1 THS : Questions and Answers Dr Stuart Middleton Manukau Institute of Technology EdTalkNZ .

1

THS : Questions and THS : Questions and AnswersAnswers

Dr Stuart MiddletonDr Stuart Middleton

Manukau Institute of TechnologyManukau Institute of Technology

EdEdTalkTalkNZNZwww.stuartmiddleton.co.nz

www.edtalknz.com

http://www.stuartmiddleton.co.nz/

http://www.edtalknz.com/

NZ’s leaking education NZ’s leaking education pipelinepipeline

• 20%20% Disappeared from education by age 16Disappeared from education by age 16• 30,00030,000 Secondary Truants each daySecondary Truants each day• 4,0004,000 Excluded each year (unless MOE intervenes)Excluded each year (unless MOE intervenes)• 45004500 Leave primary but fail to enter secondaryLeave primary but fail to enter secondary• 80%80% Youth appearing in the Youth Court have left or Youth appearing in the Youth Court have left or

are absent from schoolare absent from school• 48%48% Successfully complete a postsecondary Successfully complete a postsecondary qualification that qualification that

they startthey start• 17,000 – 25,00017,000 – 25,000 NEETSNEETS

15-19 year olds Not in Employment, 15-19 year olds Not in Employment,

Education and Training – Education and Training –

Annual cost in excess of $NZ1 billionAnnual cost in excess of $NZ1 billion

Shared IssuesShared Issues

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New Zealand

Australia

Great Britain

Canada

United States of America

Universal

Prim

ary

Elite Higher Education

Post W

W II

Univer

sal

Secondar

y

Emphasis

Participation in HE

Sectors

SocialPromotion

Homogenous

Curriculum

Vocational

Education

Killed

No Quals

Skill

Shortages

Disengagem

entIssu

es

Ed

ucatio

n

Eco

no

my

Unease socially and politically with education

Social

Issues

Disengagement

Unprecedented levels of disengagement- Physical- Virtual- Unintended

Disconnect between education and the economy

Skill Shortage

Inactive

Youth

The PatternThe Pattern

NEET (15 – 19)

Not in Employment Education or Training

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Some big factors outside the Some big factors outside the education systemeducation system

Mum and Dad’s GenerationMum and Dad’s Generation

HERDSA 2009

Primary / Basic / Elementary Education

Academic / General Secondary Education

Higher and Further Education

The Baby Boomers’ The Baby Boomers’ GenerationGeneration

HERDSA 2009




Other

1970’s into the 1980’s1970’s into the 1980’s

EEEEEEEE

Other Opportunities:Other Opportunities:

Employment / On-the-job Training /Employment / On-the-job Training /

Teaching / Nursing / Accountancy /Teaching / Nursing / Accountancy /

Night Class / Apprenticeships / Offices /Night Class / Apprenticeships / Offices /

Unskilled and Low Skilled EmploymentUnskilled and Low Skilled Employment

HERDSA 2009




Other


EEEEEEEE






HERDSA 2009




Other


EEEEEEEE






HERDSA 2009




OtherGrew HE and FE

Downwards

• Level 1-3 Courses• Polytechnics• PTE’s• “Doing a Course”

As we go into the 21As we go into the 21stst CenturyCentury

EEEEEEEE






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Academic / GeneralSecondary Education


Growing HE Downwards

Level 1-3 CoursesPolytechnicsPTE’s“Doing a Course”

The Disengaged

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Growth of secondary schoolingGrowth of secondary schooling

The big issue: The big issue: disengagementdisengagement

1.1. Physical DisengagementPhysical Disengagement– actually not being at schoolactually not being at school

2.2. Virtual DisengagementVirtual Disengagement– at school but not getting qualificationsat school but not getting qualifications

3.3. Unintended DisengagementUnintended Disengagement– Good intentions, right moves, but little or no Good intentions, right moves, but little or no

success post-secondary.success post-secondary.

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What has created disengagement What has created disengagement in NZ?in NZ?

1.1. A series of opportunities for young people A series of opportunities for young people been stripped from our education systembeen stripped from our education systema)a) Uncritical acceptance of the value of increased Uncritical acceptance of the value of increased

general academic secondary education;general academic secondary education;

b)b) Removal of vocationally / technical oriented options;Removal of vocationally / technical oriented options;

c)c) The delaying of both the decision about pathways The delaying of both the decision about pathways and the actual entry into the workforce.and the actual entry into the workforce.

2.2. Failure to respond to increasing diversityFailure to respond to increasing diversity

3.3. Uncritical acceptance that more is better.Uncritical acceptance that more is better.

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Some questions Some questions emerge. . . . . . emerge. . . . . .

