Changes
On July 12, 2024 at 1:20:04 PM +1000, NSW Department of Education-1-285:
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Updated description of resource 2014 student attendance rate by Aboriginality and year level in Student attendance rate by Aboriginality and year level (2012-2019, Semester 1 2021 - 2023) from
None
to
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Removed the following fields from resource 2014 student attendance rate by Aboriginality and year level in Student attendance rate by Aboriginality and year level (2012-2019, Semester 1 2021 - 2023)
-
ignore_hash
set_url_type
task_created
resource_id
original_url
ckan_url
-
Removed the value of field
datastore_contains_all_records_of_source_file
in resource 2014 student attendance rate by Aboriginality and year level in Student attendance rate by Aboriginality and year level (2012-2019, Semester 1 2021 - 2023)
| f | 1 | { | f | 1 | { |
| 2 | "author": "NSW Department of Education", | 2 | "author": "NSW Department of Education", | ||
| 3 | "author_email": null, | 3 | "author_email": null, | ||
| 4 | "contact_info": "False", | 4 | "contact_info": "False", | ||
| 5 | "contact_point": "Data Services <data.services@det.nsw.edu.au>", | 5 | "contact_point": "Data Services <data.services@det.nsw.edu.au>", | ||
| 6 | "creator_user_id": "63eb382c-ab05-44c9-a6fd-4b66ff572af0", | 6 | "creator_user_id": "63eb382c-ab05-44c9-a6fd-4b66ff572af0", | ||
| 7 | "data_state": "active", | 7 | "data_state": "active", | ||
| 8 | "dctype": "", | 8 | "dctype": "", | ||
| 9 | "groups": [ | 9 | "groups": [ | ||
| 10 | { | 10 | { | ||
| 11 | "description": | 11 | "description": | ||
| 12 | "[Education](http://search.records.nsw.gov.au/functions/2) at State | 12 | "[Education](http://search.records.nsw.gov.au/functions/2) at State | ||
| 13 | Government level is chiefly concerned with the provision of formal | 13 | Government level is chiefly concerned with the provision of formal | ||
| 14 | instruction to students of school age in publicly-funded schools, with | 14 | instruction to students of school age in publicly-funded schools, with | ||
| 15 | a view to equipping them with appropriate foundation skills and | 15 | a view to equipping them with appropriate foundation skills and | ||
| 16 | knowledge for adult life and work. Education may have an academic or | 16 | knowledge for adult life and work. Education may have an academic or | ||
| 17 | vocational focus (through the development of technical education), be | 17 | vocational focus (through the development of technical education), be | ||
| 18 | specialised by subject such as music, or may be confined to a defined | 18 | specialised by subject such as music, or may be confined to a defined | ||
| 19 | audience such as Aboriginal people, migrants or adults. The function | 19 | audience such as Aboriginal people, migrants or adults. The function | ||
| 20 | also includes the State Government's involvement in the development of | 20 | also includes the State Government's involvement in the development of | ||
| 21 | universities and colleges, particularly in relation to providing a | 21 | universities and colleges, particularly in relation to providing a | ||
| 22 | statutory basis for their | 22 | statutory basis for their | ||
| 23 | tions.\r\n\r\n[Training](http://search.records.nsw.gov.au/functions/2) | 23 | tions.\r\n\r\n[Training](http://search.records.nsw.gov.au/functions/2) | ||
| 24 | usually involves the learning of skills for vocational purposes, and | 24 | usually involves the learning of skills for vocational purposes, and | ||
| 25 | the State Government is a major service provider through its network | 25 | the State Government is a major service provider through its network | ||
| 26 | of technical education institutes. \r\n\r\nEducation and training also | 26 | of technical education institutes. \r\n\r\nEducation and training also | ||
| 27 | encompasses regulation, setting standards and monitoring in both the | 27 | encompasses regulation, setting standards and monitoring in both the | ||
| 28 | public and private sectors, particularly in relation to curricula, | 28 | public and private sectors, particularly in relation to curricula, | ||
| 29 | syllabuses and major external examinations.", | 29 | syllabuses and major external examinations.", | ||
| 30 | "display_name": "Education and Training", | 30 | "display_name": "Education and Training", | ||
| 31 | "id": "7437d40d-0e2d-4bb5-8176-90856f5da019", | 31 | "id": "7437d40d-0e2d-4bb5-8176-90856f5da019", | ||
| 32 | "image_display_url": "", | 32 | "image_display_url": "", | ||
| 33 | "name": "education-and-training", | 33 | "name": "education-and-training", | ||
