Vote Education - Education and Workforce Sector - Estimates 2020/21

Vote Education#

Print this section

Overview of the Vote#

Print this section

The Minister of Education is responsible for appropriations in Vote Education for the 2020/21 financial year covering the following:

• a total of just over $2,617 million for services from the Ministry of Education (depreciation and capital charge on school accommodation and learning support services being the most significant costs)
• a total of nearly $1,172 million for capital expenditure by the Ministry of Education, mainly related to school sector property
• a total of nearly $9,977 million for educational services from schools (including teacher salaries), early learning, educational services from the New Zealand Qualifications Authority, Network for Learning, Teaching Council of Aotearoa New Zealand and other non-departmental providers. Aside from teacher salaries, schools' operations grants and early learning subsidies, other significant costs include curriculum and professional development in schools and early learning sectors and school transport services
• a total of nearly $52 million for allowances, scholarships and awards for students, teachers and trainees
• a total of just over $69 million for other educational services, and
• a total of nearly $55 million for capital expenditure for Crown entities and schools.

The Minister of Education is also responsible for a capital injection to the Ministry of Education of nearly $593 million.

Details of these appropriations are set out in Parts 2-4.

Details of Appropriations and Capital Injections#

Print this section

Annual Appropriations and Forecast Permanent Appropriations#

Print this section

Multi-Year Appropriations#

Print this section

Total Annual Appropriations and Forecast Permanent Appropriations and Multi-Year Appropriations#

Print this section

Capital Injection Authorisations#

Print this section

Supporting Information#

Print this section

Part 1 - Vote as a Whole#

Print this section

1.1 - New Policy Initiatives#

Print this section

1.2 - Trends in the Vote#

Print this section

Summary of Financial Activity

Note - where restructuring of the vote has occurred then, to the extent practicable, prior years information has been restated as if the restructuring had occurred before the beginning of the period covered. In this instance Total Appropriations for the Budgeted and Estimated Actual year may not equal Total Annual Appropriations and Forecast Permanent Appropriations and Multi-Year Appropriations in the Details of Appropriations and Capital Injections.

Adjustments to the Summary of Financial Activity Table Due to Vote Restructuring

The prior year information in the Summary of Financial Activity table has been restated to reflect the current Vote structure.

1.3 - Analysis of Significant Trends#

Print this section

Significant changes in departmental and non-departmental appropriations related to early childhood education and schooling between 2015/16 and 2023/24 are discussed briefly below.

Departmental Expenditure

The largest component of departmental output expenditure relates to the provision of school land and buildings, including capital charge, depreciation and Public Private Partnership contractual payments. The major changes here relate to movements in the value of the property portfolio after additional government investment in schools, the annual revaluation of the portfolio and property disposals. There are also increased costs related to delivering a more extensive works programme and managing a growing property portfolio. In 2016/17, the capital charge rate was reduced from 8% to 7% from 1 July 2016 and to 6% from 1 January 2017.

Other significant changes to departmental funding include:

• increased provision for services for students with learning support needs, including provision for teacher aides, and additional in-class support, Intensive Wraparound Services, adjustments to funding levels for the Ongoing Resourcing Scheme, School High Health Needs Fund, teacher aides and other supports (both for price and volume changes) and settlements of related collective agreements
• the development of various systems, such as an education-wide funding system and initiatives to support the implementation of a managed network for all schools and support for the design and delivery of curriculum resources for students and teachers in Maori language in education provision, in particular Maori-medium education
• provision for improving and accelerating education outcomes for Pacific learners to ensure they and their families have their identities, languages and cultures valued and respected and have the skills, knowledge, and equitable opportunities to pursue any education pathway
• support for the implementation of Communities of Learning | Kahui Ako that peaked in 2017/18 and 2018/19
• provision for improving data quality, availability and timeliness which will enable the education system to know about the people in its care and how best to position services in a timely and efficient manner, and that will address the needs of each learner and their community and whanau
• implementing a Free and Healthy School Lunch prototype for Year 1 to 8 students
• initiatives for raising the profile of and strengthening the pipeline into vocational education
• supporting the maintenance of services through capital operating swaps, procurement efficiency savings and occasional transfers from non-departmental programmes
• delivery of the extensive education work programme
• provision for the cost of establishing, designing and implementing required changes to ensure that the schools payroll service is compliant with Holidays Act 2003 legislation (and assessing and remediating any resulting liability), as well as assessing and negotiating a range of pay equity claims and implementing resulting settlements, and
• support for the implementation of changes in the Education Act 1989 to deliver increased student achievement.

Departmental output expense appropriations Interventions for Target Student Groups and Support and Resources for Teachers were moved to multi-category appropriations from 2016/17, and Stewardship of the Education System and Policy Advice were moved to another multi-category appropriation from 2017/18. Support and Resources for Education Providers will be moved to the Primary and Secondary Education MCA from 2020/21.

Departmental Capital Expenditure

Most capital expenditure by the Ministry of Education relates to the State school property portfolio, either through school projects or projects managed by the Ministry. Movements between years mainly relate to factors such as site purchases and the timing of new schools' roll-growth classrooms and redevelopment projects. There is also an ongoing focus on expenditure in Christchurch to remediate damage from the 2010 and 2011 earthquakes and reflect demographic change. Also included is expenditure on school Information and Communications Technology (ICT) network upgrades (including broadband), as well as the development of information systems.

Capital Injections

Additional capital provided to the Ministry over the period mainly relates to the expansion and upgrading of the school property portfolio (including the recent School Investment Package), the Christchurch Schools Rebuild Programme, and repayment of service concession liabilities to the private sector partners for schools built under Public Private Partnerships. Also reflected is provision for energy efficiency initiatives in schools, and the development and upgrade of information systems such as the Education Resourcing System and to address learners' needs by improving data quality, availability, timeliness and capability.

Non-Departmental Outputs

From 2018/19, most non-departmental other expense appropriations and categories under multi-category appropriations were reclassified as non-departmental output expenses, including Early Childhood Education, Primary Education, Secondary Education and Learning Support (under the Outcomes for Target Student Groups MCA).

From 2020/21, the largest appropriations in the Vote (Primary Education and Secondary Education) have been combined under Primary and Secondary Education MCA, together with Secondary-Tertiary Interface and School Risk Management Scheme.

