futures barometer - Aotearoa NZ

The Aotearoa Futures Barometer was introduced by Dr. Eruera Prendergast-Tarena, Kaiwhakatere of Tokona Te Raki at the Ako Aotearoa Southern Forum in August. It uses a methodology from the Copenhagen Institute of Futures Studies  and surveyed 1000 New Zealanders along with 270 youth and 270 Māori responders. 

The themes include NZers' perspectives on the future, including their outlook, and expectations. The study also reported on participants' identity as New Zealanders, and their future aspirations. It provides a snapshot of on how a small group of Kiwis, perceive what the future holds for them and their optimism (or pessimism) on what the future holds. Economic, societal attitudes are polled along with how social media influences ways in which various sectors of society react to current and future trends and political shifts.

A good resource and it will be important to extend this across to a wider number of participants to be a better gauge of how NZers' thinking. 

He Ruku Hohonu - supporting Mōari apprentice carpenters

Unable to attend the synchronous presentation of He Ruku Hohonu, held at the end of March. Instead, the efficient organisers provided access to a recording. The presentation is well worth watching as it provides a good example of rangahau (Maaori research approaches) and contributes much to a better understanding of how to meet the needs of all learners.

This project is a partnership between ConCove Tūhura and Te Kōrari Rangahau, Tui Bradbrook, Susan Luke and Jamie Ihimaera Smiler and has been funded by the ConCove Project Fund. The report can be found here along with the literature review. 

The recording of a presentation is archived on YouTube. 

The research draws on the small corpus of work undertaken in the last 2 decades - many funded through either Ako Aotearoa or through the ex-industry training organisations (ITOs). For construction-related industries research funding has been provided through the BCITO.

The research is important. Statistics are worrying for Maaori - in 2018, 2,455 began apprenticeships. By 2022, there were 584 successful completions, 601 were still engaged but 1296 had left the industry.

The literature review looked through 65 articles published in the last 15years and categorised them into 3 groups - whakamana (39), whakakaha (18) and whakaihihi (8). 15 of the most relevant were summarised and the 65 articles synthesised with 9 kaupapa (themes) identified. Of note is the need for sector capability with capacity constraints and that current interventions which are not specifically designed to support Maaori, perform poorly for Maaori.

Interview data was gathered from students, teachers, iwi, whanau (family) and kaiwhakawhihi mahi (assessors).

Kaupapa Maaori theory analysis underpinned analyst. Tino rangatiratanga (self determination), Taonga tuku iho (cultural aspirations, ako Maaori (culturally preferred pedagogies), Kis piki ake (socioeconomic mediation), Whaanau (extended family support) and Kaupapa (collective philosophy). 

Findings for each theme from each group of interviewees were shared.

Recommendations included: celebrating aakonga success; clarifying pathways for continuing education; strengthening kanohi ke te kanohi (f2f( delivery; integrating marae infrastructure into support and delivery; communicating better with whanau; establishing peer support infrastructure; establishing a clear timeline for tracking progression; increasing access to academic learning support; and providing comprehensive mentoring and wrap-around support.

Going forward, the challenge is how these recommendations and findings can be enacted. 

NZ vocational education and training (VET) research forum - 2021 DAY 1

 This year the research forum is held online again.

The forum opens with Joe Te Rito and Alexia Tuhi from Ako Aotearoa providing the welcome. Josh Williams than provides an overview of the conference and a welcome to all the participants, from may countries and across the educational sectors. and Garry Fissenden, CEO of Skills Consulting Group, follows and reiterates the welcome to everyone. Helen Lomax, Director/Tumuaki of Ako Aotearoa also provides a welcome to the forum.

The first keynote is with Brad Olsen, Principal Economistand Director of Infometrics who presents on ‘NZ economic recovery and the NZ education system’. Provides an update on how the pandemic has altered the global landscape. It is not going away and there is a need to keep up with what the implications of the pandemic are into the future. His presentation focuses on ‘building back better means taking a different approach’. Re visited the effects of the first lockdown in NZ last year, a significant shock but also a quick recovery. Employment is well up but still over 100,000 NZers looking for jobs. We have enough people but not at the right time, right place and with the right skills. Health jobs have increased significantly but retail, hospitality etc. have dropped. Retraining may be one option but not all people need long training programmes. Upskilling is important. Regions dependent on tourism (Otago) have been most badly impacted. Tourism might never be the same again ☹

Highlighted the need to have a new way of working. As so many of us continue to work from home, groceries, home recreation and DIY – including increased spending in furniture etc. have increased. Internal tourism sees regions nearest main centres to be busiest. Accommodation and F & B have declined. Suburban centres outside of city centres also doing better with greater number of people moving out of the city to the outer suburbs. Commuting using public transport have also not revived.

Labour market is intensely tight. Instead of large numbers of NZers out of work, there is a labour shortage. Due partially to no access to skilled workers from overseas (from about 5000 a month to none – an unlikely to be as open post-pandemic). Unemployment may drop below 4% but unemployment still uneven across ethnicities. Māori and Pacific Peoples have double the rate. Young people and women also more affected. The work of Te Pūkenga is important and especially crucial to work with the Regional Leadership Groups (RSLGs).

