❓ A WA parliamentary question on notice regarding education and training, focusing on TAFE rationalisation, teacher numbers, disability services, teacher agreements, output data, and Year 12 retention rates in regional areas. The government provides detailed responses, indicating ongoing reviews and negotiations.
AnsweredQoN 1611Legislative Assembly
QuestionView source ↗
(1) I refer to page 900, Significant Issues and Trends, last dot point and specifically to the Government's stated plans to rationalise corporate services across Education and Training in relation to regional TAFE Colleges and the fact that many of the so-called ‘corporate service’ staff also perform other critical functions in the smaller TAFE colleges hence if these positions are removed, the colleges will be left short staffed and ask does the Government propose to offer compensating funding or staffing arrangements to these TAFE colleges to help overcome the problem?
(2) I refer to page 900, Major Achievements for 2002-2003, dot point 2 and specifically to the appointment of 350 additional primary teachers in 2002-2003 and ask -
(a) are the 350 additional primary teachers a net increase on the number of primary school teachers employed in 2001-2002;
(b) are the 350 additional primary teachers inclusive or exclusive of specialist primary teachers, such as LOTE and Numeracy and Literacy Teachers; and
(c) how many of these additional 350 primary school teachers were appointed to regional schools?
(3) I refer to page 901, Major Achievements for 2002-2003, dot point 5 and specifically to the report of educational services for children with disabilities and ask -
(a) has the report been finalised;
(b) if the report has been finalised, what is the Government response to the report; and
(c) is the report likely to result in a change to current policies for children with disabilities, particularly in regional areas and if so how?
(4) I refer to page 902, Major Initiatives for 2003-2004, first dot point and specifically to the proposed negotiation of a Certified Agreement for teaching staff in schools and ask will the Minister advise whether or not this agreement provides any incentives to retain or attract teachers to regional areas?
(5) I refer to pages 906 and 907, Output 1, Output Performance Measures and specifically to the data used to measure these outputs and ask -
(a) is a breakdown of this data available for each sub-group and in particular non-metropolitan schools; and
(b) if so, how does the non-metropolitan school sub-group compare with the metropolitan sub-group?
(6) I refer to page 910, Output 2: Secondary Education, supplementary information on Quantity, Quality and Effectiveness and specifically to the information provided on the non-metropolitan students and the estimate that only 49.7% of these students will continue studying to year 12, well below the 69.2% expected to continue to year 12 in the metropolitan area and ask -
(a) will the Minister explain the reasons behind this lower estimate for non-metropolitan students;
(b) will the Minister explain the strategies that the Government has in place to address this problem; and
(c) does the figure of 49.7% allow for those country students who are at a Country School in Year 8, but have graduated from a city school in year 12 because they have no Year 11 and Year 12 Schools in their area?
(2) I refer to page 900, Major Achievements for 2002-2003, dot point 2 and specifically to the appointment of 350 additional primary teachers in 2002-2003 and ask -
(a) are the 350 additional primary teachers a net increase on the number of primary school teachers employed in 2001-2002;
(b) are the 350 additional primary teachers inclusive or exclusive of specialist primary teachers, such as LOTE and Numeracy and Literacy Teachers; and
(c) how many of these additional 350 primary school teachers were appointed to regional schools?
(3) I refer to page 901, Major Achievements for 2002-2003, dot point 5 and specifically to the report of educational services for children with disabilities and ask -
(a) has the report been finalised;
(b) if the report has been finalised, what is the Government response to the report; and
(c) is the report likely to result in a change to current policies for children with disabilities, particularly in regional areas and if so how?
(4) I refer to page 902, Major Initiatives for 2003-2004, first dot point and specifically to the proposed negotiation of a Certified Agreement for teaching staff in schools and ask will the Minister advise whether or not this agreement provides any incentives to retain or attract teachers to regional areas?
(5) I refer to pages 906 and 907, Output 1, Output Performance Measures and specifically to the data used to measure these outputs and ask -
(a) is a breakdown of this data available for each sub-group and in particular non-metropolitan schools; and
(b) if so, how does the non-metropolitan school sub-group compare with the metropolitan sub-group?
(6) I refer to page 910, Output 2: Secondary Education, supplementary information on Quantity, Quality and Effectiveness and specifically to the information provided on the non-metropolitan students and the estimate that only 49.7% of these students will continue studying to year 12, well below the 69.2% expected to continue to year 12 in the metropolitan area and ask -
(a) will the Minister explain the reasons behind this lower estimate for non-metropolitan students;
(b) will the Minister explain the strategies that the Government has in place to address this problem; and
(c) does the figure of 49.7% allow for those country students who are at a Country School in Year 8, but have graduated from a city school in year 12 because they have no Year 11 and Year 12 Schools in their area?
AnswerView source ↗
Answered
12 August 2003
Responded by
Minister for Education and Training
Response time
70 days
(b) are the 350 additional primary teachers inclusive or exclusive of specialist primary teachers, such as LOTE and Numeracy and Literacy Teachers; and (c) how many of these additional 350 primary school teachers were appointed to regional schools?
(c) how many of these additional 350 primary school teachers were appointed to regional schools?
(b) if the report has been finalised, what is the Government response to the report; and (c) is the report likely to result in a change to current policies for children with disabilities, particularly in regional areas and if so how?
(c) is the report likely to result in a change to current policies for children with disabilities, particularly in regional areas and if so how?
(b) if so, how does the non-metropolitan school sub-group compare with the metropolitan sub-group?
(b) will the Minister explain the strategies that the Government has in place to address this problem; and (c) does the figure of 49.7% allow for those country students who are at a Country School in Year 8, but have graduated from a city school in year 12 because they have no Year 11 and Year 12 Schools in their area?
(c) does the figure of 49.7% allow for those country students who are at a Country School in Year 8, but have graduated from a city school in year 12 because they have no Year 11 and Year 12 Schools in their area?
The project included a detailed analysis of corporate services functions, process and organisation redesign and governance. An impact analysis of shared services in regional areas influenced the projects benefits realisation. The TAFEWA shared services initiative is being managed in conjunction with the merger of the Departments of Education and Training and the Functional Review Implementation Taskforce (FRIT) corporate services and procurement reform process. Any implementation of a shared corporate service model with regional colleges will be negotiated with all stakeholders. A shared services model incorporating a greater customer focus within a more efficient service will require that the full impact of regional influences is taken into account. (2) (a) Yes. The staffing allocation to primary schools and district high schools increased by 354.6 full-time equivalent teachers for the commencement of the 2003 school year. (b) The 354.6 additional full-time equivalent teachers do not include teachers appointed as part of the ‘Getting it Right’ literacy and numeracy strategy. (c) The 354.6 full-time equivalent teachers were appointed to all government schools across the State with student enrolments in Years 1, 2 or 3. An additional 106.92 full-time equivalent teachers were allocated to primary and district high schools in rural regions. (3) (a) No, it is in its final draft. (b) Not applicable. (c) The report contains 20 major recommendations and a raft of strategies to support local school communities and to empower teachers throughout the State to provide effective educational programs for students with disabilities, learning difficulties and learning impairments. The recommendations, if accepted, will bring the current enrolment policy in relation to students with disabilities, in line with existing legislation. For students in rural and remote areas it is anticipated there may be very limited change to current enrolment practice but it could be anticipated supports to these schools would be strengthened. (4) While it is not appropriate to discuss specific initiatives during negotiations, the replacement teachers’ agreement currently being negotiated between the Department of Education and Training and Australian Education Union may provide incentives to retain and attract teachers to regional areas. (5) (a) Yes. (b) See 2002 information attached. (6) (a) The figure of 49.7% is an estimate based on Semester 2, 2002 data. The figure should be interpreted cautiously. At best it is an estimate of the proportion of students who commenced Year 8 in non-metropolitan government schools who will continue to Year 12 in a non-metropolitan government school. It does not include those students who commenced Year 8 in a non-metropolitan government school, but will continue to Year 12 either in non-government schools (regardless of location) or metropolitan government schools. The figure is therefore an underestimate of the number of non-metropolitan students who will continue through to Year 12. A more accurate estimate is not available because of the way the data are collected. (b) Western Australia’s relatively poor retention rate is being addressed by - · raising the age of compulsory education is under active consideration. · the amalgamation of the former Departments of Education and Training has enabled the government to set the increased retention of 15-19 year olds as the major priority for all sectors: schools, TAFE colleges and universities. · the Department developing action plans to increase the number of apprenticeships and traineeships for this age group, to improve guidance and counselling for students, to improve articulation between TAFE and university and ensure that there is strong and close collaboration among schools, TAFE colleges, community-based youth services and employers at all levels of the system, especially at the local level. · the Curriculum Council completing the most searching review of the upper-secondary curriculum ever undertaken in Western Australia and the design of recommended new courses of study well under way. (c) No. They are included in the metropolitan figures.
