Every teacher is a teacher of pathways
Clearer pathways to further education and employment is one of the seven changes to NCEA. This change will help schools deliver the National Education Learning Priorities Objective 4:
Every teacher can support ākonga to achieve in pathways that align to their aspirations and are meaningful to them and their whānau.
What are pathways?
Pathways are about supporting successful transitions for all ākonga into further education, training, employment and life. Pathways are:
- lifelong, with multiple transitions involving paid and unpaid work, formal and informal learning, and life events
- about who ākonga are and want to be, as well as what they want to do
- not linear.
Everyone is on a pathway.
Why does teaching with a pathways focus matter
It means ākonga will:
- have a better idea of how what they are learning can directly contribute to further study, work, and life
- have a better idea of what transferable skills they have gained through school, work, and other life experiences
- consider what future success means for them and their community, and how they can achieve it
- be more engaged and have ownership of their learning by seeing its relevance now and into their future
- be better equipped for them and their whānau to make confident and informed decisions about next steps.
Why every teacher is a teacher of pathways
No matter what ākonga choose to do beyond school, they will carry the knowledge and skills developed with them throughout life, including into the world of work. Discipline-specific knowledge can be applied to life and developed further through study and application, as can transferrable skills (such as problem solving and communication) valued by employers.
Every teacher can play an active role by showing how subjects can open opportunities for ākonga. This encourages them to consider what their next steps could be.
How can I support my class with their pathways?
- Draw on your school’s links to connect with iwi, employers and the local community to help bring the learning to life.
- Connect with regional education to employment brokers to make connections with the world of work.
- Contextualise learning to help show ākonga and their whānau its relevance to life outside school.
- Use the pathways guidance included in the learning tab for each NCEA subject to inform your planning, teaching and pathways conversations with ākonga.
- Share your pathway experience, and those of others you know, with ākonga. This will help them to understand that having several pathways and transitions in life is common and that their first step after leaving school is not the end of their journey.
- Support ākonga to create mind maps that identify the key knowledge and skills they are learning in your subject and learning area. Then map the possibilities of where that could lead with future work and life opportunities.
- Use the Vocational Pathways profile builder to check how the standards you are using align with the pathways groupings to help ākonga make connections to future pathways.
- Familiarise yourself with successful models of teaching that connect to the world of work and future training.
- Put up the Ki hea rā? subject/learning area posters in your teaching and learning space.
- Connect with your school’s careers advisers. Do students have a career profile? Do you know what your class profile is or what student interests are for their future life? How can you connect what you are teaching with their aspirations?
- Connect the skills you are teaching through your subject and learning area to key employability skills:
A positive attitude | Waiaro pai
Communication | Whitiwhiti kōrero
Teamwork | Mahi ngātahi
Self-management | Whakahaere-whaiaro
Willingness to learn | Ngā pūkenga whaakaro
Thinking skills | He hiahia ki te ako
Resilience | Pakaritanga
Clearer pathways to further education and employment is one of the seven changes to NCEA. This change will help schools deliver the National Education Learning Priorities Objective 4:
Every teacher can support ākonga to achieve in pathways that align to their aspirations and are meaningful to them and their whānau.
What are pathways?
Pathways are about supporting successful transitions for all ākonga into further education, training, employment and life. Pathways are:
- lifelong, with multiple transitions involving paid and unpaid work, formal and informal learning, and life events
- about who ākonga are and want to be, as well as what they want to do
- not linear.
Everyone is on a pathway.
Why does teaching with a pathways focus matter
It means ākonga will:
- have a better idea of how what they are learning can directly contribute to further study, work, and life
- have a better idea of what transferable skills they have gained through school, work, and other life experiences
- consider what future success means for them and their community, and how they can achieve it
- be more engaged and have ownership of their learning by seeing its relevance now and into their future
- be better equipped for them and their whānau to make confident and informed decisions about next steps.
