer provides care in the child’s home. Families eligible for in-home care include families where the parent/s or child has an illness or disability; families in rural or remote areas; parents working shift work or non-standard hours; families with more than two children from a multiple birth and/or more than two children under school age; and families where a breast feeding mother is working from home.
Preschool program: stand-alone: Preschool program (stand-alone) comprises separately located services dedicated to provide structured educational programs to children in the year before they commence full-time schooling only.
Preschool program: as part of a school: Preschool program (as part of school) comprises services that are co-located with a school that provides structured educational programs to children in the year before they commence full-time schooling. These services may also be integrated with a school.
Service provider record level data
Service provider record level data contains data for each individual service provider delivering a preschool program within a data set. Data at the service provider record level includes location information, management type, activity type and service delivering setting, as well as information on preschool programs delivered by each service provider in the data set.
Socio-economic indexes for areas (SEIFA)
The SEIFA is a product developed especially for those interested in the assessment of the welfare of Australian communities. SEIFA is a suite of four summary measures that have been created from 2006 Census information. The indexes can be used to explore different aspects of socio-economic conditions by geographic areas. For each index, every geographic area in Australia is given a SEIFA number which shows how disadvantaged that area is compared with other areas in Australia. The indexes provide more general measures of socio-economic status than is given by measuring, for example, income or unemployment alone. The SEIFA index used for the National ECEC Collection is the Index of Relative Socio-economic Disadvantage (IRSD).
Index of Relative Socio-economic Disadvantage
The IRSD summarises a range of information about the economic and social resources of people and households within an area. Unlike other indexes, this index includes only measures of relative disadvantage. Variables that comprise this index include; low income, no qualifications, unemployment, overcrowded housing, disability, no car, and Indigenous status.
Standing Council for School Education and Early Childhood (SCSEEC)
The Standing Council on School Education and Early Childhood comprises state, territory, Australian Government and New Zealand Ministers with responsibility for the portfolios of school education, early childhood development and youth affairs. With the new COAG Council System, the Standing Council replaces MCEECDYA.
Unit Record Level (URL) data collection
A URL data collection methodology contains confidentialised data for individual statistical entities in a collection population.
For the purposes of the National ECEC Collection, a URL data collection methodology collects child enrolment and attendance level data corresponding to service provider record level data for each child in the data set. A URL data collection methodology also includes worker record level data corresponding to service provider record level data for each worker in the data set.
The Australian Government’s commitment to ensuring that every child has access to a quality early childhood program is referred to as the Universal Access commitment. The program is to be delivered by a four-year university-trained early childhood teacher, for 15 hours a week, 40 weeks a year, in the year before full time schooling. The commitment is to be fully implemented by mid-2013.
The place where the person has or intends to live for six months or more, or the place the person regards as their main residence, or where the person has no other residence, the place they currently reside.
The work activity type refers to the type of work performed by a person in the course of their employment in early childhood education and care.
Primary contact: An activity type of primary contact refers to a worker that mainly has direct contact with children. This may include but is not limited to teachers, teacher's assistants/ aides, specialist teachers and therapists.
Other contact: An activity type of other contact refers to a worker that has some duties involving direct contact with children, but deals mainly with staffing or management issues such as supervising staff and handling queries from parents or designing the education program. This may include but is not limited to principals, deputy principals, centre managers and coordinators.
Management / administration: An activity type of management/administration refers to a worker who mainly performed management or administration work that contributed to the running of the early childhood education and care service and had no direct contact with children. Work may include clerical or receptionist duties, filing, keeping financial records, staffing and management issues.
Other work: An activity type of other work refers to a worker who provides support services such as cooking, cleaning and gardening. This may include drivers, cooks, cleaners and maintenance staff.
All paid employees who were working at an in-scope service provider during the reference period are in-scope of the collection. This includes both contact and non-contact workers, irrespective of whether the worker delivered a preschool program during the reference week.
Year before full-time schooling (YBFS)
The year before full-time schooling (also referred to as the 'year before formal schooling') is a term used to describe the 'preschool' cohort, due to the varying delivery models of early childhood education in the different jurisdictions (McEwin and Ryan, 2009). The year before a child begins full-time schooling is further defined as Year 1 (or Grade 1) minus 2 years.
These documents will be presented in a new window.
This page last updated 12 March 2013