Changes in non-departmental output expenses are principally owing to a combination of:

• roll-related increases in early childhood education sessional payments, as well as revised funding rates and increased provision for equity funding
• roll-related increases in funding for schooling, including teacher salaries, as well as provision for improved operations funding rates for schools
• the impact of wage settlements for teachers and principals (including the flow-on of these costs to the early childhood education sector), as well as changes to Accident Compensation Commission (ACC) rates and the take up of superannuation subsidies
• provision for current and former school staff who have not been paid in accordance with the requirements of the Holidays Act 2003, although final entitlements are still to be determined
• the impact of pay equity settlements for school staff such as teacher aides, as well as a contribution toward the settlement of non-teaching staff collective agreements setting the current living wage as a minimum rate
• funding for schools to replace parental donations to alleviate financial pressure on families who struggle to pay school donations, as well as benefiting eligible schools by providing greater certainty of revenue or increased revenue
• initiatives addressing the consequences of the COVID-19 lock-down, initially in 2019/20 and 2020/21, including ensuring the availability of childcare for the children of essential workers and providing some students with access to online teaching and learning
• initiatives to improve pay for qualified and certificated early childhood teachers in education and care services to increase teacher's wellbeing and improve retention; to support financial sustainability to the playcentres; and to fund the home-based early learning education to become qualified
• other initiatives in the schooling sector, including provision for English for Speakers of Other Languages, and Youth Guarantee services, with reallocations from Youth Guarantee funding (in Vote Tertiary Education) for additional Trades Academy places
• funding from 2019/20 to address staffing cost pressures for kohanga reo, in the context of helping to respond to and resolve the Wai 2336 kohanga reo claim findings
• restarting Te Kotahitanga to supporting equitable outcomes for Maori learners by addressing cultural bias and racism in the education system (Te Hurihanganui) and supporting whanau to engage in the education of Maori learners (Mana Whanau)
• support for the implementation of Communities of Learning | Kahui Ako from 2015 through 2019/20 when the numbers of these communities stabilise
• implementing a Free and Healthy School Lunch prototype for Year 1-8 students
• steady growth in the demand for (and costs) of school transport services, partly offset by efficiency savings identified in 2015/16 and 2016/17
• introduction of new Learning Support Coordinator roles from 2019/20 as well as bolstering the support for other interventions for children and young people with learning support needs including maintaining the level of funding in light of growing student numbers
• support for the Teaching Council (previously Education Council) of Aotearoa New Zealand through to 2021/22 to deliver its new functions under the Education Amendment Act 2015 and transition to an annual practising certificate fee
• various initiatives to continue to increase the levels of teacher supply for the future, complimented by initiatives in Vote Tertiary Education
• support for New Zealand Qualifications Authority development of National Certificate of Educational Achievement Online for delivery of digital assessments and learning as well as the removal of the NCEA assessment fee for all students
• the impact of reprioritisation decisions and other efficiencies including improving the cost-effectiveness of professional learning and development from 2016/17
• provision for the Home Interaction Programme for Parents and Youngsters moved from Vote Social Development from 2016/17
• the transfer of career services functions to Vote Tertiary Education (Tertiary Education Commission) from 2017/18, and
• provision for a Teacher-Led Innovation Fund from 2015/16 to 2019/20.

Non-departmental output expense appropriations Professional Development and Support, Curriculum Support, Students Attendance and Engagement, and Service Academies were moved to multi-category appropriations from 2016/17. The Education Research Initiatives and the Independent Advice on Government Priority Area component of the Provision of Information and Advisory Services (disestablished) appropriation also moved to a multi-category appropriation from 2017/18. A new multi-category appropriation called Oversight and Administration of the Qualifications System MCA was created from 2018/19 comprising the functions and activities of the New Zealand Qualifications Authority across several output appropriations.

Benefits or Related Expenses

From 2018/19, most Benefits or Related Expenses appropriations were consolidated under two separate appropriations, Scholarships and Awards for Students and Scholarships and Awards for Teachers and Trainees. The major differences from then relate to the settlements of teachers' collective agreements, teacher supply initiatives and the establishment of the Prime Minister's Vocational Excellence Awards.

Non-Departmental Other Expenses

Non-departmental other expenses comprised the majority of funding in Vote Education until 2018/19 when most of these appropriations or categories under multi-category appropriations were reclassified as non-departmental output expenses, including Early Childhood Education, Primary Education, Secondary Education and Learning Support. Discussion of changes to baselines under these appropriations over the forecast period is therefore reflected under non-departmental output expenses above.

Of the remaining other expense appropriations, the major changes relate to:

• provision for increased property grants due to changes in State-integrated school rolls and movement in the value of the State school property portfolio
• contributions to the cost of new State-integrated schools or additional classrooms, including from the removal of the charter schools model
• recognition of the impact of past education policy changes on property-related costs at State-integrated schools, as well as provision for the seismic strengthening of buildings in greater Christchurch, and
• provision for occasional impairment and balance sheet adjustments.

Non-Departmental Capital Expenditure

The major changes in non-departmental capital expenditure over the period relate to provision for furniture and equipment for new school buildings, including funding for broadband initiatives and school network upgrades. Other significant changes include:

• a loan for the sustainability of the payroll over 2018/19 to 2020/21, and
• provision for the New Zealand Qualifications Authority to implement NCEA Online.

1.4 - Reconciliation of Changes in Appropriation Structure#

Print this section

Explanations of the reasons for changing the appropriation structure are noted in the details of each appropriation in Parts 2-4.

1.5 - Relationship between Individual Appropriations and the Work Programmes#

Print this section

Part 2 - Details of Departmental Appropriations#

Print this section

2.1 - Departmental Output Expenses#

Print this section

School Property Portfolio Management (M26)

Scope of Appropriation

Expenses and Revenue

Components of the Appropriation

What is Intended to be Achieved with this Appropriation

This appropriation is intended to achieve a well-managed, sustainable (socially, environmentally and economically) and equitable school sector property portfolio that delivers quality learning environments.

How Performance will be Assessed and End of Year Reporting Requirements

Note 1 - The Asset Management maturity index scale is 0-20% Aware, 20-40% Minimum, 40-60% Core, 60-80% Intermediate, and 80-100% Advanced on the index criteria established by the Treasury.

Note 2 - Running the large school property portfolio is expensive and good utilisation performance helps to minimise this cost and maximise the effectiveness of education delivery. The Ministry's school property-related utilisation standards aim to get schools operating at between 50% and 105% of their roll capacity. This measure considers the relationship between schools' annual July student roll returns and their respective roll capacity, which is determined from the total net area available in schools for teaching and non-teaching use. The standard recognises that below 50% there is likely to be excess capacity, which may be inefficient to operate or may be expensive to remove, and above 105% there may be a need for additional capacity to be built or the demand managed. When a school is identified as being above 105% the Ministry would have clear plans in place for the best way to help address the capacity needs of the school through various demand and supply management responses - for example, there may be new capacity already in development, or rolls may be expected to decline. This measure is forecast to cover approximately 95% to 100% of all State schools by June 2021.

