Queensland Government Submission House of Representatives Standing Committee on Employment, Education and Training Inquiry into school to work transition August 2017 1 Introduction 1.1 Education and training is a fundamental driver of social and economic participation. Investing in education and training will prepare Queenslanders with the knowledge, skills and confidence to participate productively in the community and economy. 1.2 In school education, the Queensland Government is committed to Every student succeeding. A significant objective in realising this goal is all students having positive transitions through schooling to further learning and work. The Queensland Department of Education and Training will work with every student to identify a post-school pathway that supports them to transition successfully to further study and work. 1.3 Advancing education: An action plan for education in Queensland highlights how the Queensland Government is preparing young people for the jobs of the future. Advancing education aims to ensure that young people in Queensland benefit from a world-class education. The plan highlights the role of schools to effectively support students to develop the skills and knowledge they require for work and in life. This is followed through by supporting students after they leave school to connect with further learning or employment. 1.4 In 2017, the Queensland Government released a consultation draft strategy for vocational education and training (VET): Advancing Skills for the Future. The strategy sets out the Queensland Government’s vision to ensure that “all Queenslanders are able to access - at any stage in their lifetime and career - high quality training that improves their life prospects and supports industry development and economic growth.” A key action is to strengthen pathways from schools and training through to higher education and employment. 2 Context Queensland schools and students 2.1 In 2016, 794,815 full-time students in Queensland were enrolled in 1,729 schools across the state, Catholic and Independent schooling sectors. 2.2 Queensland schools serve very diverse communities and student populations: Page | 1 Nearly half of Queensland’s 1,239 state schools are located in rural and remote areas, with just over 21 per cent of state school students attending these schools. About 61,400 Aboriginal and Torres Strait Islander full-time students were enrolled in Queensland schools in 2016. Of these, 83.6 per cent were enrolled in state schools – making up 9.7 per cent of all Queensland state school students. From 2013 to 2016, Aboriginal and Torres Strait Islander enrolments in Queensland schools grew by 14.2 per cent, compared with 4.4 per cent for all students in the state. Queensland schools have the second largest Indigenous student cohort in the country behind New South Wales. The Department of Education and Training (DET) recognises its legislative obligation to provide reasonable adjustments for all students with disability. This includes almost 31,000 full-time students with disability verified through the department’s Education Adjustment Program who were enrolled in Queensland state schools in February 2016. Growth in the population of students with a formally recognised disability outstripped total enrolment growth in the Queensland state school system over the period 2011 to 2016. The greatest levels of growth have been students with Autism. Students from refugee backgrounds often have interrupted schooling pathways, but typically have high educational aspirations. 2.3 A total of 50,629 Queensland students (excluding international visa students) completed Year 12 in 2016. Of these, 48,643 were awarded a Queensland Certificate of Education (QCE) and 25,612 were eligible for a tertiary entrance rank. A VET qualification was awarded to 31,353 Year 12 students from 471 schools. Four hundred and sixteen students achieved the International Baccalaureate Diploma. 2.4 Destinations of Year 12 completers are evident from the Queensland Government’s Next Step destination survey. In the most recent survey, 40,110 of the 50,963 students (including international visa students) who completed Year 12 in 2015 participated. Their main destinations are provided in Figure 1. Page | 2 Figure 1: Main destinations of 2015 Year 12 completers, 2016 Key agencies 2.5 In Queensland, DET, Department of Aboriginal and Torres Strait Islander Partnerships (DATSIP), Department of Communities, Child Safety and Disability Services (DCCSDS) and Queensland Treasury work together to improve education and employment outcomes for all young Queenslanders. 2.6 DET delivers high quality education and training services for Queenslanders at every stage of their personal and professional development. DET’s service areas comprise: early childhood education and care; school education; VET and higher education. 2.7 DATSIP has a strategic objective to increase economic participation for Aboriginal and Torres Strait Islander Queenslanders through whole-of-government policy leadership and advice, and the delivery of programs and services. 2.8 DCCSDS’s vision is that Queenslanders thrive in safe, fair, resilient and prosperous communities. DCCSDS is responsible for supporting some of the most disadvantaged Queenslanders including children at risk of harm and their families, people with disability and people who experience domestic and family violence. Multicultural Affairs Queensland, within Page | 3 DCCSDS, has lead responsibility for supporting an inclusive, harmonious and united Queensland. 2.9 Queensland Treasury supports economic growth and job creation, including through the delivery of key employment programs. 3 Queensland reforms to support successful transitions 3.1 The Queensland Government has introduced significant reforms in recent years to ensure that Queenslanders gain the benefits of a rewarding and fulfilling education that sets the foundations for future success. Education and Training Reforms for the Future 3.2 The Education and Training Reforms for the Future (ETRF) were introduced in 2002. The reforms included legislation to improve retention rates for senior students and improve their life outcomes. The laws introduced a requirement for students to attend school until they turn 16 years or complete Year 10. This compulsory schooling phase is followed by the compulsory participation phase, in which young people have more options as long as they are 'learning or earning'. This means they can continue school, undertake VET, study at university, do a traineeship or apprenticeship or work full-time. 3.3 The introduction of Senior Education and Training (SET) Plans was another element of the ETRF reforms. SET Plans are developed for individual students, outline their learning and career pathways in senior school, and help them make important decisions about their future education, training and employment. 3.4 The ETRF also committed to ‘record a broader range of learning’ to count towards senior certification. The result was the broader-based Queensland Certificate of Education (QCE), issued from 2008 for eligible students who complete Year 12. The QCE recognises VET, university, and other learning as well as traditional academic subjects. Next Step and Early Leavers surveys 3.5 Since 2006, DET has captured valuable information about young peoples’ journeys from school to further study and employment through the following annual surveys: Page | 4 Next Step survey for young Queenslanders who complete Year 12; and Early Leavers survey for students who leave Queensland schools while in Years 10, 11 or early in Year 12. 3.6 The surveys involve students from all three schooling sectors, and are conducted approximately six months after the end of the school year. The results assist principals to review and plan their services for students. They also support DET to evaluate education policies as they affect the transition of students from school to further study and employment. 3.7 In 2016, over 40,000 Year 12 completers completed the Next Step survey, a response rate of approximately 79 per cent. More than 86 per cent of respondents were engaged in education, training or employment. A further 11 per cent were seeking work. 3.8 The response rate for the Early School Leavers survey in 2016 was approximately 50 per cent, or 5,000 early school leavers. More than 65 per cent of respondents were engaged in education, training or employment and a further 23 per cent were seeking work. Investing for Success 3.9 From 2014–2017, the Queensland Government directed the Australian Government’s Students First initiative funding of $794 million to provide additional support for Queensland state schools. The resulting Investing for Success (I4S) funding gave principals the autonomy to make decisions based on the specific learning needs and prospective career pathways of their students in their local context. Schools and their communities indicate strong support for I4S, mainly due to the flexibility it provides for identifying local priorities for maximising student outcomes. Targets included improving the number of students who attained a QCE or Queensland Certificate of Individual Achievement (QCIA) on completion of Year 12. Queensland Disability Review 3.10 In 2016, DET undertook an independent review to look at how Queensland state schools can lift learning outcomes for students with disability. The Queensland Disability Report was released in March 2017. 3.11 Consistent with report recommendations, DET is reviewing