Post-Compulsory Education in Tasmania Draft recommendations of the Working Party - for consultation Post-Compulsory Education in Tasmania Table of Contents Page 1. Introduction......................................................................................................................... 1 Terms of Reference ................................................................................................................ 1 Membership of the Working Party........................................................................................ 2 Background ............................................................................................................................ 2 National and International Comparisons ............................................................................. 3 2. Roles for Major Providers ............................................................................................. 5 Core Business ........................................................................................................................ 5 Overlap and Competition/Cooperation Issues..................................................................... 6 TAFE and the Schools Sector.................................................................................................. 6 TAFE and the University of Tasmania..................................................................................... 7 3. Policy Context .................................................................................................................... 9 4. Purpose and Values for Post-Compulsory Education in Tasmania............ 11 5. Key Issues and Draft Recommendations................................................................ 13 Retention to Year 12............................................................................................................................ 13 Draft Recommendations 1 – 6 Literacy and Numeracy ...................................................................................................................... 14 Draft Recommendations 7 – 11 VET in Schools ..................................................................................................................................... 15 Draft Recommendations 12 – 21 Organisational and Cultural Change .............................................................................................. 17 Draft Recommendations 22 – 24 Mathematics and Science................................................................................................................... 17 Draft Recommendations 25 – 26 Higher Education ................................................................................................................................. 18 Draft Recommendations 27 – 32 Vocational Education and Training.................................................................................................. 19 Draft Recommendations 33 – 34 Life-long Learning ............................................................................................................................... 20 Recommendation 35 i Post-Compulsory Education in Tasmania ii Post-Compulsory Education in Tasmania Post-Compulsory Education in Tasmania Introduction The objective of the Post-Compulsory1 Education and Training Project is to develop and implement a comprehensive post-compulsory education and training policy which best meets the particular needs of the State. In late 1998 a report (Report on the Post Compulsory Education and Training of Tasmania’s Youth) that focused on data collection and collation was produced. The purpose of the data review was to gain a comprehensive understanding of Tasmania’s performance with respect to participation and outcomes in senior secondary education, vocational education and training (VET) and higher education. This paper raises issues and develops draft recommendations for post-compulsory education in Tasmania. Recommendations made in the paper are framed in terms of broad policy statements. No attempt is made to outline implementation strategies. Recommendations are intended to promote discussion particularly relating to effective implementation strategies. Responses are sought from interested stake-holders on recommendations and implementation strategies. The paper is not intended to be an all-inclusive post-compulsory plan for Tasmania. The focus groups for this paper are primarily the senior secondary and vocational education and training sectors. However, the paper will provide the basis for a comprehensive State post-compulsory education strategy, covering all sectors. Terms of Reference for the Working Party A working party was formed to develop policy recommendations based on the Report on the Post-Compulsory Education and Training of Tasmania’s Youth and relevant national and State policies. The terms of reference and membership of the working party are set out below. 1. Establish a statement of purpose and values for post-compulsory education in Tasmania. 2. Provide a statement of roles/core business for major providers. Identify overlap and competition/cooperation issues. 3. Identify key policy issues to be addressed by the State Government with respect to post-compulsory education in Tasmania; and 4. Develop recommendations to address policy issues. 1 ‘Post-compulsory education’ is defined as post year 10 secondary education, vocational education and training and higher education. 1 Post-Compulsory Education in Tasmania Membership Tim Doe (Chair) — Deputy Secretary Schools and Colleges Alison Jacob — Deputy Secretary Strategic Development and Evaluation David Hanlon — Director Office of Education Carey McIver — District Superintendent Barrington Education District Malcolm Salier — Chief Executive Officer TASSAB Kate Shipway — A/g Director Equity Standards Paul Murphy — General Manager Institute of Industry Therese Taylor — General Manager Drysdale Institute Sue Bayly-Stark — Senior Policy Analyst OVET Rob Frew — Senior Policy Analyst OVET Background Major Findings - Report on Post-Compulsory Education and Training of Tasmania’s Youth, 1998. The report highlighted the following statistics and research findings in relation to post-compulsory education: • Tasmania has the lowest retention to year 12, the lowest participation in higher education and the second lowest participation in TAFE of any State. It also has the highest level of youth unemployment. • Traditionally a larger percentage of Tasmanian students leave school at the end of Year 10 compared with other States. While Tasmania's retention rates remain the lowest of all Australian States, the gap is narrowing. • In Tasmania, direct retention from Year 10 to Year 11 in the government sector increased by 17% from 1998/1989 to 1990/1991, following the introduction of the Tasmanian Certificate of Education (TCE) in 1990. • The major loss for the education system in Tasmania is at the Year 10/11 transition. Once students proceed to Year 11 there is a relatively high retention rate in education at either senior secondary level or TAFE. • Over the last ten years, Tasmanian participation in TAFE has continued to increase. However, the participation rate of 13.5% for the 15-24 age cohort is lower than the national average (16.5%). • The percentage of 15-24 year olds in higher education in Tasmania in 1997 was the lowest of any State (11.4%, the Australian average being 16.4%). However, the gap has steadily declined since 1993. • Entry to higher education depends strongly on social background, type of school attended and language background. Other things being equal, attendance rates are significantly higher for teenagers from high socio-economic status backgrounds, those attending private schools, and those from non-English speaking families. • Entry to higher education is strongly related to literacy and numeracy skills. Even where the effects of social background, type of school attended and place of residence are controlled, having strong number and word skills significantly increases the likelihood of obtaining a tertiary entrance score and gaining entry to university. • Young people who perform well in literacy and numeracy in early secondary school tend to experience less unemployment by their mid twenties, other factors being equal. This result applies after controlling for education qualifications. Even among those who hold the same qualification those with higher school achievement are likely to experience less unemployment. 2 Post-Compulsory Education in Tasmania • The beneficial effect of completing Year 12 has been maintained despite the large rise in the percentage of young people with this qualification. The effect of Year 12 completion on decreasing the likelihood of unemployment is independent of the effect of school achievement (on decreasing the likelihood of unemployment). This suggests that encouraging low achievers to complete secondary school will improve their employment prospects. By the age of 25 completion of Year 12 reduces the odds of unemployment by 58%. The above statistics highlight the situation in Tasmania as a whole. However, there are significant regional variations in demography, retention and participation throughout the State. For example, retention from Year 10 to Year 11 in the government school sector is highest in the south of the state and lowest in the north. Participation in higher education shows similar regional differences, being highest in the south and lowest in the north-west. Policies need to address issues at the