NCJ Number
164782
Journal
Youth Studies Australia Volume: 15 Issue: 4 Dated: (December 1996) Pages: 19-22
Date Published
1996
Length
4 pages
Annotation
Based on a recent Tasmanian survey (Australia), this article examines the characteristics and attitudes of a group of students who have difficulty attending school and focuses on both the curriculum and the structural implications of the students' responses.
Abstract
In November 1995, the Educational Planning Branch of the Tasmanian Department of Education and the Arts (DEA) conducted a pilot project at two northern Tasmanian high schools. The project, involving a series of interviews with 47 students whose school attendance was irregular, was a follow-up to the DEA's 1994 Term III System-wide Attendance Study: A Summary Report. The interview schedule consisted of 50 questions. Problems causing absenteeism for the interviewed group were found to relate predominantly to home factors, with poor attendance at school being one manifestation of the range of problems experienced by the child. Absenteeism was found to occur for individual reasons and usually occurred with parental knowledge or approval. Even though they had difficulty in attending school, the group of students showed a generally positive attitude to the school, its teachers, and the curriculum. They had high expectations regarding the school's ability to prepare them for employment. The students in the group surveyed valued subjects with a vocational emphasis. Schools should be providing valid, certified, vocational education for these students to make the value of school sufficiently high to encourage students to attend regularly. Also, this group of students should have provision for re-entry into education. 1 table and 13 references