| 34 | "title": "Education and Training" | 34 | "title": "Education and Training" | ||
| 35 | } | 35 | } | ||
| 36 | ], | 36 | ], | ||
| 37 | "id": "480f513b-f8a4-4e4c-9dc3-8021c2c10996", | 37 | "id": "480f513b-f8a4-4e4c-9dc3-8021c2c10996", | ||
| 38 | "isopen": true, | 38 | "isopen": true, | ||
| 39 | "jurisdiction": "New South Wales", | 39 | "jurisdiction": "New South Wales", | ||
| 40 | "language": "eng", | 40 | "language": "eng", | ||
| 41 | "license_id": "cc-by", | 41 | "license_id": "cc-by", | ||
| 42 | "license_title": "Creative Commons Attribution", | 42 | "license_title": "Creative Commons Attribution", | ||
| 43 | "license_url": "http://www.opendefinition.org/licenses/cc-by", | 43 | "license_url": "http://www.opendefinition.org/licenses/cc-by", | ||
| 44 | "likes": 0, | 44 | "likes": 0, | ||
| 45 | "maintainer": null, | 45 | "maintainer": null, | ||
| 46 | "maintainer_email": null, | 46 | "maintainer_email": null, | ||
| 47 | "metadata_created": "2017-02-12T03:26:48.665218", | 47 | "metadata_created": "2017-02-12T03:26:48.665218", | ||
| n | 48 | "metadata_modified": "2024-07-12T03:19:49.911550", | n | 48 | "metadata_modified": "2024-07-12T03:20:04.497655", |
| 49 | "name": | 49 | "name": | ||
| 50 | w-education-schools-attendance-rates-by-aboriginality-and-year-level", | 50 | w-education-schools-attendance-rates-by-aboriginality-and-year-level", | ||
| 51 | "notes": "The attendance rate is defined as the number of actual | 51 | "notes": "The attendance rate is defined as the number of actual | ||
| 52 | full-time equivalent student days attended by full-time school | 52 | full-time equivalent student days attended by full-time school | ||
| 53 | students in Years 1\u201310 as a percentage of the total number of | 53 | students in Years 1\u201310 as a percentage of the total number of | ||
| 54 | possible student-days attended.\r\n\r\n**Data Notes:**\r\n\r\n* | 54 | possible student-days attended.\r\n\r\n**Data Notes:**\r\n\r\n* | ||
| 55 | Attendance data for NSW government schools only. The attendance rate | 55 | Attendance data for NSW government schools only. The attendance rate | ||
| 56 | is calculated as (1 minus absences divided by enrolled days) | 56 | is calculated as (1 minus absences divided by enrolled days) | ||
| 57 | multiplied by 100.\r\n\r\n* This data includes the student attendance | 57 | multiplied by 100.\r\n\r\n* This data includes the student attendance | ||
| 58 | rate for semester 1, semester 2 and the full year.\r\n\r\n * | 58 | rate for semester 1, semester 2 and the full year.\r\n\r\n * | ||
| 59 | Students were learning from home for extended periods during Semester | 59 | Students were learning from home for extended periods during Semester | ||
| 60 | 2 2021 due to COVID-19. As a result, attendance rates for Semester 2 | 60 | 2 2021 due to COVID-19. As a result, attendance rates for Semester 2 | ||
| 61 | and full year are not reliable and have not been published.\r\n\r\n | 61 | and full year are not reliable and have not been published.\r\n\r\n | ||
| 62 | * 2020 data is not provided because students were encouraged to learn | 62 | * 2020 data is not provided because students were encouraged to learn | ||
| 63 | from home for several weeks in Semester 1. \r\n\r\n * For more | 63 | from home for several weeks in Semester 1. \r\n\r\n * For more | ||
| 64 | detail on how attendance data for 2020 and 2021 were affected by | 64 | detail on how attendance data for 2020 and 2021 were affected by | ||
| 65 | COVID-19, please refer to CESE factsheets: \u2018[Effects of COVID-19 | 65 | COVID-19, please refer to CESE factsheets: \u2018[Effects of COVID-19 | ||
| 66 | on attendance during Semester 1 | 66 | on attendance during Semester 1 | ||
| 67 | /publications/statistics/effects-of-covid-19-on-attendance-2020)\u2019 | 67 | /publications/statistics/effects-of-covid-19-on-attendance-2020)\u2019 | ||
| 68 | and \u2018[2021 Semester 1 student | 68 | and \u2018[2021 Semester 1 student | ||
| 69 | /dataset/government-school-student-attendance-bulletin)'.\r\n\r\n\r\n* | 69 | /dataset/government-school-student-attendance-bulletin)'.\r\n\r\n\r\n* | ||
| 70 | All students in Years 1 to 10 in NSW government schools are regarded | 70 | All students in Years 1 to 10 in NSW government schools are regarded | ||
| 71 | as full-time.\r\n\r\n* Kindergarten, Year 11, Year 12 students have | 71 | as full-time.\r\n\r\n* Kindergarten, Year 11, Year 12 students have | ||
| 72 | been excluded in the attendance rates. \r\n\r\n* Ungraded (support) | 72 | been excluded in the attendance rates. \r\n\r\n* Ungraded (support) | ||
| 73 | student attendance rates are included as a separate row and excluded | 73 | student attendance rates are included as a separate row and excluded | ||
