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Abstract

During period 2011-2014, there was an increase in public discourse in Tasmania concerning post-secondary school retention rates. Perhaps this is not surprising, because the state has lingered for years in this regard with the poorest in the Commonwealth. The Liberal Party gained government on 15 March 2014, and immediately began enacting its policy of progressively providing post-secondary classes to high schools. Directed at highlighting an historical review and analysis applied to an educational policy topic, this paper features a research technique and topic which have received little attention in the research literature. Using historical research methodology, it details the politics of contested educational policy in respect to the provision of Tasmanian post-secondary classes for all Tasmanian secondary schools, as a measure to alleviate post-secondary school retention rates. Analysis is provided through the lens of Kingdon’s Agendas, in this instance, the how and why educational policy development, and brought into public discourse, preparatory to the public voting on it at a state election. Through a case study of the political imperatives of educational policy, an analysis is provided for system-level policymakers and political leaders.

Item Type:	Article
Authors/Creators:	Rodwell, GW
Keywords:	post-secondary school retention rates, politics, Tasmania, historical educational policy
Journal or Publication Title:	Issues in Educational Research
Publisher:	Western Australian Institute for Educational Research Inc.
ISSN:	1837-6290
Copyright Information:	© 2017 The Authors. Licensed under Creative Commons Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0) https://creativecommons.org/licenses/by-nd/4.0/
Related URLs:	UTAS Profile: Rodwell, G
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