Presentation to the University of Otago / Otago Polytechnic7 and 8 November 2007

Peter Coolbear

The best possible educational outcomes for all learners

September 2007

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

September 2007

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

September 2007

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.

September 2007

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

Level started Direct from School

Direct from Workforce

Total (all entrants)

L 1-3 Certificate 52% 28% 38%

L 4 Certificate 27% 16% 22%

L 5-6 Diploma 29% 19% 24%

L 7 Degree 64% 34% 53%

TOTAL 56% 27% 41%

Ussher 2006

September 2007

Our vision:

The best possible educational outcomes for all learners.

September 2007

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.

September 2007

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

September 2007

The National Awards Academy

Very significant resource• Develop public domain resources for tertiary educators• Project leadership• Evaluation roles• Mentoring Roles• etc., etc.

Authoritative voice

September 2007

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

September 2007

The structure of Ako Aotearoa

The essential elements are:

• A Governance Board

• A Māori Caucus

• A Reference Group

• A National Office

• Three Regional Hubs

September 2007

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

September 2007

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.

September 2007

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)

September 2007

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

September 2007

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

September 2007

Four levels of interaction

• Organisations in the tertiary sector• Educators • Learners

• Workplace

September 2007

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

September 2007

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.

September 2007