ths : questions and answers · (preparing for trades and professions = ptps) 2nd semester: to...

THS : Questions and AnswersTHS : Questions and AnswersTHS : Questions and AnswersTHS : Questions and Answers

Dr Stuart MiddletonDr Stuart MiddletonDr Stuart MiddletonDr Stuart MiddletonManukauManukau Institute of TechnologyInstitute of Technology

EdEdT lkT lkNZNZEdEdTalkTalkNZNZwww.stuartmiddleton.co.nzwww.stuartmiddleton.co.nz

www.edtalknz.comwww.edtalknz.com

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NZ’s leaking education pipelineNZ’s leaking education pipelineNZ s leaking education pipelineNZ s leaking education pipeline

•• 20%20% Disappeared Disappeared from education by age 16from education by age 16•• 30,00030,000 Secondary Secondary Truants each dayTruants each day•• 4,0004,000 Excluded Excluded each each year (unless MOE intervenes)year (unless MOE intervenes)•• 45004500 Leave primary but fail to enter secondaryLeave primary but fail to enter secondary•• 80%80% Youth appearing in the Youth Court have left or Youth appearing in the Youth Court have left or

are absent from schoolare absent from school48%48% S f ll l dS f ll l d•• 48%48% Successfully complete a postsecondary Successfully complete a postsecondary

qualification that they startqualification that they start17 00017 000 25 00025 000 NEETSNEETS•• 17,000 17,000 –– 25,00025,000 NEETSNEETS

1515--19 19 year olds year olds Not in Employment, Not in Employment, Ed ti d T i iEd ti d T i iEducation and Training Education and Training ––Annual cost in excess of $NZ1 billionAnnual cost in excess of $NZ1 billion

Shared IssuesShared IssuesShared IssuesShared Issues

New Zealand

AustraliaAustralia

Great BritainGreat Britain

Canada

United States of America

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The PatternThe PatternThe PatternThe Pattern

UneaseUnprecedented levels ofUnease

socially and politically with education

Social

Disengagement

levels of disengagement- Physical

VirtualeducationIssues

- Virtual- Unintended

Disconnect between

SkillShortage

Inactive NEET (15 – 19)

Not in E l teducation and

the economyYouth Employment

Education or Training

Some big factors outside the education Some big factors outside the education systemsystem

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Mum and Dad’s GenerationMum and Dad’s GenerationMum and Dad s GenerationMum and Dad s Generation

Primary / Basic / Elementary Education

Academic / General Secondary Education

Higher and Further Education

HERDSA 2009

The Baby Boomers’ GenerationThe Baby Boomers’ GenerationThe Baby Boomers GenerationThe Baby Boomers Generation

Primary / Basic / Elementary Education



OtherOther

HERDSA 2009

1970’s into the 1980’s1970’s into the 1980’s1970 s into the 1980 s1970 s into the 1980 s

EEEEEEEEPrimary / Basic / Elementary Education



OtherOther

Other Opportunities:Other Opportunities:Employment / OnEmployment / On--thethe--job Training /job Training /Employment / OnEmployment / On thethe job Training /job Training /Teaching / Nursing / Accountancy /Teaching / Nursing / Accountancy /Night Class / Apprenticeships / Offices /Night Class / Apprenticeships / Offices /Unskilled and Low Skilled EmploymentUnskilled and Low Skilled Employment

HERDSA 2009

1980’s into the 1990’s1980’s into the 1990’s1980 s into the 1990 s1980 s into the 1990 s




Other Grew HE and FE Other Downwards• Level 1-3 Courses• Polytechnics• PTE’s

“D i C ”• “Doing a Course”

Other Opportunities:Other Opportunities:Employment / OnEmployment / On--thethe--job Training /job Training /Teaching / Nursing / Accountancy /Teaching / Nursing / Accountancy /Night Class / Apprenticeships / Offices /Night Class / Apprenticeships / Offices /Unskilled and Low Skilled EmploymentUnskilled and Low Skilled Employment

HERDSA 2009

As we go into the 21As we go into the 21stst CenturyCenturyAs we go into the 21As we go into the 21stst CenturyCentury


Academic / GeneralSecondary Education


Growing HE Downwardsg

Level 1-3 CoursesPolytechnicsPTE’s“Doing a Course”

Other Opportunities:Other Opportunities:Employment / OnEmployment / On--thethe--job Training /job Training /Teaching / Nursing / Accountancy /Teaching / Nursing / Accountancy /

The Disengaged

Night Class / Apprenticeships / Offices /Night Class / Apprenticeships / Offices /Unskilled and Low Skilled EmploymentUnskilled and Low Skilled Employment

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Growth of secondary schoolingGrowth of secondary schoolingGrowth of secondary schoolingGrowth of secondary schooling