• Is secondary school as it is the best Is secondary school as it is the best learning environment for all students?learning environment for all students?– No, without a doubtNo, without a doubt

• Are we are keeping students in the school Are we are keeping students in the school system past the point of disengagement?system past the point of disengagement?– Yes, that is clearYes, that is clear

• Can we engage students in pathways that Can we engage students in pathways that offer a future that holds increased offer a future that holds increased rewards?rewards?– Only if we changeOnly if we change

Some answers emergeSome answers emerge

IssueIssue• DisengagementDisengagement

• Lack of focusLack of focus

• Basic skillsBasic skills

• QualificationsQualifications

• Positioning the responsesPositioning the responses

AnswerAnswer• Change what we are doing to keep Change what we are doing to keep

students in educationstudents in education

• Get new pathways to students earlierGet new pathways to students earlier

• Provide wider options earlierProvide wider options earlier

• Provide clear vocational optionsProvide clear vocational options

• Teach in new and integrated waysTeach in new and integrated ways

• Focus on Access and Equity as Focus on Access and Equity as

outputs not inputsoutputs not inputs

• Logical relationshipsLogical relationships

• 12 years old and 14 years old 12 years old and 14 years old

are critical pointsare critical points

Tertiary High SchoolTertiary High School

• A programme at a polytechnic (MIT) offered A programme at a polytechnic (MIT) offered collaboratively with secondary schools (Counties collaboratively with secondary schools (Counties Manukau) Manukau)

• Schools / parents / MIT identify students in Year 10 who Schools / parents / MIT identify students in Year 10 who have potential but are unlikely to succeed in a school have potential but are unlikely to succeed in a school settingsetting

• Selected students enter the THS in Year 11Selected students enter the THS in Year 11

• Complete their secondary schooling (= NCEA Level 3) Complete their secondary schooling (= NCEA Level 3) and a two year Career and Technical Education and a two year Career and Technical Education qualification (diploma / Year 1-2 of a degree, etc)qualification (diploma / Year 1-2 of a degree, etc)

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Students targeted for the Students targeted for the programme are likely to be:programme are likely to be:

• underperforminunderperforming and likely to fail at school;g and likely to fail at school;• pose a potential pose a potential threat of disengagementthreat of disengagement;;• likely to finish school with likely to finish school with little or no qualificationslittle or no qualifications;;• at risk at risk educationally but not yet educationally but not yet in riskin risk• interested in a interested in a career path career path that is appropriate to an institute of that is appropriate to an institute of

technology; technology; • will be will be reflective of the communities reflective of the communities of Counties Manukauof Counties Manukau• from a from a low decile school low decile school and/or a and/or a low income familylow income family;;• likely to be a likely to be a First Generation StudentFirst Generation Student

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Programme OverviewProgramme Overview

• The THS is a hybrid tertiary / secondary programmeThe THS is a hybrid tertiary / secondary programme

• There is a mix of MIT qualifications / NCEA There is a mix of MIT qualifications / NCEA

• High levels of credit bearing activitiesHigh levels of credit bearing activities

• Based on the New Zealand CurriculumBased on the New Zealand Curriculum

• An alternative pathway through senior secondary into An alternative pathway through senior secondary into postsecondarypostsecondary

• Students will be “in school” not “at school”Students will be “in school” not “at school”

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Key ConceptsKey Concepts

• The engagement with scheduled MIT courses willThe engagement with scheduled MIT courses will

increase over time during the programmeincrease over time during the programme

• Key component in the success of the programme will be Key component in the success of the programme will be FLEXIBILITYFLEXIBILITY

• Decreasing individual support will be Decreasing individual support will be

determined by individual students’ needs determined by individual students’ needs

as they progress from Years 1 to 4as they progress from Years 1 to 4

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Programme Overview 1Programme Overview 1@ Programme Centre@ Programme Centre

• Developing Work and Personal Skills (DWPS)Developing Work and Personal Skills (DWPS)

including Personal Pathway Planincluding Personal Pathway Plan

• Literacy Support: x 3 (Literacy, Numeracy, Digital)Literacy Support: x 3 (Literacy, Numeracy, Digital)

including MIT Course supportincluding MIT Course support

• Structured Self-Directed Activities (SDA)Structured Self-Directed Activities (SDA)

including possible involvement with origin schoolincluding possible involvement with origin school

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Programme Overview 2 Programme Overview 2 @ MIT Campus@ MIT Campus

• Year 1 to contain two programmesYear 1 to contain two programmes11stst Semester: to inform student choice Semester: to inform student choice

(Preparing for Trades and Professions = PTPs)(Preparing for Trades and Professions = PTPs)

22ndnd Semester: to provide focused discipline Semester: to provide focused discipline experiences experiences (Specifically designed MIT staircase courses or (Specifically designed MIT staircase courses or existing MIT existing MIT

entry level programmes)entry level programmes)

• Years 2, 3 & 4Years 2, 3 & 4All students enrolled in selected MIT All students enrolled in selected MIT

qualificationsqualifications

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MIT Component :MIT Component : Year 1 Year 1

• 1. 1. Preparing for Trades and Professions (PTP)Preparing for Trades and Professions (PTP)ConstructionConstruction Visual ArtsVisual Arts

Automotive / Fabrication Automotive / Fabrication Sports LeadershipSports Leadership