The TAFEWA shared services initiative is being managed in conjunction with the merger of the Departments of Education and Training and the Functional Review Implementation Taskforce (FRIT) corporate services and procurement reform process. Any implementation of a shared corporate service model with regional colleges will be negotiated with all stakeholders. A shared services model incorporating a greater customer focus within a more efficient service will require that the full impact of regional influences is taken into account. (2) (a) Yes. The staffing allocation to primary schools and district high schools increased by 354.6 full-time equivalent teachers for the commencement of the 2003 school year. (b) The 354.6 additional full-time equivalent teachers do not include teachers appointed as part of the ‘Getting it Right’ literacy and numeracy strategy. (c) The 354.6 full-time equivalent teachers were appointed to all government schools across the State with student enrolments in Years 1, 2 or 3. An additional 106.92 full-time equivalent teachers were allocated to primary and district high schools in rural regions. (3) (a) No, it is in its final draft. (b) Not applicable. (c) The report contains 20 major recommendations and a raft of strategies to support local school communities and to empower teachers throughout the State to provide effective educational programs for students with disabilities, learning difficulties and learning impairments. The recommendations, if accepted, will bring the current enrolment policy in relation to students with disabilities, in line with existing legislation. For students in rural and remote areas it is anticipated there may be very limited change to current enrolment practice but it could be anticipated supports to these schools would be strengthened. (4) While it is not appropriate to discuss specific initiatives during negotiations, the replacement teachers’ agreement currently being negotiated between the Department of Education and Training and Australian Education Union may provide incentives to retain and attract teachers to regional areas. (5) (a) Yes. (b) See 2002 information attached. (6) (a) The figure of 49.7% is an estimate based on Semester 2, 2002 data. The figure should be interpreted cautiously. At best it is an estimate of the proportion of students who commenced Year 8 in non-metropolitan government schools who will continue to Year 12 in a non-metropolitan government school. It does not include those students who commenced Year 8 in a non-metropolitan government school, but will continue to Year 12 either in non-government schools (regardless of location) or metropolitan government schools. The figure is therefore an underestimate of the number of non-metropolitan students who will continue through to Year 12. A more accurate estimate is not available because of the way the data are collected. (b) Western Australia’s relatively poor retention rate is being addressed by - · raising the age of compulsory education is under active consideration. · the amalgamation of the former Departments of Education and Training has enabled the government to set the increased retention of 15-19 year olds as the major priority for all sectors: schools, TAFE colleges and universities. · the Department developing action plans to increase the number of apprenticeships and traineeships for this age group, to improve guidance and counselling for students, to improve articulation between TAFE and university and ensure that there is strong and close collaboration among schools, TAFE colleges, community-based youth services and employers at all levels of the system, especially at the local level. · the Curriculum Council completing the most searching review of the upper-secondary curriculum ever undertaken in Western Australia and the design of recommended new courses of study well under way. (c) No. They are included in the metropolitan figures.
Any implementation of a shared corporate service model with regional colleges will be negotiated with all stakeholders. A shared services model incorporating a greater customer focus within a more efficient service will require that the full impact of regional influences is taken into account. (2) (a) Yes. The staffing allocation to primary schools and district high schools increased by 354.6 full-time equivalent teachers for the commencement of the 2003 school year. (b) The 354.6 additional full-time equivalent teachers do not include teachers appointed as part of the ‘Getting it Right’ literacy and numeracy strategy. (c) The 354.6 full-time equivalent teachers were appointed to all government schools across the State with student enrolments in Years 1, 2 or 3. An additional 106.92 full-time equivalent teachers were allocated to primary and district high schools in rural regions. (3) (a) No, it is in its final draft. (b) Not applicable. (c) The report contains 20 major recommendations and a raft of strategies to support local school communities and to empower teachers throughout the State to provide effective educational programs for students with disabilities, learning difficulties and learning impairments. The recommendations, if accepted, will bring the current enrolment policy in relation to students with disabilities, in line with existing legislation. For students in rural and remote areas it is anticipated there may be very limited change to current enrolment practice but it could be anticipated supports to these schools would be strengthened. (4) While it is not appropriate to discuss specific initiatives during negotiations, the replacement teachers’ agreement currently being negotiated between the Department of Education and Training and Australian Education Union may provide incentives to retain and attract teachers to regional areas. (5) (a) Yes. (b) See 2002 information attached. (6) (a) The figure of 49.7% is an estimate based on Semester 2, 2002 data. The figure should be interpreted cautiously. At best it is an estimate of the proportion of students who commenced Year 8 in non-metropolitan government schools who will continue to Year 12 in a non-metropolitan government school. It does not include those students who commenced Year 8 in a non-metropolitan government school, but will continue to Year 12 either in non-government schools (regardless of location) or metropolitan government schools. The figure is therefore an underestimate of the number of non-metropolitan students who will continue through to Year 12. A more accurate estimate is not available because of the way the data are collected. (b) Western Australia’s relatively poor retention rate is being addressed by - · raising the age of compulsory education is under active consideration. · the amalgamation of the former Departments of Education and Training has enabled the government to set the increased retention of 15-19 year olds as the major priority for all sectors: schools, TAFE colleges and universities. · the Department developing action plans to increase the number of apprenticeships and traineeships for this age group, to improve guidance and counselling for students, to improve articulation between TAFE and university and ensure that there is strong and close collaboration among schools, TAFE colleges, community-based youth services and employers at all levels of the system, especially at the local level. · the Curriculum Council completing the most searching review of the upper-secondary curriculum ever undertaken in Western Australia and the design of recommended new courses of study well under way. (c) No. They are included in the metropolitan figures.
(2) (a) Yes. The staffing allocation to primary schools and district high schools increased by 354.6 full-time equivalent teachers for the commencement of the 2003 school year. (b) The 354.6 additional full-time equivalent teachers do not include teachers appointed as part of the ‘Getting it Right’ literacy and numeracy strategy. (c) The 354.6 full-time equivalent teachers were appointed to all government schools across the State with student enrolments in Years 1, 2 or 3. An additional 106.92 full-time equivalent teachers were allocated to primary and district high schools in rural regions. (3) (a) No, it is in its final draft. (b) Not applicable. (c) The report contains 20 major recommendations and a raft of strategies to support local school communities and to empower teachers throughout the State to provide effective educational programs for students with disabilities, learning difficulties and learning impairments. The recommendations, if accepted, will bring the current enrolment policy in relation to students with disabilities, in line with existing legislation. For students in rural and remote areas it is anticipated there may be very limited change to current enrolment practice but it could be anticipated supports to these schools would be strengthened. (4) While it is not appropriate to discuss specific initiatives during negotiations, the replacement teachers’ agreement currently being negotiated between the Department of Education and Training and Australian Education Union may provide incentives to retain and attract teachers to regional areas. (5) (a) Yes. (b) See 2002 information attached. (6) (a) The figure of 49.7% is an estimate based on Semester 2, 2002 data. The figure should be interpreted cautiously. At best it is an estimate of the proportion of students who commenced Year 8 in non-metropolitan government schools who will continue to Year 12 in a non-metropolitan government school. It does not include those students who commenced Year 8 in a non-metropolitan government school, but will continue to Year 12 either in non-government schools (regardless of location) or metropolitan government schools. The figure is therefore an underestimate of the number of non-metropolitan students who will continue through to Year 12. A more accurate estimate is not available because of the way the data are collected. (b) Western Australia’s relatively poor retention rate is being addressed by - · raising the age of compulsory education is under active consideration. · the amalgamation of the former Departments of Education and Training has enabled the government to set the increased retention of 15-19 year olds as the major priority for all sectors: schools, TAFE colleges and universities. · the Department developing action plans to increase the number of apprenticeships and traineeships for this age group, to improve guidance and counselling for students, to improve articulation between TAFE and university and ensure that there is strong and close collaboration among schools, TAFE colleges, community-based youth services and employers at all levels of the system, especially at the local level. · the Curriculum Council completing the most searching review of the upper-secondary curriculum ever undertaken in Western Australia and the design of recommended new courses of study well under way. (c) No. They are included in the metropolitan figures.
(a) Yes. The staffing allocation to primary schools and district high schools increased by 354.6 full-time equivalent teachers for the commencement of the 2003 school year. (b) The 354.6 additional full-time equivalent teachers do not include teachers appointed as part of the ‘Getting it Right’ literacy and numeracy strategy. (c) The 354.6 full-time equivalent teachers were appointed to all government schools across the State with student enrolments in Years 1, 2 or 3. An additional 106.92 full-time equivalent teachers were allocated to primary and district high schools in rural regions. (3) (a) No, it is in its final draft. (b) Not applicable. (c) The report contains 20 major recommendations and a raft of strategies to support local school communities and to empower teachers throughout the State to provide effective educational programs for students with disabilities, learning difficulties and learning impairments. The recommendations, if accepted, will bring the current enrolment policy in relation to students with disabilities, in line with existing legislation. For students in rural and remote areas it is anticipated there may be very limited change to current enrolment practice but it could be anticipated supports to these schools would be strengthened. (4) While it is not appropriate to discuss specific initiatives during negotiations, the replacement teachers’ agreement currently being negotiated between the Department of Education and Training and Australian Education Union may provide incentives to retain and attract teachers to regional areas. (5) (a) Yes. (b) See 2002 information attached. (6) (a) The figure of 49.7% is an estimate based on Semester 2, 2002 data. The figure should be interpreted cautiously. At best it is an estimate of the proportion of students who commenced Year 8 in non-metropolitan government schools who will continue to Year 12 in a non-metropolitan government school. It does not include those students who commenced Year 8 in a non-metropolitan government school, but will continue to Year 12 either in non-government schools (regardless of location) or metropolitan government schools. The figure is therefore an underestimate of the number of non-metropolitan students who will continue through to Year 12. A more accurate estimate is not available because of the way the data are collected. (b) Western Australia’s relatively poor retention rate is being addressed by - · raising the age of compulsory education is under active consideration. · the amalgamation of the former Departments of Education and Training has enabled the government to set the increased retention of 15-19 year olds as the major priority for all sectors: schools, TAFE colleges and universities. · the Department developing action plans to increase the number of apprenticeships and traineeships for this age group, to improve guidance and counselling for students, to improve articulation between TAFE and university and ensure that there is strong and close collaboration among schools, TAFE colleges, community-based youth services and employers at all levels of the system, especially at the local level. · the Curriculum Council completing the most searching review of the upper-secondary curriculum ever undertaken in Western Australia and the design of recommended new courses of study well under way. (c) No. They are included in the metropolitan figures.
