❓ Question regarding funding for district high schools to meet the demands of the increased school leaving age. The Minister acknowledges the need for resources but provides a broad overview of the government's approach.
AnsweredQoN 595Legislative Council
QuestionView source ↗
I refer to the issue of funding to district high schools. (1) Given the government’s commitment to raise the school leaving age from 15 to 16 years of age, what measures have the government put in place to address the educational needs of students attending district high schools studying either tertiary entrance subjects or participating in vocational education and training without access to TAFE and limited work placement opportunities? (2) Has the government set aside sufficient funds in the 2005-06 budget to ensure that district high schools are adequately resourced with equipment and staff to meet their new demands? Hon LJILJANNA RAVLICH
AnswerView source ↗
I am pleased to get this question and I thank the honourable member for it. (1)-(2) The proposed changes for years 11 and 12 are the most significant reform in education in the past 40 years. The school leaving age was increased from 14 to 15 in 1966, the same year as decimal currency was introduced. Now we find some 40 years later that we will increase it again. There seems to be a little bit of scaremongering by members opposite, because they would like the public to believe that the year 11 and 12 school population will explode. Hon Norman Moore : He is talking about district high schools and they do not have years 11 and 12. Hon LJILJANNA RAVLICH : I know what the honourable member is talking about; he is trying to imply that the number of students returning to school will be so explosive that the whole system will collapse because it will not cope, and, by implication, that includes district highs. Most 15-year-olds stay at school to complete year 12 or go on to training at TAFE or private training organisations, or undertake apprenticeships or traineeships. However, it is expected that 2 500 students across the state will stay in education because of the changes to the school leaving age. I wanted to put that on the record, because it is 2 500 across the state. In relation to the specifics of the question that dealt with district high schools, intensive school-by-school analysis was undertaken across the state. The assumption in the analysis is that different and flexible forms of revision may be required to suit the various small communities. Following this analysis, the approach will be to build on quality examples of district high school provision across the state and identify where there are shortfalls in the current provision of tertiary entrance examination, vocational education and training and TAFE delivery access to workplace learning. The honourable member alluded to the fact that, in terms of the VET subjects, for some reason the system would not cope. If he did his homework he would realise that most of the VET subjects will not be introduced until 2007 and then 2008. Obviously, we would look at where there may be some difficulty in delivery. Over the next 15 or so months we will be looking at addressing that. Does that require resources? One does not have to be Einstein to work out that if more effort is required, changes need to be made and delivery needs to be improved. I would love to live in a society in which that meant that it did not need resources. Quite clearly, it will need some resources.
(1) Given the government’s commitment to raise the school leaving age from 15 to 16 years of age, what measures have the government put in place to address the educational needs of students attending district high schools studying either tertiary entrance subjects or participating in vocational education and training without access to TAFE and limited work placement opportunities? (2) Has the government set aside sufficient funds in the 2005-06 budget to ensure that district high schools are adequately resourced with equipment and staff to meet their new demands? Hon LJILJANNA RAVLICH replied: I am pleased to get this question and I thank the honourable member for it. (1)-(2) The proposed changes for years 11 and 12 are the most significant reform in education in the past 40 years. The school leaving age was increased from 14 to 15 in 1966, the same year as decimal currency was introduced. Now we find some 40 years later that we will increase it again. There seems to be a little bit of scaremongering by members opposite, because they would like the public to believe that the year 11 and 12 school population will explode. Hon Norman Moore : He is talking about district high schools and they do not have years 11 and 12. Hon LJILJANNA RAVLICH : I know what the honourable member is talking about; he is trying to imply that the number of students returning to school will be so explosive that the whole system will collapse because it will not cope, and, by implication, that includes district highs. Most 15-year-olds stay at school to complete year 12 or go on to training at TAFE or private training organisations, or undertake apprenticeships or traineeships. However, it is expected that 2 500 students across the state will stay in education because of the changes to the school leaving age. I wanted to put that on the record, because it is 2 500 across the state. In relation to the specifics of the question that dealt with district high schools, intensive school-by-school analysis was undertaken across the state. The assumption in the analysis is that different and flexible forms of revision may be required to suit the various small communities. Following this analysis, the approach will be to build on quality examples of district high school provision across the state and identify where there are shortfalls in the current provision of tertiary entrance examination, vocational education and training and TAFE delivery access to workplace learning. The honourable member alluded to the fact that, in terms of the VET subjects, for some reason the system would not cope. If he did his homework he would realise that most of the VET subjects will not be introduced until 2007 and then 2008. Obviously, we would look at where there may be some difficulty in delivery. Over the next 15 or so months we will be looking at addressing that. Does that require resources? One does not have to be Einstein to work out that if more effort is required, changes need to be made and delivery needs to be improved. I would love to live in a society in which that meant that it did not need resources. Quite clearly, it will need some resources.
