The best possible educational outcomes for all learners

1. The best possible educational outcomes for all learners Presentation to the University of Otago / Otago Polytechnic7 and 8 November 2007 Peter Coolbear

2. Where did Ako Aotearoa come from? • Cabinet asked for work to be done on the development of a national centre for tertiary teaching excellence • The Teaching Matters Forum developed the proposal • The Government agreed to fund it to $20m over 5 years • TEC sought tenders • A consortium comprising Massey, AUT and Canterbury Universities, with MIT and UCOL was selected to develop and host the Centre • Contract signed in October 2006

3. So why do we need Ako Aotearoa?Are we a solution looking for a problem? • Put effective teaching and learning to centre stage • Ensure learners and tax payers get value for money • Recognition that the tertiary education environment is changing dramatically • Support tertiary educators as professionals • Contribute to the alignment of tertiary education and training with government’s tertiary education strategy

4. Course completion rates vs qualification completion rates • In 2005: over 500,000 students in formal tertiary education. • They passed 72% of all courses (papers) taken. • But overall only around 40% will complete qualifications • Within these data some alarming clusters of apparent non-completion.

5. Seven year completion rates for the 1998 cohort entering tertiary education institutions

6. Our vision: The best possible educational outcomes for all learners.

7. Our mission: Through a focus on enhancing the effectiveness of tertiary teaching and learning practices, the Centre will assist educators and organisations to enable the best possible educational outcomes for all learners.

8. What we are beginning to do - 1: • Identifying, celebrating and sharing good practice • Taking over the Tertiary Teaching Excellence Awards • Establishing a National Awards Academy • Supporting research and its application • Regional Hub Projects Funding Scheme underway • Major funding available in 2008 • Supporting and evaluating new ideas • Regional Hub Projects Funding Scheme underway • Major funding available in 2008

9. The National Awards Academy Very significant resource • Develop public domain resources for tertiary educators • Project leadership • Evaluation roles • Mentoring Roles • etc., etc. Authoritative voice

10. What we are beginning to do - 2 • Working across the whole sector • Mapping project • Transferring knowledge across sub-sectors • Capability building • Raising the level of debate about tertiary teaching and learning • Major interactive web-site • Major sponsorship for key conferences • Supporting and learning from Kaupapa Māori • What lessons can we learn from successful Māori providers? • Raising expectations for all learners • Listen to and promote the learner voice

11. The structure of Ako Aotearoa The essential elements are: • A Governance Board • A Māori Caucus • A Reference Group • A National Office • Three Regional Hubs

12. Our mode of action • Focussed on learner outcomes • Look to be evidence based • Build on and support the good stuff that is already going on • Be collaborative where-ever possible • Be inclusive • Take a leadership role in the on-going debate

13. Working across the whole sector- Our biggest challenge and, potentially, our biggest strength Ako Aotearoa is unique in seeking to work across the whole of the tertiary sector. Not just tertiary education organisations, but we also have an active interest in workplace learning and adult and community education.

14. Learners • 504,000 learners enrolled in study programmes in tertiary providers • 162,000 industry-based trainees • 161,000 enrolments in short courses • 360,000 enrolments in non-formal education NZ Tertiary Education Sector Profile and Trends 2005 MoE (2006)

15. Towards a theory of action Starting assumptions: • There is a considerable amount of good and excellent teaching practice within the New Zealand tertiary sector • Excellent teaching practice is often hidden and undervalued (other than by the learners who engage with it) • There is no one model of best practice, either within a subject discipline or within a sub-sector if the tertiary system • Besides teaching, there are a wide range of activities within any learning environment that may impact on effective learning outcomes • The regulatory context may also impact on effective learning outcomes • Discipline based education research is perceived to be devalued by the PBRF

16. Towards a theory of action And the three most problematic ….. • Unless an intervention is required by an institution, professional development groups within TEIs often have difficulty getting traction beyond the enthusiasts • There is very little research which examines the impact of efforts to enhance the effectiveness of teaching practice on learner outcomes • In the New Zealand policy context there remains an unresolved, three way tension between tertiary education as a means of selection, as a commodity and as a means of empowerment of the individual

17. Four levels of interaction • Organisations in the tertiary sector • Educators • Learners • Workplace

18. So where to in the next two years? • Ako Aotearoa becomes the first-call resource for advice and debate on tertiary teaching and learning and a window on overseas work • Flourishing National Awards Academy • Clearly defined partnerships between ourselves and other bodies both within New Zealand and overseas • Major research and implementation projects • Working with others to develop a more coherent body of knowledge about tertiary education in New Zealand

19. Where might the major projects be focussed? Whole of organisation or discipline - focussed retention and success strategies Workplace learning Pathways to Māori and Pasifika success Impact of quality assurance processes on teaching and learning The nature of national qualifications …. etc., etc.