(b) The 354.6 additional full-time equivalent teachers do not include teachers appointed as part of the ‘Getting it Right’ literacy and numeracy strategy. (c) The 354.6 full-time equivalent teachers were appointed to all government schools across the State with student enrolments in Years 1, 2 or 3. An additional 106.92 full-time equivalent teachers were allocated to primary and district high schools in rural regions. (3) (a) No, it is in its final draft. (b) Not applicable. (c) The report contains 20 major recommendations and a raft of strategies to support local school communities and to empower teachers throughout the State to provide effective educational programs for students with disabilities, learning difficulties and learning impairments. The recommendations, if accepted, will bring the current enrolment policy in relation to students with disabilities, in line with existing legislation. For students in rural and remote areas it is anticipated there may be very limited change to current enrolment practice but it could be anticipated supports to these schools would be strengthened. (4) While it is not appropriate to discuss specific initiatives during negotiations, the replacement teachers’ agreement currently being negotiated between the Department of Education and Training and Australian Education Union may provide incentives to retain and attract teachers to regional areas. (5) (a) Yes. (b) See 2002 information attached. (6) (a) The figure of 49.7% is an estimate based on Semester 2, 2002 data. The figure should be interpreted cautiously. At best it is an estimate of the proportion of students who commenced Year 8 in non-metropolitan government schools who will continue to Year 12 in a non-metropolitan government school. It does not include those students who commenced Year 8 in a non-metropolitan government school, but will continue to Year 12 either in non-government schools (regardless of location) or metropolitan government schools. The figure is therefore an underestimate of the number of non-metropolitan students who will continue through to Year 12. A more accurate estimate is not available because of the way the data are collected. (b) Western Australia’s relatively poor retention rate is being addressed by - · raising the age of compulsory education is under active consideration. · the amalgamation of the former Departments of Education and Training has enabled the government to set the increased retention of 15-19 year olds as the major priority for all sectors: schools, TAFE colleges and universities. · the Department developing action plans to increase the number of apprenticeships and traineeships for this age group, to improve guidance and counselling for students, to improve articulation between TAFE and university and ensure that there is strong and close collaboration among schools, TAFE colleges, community-based youth services and employers at all levels of the system, especially at the local level. · the Curriculum Council completing the most searching review of the upper-secondary curriculum ever undertaken in Western Australia and the design of recommended new courses of study well under way. (c) No. They are included in the metropolitan figures.
(c) The 354.6 full-time equivalent teachers were appointed to all government schools across the State with student enrolments in Years 1, 2 or 3. An additional 106.92 full-time equivalent teachers were allocated to primary and district high schools in rural regions. (3) (a) No, it is in its final draft. (b) Not applicable. (c) The report contains 20 major recommendations and a raft of strategies to support local school communities and to empower teachers throughout the State to provide effective educational programs for students with disabilities, learning difficulties and learning impairments. The recommendations, if accepted, will bring the current enrolment policy in relation to students with disabilities, in line with existing legislation. For students in rural and remote areas it is anticipated there may be very limited change to current enrolment practice but it could be anticipated supports to these schools would be strengthened. (4) While it is not appropriate to discuss specific initiatives during negotiations, the replacement teachers’ agreement currently being negotiated between the Department of Education and Training and Australian Education Union may provide incentives to retain and attract teachers to regional areas. (5) (a) Yes. (b) See 2002 information attached. (6) (a) The figure of 49.7% is an estimate based on Semester 2, 2002 data. The figure should be interpreted cautiously. At best it is an estimate of the proportion of students who commenced Year 8 in non-metropolitan government schools who will continue to Year 12 in a non-metropolitan government school. It does not include those students who commenced Year 8 in a non-metropolitan government school, but will continue to Year 12 either in non-government schools (regardless of location) or metropolitan government schools. The figure is therefore an underestimate of the number of non-metropolitan students who will continue through to Year 12. A more accurate estimate is not available because of the way the data are collected. (b) Western Australia’s relatively poor retention rate is being addressed by - · raising the age of compulsory education is under active consideration. · the amalgamation of the former Departments of Education and Training has enabled the government to set the increased retention of 15-19 year olds as the major priority for all sectors: schools, TAFE colleges and universities. · the Department developing action plans to increase the number of apprenticeships and traineeships for this age group, to improve guidance and counselling for students, to improve articulation between TAFE and university and ensure that there is strong and close collaboration among schools, TAFE colleges, community-based youth services and employers at all levels of the system, especially at the local level. · the Curriculum Council completing the most searching review of the upper-secondary curriculum ever undertaken in Western Australia and the design of recommended new courses of study well under way. (c) No. They are included in the metropolitan figures.
(3) (a) No, it is in its final draft. (b) Not applicable. (c) The report contains 20 major recommendations and a raft of strategies to support local school communities and to empower teachers throughout the State to provide effective educational programs for students with disabilities, learning difficulties and learning impairments. The recommendations, if accepted, will bring the current enrolment policy in relation to students with disabilities, in line with existing legislation. For students in rural and remote areas it is anticipated there may be very limited change to current enrolment practice but it could be anticipated supports to these schools would be strengthened. (4) While it is not appropriate to discuss specific initiatives during negotiations, the replacement teachers’ agreement currently being negotiated between the Department of Education and Training and Australian Education Union may provide incentives to retain and attract teachers to regional areas. (5) (a) Yes. (b) See 2002 information attached. (6) (a) The figure of 49.7% is an estimate based on Semester 2, 2002 data. The figure should be interpreted cautiously. At best it is an estimate of the proportion of students who commenced Year 8 in non-metropolitan government schools who will continue to Year 12 in a non-metropolitan government school. It does not include those students who commenced Year 8 in a non-metropolitan government school, but will continue to Year 12 either in non-government schools (regardless of location) or metropolitan government schools. The figure is therefore an underestimate of the number of non-metropolitan students who will continue through to Year 12. A more accurate estimate is not available because of the way the data are collected. (b) Western Australia’s relatively poor retention rate is being addressed by - · raising the age of compulsory education is under active consideration. · the amalgamation of the former Departments of Education and Training has enabled the government to set the increased retention of 15-19 year olds as the major priority for all sectors: schools, TAFE colleges and universities. · the Department developing action plans to increase the number of apprenticeships and traineeships for this age group, to improve guidance and counselling for students, to improve articulation between TAFE and university and ensure that there is strong and close collaboration among schools, TAFE colleges, community-based youth services and employers at all levels of the system, especially at the local level. · the Curriculum Council completing the most searching review of the upper-secondary curriculum ever undertaken in Western Australia and the design of recommended new courses of study well under way. (c) No. They are included in the metropolitan figures.
(a) No, it is in its final draft. (b) Not applicable. (c) The report contains 20 major recommendations and a raft of strategies to support local school communities and to empower teachers throughout the State to provide effective educational programs for students with disabilities, learning difficulties and learning impairments. The recommendations, if accepted, will bring the current enrolment policy in relation to students with disabilities, in line with existing legislation. For students in rural and remote areas it is anticipated there may be very limited change to current enrolment practice but it could be anticipated supports to these schools would be strengthened. (4) While it is not appropriate to discuss specific initiatives during negotiations, the replacement teachers’ agreement currently being negotiated between the Department of Education and Training and Australian Education Union may provide incentives to retain and attract teachers to regional areas. (5) (a) Yes. (b) See 2002 information attached. (6) (a) The figure of 49.7% is an estimate based on Semester 2, 2002 data. The figure should be interpreted cautiously. At best it is an estimate of the proportion of students who commenced Year 8 in non-metropolitan government schools who will continue to Year 12 in a non-metropolitan government school. It does not include those students who commenced Year 8 in a non-metropolitan government school, but will continue to Year 12 either in non-government schools (regardless of location) or metropolitan government schools. The figure is therefore an underestimate of the number of non-metropolitan students who will continue through to Year 12. A more accurate estimate is not available because of the way the data are collected. (b) Western Australia’s relatively poor retention rate is being addressed by - · raising the age of compulsory education is under active consideration. · the amalgamation of the former Departments of Education and Training has enabled the government to set the increased retention of 15-19 year olds as the major priority for all sectors: schools, TAFE colleges and universities. · the Department developing action plans to increase the number of apprenticeships and traineeships for this age group, to improve guidance and counselling for students, to improve articulation between TAFE and university and ensure that there is strong and close collaboration among schools, TAFE colleges, community-based youth services and employers at all levels of the system, especially at the local level. · the Curriculum Council completing the most searching review of the upper-secondary curriculum ever undertaken in Western Australia and the design of recommended new courses of study well under way. (c) No. They are included in the metropolitan figures.
