An independent education review has declared Tasmania must prioritise literacy and teacher wellbeing. 

Released by the state government this week, the report identified 14 recommendations and 36 findings, focusing on literacy, teacher workloads, and student engagement. 

Despite its breadth, the review omitted a deep dive into minority student needs.

The review emphasised continuing the “Lifting Literacy” initiative, describing it as Tasmania’s top priority for the next decade. 

“If Tasmania only has the capacity to do one thing well over the next decade, then it should stay the course on its Lifting Literacy initiative,” it stated. 

Evidence-based teaching approaches were also highlighted as critical for improving student outcomes.

Teacher wellbeing emerged as another central theme. Recommendations included partnerships for professional development, reducing administrative workloads, and integrating education technology to support educators.

Education Minister Jo Palmer committed to immediate action in four areas: strengthening literacy strategies, supporting school staff wellbeing, aligning with the University of Tasmania, and piloting a multi-school organisation (MSO) model. 

The review noted demographic trends could result in fewer students and teachers by 2035, necessitating better use of resources. MSOs are proposed as a solution, defined as “families of schools” sharing leadership, resources, and administrative duties.

Australian Education Union (AEU) Tasmanian Branch president David Genford has urged the government to act decisively. 

“This could be just another review that gets put to the backburner, or it could actually mean change,” he told reporters, adding that cultural shifts and proper funding are essential.

The report stresses the importance of teacher and student wellbeing. 

It recommends mentoring programs, differentiated support for trauma-affected staff, and limiting non-teaching tasks. Inclusive school environments were also encouraged to promote family engagement and celebrate diverse achievements.

For students, the review proposes expanding career counselling and valuing non-traditional pathways, such as vocational education. It criticised the narrow focus on the Tasmanian Certificate of Education (TCE) as a measure of success.

Implementation and long-term focus were identified as vital for success. The review advocated for gradual systemic changes, allowing schools to adapt at their own pace, and continued investment in the Lifting Literacy program.

While thorough, the review admitted it lacked time to address issues faced by minority groups, including Aboriginal students and young carers. 

Looking ahead, a steering committee will investigate the MSO model as the government begins its response.

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