Vocational education and training pathways are supported through NCEA. This webpage hosts information about key initiatives and avenues that seek to support vocational pathways as well as resources that showcase how vocational programmes are preparing students for work, further training, or study.
Vocational education and training pathways are supported through NCEA. This webpage hosts information about key initiatives and avenues that seek to support vocational pathways as well as resources that showcase how vocational programmes are preparing students for work, further training, or study.
Reform of Vocational Education
The Reform of Vocational Education (RoVE) will create a strong, unified, sustainable vocational education system. This new system will be fit for the future of work and will deliver the skills that learners, employers, and communities need to thrive. Several of the seven key changes that make up RoVE are now in place such as the establishments of Te Pūkenga, the Workforce Development Councils (WDC), Centres of Vocational Excellence (COVES) and Regional Skills Leadership Groups (RSLG). A new unified funding system is now in place and NZQA is working to simplify the design of vocational qualifications. You can find more information about these key changes at the Tertiary Education Commission (TEC) website. Schools and kura remain crucial to vocational education. The Ministry of Education wants to ensure that schools, kura, and tertiary education organisations are better linked to each other and to the world of work.
Schools and kura are encouraged to continue supporting students as they study vocational learning options including those undertaken through funding and programmes such as the Secondary Tertiary Alignment Resource (STAR), Gateway, and Trades Academies.
We released a supporting document about the changes to vocational education as part of for the 2022 August Teacher Only Days. It includes the latest information about the changes that are happening across the education sector that relate to vocational education and training, and to support you to reflect on what these changes may mean for your school or kura. It is available in Te Reo Māori and English.
The Reform of Vocational Education (RoVE) will create a strong, unified, sustainable vocational education system. This new system will be fit for the future of work and will deliver the skills that learners, employers, and communities need to thrive. Several of the seven key changes that make up RoVE are now in place such as the establishments of Te Pūkenga, the Workforce Development Councils (WDC), Centres of Vocational Excellence (COVES) and Regional Skills Leadership Groups (RSLG). A new unified funding system is now in place and NZQA is working to simplify the design of vocational qualifications. You can find more information about these key changes at the Tertiary Education Commission (TEC) website. Schools and kura remain crucial to vocational education. The Ministry of Education wants to ensure that schools, kura, and tertiary education organisations are better linked to each other and to the world of work.
Schools and kura are encouraged to continue supporting students as they study vocational learning options including those undertaken through funding and programmes such as the Secondary Tertiary Alignment Resource (STAR), Gateway, and Trades Academies.
We released a supporting document about the changes to vocational education as part of for the 2022 August Teacher Only Days. It includes the latest information about the changes that are happening across the education sector that relate to vocational education and training, and to support you to reflect on what these changes may mean for your school or kura. It is available in Te Reo Māori and English.
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- Title: Ngā Panonitanga ki te Mātauranga ā-Rehe
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- Title: Ngā Panonitanga ki te Mātauranga ā-Rehe
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Skill Standards Engagement
NZQA is reviewing the NZQA Rules to reflect amendments to the Education and Training Act that came into effect on 1 August 2022 and to ensure the rules remain up-to-date and fit for purpose. The changes would allow schools and kura to apply for approval of micro-credentials, and to deliver them. Over time, it is anticipated that most schools and kura will offer skill standards as they incrementally replace unit standards.
Please visit the NZQA website for information about these changes.
NZQA is reviewing the NZQA Rules to reflect amendments to the Education and Training Act that came into effect on 1 August 2022 and to ensure the rules remain up-to-date and fit for purpose. The changes would allow schools and kura to apply for approval of micro-credentials, and to deliver them. Over time, it is anticipated that most schools and kura will offer skill standards as they incrementally replace unit standards.
Please visit the NZQA website for information about these changes.
Use of Unit and Skill Standards
In response to the Review of Achievement Standards, we have been receiving queries about the future of unit standards. Over time, skill standards will replace unit standards as the core components of vocational qualifications. Skill standards will be new, and it may take several years for a significant number to be developed. In the meantime, unit standards will continue to count towards the credit requirements for NCEA at all levels, and you can include unit standards in your course planning as you usually would.
You can find more information about this programme of work on the NZQA website.
In response to the Review of Achievement Standards, we have been receiving queries about the future of unit standards. Over time, skill standards will replace unit standards as the core components of vocational qualifications. Skill standards will be new, and it may take several years for a significant number to be developed. In the meantime, unit standards will continue to count towards the credit requirements for NCEA at all levels, and you can include unit standards in your course planning as you usually would.
You can find more information about this programme of work on the NZQA website.
Vocational Entrance Award (name provisional)
The high-level design of a Vocational Entrance Award (name provisional) has been finalised and testing of a prototypes in two industries with a very small number of schools and kura will take place during 2023.
The Award is being developed as part of Change 6 of the NCEA Change Package - "Clearer pathways to further education or work". Achieving the Award will demonstrate that a learner has undertaken initial learning valued by industry, employers and tertiary education organisations (TEOs), and is ready to transition into higher-level vocational education including apprenticeships.
The high-level design of a Vocational Entrance Award (name provisional) has been finalised and testing of a prototypes in two industries with a very small number of schools and kura will take place during 2023.