60.00%

70.00%

50.00%

60.00%

30.00%

40.00%

10.00%

20.00%

Cohort Growth

0.00%1970 1975 1980 1985 1990 1995 2000 2005

Cohort Retention

-20.00%

-10.00%

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-30.00%

The big issue: The big issue: disengagementdisengagementThe big issue: The big issue: disengagementdisengagement

1.1. Physical DisengagementPhysical Disengagementy g gy g g–– actually not being at schoolactually not being at school

2.2. Virtual DisengagementVirtual Disengagement2.2. Virtual DisengagementVirtual Disengagement–– at school but not getting qualificationsat school but not getting qualifications

33 Unintended DisengagementUnintended Disengagement3.3. Unintended DisengagementUnintended Disengagement–– Good intentions, right moves, but little or no Good intentions, right moves, but little or no

success postsuccess post--secondarysecondarysuccess postsuccess post--secondary.secondary.

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What has created disengagement in NZ?What has created disengagement in NZ?What has created disengagement in NZ?What has created disengagement in NZ?

1.1. A series of opportunities for young people A series of opportunities for young people been stripped from our education systembeen stripped from our education systema)a) Uncritical acceptance of the value of increased Uncritical acceptance of the value of increased

general academic secondary education;general academic secondary education;b)b) Removal of vocationally / technical oriented options;Removal of vocationally / technical oriented options;b)b) Removal of vocationally / technical oriented options;Removal of vocationally / technical oriented options;c)c) The delaying of both the decision about pathways The delaying of both the decision about pathways

and the actual entry into the workforce.and the actual entry into the workforce.

2.2. Failure to respond to increasing diversityFailure to respond to increasing diversity3.3. Uncritical acceptance that more is better.Uncritical acceptance that more is better.

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Some questions emerge Some questions emerge Some questions emerge. . . . . . Some questions emerge. . . . . .

•• Is secondary school as it is the best Is secondary school as it is the best learning environment for all students?learning environment for all students?gg–– No, without a doubtNo, without a doubt

•• Are we are keeping students in the schoolAre we are keeping students in the schoolAre we are keeping students in the school Are we are keeping students in the school system past the point of disengagement?system past the point of disengagement?–– Yes that is clearYes that is clear–– Yes, that is clearYes, that is clear

•• Can we engage students in pathways that Can we engage students in pathways that offer a future that holds increasedoffer a future that holds increasedoffer a future that holds increased offer a future that holds increased rewards?rewards?

O l if hO l if h16

–– Only if we changeOnly if we change

Some answers emergeSome answers emergeSome answers emergeSome answers emerge

IssueIssue•• DisengagementDisengagement

AnswerAnswer•• Change what we are doing to keep Change what we are doing to keep

students in educationstudents in education•• Get new pathways to students earlierGet new pathways to students earlier•• Provide wider options earlierProvide wider options earlier

•• Lack of focusLack of focus •• Provide clear vocational optionsProvide clear vocational options

T h i d i dT h i d i d•• Basic skillsBasic skills

•• QualificationsQualifications

•• Teach in new and integrated waysTeach in new and integrated ways

•• Focus on Access and Equity as Focus on Access and Equity as QualificationsQualifications q yq youtputs not inputsoutputs not inputs

•• Logical relationshipsLogical relationships

•• Positioning the responsesPositioning the responses •• 12 years old and 14 years old 12 years old and 14 years old are critical pointsare critical points

Tertiary High SchoolTertiary High SchoolTertiary High SchoolTertiary High School

•• A programme at a polytechnic (MIT) offered collaborativelyA programme at a polytechnic (MIT) offered collaborativelyA programme at a polytechnic (MIT) offered collaboratively A programme at a polytechnic (MIT) offered collaboratively with secondary schools (Counties with secondary schools (Counties ManukauManukau) )

•• Schools / parents / MIT identify students in Year 10 who Schools / parents / MIT identify students in Year 10 who have potential but are unlikely to succeed in a school have potential but are unlikely to succeed in a school settingsettingsettingsetting

S l t d t d t t th THS i Y 11S l t d t d t t th THS i Y 11•• Selected students enter the THS in Year 11Selected students enter the THS in Year 11

•• Complete their secondary schooling (= NCEA Level 3) and Complete their secondary schooling (= NCEA Level 3) and a two year Career and Technical Education qualification a two year Career and Technical Education qualification (diploma / Year 1(diploma / Year 1--2 of a degree, etc)2 of a degree, etc)( p( p g )g )

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Students targeted for the programme are Students targeted for the programme are likely to be:likely to be:

