Ako Aotearoa National funded projects (NPF) 2018 Colloquium

Yesterday, I presented at the annual hui of the researchers involved with Ako Aotearoa Nationally funded projects held in Wellington. Each project reported on work in progress with several who are close to or have been completed, providing overview of their projects

Colloquium begins with welcome and powhiri with Dr. Joe Rito. Helen Lomax, Ako Aotearoa Director then sets the scene. Dr. Beatrice Dias-Wanigasekara, research projects manager, also extended her welcome and MCed the colloquium.

First presentation is with Adelaide and Doug Reid from Community Colleges NZ on ‘learner access and pathways: youth guarantees, educational outcomes. Project started in 2015 and presentation covered the surveys of youth guaranteed students. The project sought to find out the profiles and longer term effects of the programme. Focus groups and individual interviews also collected perspectives. Themes identified include: the need for self development; having control; fitting in and belonging; the importance of networks and supports; and provision of direction and stability. Identity development was a significant part of transitions (there were multiple transitions), which were complex and context dependent. Skills (communication, collaboration, self-management, learning to learn and job attainment skills), not qualifications assisted in young people staying and progressing in employment and education. 3 interim reports are on project website.

Next up, ‘Set for life – best practice guidelines for vocational education and training for NZ’ presented by Ken Eastwood, Nigel Studdart and Sarah Rennie from Skills Organisation. Project was commissioned by the Tertiary Education Commission (TEC) and co-funded with Ako Aotearoa. Studied transition in Northland / Auckland. Ran for a year from mid 2016 to mid-2017. Hands on action research with focus on support of young people into work in the electrical and plumbing and the primary industries. Summarised progress to date detailing the complexity of transitions and disconnect between needs of employers / industry and schools. The project bought together the range of networks, industry and providers to improve the transition of school leavers into work. Learners appreciated ‘someone who cares’ and assistance in ‘finding my way’. Families were powerful influencers. Needs for engagement in learning were context specific. Transport to work was a defining factor with regards to continuance. Employers’ viewpoints were collated and included the importance of matching the learner to the right workplace. Schools’ needed to make sense of the transition space which was congested and complex, with some schools focusing more on NCEA credits rather than the learning required to achieve employment success. Funding was an issue for providers and ITO as to how completions could be recognised. ITOs are not funded to work in the transition space but may be effective if this occurred. Developed ‘tools’ including Set4 life navigators and the development of a co-designed programmed between iwi , PTE, Northtec, BCITO, Kaitaia College and the Far North Community.

Then, Pania Te Maro and Liz Kohonui from Te Whare Wananga oAwanuiarangi on ‘Ka nanakia hoki ‘ki’ te numeracy: better than expected’. This project studied the design of a tool to assist with modelling the teaching and learning of numeracy. Objective to test the approach of tapping into learners’ personal experiences to assessments to provide a holistic perspective towards progressing further. Traced akonga’s maths education histories and maths identities and help them to work out what they need to learn and how they can learn these. Pilot investigated so the project is in its first stage.

After morning tea, 7 presentations!! Presentations are 15 minutes each with questions after 3 presentations.

Neil Ballantyne (Open Polytechnic) and Dr. Jane Maidment (University of Canterbury) on enhancing the readiness to practice of newly qualified socialworkers. Currently undertaking the 3^rd phase of this project. Phase 1 was a curriculum mapping exercise to find out what was taught from students and educators. Gaps were identified in health as greater emphasis placed on child welfare. Phase 2 then surveyed newly social workers and managers to find out what when well and what did not occur to prepare them for work. Knowledge of mental health was identified by both recent graduates and managers as a requirement. Phase 3 is to construct an inventory of candidate capability statements through workshops with stakeholders. Used the world café approach to gather perspectives of participants on a draft. Feedback and negotiation on the draft capabilities framework through consultation with key agencies will then be undertaken.

Followed by Anne Greenhalgh from Workforce development Ltd. With Dr. Lesley Petersen on ‘establishing communities of practice: a pedagogy development mechanisms for teachers in the NZ private training establishment (PTE) environment’. Worked with tutors in 3 PTEs teaching youth guarantees students. The project assisted tutors to share teaching practice and to develop more effective teaching. Meetings every 4 months to engage in critical reflection on their practice. Used reflective competence as a framework. The aim is to produce a COP implementation guideline which will be useful within the PTE context, COP training workbook and session guide, and reflection template.

Then ‘a cross disciplinary comparison of the approach todeveloping work ready plus graduates’ with Dr. Qilong Zhang and Meghan Ruha from Toi Ohomai Institute of Technology. This is a project that started 2017 and completes mid-2019. Disciplines involved are Health study, creative technology, early childhood education, management and carpentry. Currently looking into implementation of models as they pertain to each discipline. Focused on finding out HOW the models can be operationalised. Emphasis placed in each discipline area on different skill sets. There is importance in making the expectations visible to learners and in providing teachers with opportunities to reflect on what the actual skills define their discipline.