Note 3 - Maintaining appropriate condition performance helps to minimise expensive asset failures and supports the effectiveness of education delivery. The Ministry's school property-related condition standards aim to get schools operating at a moderate ("C3") or better condition rating for their school buildings. Performance against this industry-standard condition framework for each school building is based on assessments conducted during each school's annual property visit. Performance is separately assessed for components of each building (eg, roof, building fabric and fitout). A school-wide aggregated rating is then determined based on weightings that reflect the built-area of those buildings. The aggregated rating needs to be at least "C3" on the five-point industry-standard rating scale, which runs from "C1" (very good) to "C5" (very poor), and where "C3" means "moderate". This measure is forecast to cover approximately 90% to 100% of all State schools by June 2021.

Note 4 - Maintaining appropriate functionality (fitness for purpose) performance helps to support the effectiveness of education delivery. The Ministry's school property-related functionality standards aim to get schools operating at a moderate ("3") or better functionality rating. Performance against this standard is based on assessments conducted as part of schools' five-yearly property planning process. Schools use the School Evaluation of the Physical Environment (SEPE) tool to self-assess and rate aspects of their school site and school buildings. In some cases, data from internal environment sensors will supplement these self-assessments. A school-wide aggregated rating is then determined based on weightings that reflect site functionality, and the usability and comfort of school buildings. The aggregated rating needs to be at least "3" on the five-point SEPE functionality rating scale, which runs from "1" (very poor) to "5" (very good) and where "3" means "moderate". This measure is forecast to cover about 20% of all State schools by June 2021 while the SEPE tool is being implemented, but coverage will increase to 100% by June 2025.

End of Year Performance Reporting

Performance information for this appropriation will be reported by the Ministry of Education in its annual report.

Current and Past Policy Initiatives

Reasons for Change in Appropriation

The $33.632 million increase in this appropriation for 2020/21 is mainly due to a combination of:

• increased provision for capital charge and depreciation associated with the school property growth package ($18.009 million increase) and Christchurch Schools Rebuild programme ($6.652 million increase)
• a new initiative to provide one year's funding to cover increased costs as a consequence of the growing school property portfolio and reduced revenue ($15 million increase)
• a new initiative to cover the capital charge and depreciation costs required to implement the School Investment Package ($9.930 million increase)
• increased provision for the New Zealand Schools Public Private Partnership programme ($6.012 million increase)
• increased funding to the National Education Growth Plan ($3.901 million increase)
• increased funding to improve the condition and performance of school property through better information for decision-making ($2.660 million increase)
• property portfolio management activity funded from realised gains on the sale of property in 2019/20 ($11.785 million decrease)
• capital to operating swaps in 2019/20 covering the increased cost of Cash for Buildings funding programme, leasing short-term accommodation for temporary relocation of students during a major capital redevelopment at schools ($8.240 million decrease), and the cost of School Development Projects demolitions ($5.150 million decrease)
• the utilisation of revenues from successful legal claims in 2019/20 to cover costs associated with weather-tightness issues in schools ($3.480 million decrease), and
• reduced transitional costs for the migration of charter schools to the State system ($1.738 million decrease).

Services to Other Agencies RDA (M26)

Scope of Appropriation

Expenses and Revenue

What is Intended to be Achieved with this Appropriation

This appropriation is intended to provide support services to government departments and other government or education agencies, on a cost-recovery basis, including office accommodation and related services, and information technology management and development services.

How Performance will be Assessed and End of Year Reporting Requirements

An exemption was granted under section 15D(1) of the Public Finance Act 1989, as the appropriation relates exclusively to outputs supplied by a department to one or more other departments.

Support and Resources for Parents and the Community (M26)

Scope of Appropriation

Expenses and Revenue

What is Intended to be Achieved with this Appropriation

This appropriation is intended to provide targeted information and support focused on creating informed demand and engagement by whanau, hapu, iwi, Maori, families and communities in education, and enabling them to support their children's learning.

How Performance will be Assessed and End of Year Reporting Requirements

Note 1 - This measure covers parents and families participating in the Talanoa Ako programme. This is a 10 week Pacific parent education programme that aims to equip and empower parents, families and communities with the skills, knowledge and confidence they need to champion their children's education.

Note 2 - Target groups for these toolkits and guided resources include Pacific parents and families (including those not part of Talanoa Ako) and all schools, parents and whanau.

End of Year Performance Reporting

Performance information for this appropriation will be reported by the Ministry of Education in its annual report.

Current and Past Policy Initiatives

2.3 - Departmental Capital Expenditure and Capital Injections#

Print this section

Ministry of Education - Capital Expenditure PLA (M26)

Scope of Appropriation

Capital Expenditure

What is Intended to be Achieved with this Appropriation

This appropriation is intended to provide assets that support the delivery of the Ministry of Education's services, and for schools to deliver their educational responsibilities, including new assets, and renewal and replacement of life-expired assets for the school sector property portfolio.

How Performance will be Assessed and End of Year Reporting Requirements

Note 1 - Running the large school property portfolio is expensive and good utilisation performance helps to minimise this cost and maximise the effectiveness of education delivery. The Ministry's school property-related utilisation standards aim to get schools operating at between 50% and 105% of their roll capacity. This measure considers the relationship between schools' annual July student roll returns and their respective roll capacity, which is determined from the total net area available in schools for teaching and non-teaching use. The standard recognises that below 50% there is likely to be excess capacity which may be inefficient to operate or may be expensive to remove, and above 105% there may be a need for additional capacity to be built or the demand managed. When a school is identified as being above 105% the Ministry would have clear plans in place for the best way to help address the capacity needs of the school through various demand and supply management responses - for example, there may be new capacity already in development, or rolls may be expected to decline. This measure is forecast to cover approximately 95% to 100% of all State schools by June 2021.

Note 2 - Maintaining appropriate condition performance helps to minimise expensive asset failures and supports the effectiveness of education delivery. The Ministry's school property-related condition standards aim to get schools operating at a moderate ("C3") or better condition rating for their school buildings. Performance against this industry-standard condition framework for each school building is based on assessments conducted during each school's annual property visit. Performance is separately assessed for components of each building (eg, roof, building fabric and fitout). A school-wide aggregated rating is then determined based on weightings that reflect the built-area of those buildings. The aggregated rating needs to be at least "C3" on the five-point industry-standard rating scale, which runs from "C1" (very good) to "C5" (very poor), and where "C3" means "moderate". This measure is forecast to cover approximately 90% to 100% of all State schools by June 2021.