•• underperforminunderperforming and likely to fail at school;g and likely to fail at school;•• pose a potential pose a potential threat of disengagementthreat of disengagement;;•• likely to finish school with likely to finish school with little or no qualificationslittle or no qualifications;;•• at risk at risk educationally but not yet educationally but not yet in riskin risk

ff•• interested in a interested in a career path career path that is appropriate to an institute of that is appropriate to an institute of technology; technology;

•• will be will be reflective of the communities reflective of the communities of Counties Manukauof Counties Manukaubebe e ec e o e co u ese ec e o e co u es o Cou es a u auo Cou es a u au•• from a from a low low deciledecile school school and/or a and/or a low income familylow income family;;•• likely to be a likely to be a First Generation StudentFirst Generation Student

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Programme OverviewProgramme OverviewProgramme OverviewProgramme Overview

Th THS i h b id i / dTh THS i h b id i / d•• The THS is a hybrid tertiary / secondary The THS is a hybrid tertiary / secondary programmeprogramme

•• There is a mix of MIT qualifications / NCEAThere is a mix of MIT qualifications / NCEAThere is a mix of MIT qualifications / NCEA There 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 An alternative pathway through senior secondary into postsecondarypostsecondaryp yp y

•• Students will be “in school” not “at school”Students will be “in school” not “at school”

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Key ConceptsKey ConceptsKey ConceptsKey Concepts

•• The engagement with scheduled MIT courses willThe engagement with scheduled MIT courses willincrease over time during the increase over time during the programmeprogramme

•• Key component in the success of the Key component in the success of the programmeprogramme will be will be FLEXIBILITYFLEXIBILITYFLEXIBILITYFLEXIBILITY

D i i di id l ill bD i i di id l ill b•• Decreasing individual support will be Decreasing individual support will be determined by individual students’ needs determined by individual students’ needs as they progress from Years 1 to 4as they progress from Years 1 to 4

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Programme Overview 1Programme Overview 1@ Programme Centre@ Programme Centre

•• Developing Work and Personal Skills (DWPS)Developing Work and Personal Skills (DWPS)including Personal Pathway Planincluding Personal Pathway Plan

•• Literacy Support: x 3 (Literacy, Numeracy, Digital)Literacy Support: x 3 (Literacy, Numeracy, Digital)including MIT Course supportincluding MIT Course support

•• Structured SelfStructured Self--Directed Activities (SDA)Directed Activities (SDA)including possible involvement with origin schoolincluding possible involvement with origin school

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Programme Overview 2 Programme Overview 2 @ MIT Campus@ MIT Campus

•• Year 1 to contain two Year 1 to contain two programmesprogrammes11stst Semester: to inform student choiceSemester: to inform student choice

(Preparing for Trades and Professions = PTPs)(Preparing for Trades and Professions = PTPs)

22ndnd Semester: to provide focused discipline experiences Semester: to provide focused discipline experiences (Specifically designed MIT staircase courses or existing MIT (Specifically designed MIT staircase courses or existing MIT

t l lt l l ))entry level entry level programmesprogrammes))

•• Years 2, 3 & 4Years 2, 3 & 4All students enrolled in selected MIT All students enrolled in selected MIT qualificationsqualifications

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MIT Component :MIT Component : Year 1 Year 1 MIT Component :MIT Component : Year 1 Year 1

•• 1. 1. Preparing for Trades and Professions (PTP)Preparing for Trades and Professions (PTP)ConstructionConstruction Visual ArtsVisual ArtsA t ti / F b i tiA t ti / F b i ti S t L d hiS t L d hiAutomotive / Fabrication Automotive / Fabrication Sports LeadershipSports LeadershipEarly Childhood Early Childhood Nursing & HealthNursing & HealthIntroduction to BusinessIntroduction to Business HospitalityHospitalityIntroduction to BusinessIntroduction to Business HospitalityHospitality

•• 2. 2. Focused discipline experiencesFocused discipline experiencesNew discipline focused courses to provide career New discipline focused courses to provide career pathwayspathways

ororororExisting MIT Qualification(s): including entry level Existing MIT Qualification(s): including entry level and Foundation pathway and Foundation pathway programmesprogrammes

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p yp y p gp g

The shifting programme balanceThe shifting programme balanceThe shifting programme balanceThe shifting programme balance

Special featuresSpecial featuresSpecial featuresSpecial features

•• “College knowledge” emphasis in literacy, numeracy and technology“College knowledge” emphasis in literacy, numeracy and technologyHi h l l f i i d it iHi h l l f i i d it i•• 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 classesAll 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•• AllAll work activity in the programme is credit bearingwork activity in the programme is credit bearing•• Students will get NCEA Level 3 and the CTE Qualification (and Students will get NCEA Level 3 and the CTE Qualification (and

possibly an Associate Degree)possibly an Associate Degree)

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P i i lP i i l C ll b tiC ll b tiPrinciples:Principles: CollaborationCollaboration

•• The Tertiary / Secondary Programme does not take The Tertiary / Secondary Programme does not take students students out of schoolout of school; it keeps them “; it keeps them “in schoolin school” but not ” but not ““at schoolat school””at schoolat school . .