Why every teacher is a teacher of pathways
No matter what ākonga choose to do beyond school, they will carry the knowledge and skills developed with them throughout life, including into the world of work. Discipline-specific knowledge can be applied to life and developed further through study and application, as can transferrable skills (such as problem solving and communication) valued by employers.
Every teacher can play an active role by showing how subjects can open opportunities for ākonga. This encourages them to consider what their next steps could be.
How can I support my class with their pathways?
- Draw on your school’s links to connect with iwi, employers and the local community to help bring the learning to life.
- Connect with regional education to employment brokers to make connections with the world of work.
- Contextualise learning to help show ākonga and their whānau its relevance to life outside school.
- Use the pathways guidance included in the learning tab for each NCEA subject to inform your planning, teaching and pathways conversations with ākonga.
- Share your pathway experience, and those of others you know, with ākonga. This will help them to understand that having several pathways and transitions in life is common and that their first step after leaving school is not the end of their journey.
- Support ākonga to create mind maps that identify the key knowledge and skills they are learning in your subject and learning area. Then map the possibilities of where that could lead with future work and life opportunities.
- Use the Vocational Pathways profile builder to check how the standards you are using align with the pathways groupings to help ākonga make connections to future pathways.
- Familiarise yourself with successful models of teaching that connect to the world of work and future training.
- Put up the Ki hea rā? subject/learning area posters in your teaching and learning space.
- Connect with your school’s careers advisers. Do students have a career profile? Do you know what your class profile is or what student interests are for their future life? How can you connect what you are teaching with their aspirations?
- Connect the skills you are teaching through your subject and learning area to key employability skills:
A positive attitude | Waiaro pai
Communication | Whitiwhiti kōrero
Teamwork | Mahi ngātahi
Self-management | Whakahaere-whaiaro
Willingness to learn | Ngā pūkenga whaakaro
Thinking skills | He hiahia ki te ako
Resilience | Pakaritanga
Raising the status of quality vocational education
Schools can continue to raise the status of quality vocational education and celebrate students who excel in vocational education through a number of ways:
- End-of-year prizegiving: Present awards that acknowledge achievements in vocational education and students’ hard work.
- Special announcements: Feature outstanding students during school events, announcements, publications, the school website or the school’s social media channels - highlight their achievements, skills and future aspirations.
- Skill demonstrations: Provide opportunities for students in vocational education to showcase their skills during school events like open evenings, career fairs or whānau engagements. This allows them to demonstrate their skill to potential employers and inspire younger students.
- Guest speakers: Invite industry professionals or successful alumni who undertook vocational programmes to speak to students.
- Mentorship: Connect students in vocational programmes with mentors in their field of study.
- Partnership with industry: Partner with local businesses or industry associations to offer scholarships, internships, or job shadowing opportunities to students.
- Display area at school: Create a display area showcasing student work, projects or achievements.
Schools can continue to raise the status of quality vocational education and celebrate students who excel in vocational education through a number of ways:
- End-of-year prizegiving: Present awards that acknowledge achievements in vocational education and students’ hard work.
- Special announcements: Feature outstanding students during school events, announcements, publications, the school website or the school’s social media channels - highlight their achievements, skills and future aspirations.
- Skill demonstrations: Provide opportunities for students in vocational education to showcase their skills during school events like open evenings, career fairs or whānau engagements. This allows them to demonstrate their skill to potential employers and inspire younger students.
- Guest speakers: Invite industry professionals or successful alumni who undertook vocational programmes to speak to students.
- Mentorship: Connect students in vocational programmes with mentors in their field of study.
- Partnership with industry: Partner with local businesses or industry associations to offer scholarships, internships, or job shadowing opportunities to students.
- Display area at school: Create a display area showcasing student work, projects or achievements.
Supporting ākonga Māori pathways
You can draw on these resources to support ākonga Māori with their pathways.
- Nau Mai Te Anamata: Tomorrow’s Skills is a report created by Tokona Te Raki: Māori Futures Collective. It recommends which skills to nurture for the future.