(b) Not applicable. (c) The report contains 20 major recommendations and a raft of strategies to support local school communities and to empower teachers throughout the State to provide effective educational programs for students with disabilities, learning difficulties and learning impairments. The recommendations, if accepted, will bring the current enrolment policy in relation to students with disabilities, in line with existing legislation. For students in rural and remote areas it is anticipated there may be very limited change to current enrolment practice but it could be anticipated supports to these schools would be strengthened. (4) While it is not appropriate to discuss specific initiatives during negotiations, the replacement teachers’ agreement currently being negotiated between the Department of Education and Training and Australian Education Union may provide incentives to retain and attract teachers to regional areas. (5) (a) Yes. (b) See 2002 information attached. (6) (a) The figure of 49.7% is an estimate based on Semester 2, 2002 data. The figure should be interpreted cautiously. At best it is an estimate of the proportion of students who commenced Year 8 in non-metropolitan government schools who will continue to Year 12 in a non-metropolitan government school. It does not include those students who commenced Year 8 in a non-metropolitan government school, but will continue to Year 12 either in non-government schools (regardless of location) or metropolitan government schools. The figure is therefore an underestimate of the number of non-metropolitan students who will continue through to Year 12. A more accurate estimate is not available because of the way the data are collected. (b) Western Australia’s relatively poor retention rate is being addressed by - · raising the age of compulsory education is under active consideration. · the amalgamation of the former Departments of Education and Training has enabled the government to set the increased retention of 15-19 year olds as the major priority for all sectors: schools, TAFE colleges and universities. · the Department developing action plans to increase the number of apprenticeships and traineeships for this age group, to improve guidance and counselling for students, to improve articulation between TAFE and university and ensure that there is strong and close collaboration among schools, TAFE colleges, community-based youth services and employers at all levels of the system, especially at the local level. · the Curriculum Council completing the most searching review of the upper-secondary curriculum ever undertaken in Western Australia and the design of recommended new courses of study well under way. (c) No. They are included in the metropolitan figures.
(c) The report contains 20 major recommendations and a raft of strategies to support local school communities and to empower teachers throughout the State to provide effective educational programs for students with disabilities, learning difficulties and learning impairments. The recommendations, if accepted, will bring the current enrolment policy in relation to students with disabilities, in line with existing legislation. For students in rural and remote areas it is anticipated there may be very limited change to current enrolment practice but it could be anticipated supports to these schools would be strengthened. (4) While it is not appropriate to discuss specific initiatives during negotiations, the replacement teachers’ agreement currently being negotiated between the Department of Education and Training and Australian Education Union may provide incentives to retain and attract teachers to regional areas. (5) (a) Yes. (b) See 2002 information attached. (6) (a) The figure of 49.7% is an estimate based on Semester 2, 2002 data. The figure should be interpreted cautiously. At best it is an estimate of the proportion of students who commenced Year 8 in non-metropolitan government schools who will continue to Year 12 in a non-metropolitan government school. It does not include those students who commenced Year 8 in a non-metropolitan government school, but will continue to Year 12 either in non-government schools (regardless of location) or metropolitan government schools. The figure is therefore an underestimate of the number of non-metropolitan students who will continue through to Year 12. A more accurate estimate is not available because of the way the data are collected. (b) Western Australia’s relatively poor retention rate is being addressed by - · raising the age of compulsory education is under active consideration. · the amalgamation of the former Departments of Education and Training has enabled the government to set the increased retention of 15-19 year olds as the major priority for all sectors: schools, TAFE colleges and universities. · the Department developing action plans to increase the number of apprenticeships and traineeships for this age group, to improve guidance and counselling for students, to improve articulation between TAFE and university and ensure that there is strong and close collaboration among schools, TAFE colleges, community-based youth services and employers at all levels of the system, especially at the local level. · the Curriculum Council completing the most searching review of the upper-secondary curriculum ever undertaken in Western Australia and the design of recommended new courses of study well under way. (c) No. They are included in the metropolitan figures.
(4) While it is not appropriate to discuss specific initiatives during negotiations, the replacement teachers’ agreement currently being negotiated between the Department of Education and Training and Australian Education Union may provide incentives to retain and attract teachers to regional areas. (5) (a) Yes. (b) See 2002 information attached. (6) (a) The figure of 49.7% is an estimate based on Semester 2, 2002 data. The figure should be interpreted cautiously. At best it is an estimate of the proportion of students who commenced Year 8 in non-metropolitan government schools who will continue to Year 12 in a non-metropolitan government school. It does not include those students who commenced Year 8 in a non-metropolitan government school, but will continue to Year 12 either in non-government schools (regardless of location) or metropolitan government schools. The figure is therefore an underestimate of the number of non-metropolitan students who will continue through to Year 12. A more accurate estimate is not available because of the way the data are collected. (b) Western Australia’s relatively poor retention rate is being addressed by - · raising the age of compulsory education is under active consideration. · the amalgamation of the former Departments of Education and Training has enabled the government to set the increased retention of 15-19 year olds as the major priority for all sectors: schools, TAFE colleges and universities. · the Department developing action plans to increase the number of apprenticeships and traineeships for this age group, to improve guidance and counselling for students, to improve articulation between TAFE and university and ensure that there is strong and close collaboration among schools, TAFE colleges, community-based youth services and employers at all levels of the system, especially at the local level. · the Curriculum Council completing the most searching review of the upper-secondary curriculum ever undertaken in Western Australia and the design of recommended new courses of study well under way. (c) No. They are included in the metropolitan figures.
(5) (a) Yes. (b) See 2002 information attached. (6) (a) The figure of 49.7% is an estimate based on Semester 2, 2002 data. The figure should be interpreted cautiously. At best it is an estimate of the proportion of students who commenced Year 8 in non-metropolitan government schools who will continue to Year 12 in a non-metropolitan government school. It does not include those students who commenced Year 8 in a non-metropolitan government school, but will continue to Year 12 either in non-government schools (regardless of location) or metropolitan government schools. The figure is therefore an underestimate of the number of non-metropolitan students who will continue through to Year 12. A more accurate estimate is not available because of the way the data are collected. (b) Western Australia’s relatively poor retention rate is being addressed by - · raising the age of compulsory education is under active consideration. · the amalgamation of the former Departments of Education and Training has enabled the government to set the increased retention of 15-19 year olds as the major priority for all sectors: schools, TAFE colleges and universities. · the Department developing action plans to increase the number of apprenticeships and traineeships for this age group, to improve guidance and counselling for students, to improve articulation between TAFE and university and ensure that there is strong and close collaboration among schools, TAFE colleges, community-based youth services and employers at all levels of the system, especially at the local level. · the Curriculum Council completing the most searching review of the upper-secondary curriculum ever undertaken in Western Australia and the design of recommended new courses of study well under way. (c) No. They are included in the metropolitan figures.
(a) Yes. (b) See 2002 information attached. (6) (a) The figure of 49.7% is an estimate based on Semester 2, 2002 data. The figure should be interpreted cautiously. At best it is an estimate of the proportion of students who commenced Year 8 in non-metropolitan government schools who will continue to Year 12 in a non-metropolitan government school. It does not include those students who commenced Year 8 in a non-metropolitan government school, but will continue to Year 12 either in non-government schools (regardless of location) or metropolitan government schools. The figure is therefore an underestimate of the number of non-metropolitan students who will continue through to Year 12. A more accurate estimate is not available because of the way the data are collected. (b) Western Australia’s relatively poor retention rate is being addressed by - · raising the age of compulsory education is under active consideration. · the amalgamation of the former Departments of Education and Training has enabled the government to set the increased retention of 15-19 year olds as the major priority for all sectors: schools, TAFE colleges and universities. · the Department developing action plans to increase the number of apprenticeships and traineeships for this age group, to improve guidance and counselling for students, to improve articulation between TAFE and university and ensure that there is strong and close collaboration among schools, TAFE colleges, community-based youth services and employers at all levels of the system, especially at the local level. · the Curriculum Council completing the most searching review of the upper-secondary curriculum ever undertaken in Western Australia and the design of recommended new courses of study well under way. (c) No. They are included in the metropolitan figures.
(b) See 2002 information attached. (6) (a) The figure of 49.7% is an estimate based on Semester 2, 2002 data. The figure should be interpreted cautiously. At best it is an estimate of the proportion of students who commenced Year 8 in non-metropolitan government schools who will continue to Year 12 in a non-metropolitan government school. It does not include those students who commenced Year 8 in a non-metropolitan government school, but will continue to Year 12 either in non-government schools (regardless of location) or metropolitan government schools. The figure is therefore an underestimate of the number of non-metropolitan students who will continue through to Year 12. A more accurate estimate is not available because of the way the data are collected. (b) Western Australia’s relatively poor retention rate is being addressed by - · raising the age of compulsory education is under active consideration. · the amalgamation of the former Departments of Education and Training has enabled the government to set the increased retention of 15-19 year olds as the major priority for all sectors: schools, TAFE colleges and universities. · the Department developing action plans to increase the number of apprenticeships and traineeships for this age group, to improve guidance and counselling for students, to improve articulation between TAFE and university and ensure that there is strong and close collaboration among schools, TAFE colleges, community-based youth services and employers at all levels of the system, especially at the local level. · the Curriculum Council completing the most searching review of the upper-secondary curriculum ever undertaken in Western Australia and the design of recommended new courses of study well under way. (c) No. They are included in the metropolitan figures.
(6) (a) The figure of 49.7% is an estimate based on Semester 2, 2002 data. The figure should be interpreted cautiously. At best it is an estimate of the proportion of students who commenced Year 8 in non-metropolitan government schools who will continue to Year 12 in a non-metropolitan government school. It does not include those students who commenced Year 8 in a non-metropolitan government school, but will continue to Year 12 either in non-government schools (regardless of location) or metropolitan government schools. The figure is therefore an underestimate of the number of non-metropolitan students who will continue through to Year 12. A more accurate estimate is not available because of the way the data are collected. (b) Western Australia’s relatively poor retention rate is being addressed by - · raising the age of compulsory education is under active consideration. · the amalgamation of the former Departments of Education and Training has enabled the government to set the increased retention of 15-19 year olds as the major priority for all sectors: schools, TAFE colleges and universities. · the Department developing action plans to increase the number of apprenticeships and traineeships for this age group, to improve guidance and counselling for students, to improve articulation between TAFE and university and ensure that there is strong and close collaboration among schools, TAFE colleges, community-based youth services and employers at all levels of the system, especially at the local level. · the Curriculum Council completing the most searching review of the upper-secondary curriculum ever undertaken in Western Australia and the design of recommended new courses of study well under way. (c) No. They are included in the metropolitan figures.
