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House of Assembly - Fifty-Second Parliament, Second Session (52-2)
2013-03-07 Daily Xml
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EDUCATION SYSTEM

The Hon. R.B. SUCH (Fisher) (14:39): My question is to the Minister for Education and Child Development. Can the minister indicate what the government is doing to address the gender gap in academic achievement within our schools?

The Hon. J.M. RANKINE (Wright—Minister for Education and Child Development, Minister for Multicultural Affairs) (14:39): I thank the member for Fisher for his question. I know he is a former teacher and I know this subject is very close to his heart. It is important for the education system to meet the particular needs of boys in our education system. The retention rate for boys is improving, but they still have some way to go to reach a similar level to that of girls.

In 2012, the FTE retention rate of boys was 81.6 per cent; for girls, it was 98.4 per cent. Teaching and learning relationships are critical for boys in the school setting. Creating a supportive learning environment that addresses their learning needs is critical so that they can achieve to their full potential. Anecdotal evidence suggests that boys' learning, particularly in literacy, is maximised when they are able to be both mentally and physically active and have choices in the way they learn.

Boys are often engaged by communications media, like online communities, that are focused on sharing practical information to get things done. Particular programs already used by schools to target boys' literacy capabilities include using popular novels, magazines, movies and blogs as resources, and the use of new media like iPads and iPods in the classroom.

Although there are particular concerns about the education of boys, current research suggests that the differences across groups of students rather than across genders are more significant. This is dependent on a number of factors, including low SES backgrounds, Aboriginality and disability. Given the range of factors that can influence student learning, recent evidence has increasingly emphasised the need to focus on the individual learning needs of each student.

The Department for Education and Child Development is using international, national and local research to personalise teaching and learning for students. For example, the South Australian Teaching for Effective Learning Framework is the result of more than a decade of local and international research referenced against teacher practice and academic research. This program currently supports school leaders and teachers to personalise and connect the learning for all students, create safe conditions for rigorous learning and develop expert learners.

The learning principles that underpin this program form the basis for developing a whole school approach to improving student achievement. Vocational education and training provides an example of the benefits to be gained from this individualised approach for both male and female senior secondary students. These industry pathways provide relevance and context for both boys and girls and have impacted positively on other learning areas, including numeracy and literacy. In 2012, there were over 10,500 students across the state enrolled in VET certificates.

Further work is being done during this year on the research project so that it better meets the learning needs of boys as well as Aboriginal students, new arrivals to Australia and students wishing to pursue further training and employment. This work will be ready for the 2014 school year. I want the best possible education for all students, regardless of gender, and I am working hard to make this a reality.

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