Transcript Education`s Contribution to Tasmania – Jenny Gale AEU

EDUCATION’S CONTRIBUTION
TO TASMANIA
PRESENTATION TO THE AEU BRANCH COUNCIL
Secretary
Department of Education
Jenny Gale
The importance of improving
education outcomes in Tasmania
• A strong education is key to equipping young people with the
skills they need to succeed in life.
• Completing more years of education is associated with a
range of social, health and economic benefits for both
individuals and communities.
• Improving educational outcomes is vital to Tasmania’s social
and economic prosperity.
Heckman’s
Equation
Source: http://heckmanequation.org/heckmanequation
International research tells us why quality
education is so important
The message of The Early Years Study was clear if we truly wish to provide our
children with an equal opportunity to maximize their potential, whatever that
might be, it is vital that we do everything we can to enhance their early
development.
(The Early Years Study, Putting Science into Action, 2007 by Margaret McCain and Fraser Mustard)
Skills have become the global currency of the 21st Century…Skills transform lives
and drive economies. Skills affect people’s lives and the well-being of nations in
ways that go beyond what can be measured by labour-market earnings and
economic growth.
(Better Skills, Better Jobs, Better Lives: A Strategic Approach to Skills Policies, 2012, OECD Publishing)
A growing body of work suggests that education offers a wide-range of benefits
that extend beyond increases in labour market productivity…Education has been
shown to reduce crime, improve health, lower mortality, and increase political
participation. The social benefits from these impacts can be sizeable.
(Non-Production Benefits of Education: Crime, Health and Good Citizenship, 2011 by Lance Lochner,
National Bureau of Economic Research)
01-003
Human Brain Development –
Language and Cognition
Language
Sensing
Pathways
(vision, hearing)
-6
-3
0
3
6
9
Higher
Cognitive Function
1
Months
4
8
12
16
Years
AGE
C. Nelson, in From Neurons to Neighborhoods, 2000.
Tasmania has the highest levels of socio-economic
disadvantage of any state or territory and almost
twice the levels of Australia overall…
• the lowest Gross State Product per capita of any state or territory
• lower productivity than Australia as a whole, with the gap widening
over the past 20 years
• lowest average wages
• lowest labour market participation
• below average life expectancy at birth for both males and females
• poor health outcomes
Source: Australian Bureau of Statistics
70.0
Part of the explanation is the relatively small share of
Tasmania’s adult population with skills
Adult population share with post-school qualifications, 25 to 64 years
65.0
60.0
55.0
50.0
45.0
40.0
NSW
VIC
QLD
SA
WA
TAS
NT
ACT
State or Territory
Line shows national average
Source: Australian Bureau of Statistics, Education and Work (May 2015)
7
Income in Tasmania is linked to years of schooling
Year 10 or equivalent (average $43 000)
Year 12 or equivalent (average $52 000)
$2,000 or more ($104,000 or more)
$2,000 or more ($104,000 or
more)
$1,500-$1,999 ($78,000-$103,999)
$1,500-$1,999 ($78,000-$103,999)
$1,250-$1,499 ($65,000-$77,999)
$1,250-$1,499 ($65,000-$77,999)
$1,000-$1,249 ($52,000-$64,999)
$1,000-$1,249 ($52,000-$64,999)
$800-$999 ($41,600-$51,999)
$800-$999 ($41,600-$51,999)
$600-$799 ($31,200-$41,599)
$600-$799 ($31,200-$41,599)
$400-$599 ($20,800-$31,199)
$400-$599 ($20,800-$31,199)
$300-$399 ($15,600-$20,799)
$300-$399 ($15,600-$20,799)
$200-$299 ($10,400-$15,599)
$200-$299 ($10,400-$15,599)
$1-$199 ($1-$10,399)
$1-$199 ($1-$10,399)
0%
5%
10%
15%
20%
25%
0%
5%
10%
15%
20%
Source: Australian Bureau of Statistics, Census of Population and Housing, 2011, Table Builder files
8
We’ve struggled with retention rates
Year 10 to 12 retention rates - 2014
100.0
90.0
80.0
70.0
60.0
50.0
40.0
30.0
20.0
10.0
0.0
NSW
VIC
QLD
SA
WA
TAS
NT
ACT
State or Territory
Line shows national average
Source: Table 64a Apparent Retention Rates in 4221.0 Schools, Australia 2014, Australian Bureau of Statistices (2015)
9
We’ve struggled with our numbers of students completing
year 12 (or equivalent) or Certificate III or above
Percentage of 20-24 year olds, 2015
100
90
80
70
60
50
40
30
20
10
0
NSW (± 2.4)
VIC (± 2.1)
QLD (± 2.5)
SA (± 5.4)
WA (± 3.8)
TAS (± 8.6)
NT (± 4.5)
ACT (± 5.2)
State or Territory (margin of error shown)
Source: Table 1.11 Year 12 (or equivalent) or a non-school qualification at Certificate III level or above in 6227.0 Education and Work,
Australia May 2015, Australian Bureau of Statistics (2015)
Community
aspiration
Community
support
Workforce
participation Joined up approaches
School cultural
(health, education,
and social capital
children’s services)
Justice
Self-concept
Mobility
Connections
7-12 Pathways
Efficient
system
Dispersed
population
Blended
learning
Attendance
Family attitudes
to education
and training
Preparation/skill sets
for Pathways (Vocational Education/
Higher Education/work
Parental
support
Transport
L&N specialists
Sectoral
collaboration
Industry Links/
Partnerships
Quality
education
system
Birth-Adult
Supportive
School
culture
TTC
LINC
My Education
