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These pages contain the original text of the Tertiary Education Strategy documents. Only edit content if you notice the text is inconsistent with the final published document. Feel free to develop your own cross references and index structure. Significantly improved adult foundation skill levels, achieved through increased access to foundation education in a range of learning contexts
By 2007, New Zealand’s tertiary education system will encompass a well-integrated system of foundation education provision, so that a range of clearly-identified pathways is available for learners to acquire foundation skills. The traditional method of delivery for foundation skills is classroom-based in the school environment. However, a broad range of learning contexts is now available for adults to access foundation education. This includes the workplace, the home and family environment, local community-based provision (for example evening classes in tertiary providers or schools, adult education providers, churches), and iwi, hapu and Whanau-based learning (for example on a marae). Specific programmes are funded through Training Opportunities and Youth Training programmes, foundation and bridging courses at TEIs, levels 1 and 2 education purchased through industry training organisations, and home, work, marae or community-based literacy and ESOL programmes. This breadth and diversity must be maintained and extended in the future to meet the wide diversity of learning needs. Adults and youth who have not gained key foundation skills through the compulsory schooling system will be able to access quality foundation education programmes in contexts and settings relevant to them – including their family, work, an institution, their local communities, schools, churches and marae. By 2007, we will have achieved improvements in the number and diversity of learners accessing and succeeding in obtaining foundation skills through the tertiary sector, particularly amongst priority groups with lower literacy levels, including Maori, Pacific, migrants, refugees, ‘at risk’ youth, long-term unemployed, learners with disabilities, and those with few or no qualifications. Given the diversity of communities and potential needs, the foundation education sector must have the capability to offer quality provision in a broad range of learning contexts. Because of the increasingly knowledge-based nature of the economy, many more employers will regard foundation skills as a sound business investment. Best practice workplace literacy programmes, like the partnership between Workbase and pulp and paper industry giant Norske Skog Tasman, will be commonplace. « Strategy 3 | Index | Objective 15 » |
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