The Award is being developed as part of Change 6 of the NCEA Change Package - "Clearer pathways to further education or work". Achieving the Award will demonstrate that a learner has undertaken initial learning valued by industry, employers and tertiary education organisations (TEOs), and is ready to transition into higher-level vocational education including apprenticeships.
Transitional Industry Training Organisations
As you will be aware, Transitional Industry Training Organisations (TITOs) have been holding two core functions: arranging workplace training and standard setting. The standard setting functions of the Transitional ITOs have already been transferred to the Workforce Development Councils.
As part of RoVE, the arranging training functions of the TITOs have transferred to other providers such as Te Pūkenga, wānanga, and private training establishments. All TITOs will have transitioned their arranging training functions by the start of 2023. You can find out more information about TITO transitions on the TEC website under the delivering vocational education section.
TITOs will be in touch with their stakeholders as their transition plans are approved and implemented. Until then, schools should continue to connect with the Transitional ITOs and other vocational education providers as they normally would. Please note that the TITOs’ contact details have not changed for schools wanting to access resources and materials for Gateway and other standards and programmes used in schools – all except NZMAC which has transitioned to MAST Academy.
As you will be aware, Transitional Industry Training Organisations (TITOs) have been holding two core functions: arranging workplace training and standard setting. The standard setting functions of the Transitional ITOs have already been transferred to the Workforce Development Councils.
As part of RoVE, the arranging training functions of the TITOs have transferred to other providers such as Te Pūkenga, wānanga, and private training establishments. All TITOs will have transitioned their arranging training functions by the start of 2023. You can find out more information about TITO transitions on the TEC website under the delivering vocational education section.
TITOs will be in touch with their stakeholders as their transition plans are approved and implemented. Until then, schools should continue to connect with the Transitional ITOs and other vocational education providers as they normally would. Please note that the TITOs’ contact details have not changed for schools wanting to access resources and materials for Gateway and other standards and programmes used in schools – all except NZMAC which has transitioned to MAST Academy.
Workforce Development Councils
As of 4 October 2021, the six new Workforce Development Councils (WDCs) which represent all industries in Aotearoa became operational. Ohu Mahi provides a guide to which WDC covers which industries and provides links to the six WDCs. The role of the WDCs is to work with their industries to develop and maintain a strategic view of the skills their industries require, now and in the future.
WDCs are responsible for developing and maintaining industry qualifications and unit standards. These qualifications and standards are currently being managed by both the WDCs and NZQA. They have been updated on NZQA’s system and you will be able to find out which ones have been transferred to each WDC by searching the NZQA website.
The WDCs are also taking on responsibility for running national external moderation and endorsing consent to assess applications for unit standards within their coverage areas.
Providers will develop a programme of study/learning to meet the requirements of each qualification.
As of 4 October 2021, the six new Workforce Development Councils (WDCs) which represent all industries in Aotearoa became operational. Ohu Mahi provides a guide to which WDC covers which industries and provides links to the six WDCs. The role of the WDCs is to work with their industries to develop and maintain a strategic view of the skills their industries require, now and in the future.
WDCs are responsible for developing and maintaining industry qualifications and unit standards. These qualifications and standards are currently being managed by both the WDCs and NZQA. They have been updated on NZQA’s system and you will be able to find out which ones have been transferred to each WDC by searching the NZQA website.
The WDCs are also taking on responsibility for running national external moderation and endorsing consent to assess applications for unit standards within their coverage areas.
Providers will develop a programme of study/learning to meet the requirements of each qualification.
Vocational Programmes in Schools
We visited a few schools and kura to look at how their vocational programmes are preparing students for work, further training or study.
We visited a few schools and kura to look at how their vocational programmes are preparing students for work, further training or study.
[ Video Resource ]
- Title: Women in Trades
- Description: See how schools are supporting pathways for young women to go into trades and vocational learning opportunities.
- Video Duration: 3 minutes
- Video URL: https://player.vimeo.com/video/726895792
- Transcript: English Vocational education and training pathways are supported through NCEA. We visited a few schools to look at how they are supporting pathways for young women to go into trades and vocational learning opportunities. Our students don't all want to go to university. Approximately 65 per cent of our last year’s Year 13s didn't go to university. So vocational pathways is invaluable for those students for whom university is not the preferred choice. And with industry as it is
English
Vocational education and training pathways are supported through NCEA. We visited a few schools to look at how they are supporting pathways for young women to go into trades and vocational learning opportunities.
Our students don't all want to go to university. Approximately 65 per cent of our last year’s Year 13s didn't go to university. So vocational pathways is invaluable for those students for whom university is not the preferred choice.
And with industry as it is, where there's a huge trade shortage, girls are starting to see the benefit of a different career pathway.
I’m in Year 13 at Tawa College. This is my second year of Gateway. I really like the freedom that we have, always doing something different. They don't treat me differently just because I'm a girl or I’m a learner or anything. They just kind of give me a job, show me how to do it.
Really good reports from the employer on what she's doing on site. I've been to see her on site and also going to see her in the classroom as well, and she does all the paperwork involved with our Gateway programme. So one of our awesome achievers.
When I was at college, I attended EIT and I also did Gateway. When I first started, I probably hit my hand a couple of hundred times. Not so great. When I figured that I wanted to do it, I just put my head to it and my mindset to it, and made it my goal to get an apprenticeship in it.