Job advertisements well up with few people responding to these. Competition for workers therefore increased. For education, micro-credentials have become more important to fill gaps and to help people move horizontally across occupations. Integration  of the skill needs between employers and education important. Warned of inflation – soaring shipping costs filter to higher costs of consumables.

Breakout sessions then begin.

The first is with Tania Mullane (Whitereia and Weltec) on ‘tangata hourua framework’. The framework is an indigenous reciprocal research framework. It draws on Kaupapa Māori and Pacific methodologies and values. The framework upholds the rights of Māori to have their knowledge and culture embedded in research. It also reflects and represents those who self-identify as having multi-ethnicities which include Māori or Pacific Island. Important as a response to a gap in understanding and the need to address and give context to some of the tensions, conflicts, and challenges of multi-ethnic populations. As there are no existing theories, important to acknowledge and respond to the need of Generation ‘B’ - brown, brainy, beautiful, bicultural, bilingual, bold. The framework is useful when undertaking research with Māori and Pacific peoples. Important to develop indigenous methodologies and dispel the dominance of western methods and that they are the only valid /reliable ways.  The framework synthesises work on Kaupapa Māori theory (HIngangaroa Smith) and Pacific/pan-pacific approaches. Discussed the specific challenges in bringing these two important methodologies together and provided details on how the framework was build. Used both the whare and the waka as they are both shared in both cultures. Selected the double hulled canoe – as both deliberately bound together for the long sea journeys. As with a waka, tangata (people) with skills knowledge and expertise and that the waka can be upturned as a whare once the destination is reached. Provided detail of the framework including a spiral bringing together both cultures but with space to also stretch/move between the themes. Summarised ways to use the framework. Possible as a cultural ‘roadmap’ to allow for how participants may self-identify and to overlay collective group of Māori and Pacific people.

The next session is with Dr. Cherie Chu-Fuluifaga (Victoria) and Janice Ikiua-Pasi (Massey) presenting on ‘From good to great: 10 habits of phenomenal educators for Pacific learners’. Cherie introduced herself and the project. Janice then introduced herself. Shared the purpose of their project to try to turn theory into practice, develop real system change, listen to student experiences and focus on the strengths of phenomenal educators. Shared two stories of phenomenal educators. The pioneer educator and the reflective educator. Introduced ‘the Kato’ or presents - as the ’10 habits’ – summarised on Ako Aotearoa site

A panel session follows on exploring the Centres for Vocational Excellence (CoVEs) with Paul Hollings, General manager for the Foodand Fibre CoVE and Bharti Raniga, General Manager for the Construction andInfrastructure CoVE. Josh Williams introduces the panel session and provides the background and context of the creation of the CoVEs. Each GM introduces their CoVE, the purpose and direction. Bharti spoke of ConCoVE, with a Māori name forthcoming. Vision of ConCoVE is to assist the alignment of the industry and VET. Industry is not quite satisfied with current quality, type and access to training for the industry. Dialogue and co-construction (pun intended) required to increase productivity, increase diversity of current workforce, and contribute to NZ future workforce development. At present ConCoVE has been working with employers, industry, iwi, Te Pūkenga and now in the phase of focusing on the themes and recommendations arising from this consultation. Also learning much more about why and how people engage with work in the industry, when they make their career decisions, what are the learning pathways and what does technology and the future of work bring into the picture.

Paul summarised progress on Food/Fibre CoVE. Largely industry with some provider members and a board. Currently 5 staff. Reached out to their constituencies and find out what their needs. A knowledge base has been setup; a framework to evaluate how the CoVE is effective; and a literature review to find out what is going on in food/fibre education training excellence. Interest in microcredentials but important to work out how these are integrated into current qualifications framework. As with ConCoVE, working on equity issue, to bring in Māori/Pacific/women/immigrants into the industry. Also building a work-integrated learning model for the industries. Important to identify the opportunities for excellence and to leverage these. Due to the newness of the CoVEs, there were lots of questions.

The second keynote is with Olly Newton, Executive Director at Edge Foundation who presents on ‘Degree model apprenticeships’.  Provided an overview of the Edge FOundation which is working to inform educational systems to provide young people the knowledge skills and behaviours they need to flourish in their future life and work. Then provided the background on the apprenticeship reform in the UK including the work on shifting apprenticehship frameworks and standards towards apprentice endpoint assessments. An apprenticeship levy was also set up to fund work and support on apprenticeship and rationalisation and detail of this was presented. 

Shared the UK experiences with Degree Apprenticeships. Began with background as to how these are constituted - length, coverage, and delivery models. There were 13,400 starts in 2019/20 for degree apprenticeships with 55% mainly in business, administration and law. Proposed advantages and challenges. 

Summarised other examples of degree apprenticeships from Scotland (graduate apprenticeship), Norway (industry master programme), and Lithuania (create Lithuiania to attract study abroad students). 

Then covered the wider models for VET (not necessarily apprenticeship). Examples include Edge Hotel School (with University of Essex) which  is situated in a hotel and supplemented with WIL in other hotels; Wales National Software Academy (with Cardiff University) replicates a development business; Minerva University in San Francisco; and Quest University in Ontario. 

