THS : Questions and Answers

1. THS : Questions and Answers Dr Stuart Middleton Manukau Institute of Technology EdTalkNZ www.stuartmiddleton.co.nz www.edtalknz.com

2. NZ’s leaking education pipeline • 20%Disappeared from education by age 16 • 30,000Secondary Truants each day • 4,000Excluded each year (unless MOE intervenes) • 4500 Leave primary but fail to enter secondary • 80% Youth appearing in the Youth Court have left or are absent from school • 48% Successfully complete a postsecondary qualification that they start • 17,000 – 25,000NEETS 15-19 year olds Not in Employment, Education and Training – Annual cost in excess of $NZ1 billion

3. Shared Issues New Zealand Australia Great Britain Canada United States of America

4. Universal Primary Vocational Education Killed Post WW II Universal Secondary Homogenous Curriculum Elite Higher Education No Quals Emphasis Participation in HE Disengagement Social Promotion Issues Education Economy Sectors Skill Shortages

5. The Pattern Unease socially and politically with education • Unprecedented levels of disengagement • Physical • Virtual • Unintended Social Disengagement Issues Disconnect between education and the economy NEET (15 – 19) Not in Employment Education or Training Inactive SkillShortage Youth

6. Some big factors outside the education system

7. Mum and Dad’s Generation Primary / Basic / Elementary Education Academic / General Secondary Education Higher and Further Education HERDSA 2009

8. The Baby Boomers’ Generation Primary / Basic / Elementary Education Academic / General Secondary Education Higher and Further Education Other HERDSA 2009

9. 1970’s into the 1980’s Primary / Basic / Elementary Education Academic / General Secondary Education Higher and Further Education Other EEEE Other Opportunities: Employment / On-the-job Training / Teaching / Nursing / Accountancy / Night Class / Apprenticeships / Offices / Unskilled and Low Skilled Employment HERDSA 2009

10. 1970’s into the 1980’s Primary / Basic / Elementary Education Academic / General Secondary Education Higher and Further Education Other EEEE Other Opportunities: Employment / On-the-job Training / Teaching / Nursing / Accountancy / Night Class / Apprenticeships / Offices / Unskilled and Low Skilled Employment HERDSA 2009

11. 1980’s into the 1990’s Primary / Basic / Elementary Education Academic / General Secondary Education Higher and Further Education Grew HE and FE Downwards Other • Level 1-3 Courses • Polytechnics • PTE’s • “Doing a Course” EEEE Other Opportunities: Employment / On-the-job Training / Teaching / Nursing / Accountancy / Night Class / Apprenticeships / Offices / Unskilled and Low Skilled Employment HERDSA 2009

12. As we go into the 21st Century Primary / Basic / Elementary Education Higher and Further Education Academic / General Secondary Education Growing HE Downwards Level 1-3 Courses Polytechnics PTE’s “Doing a Course” The Disengaged EEEE Other Opportunities: Employment / On-the-job Training / Teaching / Nursing / Accountancy / Night Class / Apprenticeships / Offices / Unskilled and Low Skilled Employment

13. Growth of secondary schooling

14. The big issue: disengagement • Physical Disengagement • actually not being at school • Virtual Disengagement • at school but not getting qualifications • Unintended Disengagement • Good intentions, right moves, but little or no success post-secondary.

15. What has created disengagement in NZ? • A series of opportunities for young people been stripped from our education system • Uncritical acceptance of the value of increased general academic secondary education; • Removal of vocationally / technical oriented options; • The delaying of both the decision about pathways and the actual entry into the workforce. • Failure to respond to increasing diversity • Uncritical acceptance that more is better.

16. Some questions emerge. . . . . . • Is secondary school as it is the best learning environment for all students? • No, without a doubt • Are we are keeping students in the school system past the point of disengagement? • Yes, that is clear • Can we engage students in pathways that offer a future that holds increased rewards? • Only if we change

17. Some answers emerge Issue Answer Change what we are doing to keep students in education Get new pathways to students earlier Provide wider options earlier Provide clear vocational options Teach in new and integrated ways Focus on Access and Equity as outputs not inputs Logical relationships 12 years old and 14 years old are critical points • Disengagement • Lack of focus • Basic skills • Qualifications • Positioning the responses