(2) Has the government set aside sufficient funds in the 2005-06 budget to ensure that district high schools are adequately resourced with equipment and staff to meet their new demands? Hon LJILJANNA RAVLICH replied: I am pleased to get this question and I thank the honourable member for it. (1)-(2) The proposed changes for years 11 and 12 are the most significant reform in education in the past 40 years. The school leaving age was increased from 14 to 15 in 1966, the same year as decimal currency was introduced. Now we find some 40 years later that we will increase it again. There seems to be a little bit of scaremongering by members opposite, because they would like the public to believe that the year 11 and 12 school population will explode. Hon Norman Moore : He is talking about district high schools and they do not have years 11 and 12. Hon LJILJANNA RAVLICH : I know what the honourable member is talking about; he is trying to imply that the number of students returning to school will be so explosive that the whole system will collapse because it will not cope, and, by implication, that includes district highs. Most 15-year-olds stay at school to complete year 12 or go on to training at TAFE or private training organisations, or undertake apprenticeships or traineeships. However, it is expected that 2 500 students across the state will stay in education because of the changes to the school leaving age. I wanted to put that on the record, because it is 2 500 across the state. In relation to the specifics of the question that dealt with district high schools, intensive school-by-school analysis was undertaken across the state. The assumption in the analysis is that different and flexible forms of revision may be required to suit the various small communities. Following this analysis, the approach will be to build on quality examples of district high school provision across the state and identify where there are shortfalls in the current provision of tertiary entrance examination, vocational education and training and TAFE delivery access to workplace learning. The honourable member alluded to the fact that, in terms of the VET subjects, for some reason the system would not cope. If he did his homework he would realise that most of the VET subjects will not be introduced until 2007 and then 2008. Obviously, we would look at where there may be some difficulty in delivery. Over the next 15 or so months we will be looking at addressing that. Does that require resources? One does not have to be Einstein to work out that if more effort is required, changes need to be made and delivery needs to be improved. I would love to live in a society in which that meant that it did not need resources. Quite clearly, it will need some resources.
Hon LJILJANNA RAVLICH replied: I am pleased to get this question and I thank the honourable member for it. (1)-(2) The proposed changes for years 11 and 12 are the most significant reform in education in the past 40 years. The school leaving age was increased from 14 to 15 in 1966, the same year as decimal currency was introduced. Now we find some 40 years later that we will increase it again. There seems to be a little bit of scaremongering by members opposite, because they would like the public to believe that the year 11 and 12 school population will explode. Hon Norman Moore : He is talking about district high schools and they do not have years 11 and 12. Hon LJILJANNA RAVLICH : I know what the honourable member is talking about; he is trying to imply that the number of students returning to school will be so explosive that the whole system will collapse because it will not cope, and, by implication, that includes district highs. Most 15-year-olds stay at school to complete year 12 or go on to training at TAFE or private training organisations, or undertake apprenticeships or traineeships. However, it is expected that 2 500 students across the state will stay in education because of the changes to the school leaving age. I wanted to put that on the record, because it is 2 500 across the state. In relation to the specifics of the question that dealt with district high schools, intensive school-by-school analysis was undertaken across the state. The assumption in the analysis is that different and flexible forms of revision may be required to suit the various small communities. Following this analysis, the approach will be to build on quality examples of district high school provision across the state and identify where there are shortfalls in the current provision of tertiary entrance examination, vocational education and training and TAFE delivery access to workplace learning. The honourable member alluded to the fact that, in terms of the VET subjects, for some reason the system would not cope. If he did his homework he would realise that most of the VET subjects will not be introduced until 2007 and then 2008. Obviously, we would look at where there may be some difficulty in delivery. Over the next 15 or so months we will be looking at addressing that. Does that require resources? One does not have to be Einstein to work out that if more effort is required, changes need to be made and delivery needs to be improved. I would love to live in a society in which that meant that it did not need resources. Quite clearly, it will need some resources.