Note 3 - Maintaining appropriate functionality (fitness for purpose) performance helps to support the effectiveness of education delivery. The Ministry's school property-related functionality standards aim to get schools operating at a moderate ("3") or better functionality rating. Performance against this standard is based on assessments conducted as part of schools' five-yearly property planning process. Schools use the School Evaluation of the Physical Environment (SEPE) tool to self-assess and rate aspects of their school site and school buildings. In some cases, data from internal environment sensors will supplement these self-assessments. A school-wide aggregated rating is then determined based on weightings that reflect site functionality, and the usability and comfort of school buildings. The aggregated rating needs to be at least "3" on the five-point SEPE functionality rating scale which runs from "1" (very poor) to "5" (very good) and where "3" means "moderate". This measure is forecast to cover about 20% of all State schools by June 2021 while the SEPE tool is being implemented, but coverage will increase to 100% by June 2025.

End of Year Performance Reporting

Performance information for this appropriation will be reported by the Ministry of Education in its annual report.

Reasons for Change in Appropriation

The $184.065 million increase in this appropriation for 2020/21 is mainly due to the allocation of $400 million additional Five-Year Agreement capital funding for State schools to invest in their school properties between December 2019 (2019/20) and June 2022 (2021/22).

Capital Injections and Movements in Departmental Net Assets

Ministry of Education

Part 3 - Details of Non-Departmental Appropriations#

Print this section

3.1 - Non-Departmental Output Expenses#

Print this section

Contribution to the Teaching Council of Aotearoa New Zealand (M26)

Scope of Appropriation

Expenses

What is Intended to be Achieved with this Appropriation

This appropriation is intended to achieve effective professional leadership, investment in teacher professional capability, support and administration of the education profession across the early childhood and schooling sectors, and support for activities directed at raising the status of the teaching profession.

How Performance will be Assessed and End of Year Reporting Requirements

The following information from the Education Council Annual Report 2019 for the 2018/19 financial year is provided as a reference for context only:

• 5,320 new teacher registrations
• 105,286 teachers with current practising certificates
• 647 teachers (0.6%) had complaints and mandatory reports made about them (see Note 1)
• 119 teachers (0.1%) had conditions placed on their practising certificates (see Note 1)
• 21 teacher registrations cancelled (0.025%) (see Note 1).

Note 1 - Expressed as a percentage of the number of teachers with current practising certificates.

End of Year Performance Reporting

Performance information for this appropriation will be reported by the Minister of Education in a report appended to the Ministry of Education's annual report.

Service Providers

Current and Past Policy Initiatives

Reasons for Change in Appropriation

The $1.400 million increase in this appropriation for 2020/21 is due to a combination of:

• funding to make up the difference in the Teaching Councils' income to allow it to transition to an annual practising certificate fee ($11 million increase), and
• expiry of the Councils' funding agreement with the Crown ($9.600 million decrease).

Early Learning (M26)

Scope of Appropriation

Expenses

Components of the Appropriation

What is Intended to be Achieved with this Appropriation

This appropriation is intended to achieve access to early childhood education for all young children.

How Performance will be Assessed and End of Year Reporting Requirements

The following information is an indication of expected numbers and is provided for context only.

Note 1 - Services not meeting standards are put on a provisional or suspended licence and an improvement plan is implemented. Licences are cancelled if improvements are not complied with within a maximum of 12 months.

Note 2 - These measures are based on Statistics New Zealand estimates of the total population of children aged 4 and 5 each year, and their participation intensity from Ministry records in the preceding year. It is assumed that 33% of children have addresses in low socio-economic areas. These measures do not include attendance from services that do not report their data through the Early Learning Information system, such as nga kohanga reo or playgroups.

Note 3 - These results were an early estimate, based on actual figures from July 2017 to May 2018, and estimated figures for the month of June 2018.

End of Year Performance Reporting

Performance information for this appropriation will be reported by the Minister of Education in a report appended to the Ministry of Education's annual report.

Service Providers

Current and Past Policy Initiatives

Reasons for Change in Appropriation

This appropriations was previously named Early Childhood Education- see Part 1.4 Reconciliation of Changes to Appropriation Structure for details.

The $103.989 million increase in this appropriation for 2020/21 mainly due to a combination of:

• a new initiative to fund pay increase for qualified and certificated teachers in education and care services to improve early childhood teacher retention and increase wellbeing ($35.038 million increase)
• volume growth driven mainly by revised population projection ($31.578 million increase)
• a new initiative to provide funding for staffing cost pressures for Kohanga Reo ($22.555 million increase)
• increased cost adjustments for early learning subsidies ($20.262 million increase)
• new initiative to provide funding for a cost adjustment of 1.6% for Early Childhood Education subsidies to enable early learning service providers to deliver quality early childhood education for the children in their care ($16.044 million increase)
• settlements of Teachers' and Principals' collective agreements ($11.109 million increase)
• new initiative to fund the Home-based Early Learning educators to become qualified ($3.638 million increase)
• one-off funding for Kohanga Reo staff and other related costs in 2019/20 ($30 million decrease)
• funding for immediate teacher supply in early learning in 2020/21 only ($2.843 million decrease), and
• reduced funding for improvements to the implementation of Communities of Learning | Kahui Ako in 2021/20 ($1.850 million decrease).

School Managed Network Funding (M26)

Scope of Appropriation

Expenses

What is Intended to be Achieved with this Appropriation

This appropriation is intended to achieve equitable access to a secure managed network for schools.

How Performance will be Assessed and End of Year Reporting Requirements

Note 1 - Eligible schools are defined as State and integrated schools. For the purposes of this measure, schools that are not open or do not have an Ultrafast Broadband (UFB) connection do not count as an eligible school. Connected means a school that is connected to the managed network provided by the Network for Learning Limited (N4L) directly, or via a shared connection with another eligible school, or through a third party internet connection with appropriate filtering that is fully funded by the Ministry via N4L.

End of Year Performance Reporting

Performance information for this appropriation will be reported by N4L in its annual report.

Current and Past Policy Initiatives

Reasons for Change in Appropriation

The $1.500 million decrease in this appropriation for 2020/21 is mainly due to a one-off funding in 2019/20 to provide 100,000 students with access to online teaching and learning now that their schools have temporarily closed as part of the emergency response to COVID-19.

School Transport (M26)

Scope of Appropriation

Expenses

Components of the Appropriation

What is Intended to be Achieved with this Appropriation

This appropriation is intended to reduce barriers to learning by providing safe transportation for eligible students.