- The NZQA website has information for Māori whānau on how to support their tamaiti through their NCEA journey.
- Te Puni Kokiri | Ministry of Māori Development has cadetship stories. These are some examples of what has worked well for supporting ākonga Māori with their pathways.
- Moneyhub and Careers.govt.nz have information on scholarships for ākonga Māori.
- Te Hekenga ki Hawaikihou supports teaching and learning te reo Māori. You can search it for relevant content, tools and resources.
You can draw on these resources to support ākonga Māori with their pathways.
- Nau Mai Te Anamata: Tomorrow’s Skills is a report created by Tokona Te Raki: Māori Futures Collective. It recommends which skills to nurture for the future.
- The NZQA website has information for Māori whānau on how to support their tamaiti through their NCEA journey.
- Te Puni Kokiri | Ministry of Māori Development has cadetship stories. These are some examples of what has worked well for supporting ākonga Māori with their pathways.
- Moneyhub and Careers.govt.nz have information on scholarships for ākonga Māori.
- Te Hekenga ki Hawaikihou supports teaching and learning te reo Māori. You can search it for relevant content, tools and resources.
Supporting Pacific learners’ pathways
You can draw on these resources to support Pacific learners with their pathways.
- The Action Plan for Pacific Education 2020 – 2030 (download below). This identifies key objectives for embedding pathways support for Pacific learners in schools.
- The NZQA website has information and resources for supporting Pacific learners’ pathways. For example, you can share:
- Rising Stars | Navigating Future Pathways. This has tips about pathways for Pacific learners and whānau.
- Examples of Pacific people working in STEAM (Science Technology Engineering Arts Mathematics).
- STEM It Up! This is an interactive comic book that showcases STEM subjects for Pacific learners.
- The Saili Malo career resource Level Up! Prepare for your Future. This is a set of activity workbooks focused on career activities for learners and their whānau.
- Moneyhub guide and Careers.govt.nz have information on scholarships for Pacific learners.
You can draw on these resources to support Pacific learners with their pathways.
- The Action Plan for Pacific Education 2020 – 2030 (download below). This identifies key objectives for embedding pathways support for Pacific learners in schools.
- The NZQA website has information and resources for supporting Pacific learners’ pathways. For example, you can share:
- Rising Stars | Navigating Future Pathways. This has tips about pathways for Pacific learners and whānau.
- Examples of Pacific people working in STEAM (Science Technology Engineering Arts Mathematics).
- STEM It Up! This is an interactive comic book that showcases STEM subjects for Pacific learners.
- The Saili Malo career resource Level Up! Prepare for your Future. This is a set of activity workbooks focused on career activities for learners and their whānau.
- Moneyhub guide and Careers.govt.nz have information on scholarships for Pacific learners.
[ File Resource ]
- Title: Pacific Action Plan
- Description: 2020 - 2030
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2024-03/Pacific-Education-Plan-Summary.pdf?VersionId=PWW.a_ms8wjDFr9E6zLy.bUxBe__NUSp
- File Extension: pdf
- File Size: 818KB
- Pacific Action Plan.pdf
- Description: 2020 - 2030
Education to Employment Brokers
Education to Employment Brokers help to connect ākonga with the world of work. This can include setting up ākonga with paid employment opportunities.
You can find your local service at:
Education to Employment Brokers help to connect ākonga with the world of work. This can include setting up ākonga with paid employment opportunities.
You can find your local service at:
Skill Standards and micro-credentials
Over time, it is intended that skill standards will replace unit standards as the core components of vocational qualifications. It may take several years for a significant number to be developed. In the meantime, you can include unit standards in your course planning as you usually would.
The six Workforce Development Councils (WDCs) are responsible for developing and maintaining industry qualifications and unit standards. They are also responsible for running national external moderation, endorsing consent to assess applications for unit/skill standards within their coverage areas and approving applications for micro-credentials they have developed. Ohu Ahumahi provides a guide to which WDC covers which industries and provides links to the six WDCs.