I am pleased to get this question and I thank the honourable member for it. (1)-(2) The proposed changes for years 11 and 12 are the most significant reform in education in the past 40 years. The school leaving age was increased from 14 to 15 in 1966, the same year as decimal currency was introduced. Now we find some 40 years later that we will increase it again. There seems to be a little bit of scaremongering by members opposite, because they would like the public to believe that the year 11 and 12 school population will explode. Hon Norman Moore : He is talking about district high schools and they do not have years 11 and 12. Hon LJILJANNA RAVLICH : I know what the honourable member is talking about; he is trying to imply that the number of students returning to school will be so explosive that the whole system will collapse because it will not cope, and, by implication, that includes district highs. Most 15-year-olds stay at school to complete year 12 or go on to training at TAFE or private training organisations, or undertake apprenticeships or traineeships. However, it is expected that 2 500 students across the state will stay in education because of the changes to the school leaving age. I wanted to put that on the record, because it is 2 500 across the state. In relation to the specifics of the question that dealt with district high schools, intensive school-by-school analysis was undertaken across the state. The assumption in the analysis is that different and flexible forms of revision may be required to suit the various small communities. Following this analysis, the approach will be to build on quality examples of district high school provision across the state and identify where there are shortfalls in the current provision of tertiary entrance examination, vocational education and training and TAFE delivery access to workplace learning. The honourable member alluded to the fact that, in terms of the VET subjects, for some reason the system would not cope. If he did his homework he would realise that most of the VET subjects will not be introduced until 2007 and then 2008. Obviously, we would look at where there may be some difficulty in delivery. Over the next 15 or so months we will be looking at addressing that. Does that require resources? One does not have to be Einstein to work out that if more effort is required, changes need to be made and delivery needs to be improved. I would love to live in a society in which that meant that it did not need resources. Quite clearly, it will need some resources.
(1)-(2) The proposed changes for years 11 and 12 are the most significant reform in education in the past 40 years. The school leaving age was increased from 14 to 15 in 1966, the same year as decimal currency was introduced. Now we find some 40 years later that we will increase it again. There seems to be a little bit of scaremongering by members opposite, because they would like the public to believe that the year 11 and 12 school population will explode. Hon Norman Moore : He is talking about district high schools and they do not have years 11 and 12. Hon LJILJANNA RAVLICH : I know what the honourable member is talking about; he is trying to imply that the number of students returning to school will be so explosive that the whole system will collapse because it will not cope, and, by implication, that includes district highs. Most 15-year-olds stay at school to complete year 12 or go on to training at TAFE or private training organisations, or undertake apprenticeships or traineeships. However, it is expected that 2 500 students across the state will stay in education because of the changes to the school leaving age. I wanted to put that on the record, because it is 2 500 across the state. In relation to the specifics of the question that dealt with district high schools, intensive school-by-school analysis was undertaken across the state. The assumption in the analysis is that different and flexible forms of revision may be required to suit the various small communities. Following this analysis, the approach will be to build on quality examples of district high school provision across the state and identify where there are shortfalls in the current provision of tertiary entrance examination, vocational education and training and TAFE delivery access to workplace learning. The honourable member alluded to the fact that, in terms of the VET subjects, for some reason the system would not cope. If he did his homework he would realise that most of the VET subjects will not be introduced until 2007 and then 2008. Obviously, we would look at where there may be some difficulty in delivery. Over the next 15 or so months we will be looking at addressing that. Does that require resources? One does not have to be Einstein to work out that if more effort is required, changes need to be made and delivery needs to be improved. I would love to live in a society in which that meant that it did not need resources. Quite clearly, it will need some resources.