| 74 | from Primary and Secondary totals. Ungraded students in NSW government | 74 | from Primary and Secondary totals. Ungraded students in NSW government | ||
| 75 | schools are classified as either primary or secondary according to | 75 | schools are classified as either primary or secondary according to | ||
| 76 | their level of education.\r\n\r\n* Distance education and Schools for | 76 | their level of education.\r\n\r\n* Distance education and Schools for | ||
| 77 | Special Purposes\u2019 attendance data is not currently | 77 | Special Purposes\u2019 attendance data is not currently | ||
| 78 | collected.\r\n\r\n* Bushfires affected many schools' attendance in | 78 | collected.\r\n\r\n* Bushfires affected many schools' attendance in | ||
| 79 | Term 4 2019 and should be taken into account when comparing Semester 2 | 79 | Term 4 2019 and should be taken into account when comparing Semester 2 | ||
| 80 | data to other years. \r\n\r\n* Prior to 2018 absences equalled | 80 | data to other years. \r\n\r\n* Prior to 2018 absences equalled | ||
| 81 | \u2018all full day absences for the period in question\u2019. | 81 | \u2018all full day absences for the period in question\u2019. | ||
| 82 | \r\n\r\n* From 2020, students in mainstream support classes are | 82 | \r\n\r\n* From 2020, students in mainstream support classes are | ||
| 83 | reported by their underlying grade of enrolment. Students in schools | 83 | reported by their underlying grade of enrolment. Students in schools | ||
| 84 | for specific purposes (SSPs) are included as 'ungraded'.\r\n\r\n* In | 84 | for specific purposes (SSPs) are included as 'ungraded'.\r\n\r\n* In | ||
| 85 | 2021 attendance figures were calculated differently to align with the | 85 | 2021 attendance figures were calculated differently to align with the | ||
| 86 | third edition of ACARA\u2019s National Standards for Student | 86 | third edition of ACARA\u2019s National Standards for Student | ||
| 87 | Attendance Data and Reporting. As a result, data is not directly | 87 | Attendance Data and Reporting. As a result, data is not directly | ||
| 88 | comparable to previous years.\r\n\r\n* The Department implemented an | 88 | comparable to previous years.\r\n\r\n* The Department implemented an | ||
| 89 | automated attendance feed (AAF) system in Semester 1 2021. The AAF has | 89 | automated attendance feed (AAF) system in Semester 1 2021. The AAF has | ||
| 90 | significantly improved data quality in 2021, which has affected data | 90 | significantly improved data quality in 2021, which has affected data | ||
| 91 | comparability with previous years.\r\n\r\n\r\n** Note** \r\n\r\nIn | 91 | comparability with previous years.\r\n\r\n\r\n** Note** \r\n\r\nIn | ||
| 92 | 2018, NSW government schools implemented the national standards for | 92 | 2018, NSW government schools implemented the national standards for | ||
| 93 | student attendance data reporting. This resulted in a fall in | 93 | student attendance data reporting. This resulted in a fall in | ||
| 94 | attendance rates for most schools due to the inclusion of partial | 94 | attendance rates for most schools due to the inclusion of partial | ||
| 95 | absences and accounting for student mobility in the calculation. Data | 95 | absences and accounting for student mobility in the calculation. Data | ||
| 96 | for 2018 is not directly comparable with earlier | 96 | for 2018 is not directly comparable with earlier | ||
| 97 | years.\r\n\r\n**Source:**\r\n\r\n* Education Statistics and | 97 | years.\r\n\r\n**Source:**\r\n\r\n* Education Statistics and | ||
| 98 | Measurement. Centre for Education Statistics and Evaluation.", | 98 | Measurement. Centre for Education Statistics and Evaluation.", | ||
| 99 | "num_resources": 11, | 99 | "num_resources": 11, | ||
| 100 | "num_tags": 6, | 100 | "num_tags": 6, | ||
| 101 | "organization": { | 101 | "organization": { | ||
| 102 | "approval_status": "approved", | 102 | "approval_status": "approved", | ||
| 103 | "created": "2013-05-16T22:45:46.970902", | 103 | "created": "2013-05-16T22:45:46.970902", | ||
| 104 | "description": "At the NSW Department of Education we educate and | 104 | "description": "At the NSW Department of Education we educate and | ||
| 105 | inspire lifelong learners \u2013 from early childhood, through | 105 | inspire lifelong learners \u2013 from early childhood, through | ||
| 106 | schooling to vocational education and training. We ensure young | 106 | schooling to vocational education and training. We ensure young | ||
| 107 | children get the best start in life by supporting and regulating the | 107 | children get the best start in life by supporting and regulating the | ||
