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  "author": "NSW Department of Education",
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"[Education](http://search.records.nsw.gov.au/functions/2) at State 
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"[Education](http://search.records.nsw.gov.au/functions/2) at State 
            
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Government level is chiefly concerned with the provision of formal 
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Government level is chiefly concerned with the provision of formal 
            
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instruction to students of school age in publicly-funded schools, with 
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instruction to students of school age in publicly-funded schools, with 
            
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a view to equipping them with appropriate foundation skills and 
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a view to equipping them with appropriate foundation skills and 
            
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knowledge for adult life and work. Education may have an academic or 
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knowledge for adult life and work. Education may have an academic or 
            
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vocational focus (through the development of technical education), be 
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vocational focus (through the development of technical education), be 
            
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specialised by subject such as music, or may be confined to a defined 
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specialised by subject such as music, or may be confined to a defined 
            
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audience such as Aboriginal people, migrants or adults. The function 
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audience such as Aboriginal people, migrants or adults. The function 
            
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also includes the State Government's involvement in the development of 
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also includes the State Government's involvement in the development of 
            
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universities and colleges, particularly in relation to providing a 
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universities and colleges, particularly in relation to providing a 
            
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statutory basis for their 
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statutory basis for their 
            
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tions.\r\n\r\n[Training](http://search.records.nsw.gov.au/functions/2) 
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tions.\r\n\r\n[Training](http://search.records.nsw.gov.au/functions/2) 
            
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usually involves the learning of skills for vocational purposes, and 
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usually involves the learning of skills for vocational purposes, and 
            
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the State Government is a major service provider through its network 
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the State Government is a major service provider through its network 
            
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of technical education institutes. \r\n\r\nEducation and training also 
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of technical education institutes. \r\n\r\nEducation and training also 
            
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encompasses regulation, setting standards and monitoring in both the 
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encompasses regulation, setting standards and monitoring in both the 
            
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public and private sectors, particularly in relation to curricula, 
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public and private sectors, particularly in relation to curricula, 
            
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  "name": 
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  "name": 
            
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w-education-schools-attendance-rates-by-aboriginality-and-year-level",
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w-education-schools-attendance-rates-by-aboriginality-and-year-level",
            
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  "notes": "The attendance rate is defined as the number of actual 
49
  "notes": "The attendance rate is defined as the number of actual 
            
50
full-time equivalent student days attended by full-time school 
50
full-time equivalent student days attended by full-time school 
            
51
students in Years 1\u201310 as a percentage of the total number of 
51
students in Years 1\u201310 as a percentage of the total number of 
            
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possible student-days attended.\r\n\r\n**Data Notes:**\r\n\r\n* 
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possible student-days attended.\r\n\r\n**Data Notes:**\r\n\r\n* 
            
53
Attendance data for NSW government schools only. The attendance rate 
53
Attendance data for NSW government schools only. The attendance rate 
            
54
is calculated as (1 minus absences divided by enrolled days) 
54
is calculated as (1 minus absences divided by enrolled days) 
            
55
multiplied by 100.\r\n\r\n* This data includes the student attendance 
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multiplied by 100.\r\n\r\n* This data includes the student attendance 
            
56
rate for semester 1, semester 2 and the full year.\r\n\r\n       * 
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rate for semester 1, semester 2 and the full year.\r\n\r\n       * 
            
57
Students were learning from home for extended periods during Semester 
57
Students were learning from home for extended periods during Semester 
            
58
2 2021 due to COVID-19. As a result, attendance rates for Semester 2 
58
2 2021 due to COVID-19. As a result, attendance rates for Semester 2 
            
59
and full year are not reliable and have not been published.\r\n\r\n       
59
and full year are not reliable and have not been published.\r\n\r\n       
            
60
* 2020 data is not provided because students were encouraged to learn 
60
* 2020 data is not provided because students were encouraged to learn 
            
61
from home for several weeks in Semester 1. \r\n\r\n       * For more 
61
from home for several weeks in Semester 1. \r\n\r\n       * For more 
            
62
detail on how attendance data for 2020 and 2021 were affected by 
62
detail on how attendance data for 2020 and 2021 were affected by 
            
63
COVID-19, please refer to CESE factsheets: \u2018[Effects of COVID-19 
63
COVID-19, please refer to CESE factsheets: \u2018[Effects of COVID-19 
            
64
on attendance during Semester 1 
64
on attendance during Semester 1 
            
65
/publications/statistics/effects-of-covid-19-on-attendance-2020)\u2019 
65
/publications/statistics/effects-of-covid-19-on-attendance-2020)\u2019 
            
