Education

Major Initiatives
Implementation
of the
Recommendations
of the
Review into
the Role and
Function of
Tasmania’s
Public VET
Providers
An independent review of the role and function of
Tasmania’s public VET providers was completed during
the 2011–12 financial year. The implementation of the
recommendations from the review formed a significant
part of the division’s work during the 2012–13 financial year.
The review made 60 recommendations, the
overwhelming majority of which were accepted. All of
the recommendations that related to the establishment
of a single entity for the delivery of publicly funded VET in
Tasmania have been actioned. The new entity, TasTAFE,
commenced on 1 July 2013.
The process undertaken to establish TasTAFE was
overseen by a high level steering committee and managed
by a specifically established project management team.
It was actioned by a large number of working groups,
each established to achieve specific outcomes relative
to individual components of the new TasTAFE structure.
A feature of these working groups was that they involved,
in total, the active participation of over 150 staff
members from the Tasmanian Polytechnic and
Tasmanian Skills Institute.
The process also involved the successful development
and implementation of the legislative framework
necessary to facilitate the establishment of the appropriate
governance framework within which the new organisation
would function. This objective was achieved with the
passage of the relevant legislation, the Training and
Workforce Development Bill 2013, the Training and Workforce
Development (Transitional Provisions) Bill 2013 and the Training
and Workforce Development (Repeals and Consequential
Amendments) Bill 2013 through the Tasmanian Parliament
in May 2013.
Retention and
Attainment
Strategy
The Retention and Attainment Strategy Years 10–12 guides
the work of the Department of Education in improving
the transition of students from Year 10 to further
education and training, engaging students so they gain a
meaningful Year 12 or equivalent qualification.
A key initiative of the strategy is the introduction of
a tracking system for students from Year 10 to the
completion of Year 12 or equivalent. This is incorporated
in 2013 into the Student Support System (SSS). As a
result of this data collection, there is an extensive process
of following up at-risk and disengaged students and
supporting their re-engagement. This year saw the further
refinement of the support model with the appointment of
four Youth Transition Officers (YTOs).
The student tracking system involves all colleges and
the Tasmanian Polytechnic following up on Year 11 and
12 leavers. The YTOs from Guaranteeing Futures teams
are integral to this process. Reports on progress are
submitted on 1 May, 1 September and 30 November.
The strategy focuses on a range of areas to support
transition, engagement and achievement of qualifications
including:
• high quality pathway planning
• open and consistent communication between schools,
colleges, the Tasmanian Polytechnic and (more
recently) TasTAFE
• a coordinated approach to course offerings
• quality information available to and accessible by
students, parents and teachers
• quality teaching
• quality learning support and learning environments
• relevant and flexible programs.
In line with the strategy, a focal point for the Guaranteeing
Futures teams is to work with all Year 10 students to
ensure they are well informed about choices for their
future options. This encompasses supported transition
processes including:
• the ‘2014 Your Guide to Education and Training in Years
11 and 12’; a statewide guide outlining programs and
courses available in different regions across the state
• suitability processes for VET programs to ensure
students are in appropriate learning options
• enrolments into Year 11 courses informed by a
student’s transition profile.
As noted earlier, Tasmania’s target is for 81.6% of students
to attain Year 12 or equivalent qualifications by 2015.
Tasmania’s most recently measured attainment rate is
78.35%¹.
1. COAG Reform Council’s report on the assessment of the National
Partnership Agreement on Youth Attainment and Transitions attainment
targets (August 2013).
Student
Retention
Beyond the
Compulsory
Years in Rural,
Regional and
Disadvantaged
Communities
Project
The Australian Research Council (ARC) Linkage Project is
a collaborative longitudinal study being undertaken by the
University of Tasmania and the Department of Education,
which commenced in July 2011.
The project is investigating the nature, impact and efficacy
of a range of intervention strategies at primary school,
secondary school and college levels aimed at enhancing
student retention in education beyond the compulsory
years of schooling. It will build knowledge of the ways in
which factors known to influence retention interact with
one another and other relevant but under-researched
variables. This three year study will be located in rural,
regional and lower socioeconomic areas of Tasmania.
Post-Compulsory Education and Skills Development
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