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Each strategy was looked at in terms of broad themes identified in the monitoring framework rather than all 35 individual objectives. The broad themes looked at in this strategy were:

• improving access to foundation education
• improving quality of foundation education
• improving school to tertiary linkages.

Overall pattern

As stated in the overview, just over half of TEOs had change-focused objectives in this strategy in both years, with ITOs most likely to have a focus on this area and universities least likely to. From 2005/07 to 2006/08 there was a general trend towards less change-focus in this area, which was consistent across sub-sector.

In 2005/07 the area of greatest focus was improving access. In 2006/08 profiles there was less change-focus on access, slightly more on quality and increased focus on school to tertiary linkages.

Percentage of TEOs with change-focused objectives relating to ‘Raise foundation skills’ by theme area

No relationship was found between TEIs having objectives in the areas of improving access to and quality of foundation education and the number or percentage of level 1 to 3 certificate students. An inverse relationship was found between TEIs having objectives in these two areas and the size of the organisation in terms of students and EFTS.¹ That is, smaller institutions are more likely to have a change-focus on these areas.

This finding is likely to be a consequence of the larger TEIs being universities, which have a lower level of focus in this area, and the smaller TEIs being provisional ITPs, where foundation learning is a key part of their provision.

Improving access to foundation education

Change-focused objectives relating to improving access to foundation education were found across ITOs, ITPs and wānanga. From 2005/07 to 2006/08 there was a decline in change-focus in this area for both ITOs and ITPs.

Percentage of TEOs with change-focused objectives relating to ‘improving access to foundation education’ by sub-sector

In 2005/07 profiles, the most common focus for ITOs was on identifying those trainees needing additional help with literacy, numeracy and communication skills and targeting specialised provision to them. This included incorporating foundation education within their training packages and programmes. Two ITOs were looking at the use of pre-entry programmes to build foundation skills and one at the use of referrals to literacy providers. One ITO had an objective to promote foundation skills training and qualifications to workers with low or no qualifications.

In 2006/08 profiles, the focus of ITOs was on targeting assistance and services to those needing additional help and on broadly based objectives around improving foundation training and skills in the industry.

In 2005/07, the most common focus in ITPs was on maintaining or increasing the volume of provision. However, the analysis of the relationship of having objectives in this area to numbers of level 1 to 3 certificate students suggests that having these kinds of objectives doesn’t relate to the level of provision. Most ITPs had a focus on providing pathways into further study or study support for those starting in tertiary education. A few ITPs were looking at improving access through flexible provision and/or workplace learning. Only a few providers mentioned targeting access to specific groups and only a few talked about a specific focus on numeracy and literacy.

In 2006/08, ITPs continued to have a focus on maintaining or expanding foundation education programmes, as well as providing support and services to individual students. A couple were looking at strategies integrated across their provision. There was greater focus on programmes with a specific focus on literacy or numeracy, rather than just bridging and study preparation.

One university in 2006/08 had a focus on supporting the literacy and numeracy requirements of undergraduate students. One wānanga had an objective to employ a tutor/coordinator for literacy and numeracy, develop a literacy programme for students and provide more pre-entry programmes.

Improving quality of foundation education

Change-focused objectives relating to improving quality were found in a number of ITOs, some ITPs and one university (in 2006/08).

Percentage of TEOs with change-focused objectives relating to ‘improving quality in foundation education’ by sub-sector

In both 2005/07 and 2006/08 profiles, the focus for ITOs in this area was on the content and relevance of qualifications. This included ongoing review of qualifications and unit standards to ensure they had a sufficient focus on foundation skills and developing new introductory qualifications with a foundation skills focus. Most of the ITOs with objectives in this area framed them in terms of ensuring that the foundation skill content of qualifications was relevant to the needs of their industry.

In 2005/07, two ITPs focused on professional development of teaching staff and ACE providers. Another had a focus on working with stakeholders to ensure that provision is relevant and meeting needs. The focus on professional development continued in 2006/08. There was also a focus on quality management, reviewing programmes for relevance and developing effective programmes to help students move into higher levels of education.

The one university with an objective in this area in 2006/08 was looking at developing an entry level qualification to enhance access to degree study for mature students.

Improving school to tertiary linkages

Change-focused objectives relating to improving school to tertiary linkages were found mostly in ITPs and universities in 2005/07. In 2006/08, this area was also being addressed more within ITOs.

Percentage of TEOs with change-focused objectives relating to ‘improving school to tertiary linkages’ by sub-sector

In 2005/07, one ITO had an objective of working with schools to provide work experience for students, including through the Gateway programme. In 2006/08 profiles, more ITOs included objectives in this area, with a focus on working with schools to improve the school to work transition, including development of joint programmes and alignment of school and industry qualifications.

In both 2005/07 and 2006/08 profiles, the consistent focus in this area for ITPs was on aligning school and tertiary curricula in order to create clear pathways from school to tertiary qualifications. This builds on the work initiated by Manukau Institute of Technology, which has been funded to transfer its approach to all ITPs. Some ITPs also identified developing relationships with secondary schools and a couple included the provision of scholarships.

In both years, universities focused on study advice, open days and mentoring programmes (before and at the start of tertiary study). Some universities also had a focus on developing relationships with secondary schools, in some cases targeting schools in specific geographic areas.

The wānanga which had an objective in this area in 2005/07 was focused on developing relationships with secondary schools and linking with kura kaupapa students, as well as running a specific wānanga for rangatahi (youth).

Interestingly, not one provider, in either year, had a stated focus on young people who had left school with little or no prospect of sustainable employment. It may be that TEIs and ITOs consider this to be an area that is addressed through the targeted training programmes and not a responsibility for them to take initiative on.

¹ This relationship only showed up as statistically significant in the rank-sums test for EFTS. However, the p-values in the median-scores tests were all under 0.20. (↑)

← Alignment across the Six Strategies | Home Page | Develop the Skills New Zealanders Need for Our Knowledge Society →

• Contents

• Background
• Purpose
• Methodology

• Overall findings
• Alignment across the six strategies

• Foundation skills
• Skills for a knowledge society
• Research and knowledge creation
• Te rautaki mātauranga Māori
• Pacific Peoples’ development and success
• Capability and quality

*Appendix 1: Mapping of analysis areas to TES and STEP Δ

*Appendix 2: Results of statistical tests Δ