(a) The figure of 49.7% is an estimate based on Semester 2, 2002 data. The figure should be interpreted cautiously. At best it is an estimate of the proportion of students who commenced Year 8 in non-metropolitan government schools who will continue to Year 12 in a non-metropolitan government school. It does not include those students who commenced Year 8 in a non-metropolitan government school, but will continue to Year 12 either in non-government schools (regardless of location) or metropolitan government schools. The figure is therefore an underestimate of the number of non-metropolitan students who will continue through to Year 12. A more accurate estimate is not available because of the way the data are collected. (b) Western Australia’s relatively poor retention rate is being addressed by - · raising the age of compulsory education is under active consideration. · the amalgamation of the former Departments of Education and Training has enabled the government to set the increased retention of 15-19 year olds as the major priority for all sectors: schools, TAFE colleges and universities. · the Department developing action plans to increase the number of apprenticeships and traineeships for this age group, to improve guidance and counselling for students, to improve articulation between TAFE and university and ensure that there is strong and close collaboration among schools, TAFE colleges, community-based youth services and employers at all levels of the system, especially at the local level. · the Curriculum Council completing the most searching review of the upper-secondary curriculum ever undertaken in Western Australia and the design of recommended new courses of study well under way. (c) No. They are included in the metropolitan figures.
(b) Western Australia’s relatively poor retention rate is being addressed by - · raising the age of compulsory education is under active consideration. · the amalgamation of the former Departments of Education and Training has enabled the government to set the increased retention of 15-19 year olds as the major priority for all sectors: schools, TAFE colleges and universities. · the Department developing action plans to increase the number of apprenticeships and traineeships for this age group, to improve guidance and counselling for students, to improve articulation between TAFE and university and ensure that there is strong and close collaboration among schools, TAFE colleges, community-based youth services and employers at all levels of the system, especially at the local level. · the Curriculum Council completing the most searching review of the upper-secondary curriculum ever undertaken in Western Australia and the design of recommended new courses of study well under way. (c) No. They are included in the metropolitan figures.
(c) No. They are included in the metropolitan figures.
(c) how many of these additional 350 primary school teachers were appointed to regional schools?
(b) if the report has been finalised, what is the Government response to the report; and (c) is the report likely to result in a change to current policies for children with disabilities, particularly in regional areas and if so how?
(c) is the report likely to result in a change to current policies for children with disabilities, particularly in regional areas and if so how?
(b) if so, how does the non-metropolitan school sub-group compare with the metropolitan sub-group?
(b) will the Minister explain the strategies that the Government has in place to address this problem; and (c) does the figure of 49.7% allow for those country students who are at a Country School in Year 8, but have graduated from a city school in year 12 because they have no Year 11 and Year 12 Schools in their area?
(c) does the figure of 49.7% allow for those country students who are at a Country School in Year 8, but have graduated from a city school in year 12 because they have no Year 11 and Year 12 Schools in their area?
The project included a detailed analysis of corporate services functions, process and organisation redesign and governance. An impact analysis of shared services in regional areas influenced the projects benefits realisation. The TAFEWA shared services initiative is being managed in conjunction with the merger of the Departments of Education and Training and the Functional Review Implementation Taskforce (FRIT) corporate services and procurement reform process. Any implementation of a shared corporate service model with regional colleges will be negotiated with all stakeholders. A shared services model incorporating a greater customer focus within a more efficient service will require that the full impact of regional influences is taken into account. (2) (a) Yes. The staffing allocation to primary schools and district high schools increased by 354.6 full-time equivalent teachers for the commencement of the 2003 school year. (b) The 354.6 additional full-time equivalent teachers do not include teachers appointed as part of the ‘Getting it Right’ literacy and numeracy strategy. (c) The 354.6 full-time equivalent teachers were appointed to all government schools across the State with student enrolments in Years 1, 2 or 3. An additional 106.92 full-time equivalent teachers were allocated to primary and district high schools in rural regions. (3) (a) No, it is in its final draft. (b) Not applicable. (c) The report contains 20 major recommendations and a raft of strategies to support local school communities and to empower teachers throughout the State to provide effective educational programs for students with disabilities, learning difficulties and learning impairments. The recommendations, if accepted, will bring the current enrolment policy in relation to students with disabilities, in line with existing legislation. For students in rural and remote areas it is anticipated there may be very limited change to current enrolment practice but it could be anticipated supports to these schools would be strengthened. (4) While it is not appropriate to discuss specific initiatives during negotiations, the replacement teachers’ agreement currently being negotiated between the Department of Education and Training and Australian Education Union may provide incentives to retain and attract teachers to regional areas. (5) (a) Yes. (b) See 2002 information attached. (6) (a) The figure of 49.7% is an estimate based on Semester 2, 2002 data. The figure should be interpreted cautiously. At best it is an estimate of the proportion of students who commenced Year 8 in non-metropolitan government schools who will continue to Year 12 in a non-metropolitan government school. It does not include those students who commenced Year 8 in a non-metropolitan government school, but will continue to Year 12 either in non-government schools (regardless of location) or metropolitan government schools. The figure is therefore an underestimate of the number of non-metropolitan students who will continue through to Year 12. A more accurate estimate is not available because of the way the data are collected. (b) Western Australia’s relatively poor retention rate is being addressed by - · raising the age of compulsory education is under active consideration. · the amalgamation of the former Departments of Education and Training has enabled the government to set the increased retention of 15-19 year olds as the major priority for all sectors: schools, TAFE colleges and universities. · the Department developing action plans to increase the number of apprenticeships and traineeships for this age group, to improve guidance and counselling for students, to improve articulation between TAFE and university and ensure that there is strong and close collaboration among schools, TAFE colleges, community-based youth services and employers at all levels of the system, especially at the local level. · the Curriculum Council completing the most searching review of the upper-secondary curriculum ever undertaken in Western Australia and the design of recommended new courses of study well under way. (c) No. They are included in the metropolitan figures.
The TAFEWA shared services initiative is being managed in conjunction with the merger of the Departments of Education and Training and the Functional Review Implementation Taskforce (FRIT) corporate services and procurement reform process. Any implementation of a shared corporate service model with regional colleges will be negotiated with all stakeholders. A shared services model incorporating a greater customer focus within a more efficient service will require that the full impact of regional influences is taken into account. (2) (a) Yes. The staffing allocation to primary schools and district high schools increased by 354.6 full-time equivalent teachers for the commencement of the 2003 school year. (b) The 354.6 additional full-time equivalent teachers do not include teachers appointed as part of the ‘Getting it Right’ literacy and numeracy strategy. (c) The 354.6 full-time equivalent teachers were appointed to all government schools across the State with student enrolments in Years 1, 2 or 3. An additional 106.92 full-time equivalent teachers were allocated to primary and district high schools in rural regions. (3) (a) No, it is in its final draft. (b) Not applicable. (c) The report contains 20 major recommendations and a raft of strategies to support local school communities and to empower teachers throughout the State to provide effective educational programs for students with disabilities, learning difficulties and learning impairments. The recommendations, if accepted, will bring the current enrolment policy in relation to students with disabilities, in line with existing legislation. For students in rural and remote areas it is anticipated there may be very limited change to current enrolment practice but it could be anticipated supports to these schools would be strengthened. (4) While it is not appropriate to discuss specific initiatives during negotiations, the replacement teachers’ agreement currently being negotiated between the Department of Education and Training and Australian Education Union may provide incentives to retain and attract teachers to regional areas. (5) (a) Yes. (b) See 2002 information attached. (6) (a) The figure of 49.7% is an estimate based on Semester 2, 2002 data. The figure should be interpreted cautiously. At best it is an estimate of the proportion of students who commenced Year 8 in non-metropolitan government schools who will continue to Year 12 in a non-metropolitan government school. It does not include those students who commenced Year 8 in a non-metropolitan government school, but will continue to Year 12 either in non-government schools (regardless of location) or metropolitan government schools. The figure is therefore an underestimate of the number of non-metropolitan students who will continue through to Year 12. A more accurate estimate is not available because of the way the data are collected. (b) Western Australia’s relatively poor retention rate is being addressed by - · raising the age of compulsory education is under active consideration. · the amalgamation of the former Departments of Education and Training has enabled the government to set the increased retention of 15-19 year olds as the major priority for all sectors: schools, TAFE colleges and universities. · the Department developing action plans to increase the number of apprenticeships and traineeships for this age group, to improve guidance and counselling for students, to improve articulation between TAFE and university and ensure that there is strong and close collaboration among schools, TAFE colleges, community-based youth services and employers at all levels of the system, especially at the local level. · the Curriculum Council completing the most searching review of the upper-secondary curriculum ever undertaken in Western Australia and the design of recommended new courses of study well under way. (c) No. They are included in the metropolitan figures.
