Issues

• Population and Settlement Patterns
• Environmental Health
• Acoustic Environment
• Urban Design
• Drinking Water Quality
• Social and Economic Conditions
• Education

• Transport
• Energy Sources and Use

• Solid Waste
• Hazardous Waste
• Contaminated Sites

The issue

Education is fundamental in assisting people to realise their full potential and to provide them with the tools to understand, protect and enhance the environment. Education expands the community's capacity to (a) understand ecosystem processes (biological, geological and cultural diversity); (b) engage in useful public debates and activities about how to foster sustainability; and (c) appreciate and improve the social and institutional structures within which decisions about economy, ecology and society are made. Education is also the means through which environmental, social and economic leadership is nurtured. A rise in participation rates in education has positive spin-offs for the development or enhancement of human capital.

Literacy 'remains of central importance in the shaping of one's life chances and pathways' (Green et al. 1994). Demands on people's literacy skills in everyday life are increasing. It is widely accepted that literacy is strongly related to social well-being and participation in an increasingly complex society.

Two principal forces have driven Tasmania's increased participation rates at the upper secondary level: the demands of an increasingly complex, post-industrial society; and high youth unemployment rates. Improving retention rates may indicate that more appropriate and diverse educational opportunities are being provided for the important task of improving the range of skills and knowledge now needed to build the social, political and economic strengths of communities.

This 'At a glance' section provides and overview of the issue of education within Tasmania.

Favourable news

• The Tasmanian Government's Learning Together strategy (Government of Tasmania and University of Tasmania 2000) has five goals for education in this State (see Learning Together). Learning Together implies that an educated society is critical to sustainability.
   
• School participation rates for Tasmanian students have shown a marked improvement with retention in schools of students from Year 10 to Year 12 rising from 71.6% in 2000 to 75.0% in 2002, which put Tasmania fourth of the Australian states and territories, and compared favourably with the Australian average of 76.5% (ABS cat. no. 4221.0 2003).
   
• Participation in vocational and tertiary education by the general Tasmanian population aged 15-64 is rising steadily, moving from 13.7% in 1999-2000 to 14.2% in 2001-02 (ANTA 2002). Attendance at tertiary institutions increased from 2.8% of the total 1996 population of 459,659 to 2.9% of the 2001 population of 456,652.
   

Unfavourable news

• In 2002, participation of women aged 15-64 in vocational education and training was 8.8% compared with 10.1% of the general population.
   
• Participation of Tasmanian youth in education and training is still of concern, with only 71% of 15-19 year-olds and 29% of 20-24 year olds enrolled in full or part-time education or training programs. The Australian figures are: 76% for 15-19 year olds, and 38% for 20-24 year-olds.
   
• Indigenous participation rates (49%) for 15-17 year olds still lag behind those of the general population (65%).
   

Uncertain news

• The extent of participation in non-publicly funded vocational education and training, particularly by major corporate employers, and informal education and training is unknown in comparison with publicly funded training and education.