Hon Norman Moore : He is talking about district high schools and they do not have years 11 and 12. Hon LJILJANNA RAVLICH : I know what the honourable member is talking about; he is trying to imply that the number of students returning to school will be so explosive that the whole system will collapse because it will not cope, and, by implication, that includes district highs. Most 15-year-olds stay at school to complete year 12 or go on to training at TAFE or private training organisations, or undertake apprenticeships or traineeships. However, it is expected that 2 500 students across the state will stay in education because of the changes to the school leaving age. I wanted to put that on the record, because it is 2 500 across the state. In relation to the specifics of the question that dealt with district high schools, intensive school-by-school analysis was undertaken across the state. The assumption in the analysis is that different and flexible forms of revision may be required to suit the various small communities. Following this analysis, the approach will be to build on quality examples of district high school provision across the state and identify where there are shortfalls in the current provision of tertiary entrance examination, vocational education and training and TAFE delivery access to workplace learning. The honourable member alluded to the fact that, in terms of the VET subjects, for some reason the system would not cope. If he did his homework he would realise that most of the VET subjects will not be introduced until 2007 and then 2008. Obviously, we would look at where there may be some difficulty in delivery. Over the next 15 or so months we will be looking at addressing that. Does that require resources? One does not have to be Einstein to work out that if more effort is required, changes need to be made and delivery needs to be improved. I would love to live in a society in which that meant that it did not need resources. Quite clearly, it will need some resources.
Hon LJILJANNA RAVLICH : I know what the honourable member is talking about; he is trying to imply that the number of students returning to school will be so explosive that the whole system will collapse because it will not cope, and, by implication, that includes district highs. Most 15-year-olds stay at school to complete year 12 or go on to training at TAFE or private training organisations, or undertake apprenticeships or traineeships. However, it is expected that 2 500 students across the state will stay in education because of the changes to the school leaving age. I wanted to put that on the record, because it is 2 500 across the state. In relation to the specifics of the question that dealt with district high schools, intensive school-by-school analysis was undertaken across the state. The assumption in the analysis is that different and flexible forms of revision may be required to suit the various small communities. Following this analysis, the approach will be to build on quality examples of district high school provision across the state and identify where there are shortfalls in the current provision of tertiary entrance examination, vocational education and training and TAFE delivery access to workplace learning. The honourable member alluded to the fact that, in terms of the VET subjects, for some reason the system would not cope. If he did his homework he would realise that most of the VET subjects will not be introduced until 2007 and then 2008. Obviously, we would look at where there may be some difficulty in delivery. Over the next 15 or so months we will be looking at addressing that. Does that require resources? One does not have to be Einstein to work out that if more effort is required, changes need to be made and delivery needs to be improved. I would love to live in a society in which that meant that it did not need resources. Quite clearly, it will need some resources.