Any implementation of a shared corporate service model with regional colleges will be negotiated with all stakeholders. A shared services model incorporating a greater customer focus within a more efficient service will require that the full impact of regional influences is taken into account. (2) (a) Yes. The staffing allocation to primary schools and district high schools increased by 354.6 full-time equivalent teachers for the commencement of the 2003 school year. (b) The 354.6 additional full-time equivalent teachers do not include teachers appointed as part of the ‘Getting it Right’ literacy and numeracy strategy. (c) The 354.6 full-time equivalent teachers were appointed to all government schools across the State with student enrolments in Years 1, 2 or 3. An additional 106.92 full-time equivalent teachers were allocated to primary and district high schools in rural regions. (3) (a) No, it is in its final draft. (b) Not applicable. (c) The report contains 20 major recommendations and a raft of strategies to support local school communities and to empower teachers throughout the State to provide effective educational programs for students with disabilities, learning difficulties and learning impairments. The recommendations, if accepted, will bring the current enrolment policy in relation to students with disabilities, in line with existing legislation. For students in rural and remote areas it is anticipated there may be very limited change to current enrolment practice but it could be anticipated supports to these schools would be strengthened. (4) While it is not appropriate to discuss specific initiatives during negotiations, the replacement teachers’ agreement currently being negotiated between the Department of Education and Training and Australian Education Union may provide incentives to retain and attract teachers to regional areas. (5) (a) Yes. (b) See 2002 information attached. (6) (a) The figure of 49.7% is an estimate based on Semester 2, 2002 data. The figure should be interpreted cautiously. At best it is an estimate of the proportion of students who commenced Year 8 in non-metropolitan government schools who will continue to Year 12 in a non-metropolitan government school. It does not include those students who commenced Year 8 in a non-metropolitan government school, but will continue to Year 12 either in non-government schools (regardless of location) or metropolitan government schools. The figure is therefore an underestimate of the number of non-metropolitan students who will continue through to Year 12. A more accurate estimate is not available because of the way the data are collected. (b) Western Australia’s relatively poor retention rate is being addressed by - · raising the age of compulsory education is under active consideration. · the amalgamation of the former Departments of Education and Training has enabled the government to set the increased retention of 15-19 year olds as the major priority for all sectors: schools, TAFE colleges and universities. · the Department developing action plans to increase the number of apprenticeships and traineeships for this age group, to improve guidance and counselling for students, to improve articulation between TAFE and university and ensure that there is strong and close collaboration among schools, TAFE colleges, community-based youth services and employers at all levels of the system, especially at the local level. · the Curriculum Council completing the most searching review of the upper-secondary curriculum ever undertaken in Western Australia and the design of recommended new courses of study well under way. (c) No. They are included in the metropolitan figures.
(2) (a) Yes. The staffing allocation to primary schools and district high schools increased by 354.6 full-time equivalent teachers for the commencement of the 2003 school year. (b) The 354.6 additional full-time equivalent teachers do not include teachers appointed as part of the ‘Getting it Right’ literacy and numeracy strategy. (c) The 354.6 full-time equivalent teachers were appointed to all government schools across the State with student enrolments in Years 1, 2 or 3. An additional 106.92 full-time equivalent teachers were allocated to primary and district high schools in rural regions. (3) (a) No, it is in its final draft. (b) Not applicable. (c) The report contains 20 major recommendations and a raft of strategies to support local school communities and to empower teachers throughout the State to provide effective educational programs for students with disabilities, learning difficulties and learning impairments. The recommendations, if accepted, will bring the current enrolment policy in relation to students with disabilities, in line with existing legislation. For students in rural and remote areas it is anticipated there may be very limited change to current enrolment practice but it could be anticipated supports to these schools would be strengthened. (4) While it is not appropriate to discuss specific initiatives during negotiations, the replacement teachers’ agreement currently being negotiated between the Department of Education and Training and Australian Education Union may provide incentives to retain and attract teachers to regional areas. (5) (a) Yes. (b) See 2002 information attached. (6) (a) The figure of 49.7% is an estimate based on Semester 2, 2002 data. The figure should be interpreted cautiously. At best it is an estimate of the proportion of students who commenced Year 8 in non-metropolitan government schools who will continue to Year 12 in a non-metropolitan government school. It does not include those students who commenced Year 8 in a non-metropolitan government school, but will continue to Year 12 either in non-government schools (regardless of location) or metropolitan government schools. The figure is therefore an underestimate of the number of non-metropolitan students who will continue through to Year 12. A more accurate estimate is not available because of the way the data are collected. (b) Western Australia’s relatively poor retention rate is being addressed by - · raising the age of compulsory education is under active consideration. · the amalgamation of the former Departments of Education and Training has enabled the government to set the increased retention of 15-19 year olds as the major priority for all sectors: schools, TAFE colleges and universities. · the Department developing action plans to increase the number of apprenticeships and traineeships for this age group, to improve guidance and counselling for students, to improve articulation between TAFE and university and ensure that there is strong and close collaboration among schools, TAFE colleges, community-based youth services and employers at all levels of the system, especially at the local level. · the Curriculum Council completing the most searching review of the upper-secondary curriculum ever undertaken in Western Australia and the design of recommended new courses of study well under way. (c) No. They are included in the metropolitan figures.
(a) Yes. The staffing allocation to primary schools and district high schools increased by 354.6 full-time equivalent teachers for the commencement of the 2003 school year. (b) The 354.6 additional full-time equivalent teachers do not include teachers appointed as part of the ‘Getting it Right’ literacy and numeracy strategy. (c) The 354.6 full-time equivalent teachers were appointed to all government schools across the State with student enrolments in Years 1, 2 or 3. An additional 106.92 full-time equivalent teachers were allocated to primary and district high schools in rural regions. (3) (a) No, it is in its final draft. (b) Not applicable. (c) The report contains 20 major recommendations and a raft of strategies to support local school communities and to empower teachers throughout the State to provide effective educational programs for students with disabilities, learning difficulties and learning impairments. The recommendations, if accepted, will bring the current enrolment policy in relation to students with disabilities, in line with existing legislation. For students in rural and remote areas it is anticipated there may be very limited change to current enrolment practice but it could be anticipated supports to these schools would be strengthened. (4) While it is not appropriate to discuss specific initiatives during negotiations, the replacement teachers’ agreement currently being negotiated between the Department of Education and Training and Australian Education Union may provide incentives to retain and attract teachers to regional areas. (5) (a) Yes. (b) See 2002 information attached. (6) (a) The figure of 49.7% is an estimate based on Semester 2, 2002 data. The figure should be interpreted cautiously. At best it is an estimate of the proportion of students who commenced Year 8 in non-metropolitan government schools who will continue to Year 12 in a non-metropolitan government school. It does not include those students who commenced Year 8 in a non-metropolitan government school, but will continue to Year 12 either in non-government schools (regardless of location) or metropolitan government schools. The figure is therefore an underestimate of the number of non-metropolitan students who will continue through to Year 12. A more accurate estimate is not available because of the way the data are collected. (b) Western Australia’s relatively poor retention rate is being addressed by - · raising the age of compulsory education is under active consideration. · the amalgamation of the former Departments of Education and Training has enabled the government to set the increased retention of 15-19 year olds as the major priority for all sectors: schools, TAFE colleges and universities. · the Department developing action plans to increase the number of apprenticeships and traineeships for this age group, to improve guidance and counselling for students, to improve articulation between TAFE and university and ensure that there is strong and close collaboration among schools, TAFE colleges, community-based youth services and employers at all levels of the system, especially at the local level. · the Curriculum Council completing the most searching review of the upper-secondary curriculum ever undertaken in Western Australia and the design of recommended new courses of study well under way. (c) No. They are included in the metropolitan figures.
(b) The 354.6 additional full-time equivalent teachers do not include teachers appointed as part of the ‘Getting it Right’ literacy and numeracy strategy. (c) The 354.6 full-time equivalent teachers were appointed to all government schools across the State with student enrolments in Years 1, 2 or 3. An additional 106.92 full-time equivalent teachers were allocated to primary and district high schools in rural regions. (3) (a) No, it is in its final draft. (b) Not applicable. (c) The report contains 20 major recommendations and a raft of strategies to support local school communities and to empower teachers throughout the State to provide effective educational programs for students with disabilities, learning difficulties and learning impairments. The recommendations, if accepted, will bring the current enrolment policy in relation to students with disabilities, in line with existing legislation. For students in rural and remote areas it is anticipated there may be very limited change to current enrolment practice but it could be anticipated supports to these schools would be strengthened. (4) While it is not appropriate to discuss specific initiatives during negotiations, the replacement teachers’ agreement currently being negotiated between the Department of Education and Training and Australian Education Union may provide incentives to retain and attract teachers to regional areas. (5) (a) Yes. (b) See 2002 information attached. (6) (a) The figure of 49.7% is an estimate based on Semester 2, 2002 data. The figure should be interpreted cautiously. At best it is an estimate of the proportion of students who commenced Year 8 in non-metropolitan government schools who will continue to Year 12 in a non-metropolitan government school. It does not include those students who commenced Year 8 in a non-metropolitan government school, but will continue to Year 12 either in non-government schools (regardless of location) or metropolitan government schools. The figure is therefore an underestimate of the number of non-metropolitan students who will continue through to Year 12. A more accurate estimate is not available because of the way the data are collected. (b) Western Australia’s relatively poor retention rate is being addressed by - · raising the age of compulsory education is under active consideration. · the amalgamation of the former Departments of Education and Training has enabled the government to set the increased retention of 15-19 year olds as the major priority for all sectors: schools, TAFE colleges and universities. · the Department developing action plans to increase the number of apprenticeships and traineeships for this age group, to improve guidance and counselling for students, to improve articulation between TAFE and university and ensure that there is strong and close collaboration among schools, TAFE colleges, community-based youth services and employers at all levels of the system, especially at the local level. · the Curriculum Council completing the most searching review of the upper-secondary curriculum ever undertaken in Western Australia and the design of recommended new courses of study well under way. (c) No. They are included in the metropolitan figures.