Lakeishia is our first female building apprentice. She stood out because she wanted to do it. She's got a really positive attitude. She was keen and we got her on board, and she's been a star. We're absolutely keen to employ more women in the trades and if they have the attributes we're looking for, we don't actually care about whether you're female or male. We're just looking for that drive and that commitment to the industry, and you’re in.
There's no reason why we shouldn't have women in trades. It's a great environment. It's supported. The women are just as adaptable, skilled. Yeah, I think it'd be great having more women.
It was definitely a bit daunting at first, but like, give it a go.
Definitely give it a go. I definitely would have regretted not taking Gateway, and being on site and having the experience. Because I've done this, I've got the basic skills and then people who want to employ me will be like: ‘Oh yeah, she did Gateway.’
Te Reo Māori
Ko ngā huarahi mātauranga me te whakangungu ahumahi ka tautokona mā te NCEA. I toro atu mātou ki ētahi kura ki te tiro i te āhua o tā rātou tautoko i ngā huarahi mā ngā kōhine kia uru ki roto i ngā āheinga ako mahi ā-rehe, ahumahi hoki.
Kāore ā mātou ākonga katoa i te hiahia haere ki te whare wānanga. Āhua 65 ōrau ngā ākonga tau 13 o tērā tau kāore i haere ki te whare wānanga.
Nā, he taonga nui hoki ngā huarahi ahumahi ki aua ākonga kāore i noho ko te whare wānanga te kōwhiringa tuatahi.
Otirā ko te āhua o te ahumahi i tēnei wā, i te mea he tino poto ngā kaimahi ā-rehe, e kite ana ngā kōhine i te hua o tētahi huarahi mahi rerekē.
Kei te Tau 13 au i te Kāreti o Tawa. Koinei taku tau tuarua o te Gateway. He tino rawe ki a au te herekore e whiwhi ana mātou, te mahi i ngā mahi hou i ngā wā katoa.
Kāore rātou i whakaaro rerekē mōku i te mea he kōhine ahau, he ākonga, he aha rānei.
I tuku noa he mahi māku, ka whakaatu mai he pēhea te mahi. He tino pai hoki ngā pūrongo a te kaituku mahi mō āna mahi i te wāhi mahi. Kua tae atu ki te tiro i a ia me te tiro hoki i a ia i roto i te akomanga hoki, ka oti i a ia katoa ngā mahi pepa e pā ana ki te hōtaka Gateway.
Me kī ko ia tētahi ā mātou tino ākonga. I a au i te kura, i haere kē au ki EIT, me te mahi i te Gateway. I te wā i tīmata au i te tuatahi, e hia rau kē ngā wā i kurua e au taku ringa. Auē te kino.
Nō te taunga o te mārama, koinei hei mahi māku, ka tūpou taku māhunga, ā, ka whakamau i taku aro, ā, ka noho koirā taku whāinga, ki te whiwhi tūranga ika tauhou.
Ko Lakeishia tā mātou ika tauhou hanganga wahine tuatahi. I whēriko mai ia i te mea i roto i a ia te hiahia. He tino pai hoki te waiaro. I kaingākau ki te mahi, ā, ka tīkina e mātou, otirā he whetū tārake ia. He tino rikarika mātou ki te tuku mahi ā-rehe ki ngā wāhine, otirā mēnā kei a rātou mngā pūkenga e kimi ana mātou, kāore noa he aha ki a mātou, mēnā he wahine, he tāne rānei.
Ko taua wairua kaha kē te mea e kimi ana mātou me te ū anō hoki ki te ahumahi, ā, kua uru koe. Kāore he take e kore ai e tika kia uru te wahine ki ngā mahi ā-rehe. He pai hoki te taiao. E whai tautoko ana. He urutau, he whai pūkenga hoki ngā wāhine. Otirā, he whakaaro pai kia nui ake ngā wāhine. He tino maruwehi i te tuatahi, engari whakamātauria, whakamātauria ka tika. Kua tino kaniawhea au mēnā kāore au i whai i te Gateway, te noho i te wāhi mahi me te whai wheako.
I te mea kua oti i a au tēnei, kei a au ngā pūkenga waiwai, ā, kua whakaaro te hunga tuku mahi ki a au...'Āe, i puta ia i te Gateway.'
[ Video Resource ]
- Title: Te Wharekura o Ruatoki
- Description: Vocational programmes at Te Wharekura o Ruatoki
- Video Duration: 4 minutes
- Video URL: https://player.vimeo.com/video/703953727
- Transcript: English Vocational education and training pathways are supported through NCEA. We visited some schools to find out how their work programmes are preparing students for work or further training. Well
English
Vocational education and training pathways are supported through NCEA. We visited some schools to find out how their work programmes are preparing students for work or further training.
Well, what our children are doing came about from an idea amongst the farms in Ruatoki valley, and it's a programme that our children are really interested in, because the farms they're working on are their own, firstly. And secondly, they're on their own land, so their efforts benefit their relatives and their sub-tribes. And we saw the wisdom in that idea.
It's more in line with how we learn naturally. When you're teaching our children to work together at the marae, we don't say, ‘Here’s the manual. Go sit over there and learn how to set the tables, and all that.’ Everything is hands-on, everything, and this ITO, and all these programmes are more relevant to our children in that way.
So we have a group doing ITO farming, pest control, work experience. We also have a radio station.