Career information
and aspiration
Quality leadership
CFCs
Extra curricular
Self-concept
High
expectations
Meeting the needs
of all learners
Quality teaching
Early learning
(LiL, LIFT)
Health outcomes
Housing
(drug-ed, mental
health)
Parental support
School
and engagement
nurses
OUTCOMES
More Tasmanians
staying in
education and
training longer and
achieving more
26 TEN
High standards
(incl. 11/12 curriculum
and structure)
Socio-economic
status (plans,
aspirations and
expectations)
Reduce family
violence
Parental
Schools as engagement
hubs
Community
Partnerships
(extra
curricular)
system
Aspiration
Mutual respect
Student
engagement
and aspiration
Maternal education
Quality teaching
and teacher
influence
Understanding of
Learning needs
Student
enjoyment
Student
voice
Quality classroom
Interactions (teachers
and students)
We know what makes a difference…
• Quality teaching and strong educational leadership
• Shifting attitudes to valuing education
• Attendance and participation
• Measurement and data
• Parent and community partnerships
12
What are we doing to address the factors…
Quality teaching and strong
educational leadership
Shifting attitudes to value
education
Attendance and participation
Measurement and data
Priorities
Parent and community
partnerships
Literacy and numeracy
Retention and
attainment
• Developing our Workforce Strategy
• Review of literacy teacher training and practice (new budget initiative)
• STEM Implementation (new budget initiative)
• Reviewing the Tasmanian Education Act to set high standards and
expectations for education and training
• Reviewing the Education Act and changing the compulsory years of education and
training
• Years 9 to 12 Review (new budget initiative)
• edi – a powerful tool for teachers and school leaders
• B4 Early Years Coalition
• Child and Family Centres; LiL and LIFT programs
• Family Partnership Model Program - PLI
• Employing 25 literacy and numeracy specialists
• Funding 80 schools to deliver LIFT
• Literacy and numeracy support initiative (new budget initiative)
• Extending regional high schools to years 11 and 12
• Learning for life and School Community Hubs (new budget initiative)
Additional Gonski Funding
2015-16 Budget Additional Students
First Allocation
Description
$5m
LIFT- supporting parents in the 80 schools of highest need so
they can positively influence and support their child’s
learning, particularly in early literacy and numeracy skills.
$1m
Additional funding for students with disabilities
Approximately $4m - dependent on
enrolment numbers and student
profile
Minimum 5% Fairer Funding Model (FFM) component for
School Resource Packages
Approximately $11m – adjusted
staffing formula with schools advised
of interim allocations for the 2016
school year.
Two adjustments to school staffing:
1. Addressing the imbalance of sectoral weightings,
particularly in school leadership in primary schools.
2. Further refinement to the FFM staff allocations based
on student need.
Additional Gonski Funding
2016-17 Budget Additional
Students First Allocation
Description
$3m
Disability Taskforce
Approximately $2.4m dependent on enrolment
numbers and student profile
Minimum 3% Fairer Funding Model (FFM)
component for School Resource Packages
$1.7m
$250,000
Literacy and Numeracy Support
Science, Technology,, Engineering and
Mathematics Programs
$1.5m
Combatting Bullying
$260,000
Aboriginal Curriculum
$500,000
Student Health Initiative
Importance of Education Reform
• Reform is not only necessary, it is essential in order
to ensure that our students are equipped with the
knowledge and skills for the twenty-first century.
• We can’t expect different results by doing the same
thing.
We have begun the process…
Education Act Review
•
Education Act sets the legal framework for K-12 education in Tasmania.
•
The Review sought to ensure that this legislative framework:
• supports our education system to provide the best possible outcomes
for all learners
• is contemporary, clear, cohesive
• provides for greater national consistency where this increases social
and economic opportunities for Tasmanians, while responding to local
needs and circumstances
• supports Tasmania’s educational, social and economic prosperity.
Expected benefits of key reforms under
proposed legislation
Lower school
starting age (and
lower Kindergarten
starting age)
i. Establishes high standards and expectations in
the Tasmanian community that education is
from Kindergarten to Year 12 or equivalent
ii. Earlier universal access to quality early
learning and development experiences for all
children
iii. Increased participation in, and completion
of, Year 12 or equivalent
iv. Social, health and economic benefits for
individuals and communities
Increase minimum
leaving age to the
end of Year 12 or
equivalent or 18
years
v. Greater alignment between school starting
ages in Tasmania and other states and
territories
We know that legislation alone won’t solve the challenges
we face. But it is the foundation and sets the standards and
expectations for education.
We need to continue to build on partnerships externally
and internally to achieve positive outcomes for Tasmania’s
children and young people.