(c) The 354.6 full-time equivalent teachers were appointed to all government schools across the State with student enrolments in Years 1, 2 or 3. An additional 106.92 full-time equivalent teachers were allocated to primary and district high schools in rural regions. (3) (a) No, it is in its final draft. (b) Not applicable. (c) The report contains 20 major recommendations and a raft of strategies to support local school communities and to empower teachers throughout the State to provide effective educational programs for students with disabilities, learning difficulties and learning impairments. The recommendations, if accepted, will bring the current enrolment policy in relation to students with disabilities, in line with existing legislation. For students in rural and remote areas it is anticipated there may be very limited change to current enrolment practice but it could be anticipated supports to these schools would be strengthened. (4) While it is not appropriate to discuss specific initiatives during negotiations, the replacement teachers’ agreement currently being negotiated between the Department of Education and Training and Australian Education Union may provide incentives to retain and attract teachers to regional areas. (5) (a) Yes. (b) See 2002 information attached. (6) (a) The figure of 49.7% is an estimate based on Semester 2, 2002 data. The figure should be interpreted cautiously. At best it is an estimate of the proportion of students who commenced Year 8 in non-metropolitan government schools who will continue to Year 12 in a non-metropolitan government school. It does not include those students who commenced Year 8 in a non-metropolitan government school, but will continue to Year 12 either in non-government schools (regardless of location) or metropolitan government schools. The figure is therefore an underestimate of the number of non-metropolitan students who will continue through to Year 12. A more accurate estimate is not available because of the way the data are collected. (b) Western Australia’s relatively poor retention rate is being addressed by - · raising the age of compulsory education is under active consideration. · the amalgamation of the former Departments of Education and Training has enabled the government to set the increased retention of 15-19 year olds as the major priority for all sectors: schools, TAFE colleges and universities. · the Department developing action plans to increase the number of apprenticeships and traineeships for this age group, to improve guidance and counselling for students, to improve articulation between TAFE and university and ensure that there is strong and close collaboration among schools, TAFE colleges, community-based youth services and employers at all levels of the system, especially at the local level. · the Curriculum Council completing the most searching review of the upper-secondary curriculum ever undertaken in Western Australia and the design of recommended new courses of study well under way. (c) No. They are included in the metropolitan figures.
(3) (a) No, it is in its final draft. (b) Not applicable. (c) The report contains 20 major recommendations and a raft of strategies to support local school communities and to empower teachers throughout the State to provide effective educational programs for students with disabilities, learning difficulties and learning impairments. The recommendations, if accepted, will bring the current enrolment policy in relation to students with disabilities, in line with existing legislation. For students in rural and remote areas it is anticipated there may be very limited change to current enrolment practice but it could be anticipated supports to these schools would be strengthened. (4) While it is not appropriate to discuss specific initiatives during negotiations, the replacement teachers’ agreement currently being negotiated between the Department of Education and Training and Australian Education Union may provide incentives to retain and attract teachers to regional areas. (5) (a) Yes. (b) See 2002 information attached. (6) (a) The figure of 49.7% is an estimate based on Semester 2, 2002 data. The figure should be interpreted cautiously. At best it is an estimate of the proportion of students who commenced Year 8 in non-metropolitan government schools who will continue to Year 12 in a non-metropolitan government school. It does not include those students who commenced Year 8 in a non-metropolitan government school, but will continue to Year 12 either in non-government schools (regardless of location) or metropolitan government schools. The figure is therefore an underestimate of the number of non-metropolitan students who will continue through to Year 12. A more accurate estimate is not available because of the way the data are collected. (b) Western Australia’s relatively poor retention rate is being addressed by - · raising the age of compulsory education is under active consideration. · the amalgamation of the former Departments of Education and Training has enabled the government to set the increased retention of 15-19 year olds as the major priority for all sectors: schools, TAFE colleges and universities. · the Department developing action plans to increase the number of apprenticeships and traineeships for this age group, to improve guidance and counselling for students, to improve articulation between TAFE and university and ensure that there is strong and close collaboration among schools, TAFE colleges, community-based youth services and employers at all levels of the system, especially at the local level. · the Curriculum Council completing the most searching review of the upper-secondary curriculum ever undertaken in Western Australia and the design of recommended new courses of study well under way. (c) No. They are included in the metropolitan figures.
(a) No, it is in its final draft. (b) Not applicable. (c) The report contains 20 major recommendations and a raft of strategies to support local school communities and to empower teachers throughout the State to provide effective educational programs for students with disabilities, learning difficulties and learning impairments. The recommendations, if accepted, will bring the current enrolment policy in relation to students with disabilities, in line with existing legislation. For students in rural and remote areas it is anticipated there may be very limited change to current enrolment practice but it could be anticipated supports to these schools would be strengthened. (4) While it is not appropriate to discuss specific initiatives during negotiations, the replacement teachers’ agreement currently being negotiated between the Department of Education and Training and Australian Education Union may provide incentives to retain and attract teachers to regional areas. (5) (a) Yes. (b) See 2002 information attached. (6) (a) The figure of 49.7% is an estimate based on Semester 2, 2002 data. The figure should be interpreted cautiously. At best it is an estimate of the proportion of students who commenced Year 8 in non-metropolitan government schools who will continue to Year 12 in a non-metropolitan government school. It does not include those students who commenced Year 8 in a non-metropolitan government school, but will continue to Year 12 either in non-government schools (regardless of location) or metropolitan government schools. The figure is therefore an underestimate of the number of non-metropolitan students who will continue through to Year 12. A more accurate estimate is not available because of the way the data are collected. (b) Western Australia’s relatively poor retention rate is being addressed by - · raising the age of compulsory education is under active consideration. · the amalgamation of the former Departments of Education and Training has enabled the government to set the increased retention of 15-19 year olds as the major priority for all sectors: schools, TAFE colleges and universities. · the Department developing action plans to increase the number of apprenticeships and traineeships for this age group, to improve guidance and counselling for students, to improve articulation between TAFE and university and ensure that there is strong and close collaboration among schools, TAFE colleges, community-based youth services and employers at all levels of the system, especially at the local level. · the Curriculum Council completing the most searching review of the upper-secondary curriculum ever undertaken in Western Australia and the design of recommended new courses of study well under way. (c) No. They are included in the metropolitan figures.
(b) Not applicable. (c) The report contains 20 major recommendations and a raft of strategies to support local school communities and to empower teachers throughout the State to provide effective educational programs for students with disabilities, learning difficulties and learning impairments. The recommendations, if accepted, will bring the current enrolment policy in relation to students with disabilities, in line with existing legislation. For students in rural and remote areas it is anticipated there may be very limited change to current enrolment practice but it could be anticipated supports to these schools would be strengthened. (4) While it is not appropriate to discuss specific initiatives during negotiations, the replacement teachers’ agreement currently being negotiated between the Department of Education and Training and Australian Education Union may provide incentives to retain and attract teachers to regional areas. (5) (a) Yes. (b) See 2002 information attached. (6) (a) The figure of 49.7% is an estimate based on Semester 2, 2002 data. The figure should be interpreted cautiously. At best it is an estimate of the proportion of students who commenced Year 8 in non-metropolitan government schools who will continue to Year 12 in a non-metropolitan government school. It does not include those students who commenced Year 8 in a non-metropolitan government school, but will continue to Year 12 either in non-government schools (regardless of location) or metropolitan government schools. The figure is therefore an underestimate of the number of non-metropolitan students who will continue through to Year 12. A more accurate estimate is not available because of the way the data are collected. (b) Western Australia’s relatively poor retention rate is being addressed by - · raising the age of compulsory education is under active consideration. · the amalgamation of the former Departments of Education and Training has enabled the government to set the increased retention of 15-19 year olds as the major priority for all sectors: schools, TAFE colleges and universities. · the Department developing action plans to increase the number of apprenticeships and traineeships for this age group, to improve guidance and counselling for students, to improve articulation between TAFE and university and ensure that there is strong and close collaboration among schools, TAFE colleges, community-based youth services and employers at all levels of the system, especially at the local level. · the Curriculum Council completing the most searching review of the upper-secondary curriculum ever undertaken in Western Australia and the design of recommended new courses of study well under way. (c) No. They are included in the metropolitan figures.
(c) The report contains 20 major recommendations and a raft of strategies to support local school communities and to empower teachers throughout the State to provide effective educational programs for students with disabilities, learning difficulties and learning impairments. The recommendations, if accepted, will bring the current enrolment policy in relation to students with disabilities, in line with existing legislation. For students in rural and remote areas it is anticipated there may be very limited change to current enrolment practice but it could be anticipated supports to these schools would be strengthened. (4) While it is not appropriate to discuss specific initiatives during negotiations, the replacement teachers’ agreement currently being negotiated between the Department of Education and Training and Australian Education Union may provide incentives to retain and attract teachers to regional areas. (5) (a) Yes. (b) See 2002 information attached. (6) (a) The figure of 49.7% is an estimate based on Semester 2, 2002 data. The figure should be interpreted cautiously. At best it is an estimate of the proportion of students who commenced Year 8 in non-metropolitan government schools who will continue to Year 12 in a non-metropolitan government school. It does not include those students who commenced Year 8 in a non-metropolitan government school, but will continue to Year 12 either in non-government schools (regardless of location) or metropolitan government schools. The figure is therefore an underestimate of the number of non-metropolitan students who will continue through to Year 12. A more accurate estimate is not available because of the way the data are collected. (b) Western Australia’s relatively poor retention rate is being addressed by - · raising the age of compulsory education is under active consideration. · the amalgamation of the former Departments of Education and Training has enabled the government to set the increased retention of 15-19 year olds as the major priority for all sectors: schools, TAFE colleges and universities. · the Department developing action plans to increase the number of apprenticeships and traineeships for this age group, to improve guidance and counselling for students, to improve articulation between TAFE and university and ensure that there is strong and close collaboration among schools, TAFE colleges, community-based youth services and employers at all levels of the system, especially at the local level. · the Curriculum Council completing the most searching review of the upper-secondary curriculum ever undertaken in Western Australia and the design of recommended new courses of study well under way. (c) No. They are included in the metropolitan figures.