| 108 | early childhood education and care sector. We unlock excellence and | 108 | early childhood education and care sector. We unlock excellence and | ||
| 109 | unleash the potential of two-thirds of school children in NSW. | 109 | unleash the potential of two-thirds of school children in NSW. | ||
| 110 | We\u2019re proudly public and the largest education system in | 110 | We\u2019re proudly public and the largest education system in | ||
| 111 | Australia. We respect and value Aboriginal and Torres Strait Islander | 111 | Australia. We respect and value Aboriginal and Torres Strait Islander | ||
| 112 | peoples as First Peoples of Australia.", | 112 | peoples as First Peoples of Australia.", | ||
| 113 | "id": "1604e810-2b27-425c-8b25-6a9173d889fb", | 113 | "id": "1604e810-2b27-425c-8b25-6a9173d889fb", | ||
| 114 | "image_url": "2016-07-18-225211.019610doelogofcrgb.svg", | 114 | "image_url": "2016-07-18-225211.019610doelogofcrgb.svg", | ||
| 115 | "is_organization": true, | 115 | "is_organization": true, | ||
| 116 | "name": "education", | 116 | "name": "education", | ||
| 117 | "state": "active", | 117 | "state": "active", | ||
| 118 | "title": "NSW Department of Education", | 118 | "title": "NSW Department of Education", | ||
| 119 | "type": "organization" | 119 | "type": "organization" | ||
| 120 | }, | 120 | }, | ||
| 121 | "owner_org": "1604e810-2b27-425c-8b25-6a9173d889fb", | 121 | "owner_org": "1604e810-2b27-425c-8b25-6a9173d889fb", | ||
| 122 | "private": false, | 122 | "private": false, | ||
| 123 | "relationships_as_object": [], | 123 | "relationships_as_object": [], | ||
| 124 | "relationships_as_subject": [], | 124 | "relationships_as_subject": [], | ||
| 125 | "resources": [ | 125 | "resources": [ | ||
| 126 | { | 126 | { | ||
| 127 | "cache_last_updated": null, | 127 | "cache_last_updated": null, | ||
| 128 | "cache_url": null, | 128 | "cache_url": null, | ||
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| 130 | "datastore_active": false, | 130 | "datastore_active": false, | ||
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| 137 | "mimetype": "text/csv", | 137 | "mimetype": "text/csv", | ||
| 138 | "mimetype_inner": null, | 138 | "mimetype_inner": null, | ||
| 139 | "name": "2023 student attendance by aboriginality and year | 139 | "name": "2023 student attendance by aboriginality and year | ||
| 140 | level", | 140 | level", | ||
| 141 | "package_id": "480f513b-f8a4-4e4c-9dc3-8021c2c10996", | 141 | "package_id": "480f513b-f8a4-4e4c-9dc3-8021c2c10996", | ||
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| 144 | "size": 483, | 144 | "size": 483, | ||
| 145 | "state": "active", | 145 | "state": "active", | ||
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| 148 | "url_type": "upload" | 148 | "url_type": "upload" | ||
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| 150 | { | 150 | { | ||
| 151 | "cache_last_updated": null, | 151 | "cache_last_updated": null, | ||
| 152 | "cache_url": null, | 152 | "cache_url": null, | ||
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| 165 | "name": "2022 student attendance by aboriginality and year | 165 | "name": "2022 student attendance by aboriginality and year | ||
| 166 | level", | 166 | level", | ||
| 167 | "original_url": | 167 | "original_url": | ||
| 168 | mester-1-2022-student-attendance-by-aboriginality-and-year-level.csv", | 168 | mester-1-2022-student-attendance-by-aboriginality-and-year-level.csv", | ||
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| 170 | "position": 1, | 170 | "position": 1, | ||
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| 179 | "url_type": "upload" | 179 | "url_type": "upload" | ||
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| 187 | "datastore_contains_all_records_of_source_file": true, | 187 | "datastore_contains_all_records_of_source_file": true, | ||
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| 210 | "url_type": "upload" | 210 | "url_type": "upload" | ||
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| 458 | "spatial_coverage": "NSW81093: New South Wales", | 452 | "spatial_coverage": "NSW81093: New South Wales", | ||
| 459 | "state": "active", | 453 | "state": "active", | ||
| 460 | "syndicate": "true", | 454 | "syndicate": "true", | ||
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| 462 | "tags": [ | 456 | "tags": [ | ||
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| 508 | "title": "Student attendance rate by Aboriginality and year level | 502 | "title": "Student attendance rate by Aboriginality and year level | ||
| 509 | (2012-2019, Semester 1 2021 - 2023)", | 503 | (2012-2019, Semester 1 2021 - 2023)", | ||
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