(1) Given the government’s commitment to raise the school leaving age from 15 to 16 years of age, what measures have the government put in place to address the educational needs of students attending district high schools studying either tertiary entrance subjects or participating in vocational education and training without access to TAFE and limited work placement opportunities? (2) Has the government set aside sufficient funds in the 2005-06 budget to ensure that district high schools are adequately resourced with equipment and staff to meet their new demands? Hon LJILJANNA RAVLICH replied: I am pleased to get this question and I thank the honourable member for it. (1)-(2) The proposed changes for years 11 and 12 are the most significant reform in education in the past 40 years. The school leaving age was increased from 14 to 15 in 1966, the same year as decimal currency was introduced. Now we find some 40 years later that we will increase it again. There seems to be a little bit of scaremongering by members opposite, because they would like the public to believe that the year 11 and 12 school population will explode. Hon Norman Moore : He is talking about district high schools and they do not have years 11 and 12. Hon LJILJANNA RAVLICH : I know what the honourable member is talking about; he is trying to imply that the number of students returning to school will be so explosive that the whole system will collapse because it will not cope, and, by implication, that includes district highs. Most 15-year-olds stay at school to complete year 12 or go on to training at TAFE or private training organisations, or undertake apprenticeships or traineeships. However, it is expected that 2 500 students across the state will stay in education because of the changes to the school leaving age. I wanted to put that on the record, because it is 2 500 across the state. In relation to the specifics of the question that dealt with district high schools, intensive school-by-school analysis was undertaken across the state. The assumption in the analysis is that different and flexible forms of revision may be required to suit the various small communities. Following this analysis, the approach will be to build on quality examples of district high school provision across the state and identify where there are shortfalls in the current provision of tertiary entrance examination, vocational education and training and TAFE delivery access to workplace learning. The honourable member alluded to the fact that, in terms of the VET subjects, for some reason the system would not cope. If he did his homework he would realise that most of the VET subjects will not be introduced until 2007 and then 2008. Obviously, we would look at where there may be some difficulty in delivery. Over the next 15 or so months we will be looking at addressing that. Does that require resources? One does not have to be Einstein to work out that if more effort is required, changes need to be made and delivery needs to be improved. I would love to live in a society in which that meant that it did not need resources. Quite clearly, it will need some resources.
(2) Has the government set aside sufficient funds in the 2005-06 budget to ensure that district high schools are adequately resourced with equipment and staff to meet their new demands? Hon LJILJANNA RAVLICH replied: I am pleased to get this question and I thank the honourable member for it. (1)-(2) The proposed changes for years 11 and 12 are the most significant reform in education in the past 40 years. The school leaving age was increased from 14 to 15 in 1966, the same year as decimal currency was introduced. Now we find some 40 years later that we will increase it again. There seems to be a little bit of scaremongering by members opposite, because they would like the public to believe that the year 11 and 12 school population will explode. Hon Norman Moore : He is talking about district high schools and they do not have years 11 and 12. Hon LJILJANNA RAVLICH : I know what the honourable member is talking about; he is trying to imply that the number of students returning to school will be so explosive that the whole system will collapse because it will not cope, and, by implication, that includes district highs. Most 15-year-olds stay at school to complete year 12 or go on to training at TAFE or private training organisations, or undertake apprenticeships or traineeships. However, it is expected that 2 500 students across the state will stay in education because of the changes to the school leaving age. I wanted to put that on the record, because it is 2 500 across the state. In relation to the specifics of the question that dealt with district high schools, intensive school-by-school analysis was undertaken across the state. The assumption in the analysis is that different and flexible forms of revision may be required to suit the various small communities. Following this analysis, the approach will be to build on quality examples of district high school provision across the state and identify where there are shortfalls in the current provision of tertiary entrance examination, vocational education and training and TAFE delivery access to workplace learning. The honourable member alluded to the fact that, in terms of the VET subjects, for some reason the system would not cope. If he did his homework he would realise that most of the VET subjects will not be introduced until 2007 and then 2008. Obviously, we would look at where there may be some difficulty in delivery. Over the next 15 or so months we will be looking at addressing that. Does that require resources? One does not have to be Einstein to work out that if more effort is required, changes need to be made and delivery needs to be improved. I would love to live in a society in which that meant that it did not need resources. Quite clearly, it will need some resources.
