1. 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 1620%Disappeared from education by age 16 30,000Secondary Truants each day30,000Secondary Truants each day 4,000Excluded each year (unless MOE intervenes)4,000Excluded each year (unless MOE intervenes) 4500Leave primary but fail to enter secondary4500Leave primary but fail to enter secondary 80%Youth appearing in the Youth Court have left or are absent from school80%Youth appearing in the Youth Court have left or are absent from school 48%Successfully complete a postsecondary qualification that they start48%Successfully complete a postsecondary qualification that they start 17,000 – 25,000NEETS17,000 – 25,000NEETS 15-19 year olds Not in Employment, Education and Training – Annual cost in excess of $NZ1 billion

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

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

5. 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 Pattern NEET (15 – 19) Not in Employment Education or Training

6. 6 Some big factors outside the education system

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

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

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

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

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

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

13. 13 Growth of secondary schooling

14. The big issue: disengagement 1.Physical Disengagement –actually not being at school 2.Virtual Disengagement –at school but not getting qualifications 3.Unintended Disengagement –Good intentions, right moves, but little or no success post-secondary. 14

15. 15 What has created disengagement in NZ? 1.A series of opportunities for young people been stripped from our education system a)Uncritical acceptance of the value of increased general academic secondary education; b)Removal of vocationally / technical oriented options; c)The delaying of both the decision about pathways and the actual entry into the workforce. 2.Failure to respond to increasing diversity 3.Uncritical acceptance that more is better.

16. 16 Some questions emerge...... Is secondary school as it is the best learning environment for all students?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?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?Can we engage students in pathways that offer a future that holds increased rewards? –Only if we change

17. Some answers emerge Issue Disengagement Lack of focus Basic skills Qualifications Positioning the responses 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

18. Tertiary High School A programme at a polytechnic (MIT) offered collaboratively with secondary schools (Counties Manukau)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 settingSchools / 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 11Selected 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)Complete their secondary schooling (= NCEA Level 3) and a two year Career and Technical Education qualification (diploma / Year 1-2 of a degree, etc) 18

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

20. 20 Programme Overview The THS is a hybrid tertiary / secondary programmeThe THS is a hybrid tertiary / secondary programme There is a mix of MIT qualifications / NCEAThere 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 postsecondaryAn alternative pathway through senior secondary into postsecondary Students will be “in school” not “at school”Students will be “in school” not “at school”

21. 21

22. 22

23. 23

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

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

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

27. 27 MIT Component :Year 1 1. Preparing for Trades and Professions (PTP)1. Preparing for Trades and Professions (PTP) ConstructionVisual Arts Automotive / Fabrication Sports Leadership Early Childhood Nursing & Health Introduction to BusinessHospitality 2. Focused discipline experiences2. Focused discipline experiences New discipline focused courses to provide career pathwaysor 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“College 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 All work activity in the programme is credit bearingAll work activity in the programme is credit bearing Students will get NCEA Level 3 and the CTE Qualification (and possibly an Associate Degree)Students will get NCEA Level 3 and the CTE Qualification (and possibly an Associate Degree) 29

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

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

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

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

34. 34 Some 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 1Certificate in Tertiary Pathways Level 1 – 60 credits Level 2 60 credits –Year 2In development now (2 x 60 credit courses Level 3) –PTPswritten 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 difference for disengaging students?”The THS is one answer to the question “How can we make a difference for disengaging students?”

35. 35 “..... 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 seemed out of reach: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. 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.Making changes is not an option – it is what we have to do. Start small and become great.Start small and become great. Don’t look for more resources – use what you have differently ($ and people).Don’t look for more resources – use what you have differently ($ and people). Work with the willing.Work with the willing. Put the learner at the centre – that solves most issues.Put the learner at the centre – that solves most issues.

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