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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. Improved linkages between secondary and tertiary education, and improved staircasing for learners within tertiary education
From 1996–2002, around 10,000 youth annually (approximately 18–20 percent of school leavers in 2000) were leaving school with no qualifications. Over a third (37%) of all Maori youth have no qualification when they leave the compulsory schooling system. Maori uptake of foundation education reflects this statistic. By 2007, fewer young people will be in this situation, as the National Certificate of Educational Achievement and other National Certificates broaden the opportunities for success for learners, as there is improved co-ordination around ‘at risk’ learners between the Ministry of Education, education professionals, schools and communities, and the results of the Literacy and Numeracy Strategy in schools begin to be seen amongst youth. Links from school to work will also be stronger, and the system will attempt to ensure that all young people under 19 years will be engaged in education, training or employment. Programmes such as Modern Apprenticeships, Gateway and Maori Trade Training will be contributing strongly to this goal. The tertiary and compulsory education systems will engage collaboratively in lifting foundation skills, sharing best practice and ensuring all young people have pathways which enable them to engage in education and acquire key skills. Learners who access the available foundation education opportunities will be able to build on the skills they learn and progress into higher level qualifications and employment, with the skills necessary to succeed in those environments. In 2007, higher education providers (such as universities, polytechnics, private providers offering qualifications at level 5 and above, and Industry Training Organisations arranging training at those levels) will either provide foundation skills programmes as a supported transition to higher study, and/or integrate foundation skills components into lower level qualification delivery, and/or have clearly articulated pathways from specialist foundation skills providers into their programmes. Universities will respond to this priority area by engaging in research about foundation skills acquisition, training teachers and tutors of foundation skill delivery and assessment, and supporting learners to staircase into their higher level qualifications through bridging courses or links with foundation education providers. Foundation education providers will ensure their learners pathway onto further education where appropriate, and will generally pay attention to the post-completion needs of learners and employers throughout the system to get maximum value from the education. The National Qualifications Framework will build on individuals’ previous learning and recognise and transfer credits between qualifications. The best practice partnerships endorsed in the review of Training Opportunities and Youth Training (TO / YT) will have expanded throughout the TO / YT sector to provide strong pathways for learners to build on their foundation skills elsewhere in the tertiary system, and within the workplace. These are described more fully in Building Futures: The Final Report of the Review of Training Opportunities and Youth Training. In future, all tertiary providers will recognise that many of our most innovative and creative New Zealanders had a hard time getting started in education, and did not achieve at school, but made valuable contributions to New Zealand once they had attained foundation skills in other contexts. By 2007, achieving the goals of the New Zealand Adult Literacy Strategy (see box overleaf) will be within reach, with increased opportunities for adult literacy learning, greater capability in the adult literacy teaching sector, and improved quality to ensure that New Zealand adult literacy teaching programmes and learning environments are world class. « Objective 16 | Index | Strategy 4 » |
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