•• collaborative projectcollaborative project a polytechnic (MIT) governmenta polytechnic (MIT) government•• collaborative project collaborative project -- a polytechnic (MIT), government a polytechnic (MIT), government agencies (MOE and TEC) and a consortium of about 25 agencies (MOE and TEC) and a consortium of about 25 secondary schoolssecondary schoolsseco da y sc oo sseco da y sc oo s

•• Secondary teachers willSecondary teachers will work alongsidework alongside tertiarytertiarySecondary teachers will Secondary teachers will work alongside work alongside tertiarytertiaryteachersteachers

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Principles:Principles: Student FocusStudent FocusPrinciples:Principles: Student FocusStudent Focus

•• agreed set of criteriaagreed set of criteria. . •• integrated and socialised into the tertiary integrated and socialised into the tertiary

i tit tii tit tiinstitutioninstitution..•• both “secondary” and “tertiaryboth “secondary” and “tertiary””

i t t ith th i d h li t t ith th i d h l•• ongoing contact with their secondary schoolongoing contact with their secondary school..•• programme of personal growth and developmentprogramme of personal growth and development

d l ll dd l ll d•• dual enrolleddual enrolled

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Principles:Principles: ProgrammeProgrammePrinciples:Principles: ProgrammeProgramme

•• vocational and technical orientationvocational and technical orientation•••• all work will all work will becreditbecredit bearingbearing••

•• MITqualificationMITqualification in in normal scheduled MIT classesnormal scheduled MIT classes..

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Principles:Principles: Pastoral CarePastoral CarePrinciples:Principles: Pastoral CarePastoral Care

•• emphasis on emphasis on monitoring progress, monitoring attendance monitoring progress, monitoring attendance and and supporting learningsupporting learning..

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Some Some learningslearningsSome Some learningslearnings

•• 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 newThe THS required new programmesprogrammes to be developed:to be developed:•• The THS required new The THS required new programmesprogrammes to be developed:to be developed:–– Year 1Year 1 Certificate in Tertiary Pathways Certificate in Tertiary Pathways

Level 1 Level 1 –– 60 credits60 creditsLevel 2 60 creditsLevel 2 60 creditsLevel 2 60 creditsLevel 2 60 credits

–– Year 2Year 2 In development now In development now (2 x 60 credit courses Level 3)(2 x 60 credit courses Level 3)

PTPPTP itt f h f i ht MIT d t titt f h f i ht MIT d t t–– PTPsPTPs written for each of eight MIT departmentswritten 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 The THS is one answer to the question “How can we make a

difference for disengaging students?”difference for disengaging students?”

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“ looking at the stars”“ looking at the stars”. . . . . looking at the stars. . . . . 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 The THS has led to changes that two years ago seemed out of reach:seemed out of reach:–– Dual enrolmentDual enrolment–– Dual fundingDual funding

Under 16Under 16 year olds legally and fulltime in tertiaryyear olds legally and fulltime in tertiary–– Under 16Under 16--year olds legally and fulltime in tertiaryyear olds legally and fulltime in tertiary–– New approaches to curriculum in the senior schoolNew approaches to curriculum in the senior school

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“The hallmark of our age is the tension between “The hallmark of our age is the tension between aspirations and sluggish institutions.”aspirations and sluggish institutions.”aspirations and sluggish institutions.aspirations and sluggish institutions.

John W GardnerJohn W Gardner

And finally ……….And finally ……….•• Making changes is not an option Making changes is not an option –– it is what we it is what we

have to do.have to do.•• Start small and become great.Start small and become great.•• Don’t look for more resources Don’t look for more resources –– use what you use what you

have differently ($ and people).have differently ($ and people).•• Work with the willing.Work with the willing.•• Put the learner at the centre Put the learner at the centre –– that solves most that solves most

iiissues.issues.

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Ina te mahi he rangatiraIna te mahi he rangatiraIna te mahi he rangatiraIna te mahi he rangatira

Stuart MiddletonStuart MiddletonExecutive DirectorExecutive Director

ManukauManukau Institute of TechnologyInstitute of Technology

EdEdTalkTalkNZNZwww.stuartmiddleton.co.nzwww.stuartmiddleton.co.nz

dt lkdt lkwww.edtalknz.comwww.edtalknz.com

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ths : questions and answers · (preparing for trades and professions = ptps) 2nd semester: to...

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