Early Childhood Early Childhood Nursing & Health Nursing & Health

Introduction to BusinessIntroduction to Business HospitalityHospitality

• 2. 2. Focused discipline experiencesFocused discipline experiences

New discipline focused courses to provide career New discipline focused courses to provide career

pathwayspathways

oror

Existing MIT Qualification(s): including entry level Existing MIT Qualification(s): including entry level

and Foundation pathway programmesand Foundation pathway programmes

The shifting programme The shifting programme balancebalance

Special featuresSpecial features

• ““College knowledge” emphasis in literacy, numeracy and technologyCollege knowledge” emphasis in literacy, numeracy and technology• High levels of supervision and monitoringHigh levels of supervision and monitoring• Personal development related to their schoolPersonal development related to their school• All CTE qualification classes are normal scheduled MIT classesAll CTE qualification classes are normal scheduled MIT classes• CTE support programme alongside the MIT classesCTE support programme alongside the MIT classes• AllAll work activity in the programme is credit bearing work activity in the programme is credit bearing• Students will get NCEA Level 3 and the CTE Qualification (and Students will get NCEA Level 3 and the CTE Qualification (and

possibly an Associate Degree)possibly an Associate Degree)

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Principles:Principles: CollaborationCollaboration• The Tertiary / Secondary Programme does not take The Tertiary / Secondary Programme does not take

students students out of schoolout of school; it keeps them “; it keeps them “in schoolin school” but not ” but not ““at schoolat school”. ”.

• collaborative project collaborative project - a polytechnic (MIT), government - a polytechnic (MIT), government agencies (MOE and TEC) and a consortium of about 25 agencies (MOE and TEC) and a consortium of about 25 secondary schoolssecondary schools

• Secondary teachers will Secondary teachers will work alongside work alongside tertiarytertiary

teachersteachers

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Principles:Principles: Student FocusStudent Focus

• agreed set of criteriaagreed set of criteria. . • integrated and socialised into the tertiary integrated and socialised into the tertiary

institutioninstitution..• both “secondary” and “tertiaryboth “secondary” and “tertiary””• ongoing contact with their secondary schoolongoing contact with their secondary school..• programme of personal growth and developmentprogramme of personal growth and development• dual enrolleddual enrolled

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Principles:Principles: ProgrammeProgramme

• vocational and technical orientationvocational and technical orientation• • all work will becredit bearingall work will becredit bearing •

• MITqualification in MITqualification in normal scheduled MIT classesnormal scheduled MIT classes..

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Principles:Principles: Pastoral CarePastoral Care

• emphasis on emphasis on monitoring progress, monitoring attendance monitoring progress, monitoring attendance and and supporting learningsupporting learning..

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Some learningsSome learnings

• The THS is as much a challenge for MIT as it is for schoolsThe THS is as much a challenge for MIT as it is for schools

• The THS required new programmes to be developed:The THS required new programmes to be developed:– Year 1Year 1 Certificate in Tertiary Pathways Certificate in Tertiary Pathways

Level 1 – 60 creditsLevel 1 – 60 credits

Level 2 60 creditsLevel 2 60 credits– Year 2Year 2 In development now In development now

(2 x 60 credit courses Level 3)(2 x 60 credit courses Level 3)– PTPsPTPs written for each of eight MIT departmentswritten for each of eight MIT departments

• The THS demands a new relationship secondary / tertiaryThe THS demands a new relationship secondary / tertiary• The THS is one answer to the question “How can we make a The THS is one answer to the question “How can we make a

difference for disengaging students?”difference for disengaging students?”

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““. . . . . looking at the stars”. . . . . looking at the stars”

• Start with the end in mindStart with the end in mind

• The THS has led to changes that two years ago The THS has led to changes that two years ago seemed out of reach:seemed out of reach:– Dual enrolmentDual enrolment– Dual fundingDual funding– Under 16-year olds legally and fulltime in tertiaryUnder 16-year olds legally and fulltime in tertiary– New approaches to curriculum in the senior schoolNew approaches to curriculum in the senior school

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““The hallmark of our age is the tension between The hallmark of our age is the tension between aspirations and sluggish institutions.”aspirations and sluggish institutions.”

John W GardnerJohn W Gardner

And finally ……….And finally ……….• Making changes is not an option – it is what we Making changes is not an option – it is what we

have to do.have to do.• Start small and become great.Start small and become great.• Don’t look for more resources – use what you Don’t look for more resources – use what you

have differently ($ and people).have differently ($ and people).• Work with the willing.Work with the willing.• Put the learner at the centre – that solves most Put the learner at the centre – that solves most

issues.issues.

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Ina te mahi he rangatiraIna te mahi he rangatira

Stuart MiddletonStuart Middleton

Executive DirectorExecutive Director

Manukau Institute of TechnologyManukau Institute of Technology

EdEdTalkTalkNZNZwww.stuartmiddleton.co.nzwww.stuartmiddleton.co.nz

www.edtalknz.comwww.edtalknz.com

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1 THS : Questions and Answers Dr Stuart Middleton Manukau Institute of Technology EdTalkNZ .

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