Add Main Title - Manukau Institute of Technology

Add Main Title - Manukau Institute of Technology

Secondary tertiary transitions and the MIT Tertiary High School Stuart Middleton Manukau Institute of Technology, NZ NZs 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 = + $NZ1 billion

The Issue is Systemic Not about teacher competence Is in part about a failure to put into place literacy, numeracy and basic skills Is in part not helped by the residual competitive nature of the system But essentially the issue is systemic 3 The Issue is Systemic New Zealand Australia Great Britain Canada United States of America Shared patterns of development Shared patterns of curriculum development Shared inexorable trend towards one-size-fits-all

Shared understanding that one size does not fit all and in fact has never fitted all 4 Students But who are we successful with? Students who are: White English speaking Middle class Academically well-prepared by K-12 system From homes with experience with HE etc And more recently.. The equivalent groups from other countries 5 Students And who do we find to be a challenge? Students who are:

From low SES status Have NESB backgrounds From recent migrant groups Are first-in-family / first generation students Lack adequate academic preparation (K-12) Second chance students Older age groups Part-time students 6 Students Traditional Material Challenging Material Students who are: White English speaking Middle class Academically well-prepared by K-12

system From homes with experience with HE etc And more recently.. The equivalent groups from other countries Students who are: From low SES status Have NESB backgrounds From recent migrant groups Are first-in-family / first generation students Lack adequate academic preparation (K-12) Second chance students Older age groups Part-time students 7

Students Traditional Material Challenging Material Students who are: White English speaking Middle class Academically well-prepared by K-12 system From homes with experience with HE etc And more recently.. The equivalent groups from other countries Students who are: From low SES status

Have NESB backgrounds From recent migrant groups Are first-in-family / first generation students Lack adequate academic preparation (K-12) Second chance students Older age groups Part-time students 8 The Seismic Student Shift Challenging Material Traditional Material This group is going to get smaller

This group is going to dramatically increase 9 The key challenges The education system is going to have to learn: to work with a student body that will require higher levels of maintenance; To bring success to students who currently get disproportionate levels of failure; to work in ways that maximise connection between providers, communities and the workplace. 10 The key challenges We are going to have to rethink the notion of sectors

We are going to have to get used to the idea that we no longer own students because of their ages We are going to have to free up ideas of students being in school in order to be at school 11 The key challenges We will have to move away from the old binary distinctions: Academic / Vocational Applied / Theoretical Education / Training Teaching / Learning Teaching / Instruction

etc 12 The map we will increasingly work to will have the following features . . . . Enabling programmes Use of devices such as scorecards to chart progress and performance Increased focus on a diversity of activity in Campus Life Programmes New approaches to recruitment that reach into new markets Increased consideration of learning communities 13 The map we will increasingly work to will have the following features . . . . All levels of the education system will be required to greatly increase performance on addressing:

Pathway confusion Isolation / alienation Financial hardship Academic preparation Quality of K-12 schooling The seamless jagged edge 14 Opportunities Removed

Unemployment On-the-job training Exit points decrease Night Class became recreational Apprenticeships disappeared Targetted schemes disappear Technology impacts Unskilled and low skilled employment devalued Therefore Early school leavers with nowhere to go Educational failure becomes explicit and a threat to well-being. Those who ignore history . . .

This all happened in a specific period of time 1960 - 1990 16 Growth in staying 5 years at high school 17 Growth of disengagement 18 The focus on 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 no success post-secondary 19 Polytechnics / ITOs / Business / Industry / Commerce Joint Activity Tertiary Related Activity School Programme Portfolio Development

Engaged, Successful Students The Traditional Group Radical Solutions Disengaging Unsuccessful Students The Challenging Group SCHOOL Current Secondary Programme Conventional Postsecondary Providers

20 Polytechnics / ITOs / Business / Industry / Commerce THE NEW INTERFACE Joint Activity Radical Solutions MUTIPLE PATHWAYS Tertiary Related Activity School Programme Portfolio Development

Engaged, Successful Students The Traditional Group Disengaging Unsuccessful Students The Challenging Group SCHOOL Current Secondary Programme Conventional Postsecondary Providers 21

Polytechnics / ITOs / Business / Industry / Commerce E.g. Trades Academy NEW INTERFACE MUTIPLE PATHWAYS E.g. Tertiary High School New CTE Options School Programme Portfolio Development

Engaged, Successful Students The Traditional Group Disengaging Unsuccessful Students The Challenging Group SCHOOL Current Secondary Programme Conventional Postsecondary Providers 22