Good morning, everyone! Mōrena, tātau, e te kura. Some of the skills I've learnt are how to lift my spirits, and lift others' spirits, and strengthen my broadcasting language. I might pursue this path in this field later in my life, but that's in time. I'll think about it.
So all our water-blasting, our cleaning of our tanker loop.
So last year was our first year of starting. 2020, 2021 season is when we took the students on. So we had decided we’d take on 12 students, have a tutor from Primary ITO, Monday, Tuesday, we just pretty much come here on farm, do a health and safety training, and then plan our day.
I can do work on the farm but I can't do the work in school.
So at the end of the year we found with the students they got very confident, a pleasure to teach, and to have on farm, and the opportunities that we could see them going into. So some of the students already had plans, and so we thought for ourselves - we've achieved something and off they were going.
So we were like, the programme we thought was successful and worked for us. I’d recommend it to those who are keen to learn, and those who don't like being locked away in classes. If you come to the farm, you want to come to the farm.
Like if it keeps you in school then yeah, I recommend you go on this course.
Here, however, while they're working, behind them they are supported by their school, by their teachers, by their families and by their tribe. That's important.
The importance of the skills that they learn actually makes them become more independent and more confident in anything.
So for me, that’s the main importance of vocational guidance - to bring out those potentials that they have within them, make them aware of it, and use them. Use them for a better future for themselves. Yes, and for us as a community.
Te Reo Māori
Mā te NCEA e tautoko ngā huarahi ahumahi me ngā huarahi whakangungu. I toro atu mātau ki ētahi kura kia whai mārama ka pēhea ā rātau hōtaka ahumahi e takatū ai ngā ākonga mō te mahi me te ako ki tua o te kura.
Nō reira ko ngā mahi kai te mahia e ā mātau tamariki i tipu mai i roto i te whakairo i waenganui i ngā pāmu i roto i tō mātau whārua o Ruatoki, ā, he kaupapa tēnei ka ngākau nuihia e ā mātau tamariki nō te mea nō rātau ake ngā pāmu e mahi nei rātau i runga, ka tahi.
Tuarua, i runga tonu i ō rātau whenua, nō reira ko ō rātau hekenga werawera ka hoki atu ki ō rātau ake uri, ō rātau hapū.
Nō reira, i kite mātau i te māramatanga i roto i tērā whakaaro. E hāngai pū ana ki te āhua o tā mātau ako.
I te wā e whakaakona ana ngā tamariki ki te mahi tahi i te marae kāore e pēnei: 'Anei te puka. Haere ki kō, noho ai, ka ako ki te hora i te tēpu, me ērā āhuatanga.' He ako ā-ringa te mahi - katoa he pēnā, ka mutu, e hāngai ake ana tēnei ITO me ēnei hōtaka ki ā mātau tamariki i tērā āhuatanga.
Ana, he rōpū e mahi ana i tā te ITO mō te mahi pāmu, mō te here kīrea me te whai wheako i te ahumahi. He reo irirangi hoki tō mātau.
Mōrena, tātau, e te kura. Ko ētahi o ngā pūkenga kua akongia e au ko te whakahiki i taku wairua, te whakahiki i ngā wairua a ētahi atu te whakakaha ake i taku reo pāpāho.
Tēnā pea ka whai ahau i tētahi huarahi i runga i tēnei momo mahi mō taku ao anamata, engari mā te wā ka whakaarohia e au.
Nā, ko tā tātau horoi mā te pū wai, tā tātau horoi i te ara porohita.
Ana, i tīmata ēnei mahi i tērā tau. I tīmata ā mātau ākonga i te tau 2020-2021.
I puta tā mātau whakatau kia 12 ngā ākonga, i raro i tētahi kaiako nō te Ahumahi Mātāmua o ITO, I ngā Mane me ngā Tūrei ka haere noa mai mātau ki konei ki te mahi pāmu, ka whakangungua ki ngā mahi hauora me te noho haumaru kātahi ka whakarite i tō mātau rā. tahi - rua
Ka taea e au te mahi ngā mahi i runga i te pāmu, ā, kāre au e taea te mahi i roto i te kura.
I te mutunga o te tau i kite ake mātau i te tino māia o ngā ākonga, ka mutu, i rawe rātau hai ākonga i runga i te pāmu, i rawe hoki ngā huarahi i wātea ake rā ki a rātau.
He whakaritenga kē ā ētahi o ngā ākonga, nā rēira, i mahara ake mātau kua tutuki tā mātau i whai ai, ā, kua haere rātau.
Nā reira i mahara rā mātau, he angitu te kaupapa, ka mutu i whaihua ki a mātau.
E tautoko ana au i tā ētahi atu whai i tēnei huarahi ako, i te whai a te hunga kāre e pai kia herea ki te karaehe.
Ki te haramai koe ki te pāmu, ka pīrangi haramai ki te pāmu,
Nā, mēnā mā konei koe e noho tonu ai ki te kura, kāti, e akiaki ana au i a koutou kia whāia tēnei akoranga.
Engari i konei, i a rātau e mahi ana i muri i a rātau e tautokohia ana rātau e te kura, e ō rātau kaiako, e ō rātau whānau, e ō rātau hapū. He mea nui tērā.
Nā te hiranga o ngā pūkenga e ākona ana ka tū pakari rātau i te ao ka māia hoki te tū, ahakoa te mahi.