66
and \u2018[2021 Semester 1 student 
66
and \u2018[2021 Semester 1 student 
            
67
/dataset/government-school-student-attendance-bulletin)'.\r\n\r\n\r\n* 
67
/dataset/government-school-student-attendance-bulletin)'.\r\n\r\n\r\n* 
            
68
All students in Years 1 to 10 in NSW government schools are regarded 
68
All students in Years 1 to 10 in NSW government schools are regarded 
            
69
as full-time.\r\n\r\n* Kindergarten, Year 11, Year 12 students have 
69
as full-time.\r\n\r\n* Kindergarten, Year 11, Year 12 students have 
            
70
been excluded in the attendance rates. \r\n\r\n* Ungraded (support) 
70
been excluded in the attendance rates. \r\n\r\n* Ungraded (support) 
            
71
student attendance rates are included as a separate row and excluded 
71
student attendance rates are included as a separate row and excluded 
            
72
from Primary and Secondary totals. Ungraded students in NSW government 
72
from Primary and Secondary totals. Ungraded students in NSW government 
            
73
schools are classified as either primary or secondary according to 
73
schools are classified as either primary or secondary according to 
            
74
their level of education.\r\n\r\n* Distance education and Schools for 
74
their level of education.\r\n\r\n* Distance education and Schools for 
            
75
Special Purposes\u2019 attendance data is not currently 
75
Special Purposes\u2019 attendance data is not currently 
            
76
collected.\r\n\r\n* Bushfires affected many schools' attendance in 
76
collected.\r\n\r\n* Bushfires affected many schools' attendance in 
            
77
Term 4 2019 and should be taken into account when comparing Semester 2 
77
Term 4 2019 and should be taken into account when comparing Semester 2 
            
78
data to other years. \r\n\r\n* Prior to 2018 absences equalled 
78
data to other years. \r\n\r\n* Prior to 2018 absences equalled 
            
79
\u2018all full day absences for the period in question\u2019. 
79
\u2018all full day absences for the period in question\u2019. 
            
80
\r\n\r\n* From 2020, students in mainstream support classes are 
80
\r\n\r\n* From 2020, students in mainstream support classes are 
            
81
reported by their underlying grade of enrolment. Students in schools 
81
reported by their underlying grade of enrolment. Students in schools 
            
82
for specific purposes (SSPs) are included as 'ungraded'.\r\n\r\n* In 
82
for specific purposes (SSPs) are included as 'ungraded'.\r\n\r\n* In 
            
83
2021 attendance figures were calculated differently to align with the 
83
2021 attendance figures were calculated differently to align with the 
            
84
third edition of ACARA\u2019s National Standards for Student 
84
third edition of ACARA\u2019s National Standards for Student 
            
85
Attendance Data and Reporting. As a result, data is not directly 
85
Attendance Data and Reporting. As a result, data is not directly 
            
86
comparable to previous years.\r\n\r\n* The Department implemented an 
86
comparable to previous years.\r\n\r\n* The Department implemented an 
            
87
automated attendance feed (AAF) system in Semester 1 2021. The AAF has 
87
automated attendance feed (AAF) system in Semester 1 2021. The AAF has 
            
88
significantly improved data quality in 2021, which has affected data 
88
significantly improved data quality in 2021, which has affected data 
            
89
comparability with previous years.\r\n\r\n\r\n** Note** \r\n\r\nIn 
89
comparability with previous years.\r\n\r\n\r\n** Note** \r\n\r\nIn 
            
90
2018, NSW government schools implemented the national standards for 
90
2018, NSW government schools implemented the national standards for 
            
91
student attendance data reporting. This resulted in a fall in 
91
student attendance data reporting. This resulted in a fall in 
            
92
attendance rates for most schools due to the inclusion of partial 
92
attendance rates for most schools due to the inclusion of partial 
            
93
absences and accounting for student mobility in the calculation. Data 
93
absences and accounting for student mobility in the calculation. Data 
            
94
for 2018 is not directly comparable with earlier 
94
for 2018 is not directly comparable with earlier 
            
95
years.\r\n\r\n**Source:**\r\n\r\n* Education Statistics and 
95
years.\r\n\r\n**Source:**\r\n\r\n* Education Statistics and 
            
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Measurement. Centre for Education Statistics and Evaluation.",
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Measurement. Centre for Education Statistics and Evaluation.",
            
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community by leading the provision of world-class education. The 
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community by leading the provision of world-class education. The 
            
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department protects young children by regulating preschool and long 
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department protects young children by regulating preschool and long 
            
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day care providers. Once children move into school, we provide them 
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day care providers. Once children move into school, we provide them 
            
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with a world-class primary and secondary education. We also work to 
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with a world-class primary and secondary education. We also work to 
            
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