18. Tertiary High School • A programme at a polytechnic (MIT) offered collaboratively with secondary schools (Counties Manukau) • Schools / parents / MIT identify students in Year 10 who have potential but are unlikely to succeed in a school setting • Selected students enter the THS in Year 11 • Complete their secondary schooling (= NCEA Level 3) and a two year Career and Technical Education qualification (diploma / Year 1-2 of a degree, etc)

19. Students targeted for the programme are likely to be: underperforming and likely to fail at school; pose a potential threat of disengagement; likely to finish school with little or no qualifications; at risk educationally but not yet in risk interested in a career path that is appropriate to an institute of technology; will be reflective of the communities of Counties Manukau from a low decile school and/or a low income family; likely to be a First Generation Student

20. Programme Overview • The THS is a hybrid tertiary / secondary programme • There is a mix of MIT qualifications / NCEA • High levels of credit bearing activities • Based on the New Zealand Curriculum • An alternative pathway through senior secondary into postsecondary • Students will be “in school” not “at school”

24. Key Concepts • The engagement with scheduled MIT courses will increase over time during the programme • Key component in the success of the programme will be FLEXIBILITY • Decreasing individual support will be determined by individual students’ needs as they progress from Years 1 to 4

25. Programme Overview 1@ Programme Centre • Developing Work and Personal Skills (DWPS) including Personal Pathway Plan • Literacy Support: x 3 (Literacy, Numeracy, Digital) including MIT Course support • Structured Self-Directed Activities (SDA) including possible involvement with origin school

26. Programme Overview 2 @ MIT Campus • Year 1 to contain two programmes 1st Semester: to inform student choice (Preparing for Trades and Professions = PTPs) 2nd Semester: to provide focused discipline experiences (Specifically designed MIT staircase courses or existing MIT entry level programmes) • Years 2, 3 & 4 All students enrolled in selected MIT qualifications

27. MIT Component : Year 1 • 1. Preparing for Trades and Professions (PTP) Construction Visual Arts Automotive / Fabrication Sports Leadership Early Childhood Nursing & Health Introduction to Business Hospitality • 2. Focused discipline experiences New discipline focused courses to provide career pathways or Existing MIT Qualification(s): including entry level and Foundation pathway programmes

28. The shifting programme balance

29. Special features “College knowledge” emphasis in literacy, numeracy and technology High levels of supervision and monitoring Personal development related to their school All CTE qualification classes are normal scheduled MIT classes CTE support programme alongside the MIT classes All work activity in the programme is credit bearing Students will get NCEA Level 3 and the CTE Qualification (and possibly an Associate Degree)

30. Principles: Collaboration • The Tertiary / Secondary Programme does not take students out of school; it keeps them “in school” but not “at school”. • collaborative project - a polytechnic (MIT), government agencies (MOE and TEC) and a consortium of about 25 secondary schools • Secondary teachers will work alongside tertiary teachers

31. Principles: Student Focus agreed set of criteria. integrated and socialised into the tertiary institution. both “secondary” and “tertiary” ongoing contact with their secondary school. programme of personal growth and development dual enrolled

32. Principles: Programme vocational and technical orientation all work will becredit bearing MITqualification in normal scheduled MIT classes.

33. Principles: Pastoral Care emphasis on monitoring progress, monitoring attendance and supporting learning.

34. Some learnings • The THS is as much a challenge for MIT as it is for schools • The THS required new programmes to be developed: • Year 1 Certificate in Tertiary Pathways Level 1 – 60 credits Level 2 60 credits • Year 2 In development now (2 x 60 credit courses Level 3) • PTPs written for each of eight MIT departments • The THS demands a new relationship secondary / tertiary • The THS is one answer to the question “How can we make a difference for disengaging students?”

35. “. . . . . looking at the stars” • Start with the end in mind • The THS has led to changes that two years ago seemed out of reach: • Dual enrolment • Dual funding • Under 16-year olds legally and fulltime in tertiary • New approaches to curriculum in the senior school

36. “The hallmark of our age is the tension between aspirations and sluggish institutions.”John W Gardner And finally ………. • Making changes is not an option – it is what we have to do. • Start small and become great. • Don’t look for more resources – use what you have differently ($ and people). • Work with the willing. • Put the learner at the centre – that solves most issues.

37. Ina te mahi he rangatira Stuart Middleton Executive Director Manukau Institute of Technology EdTalkNZ www.stuartmiddleton.co.nz www.edtalknz.com