Nō reira ki a au nei, koinā te hiranga o te ārahi ā-rehe nei - e puāwai ai ērā pūmanawa kai roto tonu i a rātau, me te whai kia mārama rātau ki tērā taha, me te huarahi hai whakaputa i ērā mea.
Hai whakaputa i ērā pūmanawa hai painga mō rātau i ngā tau kai te heke mai, mō mātau hoki, mō te hapori.
[ Video Resource ]
- Title: Palmerston North Boys' HS
- Description: Vocational programmes at Palmerston North Boys’ High School
- Video Duration: 3 minutes
- Video URL: https://player.vimeo.com/video/703955758
- Transcript: English Vocational education and training pathways are supported through NCEA. We visited a few schools and kura to look at how their vocational programmes are preparing students for work
English
Vocational education and training pathways are supported through NCEA. We visited a few schools and kura to look at how their vocational programmes are preparing students for work, further training, or study.
At Palmerston North Boys’ High School, we developed the vocational pathways and programmes because what we found was that 10 years ago we had 183 boys, and 140 of them were going to university. But over the last few years, those numbers have changed significantly. So now we'll have 300 Year 13 boys, and so we needed to develop something to make a meaningful programme for those young men who didn't see tertiary education at university as a pathway.
Obviously with the world of work in the way it is and the demand for trades, etc., we needed to change with those times and that's why these programmes have come on board.
We've got boys down at UCOL who are doing things from mechanical engineering, to construction, to barbering, and then we've also got our Gateway students here who are also doing a range of different areas as well.
We offer a wide variety of different trades academy places for students while they're at school, including equine, agriculture, horticulture, fish farming, beekeeping. Yeah, a whole range. The students that come with us are highly sought after in the industry. Potential employers know they have the basic skills and the understanding of what is required in the industry.
It's real good for the people that don't want to go to uni because it gives you a bit of exposure to your working life if you want to go down that pathway. Yeah, it gives you a bit of a first-hand encounter before you do decide to leave school.
So we've had a longstanding relationship with Palmerston North Boys' High. We use the Gateway programme initially with either Year 12 or 13 students. They come on out one day a week and spend some time in the factory, and then that creates an opportunity for us to bring them in initially as laborers, and then offer them apprenticeship opportunities.
I started in Gateway at school, and then got offered an apprenticeship. It gives you that sort of stepping stone into it because it can seem quite daunting to walk into a big company like this, and you're just this small, and just having that little stepping stone to sort of bridge the gap makes a huge difference.
Yeah, I absolutely believe the vocational pathways programme is going to be massive for New Zealand going forward.
Our role as a school is not just to train people through exams to go to university. It's for life after school, and if something we've been able to offer our young men has been successful in getting them into something that they really want to do, then to me, that's a success.
Te Reo Māori
E tautokona ana ngā ara o te mātauranga me te whakangungu ā-rehe mā te NCEA.
I toro atu mātou ki ētahi kura kia tirohia te āhua o tā ā rātou hōtaka ā-rehe whakarite i ngā ākonga kia uru ki te ao mahi rānei, ki ngā ara whakangungu i tua atu rānei, ki te whai mātauranga rānei.
I Te Kura Tuarua o Te Papaioea mō ngā Tama, i waihangahia ngā ara me ngā hōtaka ā-rehe inā hoki i kitea e mātou i te 10 tau ki muri 183 katoa ā mātou tama, ā, ko te 140 o aua tama i haere ki te whare wānanga.
Engari i ngā tau torutoru kua hori, e tāpua ana te panonitanga o aua nama. Nā, ināianei ka 300 ngā tama Tau 13, nā konā me waihanga mātou i tētahi hōtaka whaihua mā aua taitama kāore i kite atu i te mātauranga kura tuatoru i te whare wānanga hei ara mō rātou
Nā, e ariari ana nā te āhua o te ao me te pīrangitia o ngā mahi ā-rehe, arā noa atu, kua tika tā mātou urutau ki aua wā, koia hoki i whai wāhi mai ai ēnei hōtaka.
Kei Te Pae Mātauranga ki te Ao ētahi o ā mātou tama e mahi ana i ngā mahi pēnei i te mātai pūkaha, i te whakatūtū whare, i te kutikuti makawe, tae noa atu ki ā mātou ākonga Gateway e mahi ana i roto i ngā kaupapa whānui anō hoki Whakarato ai mātou i ngā tūranga kura mahi ā-rehe mō ngā ākonga i a rātou i te kura tonu, tae noa atu ki te tiaki hōiho, ki te ahuwhenua, ki te ahumāra, ki te whakatipu ika, ki te tiaki pī anō hoki.
Āe, e whānui ana. Ko ngā ākonga e whai mai ana i a mātou ērā e tino pīrangitia ana i te ahumahi.
E mōhio ana ngā kaiwhakawhiwhi mahi kei a rātou ngā pūkenga matua me te māramatanga ki ngā mahi e tika ana i te ahumahi.
E tino whaihua ana ki te hunga kāore i te pīrangi haere ki te whare wānanga i te mea ka paku whai wāhi atu ki te ao mahi mēnā koe e pīrangi ana ki te whai i taua ara.
Āe, ka whai wāhi kia motuhenga te paku whakamātau atu i mua i tō whakatau kia wehe i te kura.