Ara Kick-off session #3 - Maui te Tairua: Mentoring programme for learners

 

Maui te tairua: mentoring programme with Hemi Hoskins (HOD for Humanities) and Humarie Chick.

Lynette Winter introduced the session and provided brief overview of the origin of the programme.

Hemi then introduced the background for the programme. Humarie provided details of the programme, targeting Maori who were struggling (data from Ara students’ analytics) in various programmes of study. 92 students of which 74 were profiled. A range of challenges appeared including individual family/whanau dynamics, financial issues, mental health challenges, the ‘withdrawal’ from course process and overall Ara processes for enrolment, application for funding, delivery methods and information on support services.

Hemi then presented on the overall concept of the mentoring programme There was a need for Maori to have a role model. Therefore, drawing on Maori culture identifies the stories around Maui as one way to bring connection between learners and their culture. Shared TedEd video by MatthewWinkler on ‘what makes a hero’. The ‘hero’ is prevalent across all cultures in their stories.

Used the narrative from the ‘what makes a hero’ concept (John Campbell) and contextualised it to Maori learners’ challenges. The cycle of - call to adventure, meeting the mentor, entering the unknown, trials and failures, the rebirth, revelation, redemption and the return. Used these to help learners understand the cycle of life and how they may navigate their own journey. Connected this to the Maori well-being model – te whare tapa wha – spiritual, physical, mental and community well-being.

Shared the programme, based on the hero cycle, of activities to engage learners and support them through their studies at Ara. 7 sessions including guest speakers and workshop to help students work through the various challenges. The final session confers tuakana (mentor) status on students participating, so they then become the supporters of the next cohort.

An inspiring initiative. The programme has just started in July and will be reviewed/evaluated in December.

Q & A followed.

Ara Institute of Canterbury - Kick-off series PD - Launch presentations

 

Ara – kick off series – term 3 professional development – Teaching and Learning framework and the Framework for Maori achievement

Today, begins the Kick-off series of term 3 professional development for all Ara of Institute of Canterbury colleagues. The series runs most Wednesday and Friday afternoons from today until the end of September.

The original plan was to launch the series with some kai (afternoon tea) and a chance for colleagues to catch up after last term’s disruptions. However, NZ’s return to Level 3 for Auckland and Level 2 for the rest of the country from noon today, due to the emergence of community covid-19 cases, has meant the entire event (without the social event and afternoon tea) was shifted online to zoom.

The main purpose of today’s session is to launch both the Ara Teaching and Learning Framework and the Framework for Maori Achievement.

Hemi Hoskins, of Department of Humanities begins the proceedings with welcome in Maori. His take home message, a framework is important but it is the people who make it become active.

Then Tony Gray, Chief Executive, welcomes all participants including non-Ara participants. He shares Ara’s Strategic Vision as it links to both our Teaching and Learning framework and the framework for Maori Achievement.

Keynote follows from Melanie Taite-Pitama, Ara Board Deputy Chair and the principal of the Tuahiwi School just North of Christchurch. Used her biography to explain how she came to what she does now and her interest and current leadership in Maori education participation and outcomes. She advocated for the need to engage Maori through their language and culture. Personalisation of learning is important to ensure learners bring their experiences and have those celebrated at school. Advocated for the importance of honouring the treaty – participation, partnership and protection. Encouraged the integration of Maori epistemology and language into all disciplines. Detailed the re-design a school for Maori students. Not just to tweak but to build a new system, by Maori for Maori. Shared decolonisation skills for non-Maori kiwis. Then the principles of partnership between Maori and non-Maori, not just as stakeholders but as actual partners. Shared a video on the future of work to illustrate the challenges are for all of us, not just Maori. Education not working now for Maori and there is a need to change how it is enacted so all are able to contribute into the future. There is a need to recognise the many skills Maori bring – innovation, entrepreneurship, strong relationship skills. Challenged all to not just allow things to remain the same, to contribute towards ensuring all learners are able to meet their potential.

Heperi Harris introduces Maryann Geddes, Ara Board Member and NZIST Council Member who provides an overview of the wider picture. Reiterated the message from Melanie. Summarised the requirement by the Minister Education, Chris Hipkins, tasking the NZIST to honour the Treaty and ensure equity for Maori in VET. It is not only Maori who have to play a role but everyone has to put into action, frameworks and strategies to integrate biculturalism.

The presentation of the Framework for Māori Achievement is then made by Te Marino Lenihan, Kaiārahi. Participation, protection and partnership leads to prospertity. Introduced the Framework and how Ara needs to work towards actively incorporating the ideals of the Framework into all their processes. Need for all to work on CQ (cultural IQ) and to engage with the principles enshrined in the Framework. Detailed the other workshops - embedding cultural content successfully, Maui te Tauira- mentoring programme and Hutia te Punga: lifting the anchor on Friday and next week. Finished with the playing of a waiatia (song) composed by students from Te Puna Wanaka (Ara Maori language). 

A good session. Many thought provoking concepts and an inspiring call for action. 

Link to youtube video of the presentation.