(4) While it is not appropriate to discuss specific initiatives during negotiations, the replacement teachers’ agreement currently being negotiated between the Department of Education and Training and Australian Education Union may provide incentives to retain and attract teachers to regional areas. (5) (a) Yes. (b) See 2002 information attached. (6) (a) The figure of 49.7% is an estimate based on Semester 2, 2002 data. The figure should be interpreted cautiously. At best it is an estimate of the proportion of students who commenced Year 8 in non-metropolitan government schools who will continue to Year 12 in a non-metropolitan government school. It does not include those students who commenced Year 8 in a non-metropolitan government school, but will continue to Year 12 either in non-government schools (regardless of location) or metropolitan government schools. The figure is therefore an underestimate of the number of non-metropolitan students who will continue through to Year 12. A more accurate estimate is not available because of the way the data are collected. (b) Western Australia’s relatively poor retention rate is being addressed by - · raising the age of compulsory education is under active consideration. · the amalgamation of the former Departments of Education and Training has enabled the government to set the increased retention of 15-19 year olds as the major priority for all sectors: schools, TAFE colleges and universities. · the Department developing action plans to increase the number of apprenticeships and traineeships for this age group, to improve guidance and counselling for students, to improve articulation between TAFE and university and ensure that there is strong and close collaboration among schools, TAFE colleges, community-based youth services and employers at all levels of the system, especially at the local level. · the Curriculum Council completing the most searching review of the upper-secondary curriculum ever undertaken in Western Australia and the design of recommended new courses of study well under way. (c) No. They are included in the metropolitan figures.
(5) (a) Yes. (b) See 2002 information attached. (6) (a) The figure of 49.7% is an estimate based on Semester 2, 2002 data. The figure should be interpreted cautiously. At best it is an estimate of the proportion of students who commenced Year 8 in non-metropolitan government schools who will continue to Year 12 in a non-metropolitan government school. It does not include those students who commenced Year 8 in a non-metropolitan government school, but will continue to Year 12 either in non-government schools (regardless of location) or metropolitan government schools. The figure is therefore an underestimate of the number of non-metropolitan students who will continue through to Year 12. A more accurate estimate is not available because of the way the data are collected. (b) Western Australia’s relatively poor retention rate is being addressed by - · raising the age of compulsory education is under active consideration. · the amalgamation of the former Departments of Education and Training has enabled the government to set the increased retention of 15-19 year olds as the major priority for all sectors: schools, TAFE colleges and universities. · the Department developing action plans to increase the number of apprenticeships and traineeships for this age group, to improve guidance and counselling for students, to improve articulation between TAFE and university and ensure that there is strong and close collaboration among schools, TAFE colleges, community-based youth services and employers at all levels of the system, especially at the local level. · the Curriculum Council completing the most searching review of the upper-secondary curriculum ever undertaken in Western Australia and the design of recommended new courses of study well under way. (c) No. They are included in the metropolitan figures.
(a) Yes. (b) See 2002 information attached. (6) (a) The figure of 49.7% is an estimate based on Semester 2, 2002 data. The figure should be interpreted cautiously. At best it is an estimate of the proportion of students who commenced Year 8 in non-metropolitan government schools who will continue to Year 12 in a non-metropolitan government school. It does not include those students who commenced Year 8 in a non-metropolitan government school, but will continue to Year 12 either in non-government schools (regardless of location) or metropolitan government schools. The figure is therefore an underestimate of the number of non-metropolitan students who will continue through to Year 12. A more accurate estimate is not available because of the way the data are collected. (b) Western Australia’s relatively poor retention rate is being addressed by - · raising the age of compulsory education is under active consideration. · the amalgamation of the former Departments of Education and Training has enabled the government to set the increased retention of 15-19 year olds as the major priority for all sectors: schools, TAFE colleges and universities. · the Department developing action plans to increase the number of apprenticeships and traineeships for this age group, to improve guidance and counselling for students, to improve articulation between TAFE and university and ensure that there is strong and close collaboration among schools, TAFE colleges, community-based youth services and employers at all levels of the system, especially at the local level. · the Curriculum Council completing the most searching review of the upper-secondary curriculum ever undertaken in Western Australia and the design of recommended new courses of study well under way. (c) No. They are included in the metropolitan figures.
(b) See 2002 information attached. (6) (a) The figure of 49.7% is an estimate based on Semester 2, 2002 data. The figure should be interpreted cautiously. At best it is an estimate of the proportion of students who commenced Year 8 in non-metropolitan government schools who will continue to Year 12 in a non-metropolitan government school. It does not include those students who commenced Year 8 in a non-metropolitan government school, but will continue to Year 12 either in non-government schools (regardless of location) or metropolitan government schools. The figure is therefore an underestimate of the number of non-metropolitan students who will continue through to Year 12. A more accurate estimate is not available because of the way the data are collected. (b) Western Australia’s relatively poor retention rate is being addressed by - · raising the age of compulsory education is under active consideration. · the amalgamation of the former Departments of Education and Training has enabled the government to set the increased retention of 15-19 year olds as the major priority for all sectors: schools, TAFE colleges and universities. · the Department developing action plans to increase the number of apprenticeships and traineeships for this age group, to improve guidance and counselling for students, to improve articulation between TAFE and university and ensure that there is strong and close collaboration among schools, TAFE colleges, community-based youth services and employers at all levels of the system, especially at the local level. · the Curriculum Council completing the most searching review of the upper-secondary curriculum ever undertaken in Western Australia and the design of recommended new courses of study well under way. (c) No. They are included in the metropolitan figures.
(6) (a) The figure of 49.7% is an estimate based on Semester 2, 2002 data. The figure should be interpreted cautiously. At best it is an estimate of the proportion of students who commenced Year 8 in non-metropolitan government schools who will continue to Year 12 in a non-metropolitan government school. It does not include those students who commenced Year 8 in a non-metropolitan government school, but will continue to Year 12 either in non-government schools (regardless of location) or metropolitan government schools. The figure is therefore an underestimate of the number of non-metropolitan students who will continue through to Year 12. A more accurate estimate is not available because of the way the data are collected. (b) Western Australia’s relatively poor retention rate is being addressed by - · raising the age of compulsory education is under active consideration. · the amalgamation of the former Departments of Education and Training has enabled the government to set the increased retention of 15-19 year olds as the major priority for all sectors: schools, TAFE colleges and universities. · the Department developing action plans to increase the number of apprenticeships and traineeships for this age group, to improve guidance and counselling for students, to improve articulation between TAFE and university and ensure that there is strong and close collaboration among schools, TAFE colleges, community-based youth services and employers at all levels of the system, especially at the local level. · the Curriculum Council completing the most searching review of the upper-secondary curriculum ever undertaken in Western Australia and the design of recommended new courses of study well under way. (c) No. They are included in the metropolitan figures.
(a) The figure of 49.7% is an estimate based on Semester 2, 2002 data. The figure should be interpreted cautiously. At best it is an estimate of the proportion of students who commenced Year 8 in non-metropolitan government schools who will continue to Year 12 in a non-metropolitan government school. It does not include those students who commenced Year 8 in a non-metropolitan government school, but will continue to Year 12 either in non-government schools (regardless of location) or metropolitan government schools. The figure is therefore an underestimate of the number of non-metropolitan students who will continue through to Year 12. A more accurate estimate is not available because of the way the data are collected. (b) Western Australia’s relatively poor retention rate is being addressed by - · raising the age of compulsory education is under active consideration. · the amalgamation of the former Departments of Education and Training has enabled the government to set the increased retention of 15-19 year olds as the major priority for all sectors: schools, TAFE colleges and universities. · the Department developing action plans to increase the number of apprenticeships and traineeships for this age group, to improve guidance and counselling for students, to improve articulation between TAFE and university and ensure that there is strong and close collaboration among schools, TAFE colleges, community-based youth services and employers at all levels of the system, especially at the local level. · the Curriculum Council completing the most searching review of the upper-secondary curriculum ever undertaken in Western Australia and the design of recommended new courses of study well under way. (c) No. They are included in the metropolitan figures.
(b) Western Australia’s relatively poor retention rate is being addressed by - · raising the age of compulsory education is under active consideration. · the amalgamation of the former Departments of Education and Training has enabled the government to set the increased retention of 15-19 year olds as the major priority for all sectors: schools, TAFE colleges and universities. · the Department developing action plans to increase the number of apprenticeships and traineeships for this age group, to improve guidance and counselling for students, to improve articulation between TAFE and university and ensure that there is strong and close collaboration among schools, TAFE colleges, community-based youth services and employers at all levels of the system, especially at the local level. · the Curriculum Council completing the most searching review of the upper-secondary curriculum ever undertaken in Western Australia and the design of recommended new courses of study well under way. (c) No. They are included in the metropolitan figures.
(c) No. They are included in the metropolitan figures.
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