Nā, kua mauroa tō mātou hononga ki Te Kura Tuarua o Te Papaioea mō ngā Tama.
Ka whakamahi i te hōtaka Gateway mō ngā ākonga Tau 12, Tau 13 rānei hei tīmatanga.
Ka puta rātou i te kotahi rā i ia wiki, ā, ka noho atu mō tahi wā ki te wheketere me te whakatakoto i te ara kia tōia atu rātou ki roto nāwai, hei kaimahi, kātahi ka tukuna ngā tūranga pia ki a rātou.
I tīmata au i te Gateway i te kura, kātahi ka tukuna mai he tūranga pia ki a au. I noho hei ara kia paku whakamātauria atu inā hoki ka āhua whakawehiwehi te kuhu i tētahi kamupene nui pēnei i tēnei, ā, he pēnei tō paku ka mutu, mā te whai ara pēnā hei arawhiti i te āputa ka tino whaihua.
Āe, e whakapono katoa ana ahau ki te hōtaka ara ā-rehe hei kaupapa nui whakaharahara i Aotearoa haere ake nei. Ehara i te mea ko tā mātou mahi hei kura he whakangungu noa i te tangata mā te whakamātautau kia haere ki te whare wānanga.
Mō te ao ā muri i te kura, ā, mēnā rānei ko tētahi o ngā mea kua tukuna e mātou ki ā mātou taitama kua whaihua i tā rātou whai I tētahi mahi e tino kaingākautia ana, ki a au, koia ko te angitu.
[ File Resource ]
- Title: Palmerston North Boys High School
- Description: Vocational programmes at Palmerston North Boys' High School
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-05/Fact%20Sheet%20-%20Vocational%20Programmes%20at%20Palmerston%20North%20Boys%20HS_1.pdf?VersionId=W8JWL_FKnW3bahPxtkGO00YBUhHSZUT.
- File Extension: pdf
- File Size: 419KB
• Palmerston North Boys High School.pdf
Palmerston North Boys High School
[ Video Resource ]
- Title: Geraldine High School
- Description: Vocational programmes at Geraldine High School
- Video Duration: 3 minutes
- Video URL: https://player.vimeo.com/video/703956892
- Transcript: English Vocational education and training pathways are supported through NCEA. We visited a few schools and kura to look at how their vocational programmes are preparing students for work
English
Vocational education and training pathways are supported through NCEA. We visited a few schools and kura to look at how their vocational programmes are preparing students for work, further training, or study.
Geraldine High School Primary Industry Academy is able to offer students the chance to have a go at a wide range of primary sectors. So, for example, dairy farming, arable, contracting, sheep and beef, and also the service industries that sit alongside those.
So the Primary Industry Academy has been going for 10 years and we have about 40 students this year in it, which is our largest number that we've had. The main benefit for vocational training is you're actually working with a business organisation and actually becoming familiar with what that lifestyle looks like, what that job or that possible career could be.
I really think this class that we do at Geraldine is really beneficial because I myself learn better from practical, hands-on stuff. So it's definitely so good to be able to do agriculture as a subject in class and then do this and it's outside of class stuff.
So I take great pride in seeing people progress through this industry, and seeing the next generation come and get into farming. That's one thing that we really struggle with - is to entice people into this industry, so to have young people on the farm, doing what they do is, is really exciting.
They certainly enjoy it, and you get them in there and you're building their confidence. So they know that that, yes I can do this, basically. It's great for their self-esteem and it just gives them total confidence.
When the students head out onto farm, and they make a good impression, and they show good work ethic, we're finding that a lot of the farms are creating a job for the student that they've got.
Oh, we were in the truck one day and Kelly said, he's like, You realise you've got a job here? And I said no, but now I do.
He's keen. He's very practical. We can set him a task and you know he's going to do it to the best of his ability.
Education has changed a lot in the last few years in terms of we used to predominantly be offering a university kind of styled curriculum, and across the whole country, most schools now are actually looking at the ranges of other opportunities that exist. It's important because it's actually about meeting the needs of our individual students and what their passions are.
It's so amazing in that it keeps students that potentially would have dropped out. They'll stay at school for that little bit longer. They'll grow up mature. And so then by the time they come out, they can cope with the big wide world, and it's actually the vocational pathway that has done that for them. And that's where a lot of our students, for the first time ever, will succeed, and that's so awesome.
Te Reo Māori
E tautokona ana ngā ara o te mātauranga me te whakangungu ā-rehe mā te NCEA. I toro mātou ki ētahi kura kia tirohia te āhua o tā ā rātou hōtaka ā-rehe whakarite i ngā ākonga kia uru ki te ao mahi rānei, ki ngā ara whakangungu i tua atu rānei, ki te whai mātauranga rānei.
E kaha ana te Kura Ahumahi Mātāmua o te Kura Tuarua o Geraldine ki te whakawātea i ētahi ara ki ngā ākonga e whakamātauria ai ētahi momo rāngai ahumahi mātāmua e whānui ana.
Hei tauira, ko te pāmu kau, ko te ngakinga, ko te huanga ahuwhenua, ko te hipi me te kau, tae atu ki ngā ahumahi ratonga i te taha o ērā.
Kua 10 tau ngā mahi o te Kura Ahumahi Mātāmua e rere ana, ā, tōna 40 ā mātou ākonga kei roto i taua kura i tēnei tau, otirā, koirā te tokomaha nui katoa ā mohoa.