How Performance will be Assessed and End of Year Reporting Requirements

End of Year Performance Reporting

Performance information for this appropriation will be reported by the Minister of Education in a report appended to the Ministry of Education's annual report.

Service Providers

Schooling Improvement (M26)

Scope of Appropriation

Expenses

What is Intended to be Achieved with this Appropriation

This appropriation is intended to achieve improved education outcomes through supporting schools in their responsiveness to the needs of their communities, including iwi-strengthening projects.

How Performance will be Assessed and End of Year Reporting Requirements

Note 1 - The measure relates to the six communities participating in Te Hurihanganui, which is designed to strengthen equity and lift achievement for Maori students.

Note 2 - Critical consciousness is understanding the role of power, privilege and prejudice in creating, sustaining and disrupting racism and inequity in New Zealand.

End of Year Performance Reporting

Performance information for this appropriation will be reported by the Minister of Education in a report appended to the Ministry of Education's annual report.

Service Providers

Current and Past Policy Initiatives

Reasons for Change in Appropriation

The $9.543 million increase in this appropriation for 2020/21 is mainly due to a combination of:

• provision to support equitable outcomes for Maori learners ($10.376 million increase), and
• reduced costs of improvements to the implementation of Communities of Learning | Kahui Ako in 2020/21 ($800,000 decrease).

Support for Early Learning Providers (M26)

Scope of Appropriation

Expenses

What is Intended to be Achieved with this Appropriation

This appropriation is intended to achieve increased and equitable participation in early learning by creating more licensed child places through grants in the sector.

How Performance will be Assessed and End of Year Reporting Requirements

End of Year Performance Reporting

Performance information for this appropriation will be reported by the Minister of Education in a report appended to the Ministry of Education's annual report.

Service Providers

Current and Past Policy Initiatives

Reasons for Change in Appropriation

This appropriations was previously named Support for Early Childhood Education Providers - see Part 1.4 Reconciliation of Changes to Appropriation Structure for details.

Conditions on Use of Appropriation

Supporting Parenting (M26)

Scope of Appropriation

Expenses

What is Intended to be Achieved with this Appropriation

This appropriation is intended to achieve improved support by parents, families and whanau for their children's education.

How Performance will be Assessed and End of Year Reporting Requirements

End of Year Performance Reporting

Performance information for this appropriation will be reported by the Minister of Education in a report appended to the Ministry of Education's annual report.

Service Providers

Current and Past Policy Initiatives

Reasons for Change in Appropriation

The $20.695 million decrease in this appropriation for 2020/21 is mainly due to a one-off funding of childcare for essential workers during the COVID-19 lockdown period ($20.240 million).

UNESCO (M26)

Scope of Appropriation

Expenses

What is Intended to be Achieved with this Appropriation

This appropriation is intended to achieve support for ongoing membership and to enable participation in National Commission activities.

How Performance will be Assessed and End of Year Reporting Requirements

An exemption was granted under section 15D(2)(b)(iii) of the Public Finance Act 1989, as the amount of this annual appropriation for non-departmental output expenses is less than $5 million.

Service Providers

3.2 - Non-Departmental Benefits or Related Expenses#

Print this section

Home Schooling Allowances (M26)

Scope of Appropriation

Expenses

What is Intended to be Achieved with this Appropriation

This appropriation is intended to achieve support for students engaged in education outside of the school system.

How Performance will be Assessed and End of Year Reporting Requirements

An exemption was granted under section 15D(2)(b)(ii) of the Public Finance Act 1989, as additional performance information is unlikely to be informative because this appropriation is solely for payments of a supervision allowance for children who are home schooled under the Education Act 1989.

Conditions on Use of Appropriation

Scholarships and Awards for Students (M26)

Scope of Appropriation

Expenses

What is Intended to be Achieved with this Appropriation

This appropriation is intended to achieve greater educational opportunities and increased achievement for children and young people with high potential or from low income backgrounds.

How Performance will be Assessed and End of Year Reporting Requirements

An exemption was granted under section 15D(2)(b)(ii) of the Public Finance Act 1989 because additional performance information is unlikely to be informative.

Current and Past Policy Initiatives

Conditions on Use of Appropriation

Scholarships and Awards for Teachers and Trainees (M26)

Scope of Appropriation

Expenses

What is Intended to be Achieved with this Appropriation

This appropriation is intended to achieve a high-quality workforce by increasing the capability of teachers through targeted study assistance and supporting prospective teachers through their training.

How Performance will be Assessed and End of Year Reporting Requirements

An exemption was granted under section 15D(2)(b)(ii) of the Public Finance Act 1989 because additional performance information is unlikely to be informative.

Current and Past Policy Initiatives

Reasons for Change in Appropriation

The $4.488 million increase in this appropriation for 2020/21 is mainly due to a combination of:

• increased provision for Voluntary Bonding Scheme ($3.978 million increase)
• the settlements of the Teachers' and Principals' collective agreements ($1.390 million increase)
• a new initiative to increase support for postgraduate diploma in Specialist Teaching with extended content on autism spectrum disorder ($155,000 increase), and
• reduced provision for teacher supply initiatives ($1.155 million decrease).

3.4 - Non-Departmental Other Expenses#

Print this section

Impairment of Debts and Assets and Debt Write-Offs (M26)

Scope of Appropriation

Expenses

What is Intended to be Achieved with this Appropriation

This appropriation is intended to achieve the write-off of Crown debt and recognise an impairment loss to reflect the recoverable value of Crown debt and assets at the end of the financial year.

How Performance will be Assessed and End of Year Reporting Requirements

An exemption was granted under section 15(D)(b)(ii) of the Public Finance Act 1989, as additional performance information is unlikely to be informative because the appropriation is solely for impairment of Crown debt and other assets as required for the write-off of irrecoverable debts.

Reasons for Change in Appropriation

The $2.700 million decrease in this appropriation for 2020/21 is mainly due to additional provision for uncollectable historic TeachNZ scholarships in 2019/20.

Integrated Schools Property (M26)

Scope of Appropriation

Expenses

Components of the Appropriation

What is Intended to be Achieved with this Appropriation

This appropriation is intended to provide funding to the proprietors of integrated schools so they can ensure their learners have equitable (comparable to State schools) access to quality learning environments.

How Performance will be Assessed and End of Year Reporting Requirements

End of Year Performance Reporting

Performance information for this appropriation will be reported by the Minister of Education in a report appended to the Ministry of Education's annual report.

Service Providers

Current and Past Policy Initiatives

Reasons for Change in Appropriation

The $8.067 million decrease in this appropriation for 2020/21 is due to a one-off provision to address the migration of charter schools to the State system in 2019/20.

