AEU Survey of Year 11-12 Teachers Re: Proposed 18 Year Old School Finishing Age |
Raising the School Leaving Age Survey Introduction
Background Information
The Proposal
From 2020, students must participate full-time in formal education or training through an approved learning program until they complete Year 12, gain a certificate III, complete an apprenticeship or turn 18 years of age, whichever occurs first.
The Problem
Tasmania has a low school completion rate. Fewer Tasmanian students successfully complete a year 12 certificate (or equivalent) than those on the mainland. The extent of this is debated but there is a real urgency to lift completions for:
a. Social equity: People who do not complete school have significantly diminished prosperity across a wide range of indicators including personal health and wealth factors.
b. Economic productivity: Reduced availability of a skilled workforce leads to lower Tasmanian economic productivity.
The Rationale
The Government considers that raising the school leaving age and retaining students, who may leave before the end of year 12, will improve their chances of completing school.
The Assumptions
A focus on raising the school leaving age assumes:
· Sufficient school/college resourcing to cater for additional reluctant learners
· Students will attend (if attendance enforced) and engage in learning
· Attendance to 18 years of age will lead to an increase in the number of successful year 12 completions
· Other factors do not have great influence on engagement and retention
Recent Tasmanian Research
Many factors, often combined, influence student engagement and retention to completion of year 12, including:
· Parental attitudes and beliefs (a)
· Student self-esteem and confidence (a) (c)
· Student achievement in key subjects e.g. English and Mathematics (a)
· Being tempted out of education and into increasing levels of paid employment (b)
· Student engagement from ages 9 to 15 is critical (b)
A range of strategies can be seen to improve student engagement and retention, including:
· A rich school curriculum from primary school including the visual and performing arts as well as physical/life education (b)
· Helping students expand views of themselves and their interests, capabilities and possible futures within a senior secondary context (c)
· Intervention, personalised learning programs and information re educational choices/pathways (c)
· Arguably, in the light of Hay et al. (b), limiting students doing paid work.
References
Education Transformations Conference Papers. Underwood Foundation: Hobart (2015).
a) Abbott-Chapman, J. Students’ school engagement: ‘stickability’, risk-taking, educational attainment
b) Hay, I., Watson, J., Allen, J., Beswick, K., Cranston, N., Wright, S. Factors that influence students’ educational aspirations.
c) Brewer, D. Tasmania’s hidden dragons: tackling education participation equity beyond year 10
The Proposal
From 2020, students must participate full-time in formal education or training through an approved learning program until they complete Year 12, gain a certificate III, complete an apprenticeship or turn 18 years of age, whichever occurs first.
The Problem
Tasmania has a low school completion rate. Fewer Tasmanian students successfully complete a year 12 certificate (or equivalent) than those on the mainland. The extent of this is debated but there is a real urgency to lift completions for:
a. Social equity: People who do not complete school have significantly diminished prosperity across a wide range of indicators including personal health and wealth factors.
b. Economic productivity: Reduced availability of a skilled workforce leads to lower Tasmanian economic productivity.
The Rationale
The Government considers that raising the school leaving age and retaining students, who may leave before the end of year 12, will improve their chances of completing school.
The Assumptions
A focus on raising the school leaving age assumes:
· Sufficient school/college resourcing to cater for additional reluctant learners
· Students will attend (if attendance enforced) and engage in learning
· Attendance to 18 years of age will lead to an increase in the number of successful year 12 completions
· Other factors do not have great influence on engagement and retention
Recent Tasmanian Research
Many factors, often combined, influence student engagement and retention to completion of year 12, including:
· Parental attitudes and beliefs (a)
· Student self-esteem and confidence (a) (c)
· Student achievement in key subjects e.g. English and Mathematics (a)
· Being tempted out of education and into increasing levels of paid employment (b)
· Student engagement from ages 9 to 15 is critical (b)
A range of strategies can be seen to improve student engagement and retention, including:
· A rich school curriculum from primary school including the visual and performing arts as well as physical/life education (b)
· Helping students expand views of themselves and their interests, capabilities and possible futures within a senior secondary context (c)
· Intervention, personalised learning programs and information re educational choices/pathways (c)
· Arguably, in the light of Hay et al. (b), limiting students doing paid work.
References
Education Transformations Conference Papers. Underwood Foundation: Hobart (2015).
a) Abbott-Chapman, J. Students’ school engagement: ‘stickability’, risk-taking, educational attainment
b) Hay, I., Watson, J., Allen, J., Beswick, K., Cranston, N., Wright, S. Factors that influence students’ educational aspirations.
c) Brewer, D. Tasmania’s hidden dragons: tackling education participation equity beyond year 10