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    Analysis, Policy and Research

    General Overview

    The Analysis, Policy and Research team undertakes a broad portfolio of work that supports the CEOM governance and strategic management processes, including:

    • corporate planning and reporting
    • CEOM policy governance
    • reporting to government on the minimum standards for school compliance and registration
    • coordination of CEOM privacy, risk-management and business-continuity policies.

    Team services include:

    • CEOM corporate planning and strategy
    • data analysis and statistical reporting to inform organisational and school improvement strategies, and system-wide policy development and review
    • analysis of research that provides new insights and an evidence base to assist in improvements in student outcomes and school effectiveness
    • management of the Research in Schools process
    • school compliance support and registration
    • policy governance
    • copyright licensing for schools.

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    Main Activities

    Governance, Compliance and Strategy

    The AP&R team coordinated and managed governance and compliance requirements on behalf of the CEOM and the Catholic Education Commission of Victoria Ltd (CECV) in relation to minimum standards for school registration and administration of schools’ copyright agreements.

    The team led the development of a range of initiatives to support good corporate governance processes for the CEOM and to ensure relevant and timely data and information was reported to management to support effective decision-making.

    The team also coordinated the CEOM strategic planning process to produce the CEOM Strategic Plan 2015–19.

    Analysis and Reporting

    In 2014, the AP&R team analysed and reported data and information collected by the CEOM and the CECV to support organisational planning and school improvement efforts, the provision of services to Catholic schools, and the accountability requirements of government. The team also undertook analyses of data and prepared relevant reports, briefings and statistical bulletins.


    The coordination and assessment of 88 new requests from institutional researchers wishing to conduct research in Catholic schools in the Archdiocese of Melbourne occurred in 2014. Research conducted in schools assists in the development and evaluation of school programs and provides an evidence base to assist planning for improvements in student outcomes and school effectiveness.

    The AP&R team led the development of a more strategic and collaborative approach to research, including the establishment of a Research Committee in 2014 to provide overall advice and direction on CEOM research.


    The coordination of policy development and the provision to schools of access to information, advice and resources about a range of legislative, regulatory and Canon Law requirements were ongoing projects for the AP&R team in 2014.

    The CEOM and CECV privacy policies and manuals to schools was reviewed and updated to reflect the amendments to the Commonwealth Privacy Act 1979 (Cth). 

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    Personal Story


    Molly McQueen
    Year 12 student in 2014
    Avila College, Mount Waverley.
    Profoundly deaf and totally dependent on two cochlear implants to hear, Molly McQueen graduated from Avila College, Mount Waverley, at the end of 2014 with an ATAR of 84.6 and is now studying psychology and forensic science at Swinburne University.

    I think the best thing I can say about my time at Avila College is that they treated me as a normal person and made sure my disability didn’t stop me doing anything that I wanted to do at school. So many activities, like the Year 10 study trip to Italy, will stay with me for a lifetime.

    I always thought it must be pretty expensive to provide for someone like me, but when I stopped to think about everything Avila did it reinforced that I had the best time at high school.

    The personalised support I received was wonderful –from radio frequency microphones that transmitted directly into my ear and specialist computer equipment, to teachers being my ears at swimming carnivals and providing a note taker in Year 12 English.

    And it went well beyond funding. So many teachers were there for me, like Mr Johnson in Year 12 legal studies, who met with me one-on-one every week to make sure I understood everything. I got a study score of 40 and was so glad to be able to repay his commitment.

    I now want to help others and to work in the legal justice system, maybe with victims of crime, and also to mentor people with deafness, because not a lot of deaf students had the same access to funding and the same experience as me.

    I know I wouldn’t be where I am without Avila.

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