3.5 - Non-Departmental Capital Expenditure#

Print this section

School Support Project (M26)

Scope of Appropriation

Capital Expenditure

What is Intended to be Achieved with this Appropriation

This appropriation is intended to achieve the provision of support for schools that are at financial risk.

How Performance will be Assessed and End of Year Reporting Requirements

Note 1 - Immediately means restoration of a school or kura's "working capital" (being current assets less current liabilities) to a positive position, based on both the annual financial statement, or most recent quarterly management reports (whichever is more recent).

Note 2 - This means a school has managed to remain in a positive financial position (defined as a minimum of positive working capital maintained), based on the annual audited financial statements. Where the most recent or current year annual financial statements are not available the most recent quarterly management reports will act as a substitute source of information.

End of Year Performance Reporting

Performance information for this appropriation will be reported by the Minister of Education in a report appended to the Ministry of Education's annual report.

Schools Furniture and Equipment (M26)

Scope of Appropriation

Capital Expenditure

What is Intended to be Achieved with this Appropriation

This appropriation is paid to schools with the intention that they use the funds to pay for furniture and equipment that is fit for purpose and supports educational achievement.

How Performance will be Assessed and End of Year Reporting Requirements

The following information is an indication of expected numbers and is provided for context only.

End of Year Performance Reporting

Performance information for this appropriation will be reported by the Minister of Education in a report appended to the Ministry of Education's annual report.

Current and Past Policy Initiatives

Reasons for Change in Appropriation

The $8.889 million decrease in this appropriation for 2020/21 is mainly due to a combination of:

• one-off funding in 2019/20 to enable students to access online teaching and learning during the temporary close down of schools as part of the emergency response to COVID-19 ($8.500 million decrease)
• aligning schools furniture and equipment provision to the expected delivery of property in the 10-years school property programme ($2.570 million decrease)
• decreased funding for Schools Growth Package, including new schools and roll-growth classrooms ($2.244 million decrease)
• one-off expense transfer from 2018/19 to 2019/20 for roll-growth projects ($2 million decrease)
• provision in 2019/20 for implementing a Free and Healthy School Lunch Prototype for Year 1 to 8 students ($360,000 decrease)
• increased provision for the New Zealand Schools Public Private Partnership programme ($3.499 million increase)
• increased funding to improve the condition and performance of school property through implementing quality learning environments in schools ($2.868 million increase), and
• increased funding for the Christchurch Schools Rebuild programme ($590,000 increase).

Schools Payroll Sustainability Loan (M26)

Scope of Appropriation and Expenses

What is Intended to be Achieved with this Appropriation

This appropriation is intended to enable Education Payroll Limited to manage technology risks and increase efficiency in order to ensure the ongoing stability and sustainability of the schools' payroll system.

How Performance will be Assessed and End of Year Reporting Requirements

End of Year Performance Reporting

Performance information for this appropriation will be reported by Education Payroll Limited in its annual report.

Reasons for Change in Appropriation

The $3.225 million decrease in this appropriation for 2020/21 reflects the balance of the loan remaining to be drawn down, which is less than the drawings in the previous two years.

Part 4 - Details of Multi-Category Expenses and Capital Expenditure#

Print this section

Multi-Category Expenses and Capital Expenditure#

Print this section

Improved Quality Teaching and Learning (M26)

Overarching Purpose Statement

Scope of Appropriation

Expenses, Revenue and Capital Expenditure

Components of the Appropriation

What is Intended to be Achieved with this Appropriation

This appropriation is intended to achieve improved professional development of the workforce and enhanced learning for age 0 to 18 years.

How Performance will be Assessed for this Appropriation

What is Intended to be Achieved with each Category and How Performance will be Assessed

Note 1 - This measure excludes Digital Readiness programmes, which have had positive results. This programme will be closing in December 2020, and data will not be available beyond that date.

Note 2 - It is expected that SELO programmes are delivered to between 1,200 and 1,500 early learning services.

Service Providers for the Multi-Category Appropriation

End of Year Performance Reporting

Performance information for this appropriation will be reported by the Ministry of Education in its annual report.

Current and Past Policy Initiatives

Reasons for Change in Appropriation

The $8.346 million decrease in this appropriation for 2020/21 is mainly due to a combination of:

• a capital to operating swap in 2019/20 to meet pressures in maintaining on-going services ($18.300 million decrease)
• funding transferred from departmental output expenses School Property Portfolio Management and Support and Resources for Education Providers in 2019/20 to manage cost pressure ($5 million decrease)
• reduced provision for Professional Learning and Development to support the implementation of the new Digital Technology | Hangarau Matihiko curriculum expectations ($4 million decrease)
• funding of School Leavers' Toolkit in 2019/20 only ($3.500 million decrease)
• funding to provide 100,000 students with access to online teaching and learning now that their schools have temporarily closed as part of the emergency response to COVID-19 ($18.040 million increase)
• funding for settlement of the secondary teachers' collective agreement 2019-2022 professional development ($2.705 million increase)
• increased provision for supporting schools and early learning settings to improve wellbeing through healthy eating and quality physical activity ($1.823 million increase), and
• funding for the settlement and implementation of the teacher aide pay equity claim ($1 million increase).

Outcomes for Target Student Groups (M26)

Overarching Purpose Statement

Scope of Appropriation

Expenses, Revenue and Capital Expenditure

Components of the Appropriation

What is Intended to be Achieved with this Appropriation

This appropriation is intended to achieve equitable participation and increased engagement within the education system.

How Performance will be Assessed for this Appropriation

Note 1 - Attending regularly is defined for statistical purposes as attending at least 90% of half days. This is measured through a Term 2 survey that approximately 80% of schools complete. The 2019/20 Estimated Actual figure is Term 2, 2019 data.

What is Intended to be Achieved with each Category and How Performance will be Assessed

Note 1 - The survey uses the questions and methodology of the State Services Commission Kiwis Count survey which measures the satisfaction of New Zealanders with public services. It uses a Service Quality Score methodology to ensure the overall satisfaction score takes into account all responses, including those who indicate neither satisfaction nor dissatisfaction.

Note 2 - The data for this measure is drawn from results from a questionnaire (Eyberg Child Behaviour Inventory) completed by parents before and after participation in the programme.

The following information is an indication of expected numbers and is provided for context only.

Service Providers for the Multi-Category Appropriation

End of Year Performance Reporting

Performance information for this appropriation will be reported by the Ministry of Education in its annual report.

