An independent review of Tasmania’s education system has identified critical gaps in literacy outcomes and staff wellbeing, urging the government to act on 14 recommendations and 36 findings to address these challenges. The review, released this week, was conducted by Vicky Baylis, former head of the Northern Territory’s education department.
Literacy and staff workloads
According to a report from ABC News, the review, commissioned in June 2022, emphasised the need to prioritise improving literacy rates, which remain alarmingly low across the state. Tasmania’s year 12 attainment rate sits at just 53.1%, the lowest in the nation, according to the 2022 Productivity Commission report. The review recommends that the government stay the course on its Lifting Literacy initiative, introduced in 2021, while ensuring the program is rigorously implemented and monitored.
Staff workloads were another area of concern. The review highlighted the strain on teachers and school leaders and proposed measures to reduce administrative burdens, including trialling Multi-School Organisations (MSOs). These would involve groups of schools sharing resources like curricula and professional development to streamline operations.
Minister for education Jo Palmer welcomed the review and confirmed immediate steps would be taken in four key areas: enhancing literacy programs, improving staff wellbeing, aligning educational outcomes with the University of Tasmania, and trialling MSOs.
Broader definition needed
The review found Tasmania lacks a clear and inclusive definition of student success. It argued that academic, vocational, and social achievements should all be recognised to foster pride and engagement. The report noted that success should not be narrowly tied to the Tasmanian Certificate of Education (TCE).
“Young people and community members were telling us that the narrative around success is more than TCE (Tasmanian Certificate of Education), more than three letters,” the review stated. It recommended reshaping the narrative around educational achievements to better align with the aspirations of students and their families.
Concerns over minority groups
While the review provided a comprehensive roadmap, it faced criticism for overlooking the needs of minority groups, including Aboriginal students, young carers, and students from culturally diverse backgrounds. The review acknowledged that time constraints prevented a deeper dive into these issues, which has drawn concern from the Australian Education Union (AEU).
AEU Tasmanian president David Genford said the review highlighted well-known issues but stressed the need for government action. “This could be just another review that gets put to the backburner, recommendations get ignored, or it could actually mean change,” he said. “We do need to make some changes, and we need a government that’s willing to fund those changes, and a department that’s willing to shift some of their culture.”
Minister Palmer assured the public that the government was committed to addressing the review’s findings. She said the government had identified “four areas where we can take immediate action to achieve improved outcomes.”
“This report provides a road map for the next generation of learners, giving them the best chance of success,” she said.