Actions Lead Agency/Institution 1.1 Engage the business community in encouraging the education and DPAC / DOE training of girls and women post-year 10, particularly in non-traditional disciplines, to improve their employment opportunities. 1.2 Collaborate across Government and the business community to DOE improve girls’ financial planning skills in school so that good financial decisions can be made later in life. 1.3 Promote the benefits and obligations of providing flexible DEDTA/Skills workplaces to the business and community sector. Tasmania/DPAC 1.4 Support economicSecurity4Women (a National Women’s Alliance) in DPAC work undertaken to progress women’s and girls’ economic security in Tasmania, including pay equity and retirement income equity. 1.5 Educate older women on financial abuse through Protecting Older DHHS Tasmanians from Abuse: Tasmania’s Elder Abuse Prevention Strategy, so they are better able to protect their financial assets. 1.6 Target women and girls in all gambling addiction social marketing DHHS campaigns. 1.7 Provide support for student carers to ensure they are able to remain in DOE education to increase their employment prospects. 1.8 Continue to develop policies that ensure members of the Lesbian, Gay, DOE Bisexual, Transgender and Intersex (LGBTI) community remain connected to education to enhance their opportunities for financial independence and economic security through the whole-of-Government Reference Group for Tasmania’s LGBTI Community. 1.9 Promote opportunities for women and girls in the agricultural sector DPIPWE through Tasmanian Women in Agriculture. Education and Training Outcome: Improve education and training opportunities for women and girls Education and training provides women and girls with invaluable tools to participate fully in the community. They directly increase their ability to gain meaningful employment opportunities in areas of their choosing. In 2009, Tasmanian girls had higher levels of literacy and numeracy than boys according to the national minimum standards. At Census 2011, 59 per cent of Tasmanian enrolments to University were females (9 754 females and 6 778 males). Of the 5 802 indigenous students in full-time education in Tasmania at Census 50.1 per cent were female.
Actions Lead Agency/Institution 1.1 Engage the business community in encouraging the education and training of girls and women post-year 10, particularly in non-traditional disciplines, to improve their employment opportunities. DPAC / DOE 1.2 Collaborate across Government and the business community to improve girls’ financial planning skills in school so that good financial decisions can be made later in life. DOE 1.3 Promote the benefits and obligations of providing flexible workplaces to the business and community sector. DEDTA/Skills Tasmania/DPAC 1.4 Support economicSecurity4Women (a National Women’s Alliance) in work undertaken to progress women’s and girls’ economic security in Tasmania, including pay equity and retirement income equity. DPAC 1.5 Educate older women on financial abuse through Protecting Older Tasmanians from Abuse: Tasmania’s Elder Abuse Prevention Strategy, so they are better able to protect their financial assets. DHHS 1.6 Target women and girls in all gambling addiction social marketing campaigns. DHHS 1.7 Provide support for student carers to ensure they are able to remain in education to increase their employment prospects. DOE 1.8 Continue to develop policies that ensure members of the Lesbian, Gay, Bisexual, Transgender and Intersex (LGBTI) community remain connected to education to enhance their opportunities for financial independence and economic security through the whole-of-Government Reference Group for Tasmania’s LGBTI Community. DOE 1.9 Promote opportunities for women and girls in the agricultural sector through Tasmanian Women in Agriculture. DPIPWE Education and Training Outcome: Improve education and training opportunities for women and girls Education and training provides women and girls with invaluable tools to participate fully in the community. They directly increase their ability to gain meaningful employment opportunities in areas of their choosing. In 2009, Tasmanian girls had higher levels of literacy and numeracy than boys according to the national minimum standards. At Census 2011, 59 per cent of Tasmanian enrolments to University were females (9 754 females and 6 778 males). Of the 5 802 indigenous students in full-time education in Tasmania at Census 50.1 per cent were female.
Tasmanian_Womens_Plan_2013-18.docx