Mark Williams from BCITO on ‘how employers have influenced the participation and success of women in the trades where they are traditionally under-represented’. This is the second part of a three part project. This phase sought to identify the characteristics of employers who have or have not employed women; the enablers and barriers to participation; and resources that may be useful to break down barriers to participation. Benefits of having women in the trades include ability of women to pay attention to detail, more care with equipment and tempering blokey behaviours. Barriers included lack of physical strength, may become pregnant and not enough women apply. Found the presence of unconscious bias and recommends some changes in employer behaviours and beliefs. These include advertising online, offering work experience, identifying supporters in the workplace, flexible work options, train and mentor staff and embracing both gender and ethnic diversity. Shared video developed to support the recommendations.

Dr. Eruera Tarena, Dr. Porsha London, Sharon Armstrong and Piripi Prendergast from Tokona Te Raki – a Ngai Tahu initiative working on establishing equity for iwi - present on Hutia te punga (lift up the anchor). The project works with 3 providers to co-construct and implement Cultural Responsiveness Professional Learning and Development (CRPLD). Project began this year and is half way through the process. Presented on the frameworks informing the work which is to work at the deeper causes then to just ‘fix the symptoms’. Co-construction involves bringing values and beliefs of students and their tutors to address poor retention of Maori students in their programmes. Need to confront practices as what we say we will do, is often different from what actually takes place. Provided details of the CRPLD programme, initial themes and reflections on what has been achieved and what still needs to be done.

Followed on by Laloifi Ripley from Careerforce and Dr. Nicky Murray and Anne Alkema from the ITF on ‘Hinatore: upskilling Maori and Pasifikaworkplace learners’. The project investigates the teaching and learning processes in workplace learning literacy and numeracy programmes that support successful outcomes for Maori and Pasifika learners. 10 workplaces base in Auckland are involved along with 5 providers. The project works with the tutors. Pre-programme data already collected and now collecting post-programme data. Supporting tutors as researchers to enable them to use evidence to improve their practice. Workplace programme details provided. Discussed the need to be respectful of the data and to not impose pre-negotiated data analysis framework on it. Draft framework introduced to honour the data based on ako, mahi and whanau.

Completed project presentation with Associate Professor Leonie Pihama’s and team from University of Waikato project ‘he tatua o kahukura’ is undertaken. Provided a quick overview of the project which is to support Maori scholars’ post-doctoral pathways. 7 sites participated. Then shared the findings and recommendations.

After lunch, I present on the e-assessment project. The guidelines, derived from case study of the seven sub-projects are summarised, along with the research approach and the frameworks informing the project. The final report is in peer review and discussions with regards to dissemination have commenced. In essence, digital tools provide opportunities to gather, collate and work through feedback for learning, assisting learners to progress their learning. Feedback may be from digital tools, the learners, their peers, and their teachers / other experts.

Four more projects presentations follow.

Firstly, Professors Lynne Taylor and Ursula present on their project ‘the making of a lawyer: a longitudinal study. This is a 5 year study with 5 universities to work out the work readiness of NZ law graduates. Across the years, no difference in motivations and values but drop in levels of interest in pursuing a legal career. Drop in lecture attendance but increase in participation in active learning activities. Less time spent in self-study that expected and little change in self-study approaches. There was a low level of f2f contact with teachers outside class. At the end of year 4, very few students reported their tutors knew them. Students reported good grades, increasing levels of confidence of passing over time. Shared interventions put in place to address the findings from the project.

Then, Professor Cherie Chu from Victoria University and Janice Ikiua-Pasi from Weltec/Whitirea present on their project ’10 habits ofphenomenal educators for Pasifika learners’. Used appreciative inquiry to change practice for tutors to engage with and work well with Pasifika learners. Study sought to understand better, how Pasifika learners learn best. Then to apply these towards informing teaching and learning practices that will support Pasifika learners.

Followed on with Dr. Emma Wolfgram-Folaki and Dr. Hinekura Smith from Auckland University present on ‘He vaka moana: navigating Maori student and Pasifika student success’. Reports on a support project which connects beginner academic and professional leaders in teaching, learning, assessment and research at Auckland University and Unitec. 8 fellows (including support staff and academic) supported across this year. PD workshops covering ethics application, writing etc. provide ongoing support through the year.

The Pasifika learner success theme continues with presentation from Sam U’tai from Ara Institute of Technology and Ashlyna Noa (University of Canterbury). An evaluation was undertaken of a Pasifika Resource kit developed through a joint project with Lincoln University and University of Canterbury. This is the 3^rd project completed in March this year. The 2^nd project recommended change in academic spaces; student services; and Pasifika visibility and the kit was developed to put into practice, the changes recommended in the 2^nd project. Found the kit assisted with transforming teaching and learning; improved support for Pasifika students; promoted and celebrated Pasifika diversity; and provided support for staff to increase cultural responsiveness through implementation of specific strategies.

Summing up and reflections is presented by Ian Rowe.

Farewell and poropoaki follow.

Before the colloquium ends, here is a celebration of 2 completed projects (Taikaka with Professor Jenny Lee-Morgan from University of Auckland and Te Whaihanga with Professor Dory Reeves also from the University of Auckland).

All in, a day packed with many and varied presentations. There was a sense of camaraderie across the researchers. Also, always good to catch up with work in-progress which represents teaching and learning across the NZ tertiary sector. Projects were led by Wananga, ITPs, provide providers, ITOs and Universities with several cross sector projects.