Current and Past Policy Initiatives

Reasons for Change in Appropriation

The $79.462 million increase in this appropriation for 2020/21 is mainly due to a combination of:

• the introduction of around 600 new Learning Support Coordinator roles ($32.059 million increase)
• the settlement of the Teachers' and Principals' collective agreements ($10.668 million increase)
• increased demand for the Ongoing Resourcing Scheme ($7.226 million increase)
• increased funding for English for Speakers of Other Languages student and to address the cost pressures that schools are encountering ($6.429 million increase)
• increased provision to reflect actual teacher aide hourly costs ($6.078 million increase)
• difference in estimated school term start dates between the two financial years ($5.518 million increase)
• increased Learning Support funding in line with population growth and demand growth ($5.034 million increase)
• increased provision for supporting children and young people with learning needs ($3.798 million increase)
• funding for access to sanitary products in schools and kura ($1.954 million increase), and
• transfers from 2018/19 to 2019/20 only for Expanding Behavioural Services ($1.261 million decrease), and Intensive Wraparound Services ($3 million decrease).

Oversight and Administration of the Qualifications System (M26)

Overarching Purpose Statement

Scope of Appropriation

Expenses, Revenue and Capital Expenditure

Components of the Appropriation

What is Intended to be Achieved with this Appropriation

This appropriation is intended to provide effective oversight and administration of the qualifications system by the New Zealand Qualifications Authority to ensure New Zealand's qualification system is valued as credible, robust and meets the needs of learner, employers and other stakeholders.

How Performance will be Assessed for this Appropriation

Note 1 - An external evaluation and review is completed when an external evaluation and review job is closed off, and the resulting report published on the NZQA website.

What is Intended to be Achieved with each Category and How Performance will be Assessed

Note 1 - Survey respondents are stakeholders including employers, education providers, students and families. Information received covers the full range of advice, data, communication and instruction that the New Zealand Qualifications Authority provides to its customers to support their relationship, business and interaction with it.

Note 2 - The survey measures Ministers' satisfaction with the quality of advice on a scale from 1 to 10, where 1 means unsatisfied and 10 means extremely satisfied.

Note 3 - A significant New Zealand Qualifications Authority intervention occurs in cases where compliance or quality issues have ultimately led (directly or indirectly) to the loss of a permission previously granted by it, including:

• cancellation of registration
• withdrawal of programme approval or accreditation
• withdrawal of training scheme approval
• withdrawal of consent to assess against standards.

This category also includes cases where the New Zealand Qualifications Authority has had to intervene in relation to the award of qualifications or credits that were found to have been inappropriately awarded.

Note 4 - Investigations that result in a corrective action are cases where it was appropriate to allow the provider the opportunity to take corrective action in relation to identified compliance or quality issues, and where all required corrective action has been satisfactorily completed.

Service Providers for the Multi-Category Appropriation

The service provider is the New Zealand Qualifications Authority.

End of Year Performance Reporting

Performance information for this appropriation will be reported by the New Zealand Qualifications Authority in its annual report.

Current and Past Policy Initiatives

Reasons for Change in Appropriation

The decrease of $18.227 million in this appropriation for 2020/21 is mainly due to the majority of funding for new technologies to deliver equitable and inclusive NCEA online digital assessments and learning being allocated to 2019/20 with a lesser amount in 2020/21 ($18.036 million decrease).

Oversight of the Education System (M26)

Overarching Purpose Statement

Scope of Appropriation

Expenses, Revenue and Capital Expenditure

What is Intended to be Achieved with this Appropriation

This appropriation is intended to provide high-quality and timely advice to Ministers to support decision-making, managing the Government's investment in the education sector, and monitoring and oversight of the sector.

How Performance will be Assessed for this Appropriation

Note 1 - The rating measures Ministers' satisfaction on a scale from 1 to 10, where 1 means unsatisfied and 10 means extremely satisfied.

What is Intended to be Achieved with each Category and How Performance will be Assessed

Note 1 - The rating measures Ministers' satisfaction on a scale from 1 to 10, where 1 means unsatisfied and 10 means extremely satisfied.

Note 2 - Based on a five-point scale: 1 = Poor; 2 = Borderline; 3 = Adequate; 4 = Good; 5 = Very good. All agencies are required to use the refreshed Policy Quality Framework to assess the quality of their policy papers.

Note 3 - The Ministerial Policy Satisfaction Survey assesses Ministers' satisfaction with the services provided by the policy function on a scale from 1 to 5, where 1 means unsatisfied and 5 means extremely satisfied. The survey contains a common set of questions to be used by all policy agencies, with guidance available on the Department of Prime Minister and Cabinet Policy Project website.

Note 4 - Based of reviews of a sample of analytical and research outputs, independently assessed on a five point scale (1 = Very poor, 2 = Poor, 3 = Acceptable, 4 = Good, 5 = Very good). The annual result would be an average of the five reviews.

Note 5 - "Information requests" can vary from same day provision to up to two months for some complex Official Information Act requests.

The following information is an indication of expected numbers and is provided for context only.

Service Providers for the Multi-Category Appropriation

End of Year Performance Reporting

Performance information for this appropriation will be reported by the Ministry of Education in its annual report.

Current and Past Policy Initiatives

Reasons for Change in Appropriation

The $4.506 million decrease in this appropriation for 2020/21 is mainly due to a combination of:

• transfers from 2018/19 to 2019/20 for Education Portfolio Work Programme ($3.892 million decrease), Data for Wellbeing (Te Rito) Programme ($1.600 million decrease) and provision to address the migration of Charter Schools to the State system ($1 million decrease)
• expenses transferred from departmental output expense School Property Portfolio Management and Support and Resources for Education Providers in 2019/20 only to manage cost pressures ($2.500 million decrease)
• provision in 2019/20 to support the Crown response to the Royal Commission of Inquiry into Historical Abuse in Care ($464,000 decrease)
• funding from Budget 2019 for a data eco-system which will support a joined-up approach to capture students' needs, progress, and learning support requirements throughout their schooling ($3.705 million increase), and
• funding to identify, assess and find solutions for areas of non-compliance with the Holidays Act 2003 for the Ministry of Education's departmental payroll ($1 million increase).

Primary and Secondary Education (M26)

Overarching Purpose Statement

Scope of Appropriation

Expenses, Revenue and Capital Expenditure

Components of the Appropriation

Comparators for Restructured Appropriation

What is Intended to be Achieved with this Appropriation

This appropriation is intended to achieve inclusive, equitable and quality education which supports all students in Years 0 to 13.