Over time, it is intended that skill standards will replace unit standards as the core components of vocational qualifications. It may take several years for a significant number to be developed. In the meantime, you can include unit standards in your course planning as you usually would.
The six Workforce Development Councils (WDCs) are responsible for developing and maintaining industry qualifications and unit standards. They are also responsible for running national external moderation, endorsing consent to assess applications for unit/skill standards within their coverage areas and approving applications for micro-credentials they have developed. Ohu Ahumahi provides a guide to which WDC covers which industries and provides links to the six WDCs.
Broad curriculum programmes supporting pathways in schools
We visited a few schools and kura to look at how their broad curriculum offerings are preparing students for work and further training or study. Some of these examples have taken advantage of additional funding available through programmes such as Secondary Tertiary Alignment Resource (STAR), Gateway, and Trades Academies.
We visited a few schools and kura to look at how their broad curriculum offerings are preparing students for work and further training or study. Some of these examples have taken advantage of additional funding available through programmes such as Secondary Tertiary Alignment Resource (STAR), Gateway, and Trades Academies.
[ File Resource ]
- Title: Rotorua Boys' High School
- Description: Responsive programmes open doors to a range of careers
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-12/Approved%20Fact%20Sheet%20-%20Rotorua%20Boys%27%20High%20School%20-%20Responsive%20programmes%20open%20doors%20to%20a%20range%20of%20careers.pdf?VersionId=eH4AHVg2AkZ1UKk3HCYX6U2tXHHLyMcT
- File Extension: pdf
- File Size: 802KB
- Rotorua Boys' High School.pdf
- Description: Responsive programmes open doors to a range of careers
Rotorua Boys' High School
[ File Resource ]
- Title: Bay of Islands College
- Description: Programmes empower students to give back to the community
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-12/Approved%20-%20Fact%20Sheet%20-%20Bay%20of%20Islands%20College%20-%20Programmes%20empower%20students%20to%20give%20back%20to%20the%20community.pdf?VersionId=FySm3toY6wzs7aUKJvq_A.MgH5UFtWeO
- File Extension: pdf
- File Size: 1MB
- Bay of Islands College.pdf
- Description: Programmes empower students to give back to the community
Bay of Islands College
[ File Resource ]
- Title: Macleans College
- Description: Accounting enrolments soar as learning is linked with future careers
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-12/Approved%20-%20Fact%20Sheet%20Macleans%20College%20-%20Accounting%20enrolments%20soar%20as%20learning%20is%20linked%20with%20future%20careers.pdf?VersionId=8TtoCnf005W4p7g8TwzxE3L84F4YuaZd
- File Extension: pdf
- File Size: 841KB
- Macleans College.pdf
- Description: Accounting enrolments soar as learning is linked with future careers
Macleans College
[ File Resource ]
- Title: Auckland Grammar School
- Description: Careers-linked courses prepare students for life beyond school
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-12/Approved%20-%20Auckland%20Grammar%20School%20-%20Careers-linked%20courses%20prepare%20students%20for%20life%20beyond%20school.pdf?VersionId=430D80TDu0CaILWRrkAHFSAT3j5Y1CAd
- File Extension: pdf
- File Size: 1MB
- Auckland Grammar School.pdf
- Description: Careers-linked courses prepare students for life beyond school
Auckland Grammar School
[ 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: EnglishVocational 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: EnglishVocational 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: NCEA Pathways Case Study
- Description: Palmerston North Boys High School
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-03/PNBHS%20Case%20Study.pdf?VersionId=4FdKrqYMPYwdrL0iHUYge7q9aR4vNhFk
- File Extension: pdf
- File Size: 536KB
- NCEA Pathways Case Study.pdf
- Description: Palmerston North Boys High School
NCEA Pathways Case Study
[ 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
- Description: Vocational programmes at Palmerston North Boys' High School
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: EnglishVocational 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
- Description: Vocational programmes at Geraldine High School
Geraldine High School
[ 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: EnglishVocational 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: 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: EnglishVocational 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.