Publication Date

12-23-2016

Subjects

Attendance, Student retention, Secondary education, Curriculum evaluation, Enrolment rate, Completion rate, Vocational education and training, Academic achievement, Secondary school students, Secondary school teachers, Surveys

Abstract

The Tasmanian Government is currently implementing significant reforms to improve students’ retention and attainment in Tasmania’s schools. There is a concern in the Tasmanian community however, that their students’ performances are among the lowest in the nation. Reasons nominated for these results include weak literacy and numeracy levels; low attendance rates; high anxiety around transitions between Year 10 and Year 11 by some students, especially among those living outside of the larger cities; students seeking alternative education options; and family, financial, health and carer based issues. It is against this backdrop that the Australian Council for Educational Research (ACER) was commissioned to undertake an independent review of Years 9 to 12 concerning the following issues: student and workforce data; curriculum policy and provision (including vocational education and training (VET); and design and delivery for Years 9 to 12 (which includes the three Tasmanian education sectors: the Tasmanian Catholic Education Office (TCEO), Independent Schools Tasmania (IST) and the Department of Education (DoE)).

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Place of Publication

Hobart Tas

Publisher

Department of Education

Geographic Subject

Tasmania

Additional Files
Progression_retention_and_participation.pdf (247 kB)
Retention, Progression and Participation Rates in Tasmanian Schools, 2006-2015
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