Ko te painga matua o te whakangungu ā-rehe, ko te mahi ki tētahi whakahaere ā-pakihi tonu me te taunga haere ki te āhua o tērā ao, ki te āhua rānei o taua mahi, o taua umanga rānei e wātea ana.
E tino whakapono ana au e tino whai painga ana te karaehe nei e tū nei ki Geraldine nā te mea ka pai ake tāku nei ako i ngā kaupapa whai wheako me ngā mahi ā-ringa.
Nō reira, e pai mārika ana te kaha ki te mahi ahuwhenua hei kaupapa i roto i te karaehe kātahi ka puta ki te mahi pēnei, ka mutu, he mahi ka mahia ki waho i te karaehe.
E ngākau whakapuke ana ki te kite ake i te tangata e koke ana mā tēnei ahumahi, me te kite i te reanga o muri e whai ana i ngā mahi pāmu.
Koirā tētahi o ngā uauatanga ki a mātou - ko te poapoa i te tangata ki tēnei ahumahi, nō reira, e tino whakaihiihi ana i te taenga mai o te taiohi ki te pāmu ki te mahi i ā rātou mahi.
E tino pārekareka ana te mahi ki a rātou, ka whakakuhungia atu, ka whakapakarihia hoki tō rātou māia, e mōhio ai rātou, 'āe - ka taea e au tēnei mahi'.
E rawe ana hei whakatupu i te kiritau, ā, ka tino māia tā rātou tū. Ka haere ana ngā ākonga ki ngā pāmu, ka whakaatu ana hoki rātou i ō rātou painga me tō rātou pukumahi, e kite ana mātou, he maha ngā pāmu e whakatū tūranga mahi ana mō te ākonga kei a rātou.
Nā, i te taraka māua i tētahi rā, ka kī a Kelly, hei tāna, E mōhio ana koe he mahi tāu i konei?
Ka mea atu au, 'kāo', engari e mōhio ana ināianei. E ārita ana. E kaha ana te taha wheako. Ka tukuna he mahi hei mahi māna, ā, ka mōhio mātou ka tutuki i a ia ki te taumata pai katoa ka taea e ia.
Kua kaha te huri o te mātauranga i ngā tau torutoru kua taha ake nei otirā, ko te marautanga i kaha whakatakotohia rā i mua, i hāngai kē ki te whare wānanga, ā, puta noa i te motu, ko te nuinga o ngā kura ināianei kei te titiro kē ki te whānuitanga o ngā momo huarahi e wātea ana.
E whakahirahira ana, nā te mea e whakahāngai kē ana mātou i ngā mahi ki ngā hiahia o ā mātou ākonga takitahi nei me ngā kaupapa e kohara ana ki a rātou. Whakamīharo ana tēnei, i te mea, ka noho tonu mai ngā ākonga kua wehe kē pea i te kura i te korenga o te kaupapa nei.
Kua noho tonu rātou ki te kura mō tahi wā paku roa ake. Ka tupu, ka pakeke ngā whakaaro. Ā puta rawa ake ō rātou ihu, kua kaha ki te tū ki te ao whānui, ka mutu, nā te ara mahi ā-rehe i pērā ai te pakari o te tū.
Nā konei, ko te wā tuatahi tēnei e angitu ai te tokomaha tonu o ā mātou ākonga, ā, ka mau te wehi o tērā.
[ File Resource ]
- Title: Geraldine High School
- Description: Vocational programmes at Geraldine High School
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-05/Fact%20Sheet%20-%20Vocational%20Programmes%20at%20Geraldine%20High%20School_0.pdf?VersionId=Er.HMkm1dq1BBRxODpiAfZts_IJkiuwV
- File Extension: pdf
- File Size: 397KB
• Geraldine High School.pdf
Geraldine High School
[ Video Resource ]
- Title: Trades Academies
- Description: See how schools and kura are working with tertiary providers to prepare students for work, further training or study.
- Video Duration: 3 minutes
- Video URL: https://player.vimeo.com/video/726897710
- Transcript: English Vocational education and training pathways are supported through NCEA. We visited a few schools and kura to look at how they are working with tertiary providers to prepare students for work
English
Vocational education and training pathways are supported through NCEA. We visited a few schools and kura to look at how they are working with tertiary providers to prepare students for work, further training, or study.
Our students don't all want to go to university. Approximately 65 per cent of our last year’s Year 13s didn't go to university. So vocational pathways is invaluable for those students for whom university is not the preferred choice.
So this gives them exposure to industry training, tertiary institute as well, so taking the next step after Year 13 is not so scary for them as well as gaining credits towards their overall Level 3 results.
Through Trades Academy at UCOL, we have construction, infrastructural works, mechanical engineering, we have automotive collision repair so generally all the basic trades are covered off.
Five years ago, we had around 440 students participating in Trades Academy. In 2020, we had around 720 and this year it's around 780. So it's increasing.
More and more students and parents and obviously schools are becoming more aware of the benefits of Trades Academies.
So Geraldine High School Primary Industry Academy is able to offer students the chance to have a go in a wide range of primary sectors. So for example, dairy farming, arable, contracting, sheep and beef, and also the service industries that sit alongside those.