How Performance will be Assessed for this Appropriation

Note 1 - Attending regularly is defined for statistical purposes as attending at least 90% of half days. This is measured through a Term 2 survey that approximately 80% of schools complete.

Note 2 - Result from the State Services Commission's annual survey of satisfaction with public services (Kiwis Count). It uses a Service Quality Score methodology to ensure the overall satisfaction score takes into account all responses, including those who indicate neither satisfaction nor dissatisfaction.

What is Intended to be Achieved with each Category and How Performance will be Assessed

The following information is an indication of expected numbers and is provided for context only.

Note 1 - Part 7A of the Education Act 1989 allows the Minister of Education or the Secretary for Education (or their delegates) to put in place a statutory intervention in a State or State-integrated school. The Minister must have reasonable grounds to believe that the operation of the school, or the welfare or educational performance of its students, is at risk.

Note 2 - Attending regularly is defined for statistical purposes as attending at least 90% of half days. This is measured through a Term 2 survey that approximately 80% of schools complete. The 2019/20 Estimated Actual figures are Term 2, 2019 data.

Note 3 - School Analysis of Variance Reports report on a school's performance compared to agreed performance goals.

Note 4 - This measure covers State and State-integrated schools only. The 2019/20 Budget Standard and Estimated Actual refer to the 2019 calendar year. The 2020/21 Budget Standard refers to the 2020 calendar year.

Note 5 - Funding is allocated based on information on the level of Maori language learning that schools provide in their roll returns, subject to an annual auditing and verification process to confirm the appropriate level of funding.

Note 6 - There are four levels of funding, based on hours the curriculum is taught in Te Reo Maori per week. There is no funding for Level 5, but this information is gathered from schools that receive funding for Levels 1 to 4. Each level is defined by the proportion of time the student is taught using Te Reo Maori:

• Level 1: 81-100% - Curriculum is taught in Maori for between 20 and up to 25 hours a week
• Level 2: 51-80% - Curriculum is taught in Maori for between 12.5 and up to 20 hours a week
• Level 3: 31-50% - Curriculum is taught in Maori for between 7.5 and up to 12.5 hours a week
• Level 4(a): 12-30% - Curriculum is taught in Maori for between 3 and up to 7.5 hours a week
• Level 4(b): Students are learning Te Reo Maori as a separate subject for at least 3 hours a week
• Level 5: Students are learning Te Reo Maori as a separate subject for less than 3 hours a week

Note 7 - This is an "apparent retention rate". It measures the number of learners in Maori-medium education in Year 8 in a specific year as a percentage of the number of learners in Maori-medium education Levels in Year 1 seven years earlier. Learners in Maori-medium education are learning at Maori Language Levels 1 and 2.

Note 8 - This is calculated from the July School Roll returns.

Note 9 - This number includes English-medium and Maori-medium at full primary, contributing and intermediate schools, but excludes Partnership Schools | Kura Hourua, Te Kura Correspondence School, private schools and composite schools, or schools that pro-rata their roll. The calculation is based on a survey conducted in the first pay run of April.

Note 10 - This indicator covers State and State-integrated schools only and is based on the calendar year.

Note 11 - "Retention rate" is based on the number of teachers/principals who remain in the workforce in any type of role (ie, they did not leave the workforce entirely), as an indicator of workforce sustainability. It is calculated as the percentage of the headcount of the specified teacher group in the given year who continued in the workforce in any type of role in the following year.

Note 12 - "Beginning teachers" excludes overseas trained/qualified teachers and is an indicator of the sustainability of the teacher workforce.

Note 13 - This is calculated from the March School Roll returns using full-time equivalents.

Note 14 - This number includes English-medium and Maori-medium teachers at secondary and composite schools, but excludes Partnership Schools | Kura Hourua, Te Kura Correspondence School and private schools. The calculation is based on a survey conducted in the first pay run of April.

Note 15 - This number includes English-medium and Maori-medium at composite and secondary schools, but excludes Partnership Schools | Kura Hourua, Te Kura Correspondence School and private schools, or schools that pro-rata their roll. The calculation is based on a survey conducted in the first pay run of April.

Note 16 - This indicator covers State and State-integrated schools only and is based on the calendar year. Composite schools would also have been counted in the primary school measures as they include students from Years 1 to 15.

Note 17 - Due to the COVID-19 pandemic Ministry staff have been unable to produce some updated Estimated 2019/20 Actual and Forecast 2020/21 numbers in time for inclusion in these tables.

Service Providers for the Multi-Category Appropriation

The table below shows the main service providers for this appropriation.

End of Year Performance Reporting

Performance information for this appropriation will be reported by Ministry of Education in its annual report.

Current and Past Policy Initiatives

Reasons for Change in Appropriation

This is a new multi-category appropriation in 2020/21 created by combining five former appropriations, Support and Resources for Education Providers, School Risk Management Scheme, Primary Education, Secondary Education and Secondary-Tertiary Interface, as shown in the Comparators for Reconstructed Appropriation table above. The reorganisation of appropriations for 2020/21 is also set out in Part 1.4 - Reconciliation of Changes in Appropriation Structure.

The $598.067 million increase in this appropriation for 2020/21 compared to the equivalent appropriation in 2019/20 is mainly due to a combination of:

• settlements of Teachers' and Principals' collective agreements ($287.689 million increase)
• difference in estimated school term start dates between the two financial years ($111.338 million increase)
• impacts of higher-than-expected national roll projections on teachers' salaries and school operations grants ($64.999 million increase)
• provision for schools to replace parental donations to alleviate financial pressures on families who struggle to pay school donation ($37.343 million increase)
• funding for the settlement and implementation of the teacher aide pay equity claim ($34.738 million increase)
• funding for a cost adjustment for schools' operational grants ($28.306 million increase)
• settlement of non-teaching staff collective agreements ($16.708 million increase)
• funding to address learners' needs by improving data quality, availability, timeliness and capability ($6.950 million increase)
• full year effect of a transfer from Vote Tertiary Education non-departmental output expense category Training for Designated Groups in Tertiary Tuition and Training MCA Training for additional Trades Academy places from 2020/21 ($6.823 million increase)
• one-off transfers to departmental output expense category Support and Resources for Teachers in Improved Quality Teaching and Learning MCA, and departmental output expense category Research and Analysis in Oversight of the Education System MCA in 2019/20 to manage cost pressure ($6 million increase)
• reduced provision for strengthening frontline service delivery to support student achievement ($3.746 million decrease), and
• a transfer to non-department output expense category Professional Development and Support in Improved Quality Teaching and Learning MCA as part of settlement of Secondary Teachers' Collective Agreement 2019-2022 ($2.705 million decrease).