1. Parents, Whānau, Communities and Employers ECE activities
Apryll Parata, Deputy Secretary ECAC – Wednesday 15 June 2016

2. Parents, Whānau, Communities & Employers
We will power up learners, parents, whānau, communities and employers to influence the quality and relevance of the system, to contribute to their children’s learning, and to support the achievement of standards and qualifications
We will support awareness and decision-making by learners, parents, whānau, communities and employers by recognising the info that is relevant and useful, providing clear guidance, listening to the demand voice and demonstrating its impact
We will promote engagement, information supply and consideration of demand side perspectives by gaining knowledge about how to reach, support and empower them and feed info back to the business units that can make changes

3. What is in scope?
The programme scope identifies external activities aimed at improving information, communications and active two-way engagement with demand-side audiences
This includes new initiatives and coordination with existing activities
The organisational scope captures internal research- and-development as we gain expertise in better understanding, anticipating and deliberately serving demand-side audiences
This includes refining strategies and guidance that let us respond to diverse audiences

4. What do we expect to see?
Parents and whānau more engaged in the education of their children both at home and through formal settings
The OECD link better home engagement with better learner outcomes
Communities and employers having high expectations of learners and education settings – particularly that every learner can achieve
The Best Evidence Synthesis (BES) and the Education Review Office (ERO) link community expectations to improvements in provision and learner outcomes

5. Early Learning Taskforce5

6. Early Learning Taskforce
“Ua amata ona manino le tautala o lo’u tama i le gagana Samoa ma le gagana faaperetania. Ua ou fiafia e faalogo i upu Samoa fou ua faaaogaina lo’u tama i le fale.”
My child is starting to speak more clearly in both Samoan and English. I am happy to hear my child use new Samoan words at home.
The prior ECE participation rate for children starting school in the year to 31 March 2016 was 96.6% compared to 95.9% in 2014
The prior ECE participation rate for Māori children starting school in the year to 31 March was 94.6% compared to 93% in
2014
The prior ECE participation rate for Pasifika children starting school in the year to 31 March was 92.5% compared to 90% in 2014
A mother of a 4 year old boy attending a Puna Kainga

7. Iwi work in Early Learning Participation7

8. Iwi and Maori Education Relationships
We are working with 29 iwi to raise early learning and achievement in literacy/numeracy and NCEA L2
The work started in July 2015 (nearly a full year)
Iwi identify numbers of Māori 3-4 year olds that they will find and work with to place in early learning
The total target is 488 early learning placements
As at the end of May, 110 tamariki (aged 3-4) and their whānau were assisted by iwi into early learning

9. Visible successes Whānau are more informed about the benefits of ECE
Iwi are utilising their Whānau Ora entities to identify
whānau who have tamariki at home
Iwi engaged in SELO contracts
Iwi innovation in organising a range of community events
to identify whānau and tamariki and promote ECE (stalls
on Waitangi Day, Pā Wars presence, Council events)
Iwi networks and relationships support whānau with
socio-economic needs
Whānau Education Action Plans (WEAP) have assisted
iwi to engage with whānau and set education goals

10. Issues Current challenges Competition with providers to find tamariki
Whānau would prefer to keep their tamariki at home if Māori identity, language and culture is not evident in the early learning centres
Targets set too high and iwi wanting to reduce the numbers
Disaggregation means there are small numbers in areas where iwi are not present

11. ARoNA Illustrating a student-focused approach11

12. ARoNA ARoNA – At Risk of Not Achieving NCEA Level 2
Student-Focused Methodology (Numbers, Names, Needs)
In the following settings:
Outside the system – Count Me In (CMI)
In Tertiary – Youth Guarantee (YG)
In Secondary – Student focused methodology (SFM)
4 Core Elements
Confidence ratings (efficacy)
Brokered Support
Referred Support
Real-time monitoring and credit tracking