Hon LJILJANNA RAVLICH replied: I am pleased to get this question and I thank the honourable member for it. (1)-(2) The proposed changes for years 11 and 12 are the most significant reform in education in the past 40 years. The school leaving age was increased from 14 to 15 in 1966, the same year as decimal currency was introduced. Now we find some 40 years later that we will increase it again. There seems to be a little bit of scaremongering by members opposite, because they would like the public to believe that the year 11 and 12 school population will explode. Hon Norman Moore : He is talking about district high schools and they do not have years 11 and 12. Hon LJILJANNA RAVLICH : I know what the honourable member is talking about; he is trying to imply that the number of students returning to school will be so explosive that the whole system will collapse because it will not cope, and, by implication, that includes district highs. Most 15-year-olds stay at school to complete year 12 or go on to training at TAFE or private training organisations, or undertake apprenticeships or traineeships. However, it is expected that 2 500 students across the state will stay in education because of the changes to the school leaving age. I wanted to put that on the record, because it is 2 500 across the state. In relation to the specifics of the question that dealt with district high schools, intensive school-by-school analysis was undertaken across the state. The assumption in the analysis is that different and flexible forms of revision may be required to suit the various small communities. Following this analysis, the approach will be to build on quality examples of district high school provision across the state and identify where there are shortfalls in the current provision of tertiary entrance examination, vocational education and training and TAFE delivery access to workplace learning. The honourable member alluded to the fact that, in terms of the VET subjects, for some reason the system would not cope. If he did his homework he would realise that most of the VET subjects will not be introduced until 2007 and then 2008. Obviously, we would look at where there may be some difficulty in delivery. Over the next 15 or so months we will be looking at addressing that. Does that require resources? One does not have to be Einstein to work out that if more effort is required, changes need to be made and delivery needs to be improved. I would love to live in a society in which that meant that it did not need resources. Quite clearly, it will need some resources.
I am pleased to get this question and I thank the honourable member for it. (1)-(2) The proposed changes for years 11 and 12 are the most significant reform in education in the past 40 years. The school leaving age was increased from 14 to 15 in 1966, the same year as decimal currency was introduced. Now we find some 40 years later that we will increase it again. There seems to be a little bit of scaremongering by members opposite, because they would like the public to believe that the year 11 and 12 school population will explode. Hon Norman Moore : He is talking about district high schools and they do not have years 11 and 12. Hon LJILJANNA RAVLICH : I know what the honourable member is talking about; he is trying to imply that the number of students returning to school will be so explosive that the whole system will collapse because it will not cope, and, by implication, that includes district highs. Most 15-year-olds stay at school to complete year 12 or go on to training at TAFE or private training organisations, or undertake apprenticeships or traineeships. However, it is expected that 2 500 students across the state will stay in education because of the changes to the school leaving age. I wanted to put that on the record, because it is 2 500 across the state. In relation to the specifics of the question that dealt with district high schools, intensive school-by-school analysis was undertaken across the state. The assumption in the analysis is that different and flexible forms of revision may be required to suit the various small communities. Following this analysis, the approach will be to build on quality examples of district high school provision across the state and identify where there are shortfalls in the current provision of tertiary entrance examination, vocational education and training and TAFE delivery access to workplace learning. The honourable member alluded to the fact that, in terms of the VET subjects, for some reason the system would not cope. If he did his homework he would realise that most of the VET subjects will not be introduced until 2007 and then 2008. Obviously, we would look at where there may be some difficulty in delivery. Over the next 15 or so months we will be looking at addressing that. Does that require resources? One does not have to be Einstein to work out that if more effort is required, changes need to be made and delivery needs to be improved. I would love to live in a society in which that meant that it did not need resources. Quite clearly, it will need some resources.