What they're doing is they're having a chance to learn some skills and then if they love it then that’s absolutely awesome. They've potentially got a career path ahead of them. If they don't like it, then at least we know what they don't like. They've wasted no one's time in applying for a job and they've always learned something to carry further on.
We take students out of school one to two days a week and we teach them introductory positive skills into the agriculture industry or whatever industry that's chosen. We also teach them a lot of soft skills, including how to talk to an adult, how to talk to a potential employer, and hopefully get them into a positive frame of mind for a career.
Well, we have to get our young people involved in the primary industries and the easiest way to do that is to get them hooked early. They certainly enjoy it. And you get them in there and you’re building their confidence so they know that yes, I can do this basically. It’s great. It's great for their self-esteem and it just gives them total confidence.
Kelly offered me a job when I had my Level 2 and yeah, it's just gone on from there then. It's just probably a once in a lifetime opportunity, to be honest. So it gives the students an opportunity to come in and experience a different trade and see if it's really the right fit for them moving forward.
They get to see what the industry requirements might be at an entry level. So ideally, they have enough knowledge about that career pathway to move into entry-level employment and an apprenticeship.
Te Reo Māori
E tautokona ana ngā huarahi mātauranga me te whakangungu ahumahi mā te NCEA.
I toro atu mātou ki ētahi kura ki te tiro e pēhea ana tā rātou mahi me ngā kaiwhakarato mātauranga ki te whakariterite i ngā ākonga ki te mahi, te whakangungu, te ako rānei.
Kāore ngā ākonga katoa i te hiahia haere ki te whare wānanga.
Āhua 65 ōrau ngā ākonga tau 13 o tērā tau kāore i haere ki te whare wānanga.
Nā, ko ngā huarahi whakangungu he tino taonga mō aua ākonga kāore i noho ko te whare wānanga te kōwhiringa tuatahi.
Ka whakaraerae rātou ki ngā whakangungu ahumahi, me tētahi kura ako hoki, nā, kua kore rātou e tino mataku i muri i te Tau 13 me te rapu whiwhinga ka ahu ki tō rātou hua whānui o te Taumata 3.
Mā roto i te Trades Academy i UCOL ko te hanganga, ngā mahi tūāhanga, te pūkaha mīhini, otirā ko te whakatika tukinga waka hoki nō reira ko ngā mahi ā-rehe waiwi kua tutuki.
E rima tau ki muri, he āhua 440 ā mātou ākonga i uru ki te Trades Academy.
I te tau 2020, he āhua 720 ā, i tēnei tau, he āhua 780.
Nō reira e piki haere ana.
He maha noa atu ngā ākonga, ngā mātua me ngā kura hoki e mōhio haere ana ki ngā hua o ngā Trades Academies.
Nā, ka tareka e te Primary Industry Academy o Te Kura Tuarua o Geraldine te tuku āheinga ki ngā ākonga kia whai wāhi ki te whānuitanga o ngā rāngai ahumatua.
Hei tauira, te miraka kau, te whakatipu, te kaikirimana, te hipi me te kau, ā, me ngā ahumahi whakarato ka noho i te taha o ērā.
Ko tā rātou, he whiwhi āheinga ki te ako i ētahi pūkenga hou ā, ki te pārekareka ki a rātou, he mea tino mīharo tērā.
Ka tūpono whiwhi pea i tētahi huarahi mahi kei mua i a rātou.
Ki te kore e rata, nā kua mōhio mātou he aha ngā mea kāore i pai ki a rātou.
Kua kore e moumouhia te wā o te tangata ki te tono mahi, ā, e ako tonu ana rātou i ētahi mahi hou e koke whakamua ai.
Ka tīkina ngā ākonga i te kura, kotahi, e rua rānei ngā rā i te wiki ā, ka whakaako ki ngā pūkenga wairuapai o te ahumahi ahuwhenua, te ahumahi rānei i kōwhiria e rātou.
Ka whakaako hoki mātou i a rātou ki ētahi pūkenga ngāwari, pēnei i te kōrero ki te tangata pakeke, te kōrero ki tētahi kaituku mahi pea, ko te tūmanako ka kuhu ō rātou whakaaro ki te wāhi tika, o te rapu mahi.
Me kī, me kaha tātou ki te whakauru i ā tātou taiohi ki ngā ahumahi matua ā, ko te huarahi māmā, ko te whakatō wawe i te hiahia.
He pārekareka hoki ki a rātou. Kia uru atu rātou ki roto i ngā mahi kei te whakapiki wairua kia mōhio rātou āe, ka taea e au tēnei mahi.
He mīharo. He mīharo mō tō rātou wairua kiritau otirā e whakamanawanui ana i a rātou.
I homai e Kelly he mahi māku i te whiwhinga o taku Taumata 2 otirā, kua piki haere mai i reira.
Akene pea he āheinga kotahi noa i te orange o te tangata, me pono taku kōrero.
Nō reira he āheinga mā ngā ākonga kia whai wheako ki tētahi ahumahi rerekē, ā, ki te tiro mēnā e tika ana tēnei mahi māna, ahu whakamua.
Ka kite rātou he aha ngā hiahia ahumahi pea i te taumata tuatahi. Nā, ko te whakaaro ake, ka nui ngā mātauranga mō taua huarahi mahi ki te koke atu ki te taumata tuatahi o te whiwhi mahi, me te ika tauhou.