School of Secondary - Tertiary Studies NZs First Tertiary High School A programme at a polytechnic (MIT) offered collaboratively with secondary schools (Counties Manukau) Schools / parents / MIT identify students in Year 10 = Year 9 Aus.) who have potential but are unlikely to succeed in a school setting Selected students enter the SSTS in Year 11 (=Year 10 Aus.) Complete their secondary schooling (= NCEA Level 3) and a two year Career and Technical Education qualification (diploma / Year 1-2 of a 23 degree, etc) 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 i.e. Maori, Pasifika etc. from a low decile school and/or a low income family; first-in-family to undertake tertiary education and training. 24

The programme English Maths Digital CTE Study to complete two years post-secondary CTE (MIT) qual. CTE Support Supplemental instruction related to CTE programme Study Skills Intro to FE

Pastoral Care A taught pastoral care programme Pers. Pathway Plan Individualised plan for success, heavily monitored Personal Development Activities Emphasis on literacy skills in a CTE setting Focus on general mathematical skills then CTE maths skills. High level skills in computer Intensive introduction to the skills required for further study Full introduction to career pathways 25

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) 26 How are they going (first 3 terms) ? Ethnicity / Gender Number of

Students Range of no. of credits achieved Average no. of credits achieved Maori 15 25 97 46 European

14 24 87 60 Pasifika 7 46 56 51 Asian / Indian 2 59 60

59 Females 10 25 87 53 Males 28 24 - 97 51 Students require 80 credits to gain Level 1 Only 20% of Youth Training students gain more than 30 L1 credits

27 Education (Polytechnics) Amendment Bill Legislates for the attendance of an under 16 years of age student at MIT; Makes possible funding from both secondary and tertiary sources to be made available to MIT; Flexible Funding (MOE and TEC)

Legitimises the concept of the THS; Dual Enrolment / Responsibilities of Governance Status and Purpose Removes legal impediments to a more flexible transition from secondary into tertiary. The Way of the Future (Trades Academies etc) 28 Nostalgia is History without the Pain The THS is not re-inventing Technical High Schools. Rather it is. . . . .

Offering new purpose to students likely to disengage through early identification of vocational and career pathways; Removing E.N.O.R. Bridges to Nowhere Wrapping holistic support around the programme Socializing younger students into a post-secondary environment Not taking students out of school but keeping them in school but not at school 29 E.N.O.R. 30 Nostalgia is History without the Pain The THS is not re-inventing Technical High Schools. Rather it is. . . . . Offering new purpose to students likely to

disengage through early identification of vocational and career pathways; Removing E.N.O.R. Bridges to Nowhere Wrapping holistic support around the programme Socializing younger students into a post-secondary environment Not taking students out of school but keeping them in school but not at school 31 What does the THS challenge? The usefulness of the notion of sectors Ownership of students based on age The ability of the system to replace hard boundaries with porous transition points Represents a vehicle for expressing Youth Guarantee (but not the only one) 32

Multiple pathways Early Childhood Education Primary School Junior High School New Hybrid Institutions (e.g THS) Senior Sec. School CTE Institutions Workplace training

University 33 Multiple pathways Early Childhood Education Primary School Junior High School New Hybrid Institutions (e.g THS) Senior Sec. School

CTE Institutions Workplace training University 34 Multiple pathways Early Childhood Education Primary School Junior High School Hybrid

Institutions (e.g THS) Senior Secondary School University Workplace training CTE Inbstitutions JOBS JOBS JOBS JOBS

35 The Challenge is Global The international fixation with increasing the number of conventional degree graduates will not meet the skill needs of the economies All of us will have to work differently, with different groups of students in different kinds of ways in different spaces and for different purposes. 36 The way ahead Multiple pathways will be the focus of the future The pathways will be both academic and vocational The pathways will require porous boundaries between providers, flexible options for learners, and agreed shared outcomes for students

We will need to develop a new parity of esteem between providers of different kinds at different levels It will require all of us to tackle the issues with one focus (the student) funding, credentials, crossboundary credits, tracking students, supporting students and so on. It will not be easy. 37 MIT Centre for Studies in Multiple Pathways The purpose of the CSMP is: To be a centre committed to understanding the pathways between secondary and post-secondary education; To act as a clearhing house for information, research findings and developments(NZ and international) related to pathways; To develop networks and partnerships ( NZ and international); To promote events, seminars and conferences bringing together people engaged in best practice in this field; To maintain a clear focus on practical responses to issues.

38 Why we do it ! To engage in critical post-modern research is to take part in a process of critical world making, guided by the shadowed outline of a dream of a world less conditioned by misery, suffering and the politics of deceit. It is, in short, a pragmatics of hope in an age of cynical reason. Kincheloe and McLaren 39 Simply by sailing in a new direction You could enlarge the world. Who reaches A future down for us from the high shelf Of spiritual daring?

Curnow 40 Dr Stuart Middleton Diirector External Relations Manukau Institute of Technology [email protected] www.stuartmiddleton.co.nz www.EdTalkNZ.com 41

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