(1)-(2) The proposed changes for years 11 and 12 are the most significant reform in education in the past 40 years. The school leaving age was increased from 14 to 15 in 1966, the same year as decimal currency was introduced. Now we find some 40 years later that we will increase it again. There seems to be a little bit of scaremongering by members opposite, because they would like the public to believe that the year 11 and 12 school population will explode. Hon Norman Moore : He is talking about district high schools and they do not have years 11 and 12. Hon LJILJANNA RAVLICH : I know what the honourable member is talking about; he is trying to imply that the number of students returning to school will be so explosive that the whole system will collapse because it will not cope, and, by implication, that includes district highs. Most 15-year-olds stay at school to complete year 12 or go on to training at TAFE or private training organisations, or undertake apprenticeships or traineeships. However, it is expected that 2 500 students across the state will stay in education because of the changes to the school leaving age. I wanted to put that on the record, because it is 2 500 across the state. In relation to the specifics of the question that dealt with district high schools, intensive school-by-school analysis was undertaken across the state. The assumption in the analysis is that different and flexible forms of revision may be required to suit the various small communities. Following this analysis, the approach will be to build on quality examples of district high school provision across the state and identify where there are shortfalls in the current provision of tertiary entrance examination, vocational education and training and TAFE delivery access to workplace learning. The honourable member alluded to the fact that, in terms of the VET subjects, for some reason the system would not cope. If he did his homework he would realise that most of the VET subjects will not be introduced until 2007 and then 2008. Obviously, we would look at where there may be some difficulty in delivery. Over the next 15 or so months we will be looking at addressing that. Does that require resources? One does not have to be Einstein to work out that if more effort is required, changes need to be made and delivery needs to be improved. I would love to live in a society in which that meant that it did not need resources. Quite clearly, it will need some resources.
Hon Norman Moore : He is talking about district high schools and they do not have years 11 and 12. Hon LJILJANNA RAVLICH : I know what the honourable member is talking about; he is trying to imply that the number of students returning to school will be so explosive that the whole system will collapse because it will not cope, and, by implication, that includes district highs. Most 15-year-olds stay at school to complete year 12 or go on to training at TAFE or private training organisations, or undertake apprenticeships or traineeships. However, it is expected that 2 500 students across the state will stay in education because of the changes to the school leaving age. I wanted to put that on the record, because it is 2 500 across the state. In relation to the specifics of the question that dealt with district high schools, intensive school-by-school analysis was undertaken across the state. The assumption in the analysis is that different and flexible forms of revision may be required to suit the various small communities. Following this analysis, the approach will be to build on quality examples of district high school provision across the state and identify where there are shortfalls in the current provision of tertiary entrance examination, vocational education and training and TAFE delivery access to workplace learning. The honourable member alluded to the fact that, in terms of the VET subjects, for some reason the system would not cope. If he did his homework he would realise that most of the VET subjects will not be introduced until 2007 and then 2008. Obviously, we would look at where there may be some difficulty in delivery. Over the next 15 or so months we will be looking at addressing that. Does that require resources? One does not have to be Einstein to work out that if more effort is required, changes need to be made and delivery needs to be improved. I would love to live in a society in which that meant that it did not need resources. Quite clearly, it will need some resources.
Hon LJILJANNA RAVLICH : I know what the honourable member is talking about; he is trying to imply that the number of students returning to school will be so explosive that the whole system will collapse because it will not cope, and, by implication, that includes district highs. Most 15-year-olds stay at school to complete year 12 or go on to training at TAFE or private training organisations, or undertake apprenticeships or traineeships. However, it is expected that 2 500 students across the state will stay in education because of the changes to the school leaving age. I wanted to put that on the record, because it is 2 500 across the state. In relation to the specifics of the question that dealt with district high schools, intensive school-by-school analysis was undertaken across the state. The assumption in the analysis is that different and flexible forms of revision may be required to suit the various small communities. Following this analysis, the approach will be to build on quality examples of district high school provision across the state and identify where there are shortfalls in the current provision of tertiary entrance examination, vocational education and training and TAFE delivery access to workplace learning. The honourable member alluded to the fact that, in terms of the VET subjects, for some reason the system would not cope. If he did his homework he would realise that most of the VET subjects will not be introduced until 2007 and then 2008. Obviously, we would look at where there may be some difficulty in delivery. Over the next 15 or so months we will be looking at addressing that. Does that require resources? One does not have to be Einstein to work out that if more effort is required, changes need to be made and delivery needs to be improved. I would love to live in a society in which that meant that it did not need resources. Quite clearly, it will need some resources.
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