THS : Questions and Answers
Dr Stuart Middleton
Manukau Institute of Technology
EdTalkNZ
www.stuartmiddleton.co.nz
www.edtalknz.com
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NZ’s leaking education pipeline
•
•
•
•
•
20%
30,000
4,000
4500
80%
Disappeared from education by age 16
Secondary Truants each day
Excluded each year (unless MOE intervenes)
Leave primary but fail to enter secondary
Youth appearing in the Youth Court have left or
are absent from school
• 48%
Successfully complete a postsecondary
qualification that they start
• 17,000 – 25,000 NEETS
15-19 year olds Not in Employment,
Education and Training –
Annual cost in excess of $NZ1 billion
Shared Issues
New Zealand
Australia
Great Britain
Canada
United States of America
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The Pattern
Unease
socially and
politically with
education
Unprecedented
levels of
disengagement
Social
Disengagement
Issues
Inactive
Disconnect
between
education and
the economy
Skill
Shortage
Youth
- Physical
- Virtual
- Unintended
NEET (15 – 19)
Not in
Employment
Education or
Training
Some big factors outside the education
system
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Mum and Dad’s Generation
Primary / Basic /
Elementary
Education
Academic / General
Secondary Education
HERDSA 2009
Higher and Further
Education
The Baby Boomers’ Generation
Primary / Basic /
Elementary
Education
Academic / General
Secondary Education
Other
HERDSA 2009
Higher and Further
Education
1970’s into the 1980’s
Primary / Basic /
Elementary
Education
EEEE
Academic / General
Secondary Education
Higher and Further
Education
Other
Other Opportunities:
Employment / On-the-job Training /
Teaching / Nursing / Accountancy /
Night Class / Apprenticeships / Offices /
Unskilled and Low Skilled Employment
HERDSA 2009
1970’s into the 1980’s
Primary / Basic /
Elementary
Education
EEEE
Academic / General
Secondary Education
Higher and Further
Education
Other
Other Opportunities:
Employment / On-the-job Training /
Teaching / Nursing / Accountancy /
Night Class / Apprenticeships / Offices /
Unskilled and Low Skilled Employment
HERDSA 2009
1980’s into the 1990’s
Primary / Basic /
Elementary
Education
EEEE
Academic / General
Secondary Education
Higher and Further
Education
Grew HE and FE
Downwards
Other
•
•
•
•
Other Opportunities:
Employment / On-the-job Training /
Teaching / Nursing / Accountancy /
Night Class / Apprenticeships / Offices /
Unskilled and Low Skilled Employment
HERDSA 2009
Level 1-3 Courses
Polytechnics
PTE’s
“Doing a Course”
As we go into the 21st Century
Primary / Basic /
Elementary
Education
EEEE
Academic / General
Secondary Education
Higher and Further
Education
Growing HE Downwards
Level 1-3 Courses
Polytechnics
PTE’s
“Doing a Course”
Other Opportunities:
Employment / On-the-job Training /
Teaching / Nursing / Accountancy /
Night Class / Apprenticeships / Offices /
Unskilled and Low Skilled Employment
The Disengaged
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Growth of secondary schooling
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
Cohort Growth
10.00%
Cohort Retention
0.00%
1970
1975
1980
1985
1990
1995
2000
2005
-10.00%
-20.00%
-30.00%
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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.
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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.
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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
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Some answers emerge
Issue
• Disengagement
Answer
• Change what we are doing to keep
students in education
• Get new pathways to students earlier
• Provide wider options earlier
•
Lack of focus
•
Provide clear vocational options
•
Basic skills
•
Teach in new and integrated ways
•
Qualifications
•
Focus on Access and Equity as
outputs not inputs
Logical relationships
•
•
Positioning the responses
•
12 years old and 14 years old
are critical points
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)
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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
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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”
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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
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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
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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
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MIT Component : Year 1
• 1. Preparing for Trades and Professions (PTP)
Construction
Automotive / Fabrication
Early Childhood
Introduction to Business
Visual Arts
Sports Leadership
Nursing & Health
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
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The shifting programme balance
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)
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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
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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
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Principles:
Programme
• vocational and technical orientation
•
• all work will becredit bearing
•
• MITqualification in normal scheduled MIT classes.
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Principles:
Pastoral Care
• emphasis on monitoring progress, monitoring attendance
and supporting learning.
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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
– Year 2
– PTPs
Certificate in Tertiary Pathways
Level 1 – 60 credits
Level 2 60 credits
In development now
(2 x 60 credit courses Level 3)
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?”
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“. . . . . 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
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“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.
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Ina te mahi he rangatira
Stuart Middleton
Executive Director
Manukau Institute of Technology
EdTalkNZ
www.stuartmiddleton.co.nz
www.edtalknz.com
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